- Designing Instruction:is contextually and logically organized- We have engaging, fun to visit centers that we will be going over before we send them off.uses varied instructional methods that meet individual student needs and target higher order thinking skills- To make sure that we are helping all students we will be going over how to do each center as well as model how to use kidspiration. Working in groups will also be a benefit to students, they can ask peers for help if need be.integrates technology from a constructivist perspective- We will be using the computers as dictionaries as well as a thesauruses. We will be teaching them how to use kidspiration for the graphing. The pad cam will show the whole class how the celery is taking the food color up.
- Lesson PlanTechnology Integrated Lesson PlanLesson Title:
FlowersTeacher: Maira Reyes, Amanda Proctor, Amanda ShivelySubject: ScienceGrade Level: 3rdLesson Objectives: Students will identify, sort, describe and graph the length of plant parts to create a book.Standards:Strand4, PO 1, Describe the function of the following plant structures:· Roots - absorb water· Stems - provide support· Leaves - synthesize food· Flowers - attract pollinators and produce seeds for reproductionTechnology Integration: The teacher will use the pad cam to show the celery activity to the class. Teacher will demonstrate how to use the graphing tool in kidspiration using the smart board. Students will use kidspiration to graph the length of plant parts. Students will use online search engines to seek adjectives describing a plant of their choosing.Differentiated Instruction: The use of these meaningful activities will engage students in the lesson. A variety of pictures, books, hands on manipulatives, demonstrations, gestures and detailed instructions for center activities will scaffold the learning and meet individual students’ needs. Students are given the opportunity to enhance their learning through prompting questions and further research. Encouraging parental involvement in the lesson will provide students with necessary support and a model for learning.Procedures:Introduction/ Anticipatory set: Teacher will have celery, a clear glass, water and blue food coloring set on the pad cam. Teacher will place the celery in the glass full of water and ask students what they think will happen when food coloring is added. Students will raise hands and discuss possibilities such as, only the bottom of the celery being colored, all of the celery being dyed, etc. The teacher will not provide the answer but leave the experiment on the pad cam for students to observe throughout center time. Students will then watch the YouTube video, which will introduce lesson topics and provide background knowledge. Teacher will explain that there will be four centers and what the expected outcome of each center is. Students will spend approximately 15 minutes at each center and rotate centers as a group.Center 1 (sorting/defining): At this center Students will be given flashcards with definitions to various plant parts and pictures of plant parts. There will be multiple correct answers. Students will then match the terminology, to the corresponding pictures and to the definition. They will then label their plant anatomy diagram accordingly and then color their worksheet with plausible colors.Center 2 (graphing): Students will be given plants and plant parts to measure. They will then use kidspiration to graph their results using bar graphs. They must include labels, a title and color.Center 3 (adjectives/ descriptions): Students will be supplied with dictionaries and thesauruses so they may come up with adjectives to describe their chosen flower. They will then use the adjectives in sentences.Center 4 (Flower parts): Students will identify the different parts of actual flowers. They will then sort them in to the categories of roots, stems, flowers, and leaves. On their worksheet they will see pictures of four empty flowerpots. In one flowerpot they will glue roots below the soil line, in another pot they will glue a stem in addition to roots, the third pot will have leaves, a stem and roots. The fourth pot will contain a completed flower. After completing the gluing activity students will label their flower parts and name their completed flower.Assessments:Students will be assessed on their graphs, the correct labeling of terminology (roots, stems, leaves, and flowers), the use of complete sentences that include accurate adjectives describing flowers (center 3), accurate graphing and completeness. See attached rubric.Instructional Materials/Resources: markers, pencils, glue, dictionaries, thesauruses, computers, kidspiration, paper, handouts, construction paper for covers, celery, food coloring, glass cup, water, live plants (roots, stems, flowers, leaves), pad cam, rulers, tape measurers, introductory video (http://www.youtube.com/watch?v=CX2m2n2uDAE&feature=fvw), center 4 handout (http://www.enchantedlearning.com/drawfour/flowers.shtml)Center 1 handout (http://www.enchantedlearning.com/subjects/plants/label/plantsimple/)Assessment-1 point2 points3 pointsCenter 1Students missed more than 2 matches or did not correctly label the diagram.Students missed no more than 2 matches and correctly labeled their diagram.Students made no errors and used accurate colors.Center 2Student did not include a part of the graph or had less than three bars.Includes labels, title, color and at least three measurements.Student graphs more than three plant attributes.Center 3Student did not draw a flower, include appropriate adjectives or used incomplete sentences.Students wrote at least 6 accurate adjectives and used them in a sentence correctly.Student wrote at least 8 accurate adjectives and used them in a sentence correctly.Center 4Plant parts incorrectly sorted or not glued in the correct position on the plant (i.e. root on top of flower)Plant parts sorted correctly and glued appropriately on the paper.Plant parts sorted correctly, glued appropriately on the paper. And the plant was named.CompletenessPoints possibleStudents did not get a long with peers and/or did not complete activities.All center activities complete, student worked well with peers.Student assisted other students, sought further knowledge and completed activity./15Flower Lesson Plan Rubric
Phase III: Amanda Shively
o Assessing Prior Knowledge- As most students in a college class already have extensive prior knowledge of the four basic plant parts it was difficult to develop a lesson that would challenge them. In a 3rd grade classroom we would have asked the same questions of the students (what do you think will happen?, what do you think this does?, etc.) but we would most likely get more diverse responses. From this point, we, as teachers, would modify the lesson based on the needs of the students.
o Planning Instruction- The planning stages took slightly longer than I would have expected. This being a technology class, forced me to think about ways that technology could be integrated into a lesson that seemingly had nothing to do with technology. This lesson creation activity gave me the knowledge of several software and program ideas that I could use in my future classroom in all subject areas not just plant parts.
o Designing Instruction- The lesson came together fairly well, the part that took the longest was narrowing down center ideas. We also wanted to ensure that we integrated other content areas into the lesson aside from science; this took some creative thinking on our part. The biggest thing that I would change in the lesson would be that of adding in a whole group activity at the beginning. This activity would include having students take a nature walk to pick their own plants which they would later use in the centers. It would also be interesting to start this lesson a few days a head of time by having student each make their own flower saturated with food coloring. They could then chart and graph the progression of the water/ food coloring over time (using kidspiration of course). I would also change how the instruction was given regarding how to use the graphing tool on kidspiration. Not only should the instruction be given to the class as a whole it should have also be printed so students could refer to it at the centers. It also seemed as though we were not well prepared for this center as it took a considerable amount of time to explain to each group.
o Planning Assessment- A rubric seemed to be the only logical way to assess students in this activity. It provided us with a way to come up with concrete and measurable objectives for the students. Our first rubric lacked the ‘measurable’ component and we had to think about ways to make it so children could understand exactly what was expected of them. Based on the abilities of my class I would most likely need to revise the rubric again. This might include changing the number of items to be graphed, have students work in groups or pairs, requiring the adjectives to be used in a paragraph and perhaps even teaching them about other plant parts.
o Instructional Decisions/Teaching- After teaching the lesson I realized that we had to make quite a few modifications during the lesson. Not all of the students were working at the same pace so I had to accommodate to their needs by allowing them to change centers as individuals instead of as groups. This created quite a debacle at the end as some students were completely finished while others still had 2 centers to complete. I feel that this would likely happen in a 3rd grade classroom as well and I would need to make a fun challenge for students to work on when they had extra time. One idea that I thought of would be to have students create their own flower out of common house hold items and describe how each item depicts the a part of the flower (i.e. a straw is like the roots because it sucks up nutrients). The printers failing did not help as the students needed to print their graphs.
o Assessment of learning-The rubrics worked very well as a form of summative assessment but I feel that I gained much more insight into the learning of individual students through the lesson itself. Circulating the class and asking questions of students and having students ask questions in return.