21st Century Instructional Plan: Student Population

LESSON ELEMENT

STUDENT-FRIENDLY TRANSLATION

( # 2,3,4 only)

1. Common Core Learning Standard(s) Addressed : Comment by Adkins, Julie-Ann: YOU MUST USE A MATH OR ENGLISH LANGUAGE ARTS STANDARD FROM THE CCSS. HERE IS THE LINK: http://www.corestandards.org/read-the-standards/

Virginia SOL Science Standard 4.4: The student will investigate and understand basic plant anatomy and life processes.

Key concepts include

a) the structures of typical plants and the function of each structure;

2. Learning Target (s): (What will students know & be able to do as a result of this lesson?) Comment by Adkins, Julie-Ann: These are your learning objectives. It might be helpful to bold your action verbs to ensure your objectives are measurable.

The students will identify the parts of a plant by labeling a foldable.

The students will describe the function of the plant parts by writing it in the foldable.

I can name the parts of a plant and describe what each part does for the plant. Comment by Adkins, Julie-Ann: In the student friendly version, you are simply rewriting what you have in the left column in terms that are easier for students to understand.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

It is important for students to know and understand the plant parts and their functions to gain a better appreciation for the environment and to recognize that plants provide humans with oxygen which we need to survive; that there is a mutually beneficial relationship between humans and plants since we provide them the carbon dioxide they need for photosynthesis to occur. Knowing this information will support them in better understanding the process of photosynthesis as this is a topic that will be discussed in the next lesson.

Plants are important to humans as they provide the oxygen we need to breathe. Likewise, plants need us because they need the carbon dioxide we breathe out to make their own food.

4. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

Students will complete a plant foldable where they will label the different plant parts as well as their functions. This foldable will be used to ensure that students have properly labeled each plant part and can describe the function of each plant part. The creation of an iMovie will also provide formative assessment to determine if students are working towards mastering the objectives. At the end of the lesson, I will provide every student with an exit ticket that has them label each plant part and match the correct function with the associated plant part. If students can complete this exit ticket with 90% accuracy, I will assume that mastery towards these objectives has been achieved. (DOK 1) (Bold represent the 3 different ways to assess FOR learning)

I can properly label each plant part and match the plant functions to each plant part.

5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

Gradual Release Of Responsibility Model: Comment by Adkins, Julie-Ann: Since the Common Core Lesson Plan Template does not have the gradual release of responsibility embedded within the lesson plan, you must be sure you clearly label it as it is done here.

Direct Instruction (I do it): To begin this lesson, the students will ask the student to think about why they think plants are important for humans before they watch a video that provides a catchy tune to identifying the plant parts and its function. The video is located at: https://www.youtube.com/watch?v=ql6OL7_qFgU . Once the video is over, the teacher will ask the students to respond to the following question: “Why are plants important?” (DOK 3) After the students watch the video, the teacher will give each table a potted flower to examine all of the parts as the teacher goes over each one with the class. The teacher will ask the following questions that will engage students in critical thinking questions: Comment by Adkins, Julie-Ann: Be sure to clearly label the DOK levels that are evident in your lesson plan.

Critical Thinking Questions:

What would happen if there were no plants in the world? (DOK 3)

How are the roots, stems, and leaves alike? (DOK 3)

What is the purpose of the flower? (DOK 2)

Guided Instruction (We do it): The students, with the support of the teacher, will create a foldable. The students will take a piece of paper, fold it in half and on the front part, draw a picture of a plant that includes the following parts: root, stem, leaves, and flower. The students will then cut the front part of the fold into four parts so that each plant part has its own flap. The teacher will ask the students what each part does and then behind each flap, the students will write the function of each of the four plant parts. The teacher will be modeling how to complete the foldable using an Elmo to project on the screen. (DOK 1)

Independent Practice (You do on your own): Students will create an iMovie that shows the parts of the plant as well as a description of its function. Students will first create a slide for each plant part and then record their voice when describing the plant part functions. Students will then share their iMovies to the class website to share with friends and family members. (DOK 2, Technology)

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Projector screen, Youtube, 5 potted plants with flower, colored pencils, white construction paper, laptops to access iMovie, and Elmo

7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

Throughout this lesson, I will be providing visuals and extensive modeling of activities to ensure that all student have access to the content of this lesson plan. I will be continually questioning student knowledge to formatively assess if additional scaffolding is necessary to better support students. I will also give opportunities for students to share any experiences they have had in nature with regards to plants; this will allow my ethnically diverse students to share flowers that they may be more familiar with.

8. Modifications/Accommodations : (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.) Comment by Adkins, Julie-Ann: This is where you will be more deliberate in your modifications/accommodations for the students with special needs that are specifically outlined in the assignment instructions. Since your lesson must be a math or English Language Arts lesson, you will have modifications and/or accommodations for these students with special needs. Be sure that you are differentiating for both your activities and assessments within the lesson plan.

Students with specific learning disabilities in reading and math: Since this lesson has no reading and mathematics requirement, there are not specific modifications/accommodations that need to be made.

Student with ADHD: This student will have the opportunity to stand up while working on his or her tasks if needed and while working on the independent activity, will allow the student to work in a quiet place to minimize distractions. For the formative assessments, students will be given more time if needed.

ELL student: For the student who is not fluent in English, I will provide opportunities for the student to connect the parts of a plant with his or her first language to offer native language supports. Additionally, I will be modeling and providing a lot of visuals through the use of pictures and the video to provide comprehension. When the ELL students need to label the parts of a plant during the independent activity, I will provide the labels in both English and their native language to support them. When writing the functions of each plant part, they can attempt to draw a picture to represent the function. Additionally, when I pair the ELLs with a peer to complete the iMovie, if possible, I will pair them with a student that speaks their native language, but is fluent in English.