21st Century Instructional Plan: Student Population

Teacher

(Your name)

Grade/Age Level

Curriculum Area

(Content/Subject)

4th Grade

Science

Date

Time Frame

(total minutes)

Identify Desired Results (Stage 1)

State Standard(s) (Math or ELA only )

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;

ISTE-S Standards (not required for Week #4, Instructional Plan #2)

Established Goals/Learning Objective(s): (grade level and content-specific (Math or ELA only)

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.

Understanding(s) Involves Big Ideas

(give meaning & importance to facts, can transfer to other topics, usually not obvious; an inference, not a fact, may provide a conceptual foundation to basic skills, deliberately framed as a generalization—do not end with an adjective-e.g.; “fractions are important”)

Students will understand that…

Essential Questions (Open-ended, no single “correct” answer/meant to be argued, provoke student inquiry & focusing learning & final performance, may address conceptual or philosophical foundations of a discipline, raise other important questions, naturally & appropriately reoccur, stimulate vital, ongoing rethinking of big ideas, assumptions, & prior lessons)

A mutually beneficial relationship exists between humans and plants since we provide them the carbon dioxide they need for photosynthesis to occur which then allows plants to provide us with the oxygen we need to breath.

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)

Knowledge What we want students to know

(Vocabulary, terminology, definitions, key factual information, formulas, critical details, important events & people, sequence & timelines)

Students will know…

Skills What we want students to be able to do

(Basic skills—decoding, math computation, Communication skills—listening, speaking, writing, Thinking skills—compare, infer, analyze, interpret, Research/inquiry/investigation skills, Study skills—note taking, Interpersonal/group skills)

Students will be able to…

The parts of the plants (roots, stems, leaves, flower) and their functions.

Accurately write the descriptions of the plant part functions as well as utilize technology to create an iMovie on plant parts.

Assessment Evidence (Stage 2)

Determine Assessment Evidence

Formative Assessments: Aligns with Stage 1: How will students “show what they know”?

student work samples/artifacts, student skill demonstration (informal, non-cumulative), group/independent activities, traditional quizzes, tests, observations, student self-assessment & reflection

List form—more specifically described in Stage 3 when sequencing the lesson

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, students will complete the “L” section of their KWL chart which will serve as their exit ticket. (Bold represent the 3 different ways to assess FOR learning)

Learning Plan (Stage 3)

Plan & Sequence Instruction and Learning Experiences

Teacher’s role: Facilitator of meaning making & a coach giving feedback & advice about how to use content effectively

Key:

Indicate within each stage of the Gradual Release process

a) where technology is integrated (T) (not required for Week #4 Instructional Plan #2) ,

b) formative assessments labeled (FA) with;

c) level of DOK (1:Recall, 2:Skill/Concept, 3:Strategic Thinking, or 4:Extended Thinking)

Anticipatory Set:

How will you hook students at the beginning of the unit?

The students will complete the “K” and “W” sections of a KWL chart to access prior knowledge. Students will be asked to write down what they already know about the parts of a plant and then list questions of things they would like to know about plants.

Instructional Input

(“I do”--Teacher does)

Approx.time:

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?” 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.

Guided Practice (We do together--I do, you help & You do, I help)

Approx.time:

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, FA)

Independent Practice (You do alone, I watch)

Approx.time:

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, T, FA)

Students will then complete their KWL charts by completing the “L” section that allows students to write down what they have learned, which will serve as an exit ticket. This will then be used as a way for the teacher to formatively assess the knowledge that students have gained and are working towards mastering the lesson objectives. (FA)

Differentiation :

Specify those areas of your instruction and student activities/assessments that show

how will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the lesson.

These are areas that recognize all levels of learners and modalities for learning.

Week #4 Instructional plan MUST deliberately plan for specific modifications to assessments and/or learning accommodations that would best support identified unique learners.

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.

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 using 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.

Other