Flower Exploration

Name: Ali James Grade Level: 3rd Materials Required: Flowers - real with roots Scrap paper Plant Parts & Functions Worksheet Plant Parts & Functions Assessment Worksheet & Answer Keys Plant Parts rubric Straws Picture of an anchor Cut out of leafs Large flower cupcake liners Glue Scissors Crayons/colored pencils Time Allotted: 50-60 min. Subject: Science

Michigan Content Expectations: L.OL.E.3 Structures and Functions Organisms have different structures that serve different functions in growth, survival, and reproduction. L.OL.03.31 Describe the function of the following plant parts: ower, stem, root, and leaf. Objective(s): The student will describe (Comprehension) the parts of a plant and their functions so that they will demonstrate 90% proficiency during discussion and on the worksheet at the end of the lesson by describing each part of the plant. The student will label (Knowledge) the different structures of a of a plant flower, stem, root, and leaf so that they will correctly label 100% or 75% of the plant part functions on the worksheet at the end of the lesson. Student Friendly Objective(s): I can describe (Comprehension) the parts of a plant and their functions. I can label (Knowledge) the different structures of a plant.

Assessments:

Objectives 1 & 2 Formal/Formative

At the beginning of the lesson, I will conduct an observation and questions chart to gage knowledge about students understanding bout flowers. Once the students have identified their questions and/or questions on the board using sticky notes, we will take some time to review them. During the lesson as specific observations or questions are mentioned or answered I will direct the students back to the chart. At the end of the lesson we will review once more what was placed on the chart and what students learned, making connections between the two.

Objective 1 - Informal/Formative
During guided practice, I will point to each of the four parts of the plant and students will be asked to describe each part as it is pointed to. During this time, I will listen carefully to students answers to ensure they are correctly describing each part. .

Objective 2 - Informal/Formative
During guided practice, students will work together to label the four parts of the plant and their functions. During this time I will observe students work to ensure that they are correctly labeling their plant.

Objective 1 Formal/Formative
As each group of students is presenting their part of the plant, the students at their desks will be taking notes of the functions of the specific part. This will allow students to remember the functions of each part as well as provided as a tool to revisit if needed. I will use this worksheet to assess whether the student was paying attention during the activity and comprehending what was being described.

Objectives 1 & 2 Informal/Interim

After guided practice and before independent practice, I will ask students how they feel about the material we have covered about the different structures of a plant and the functions of each part by giving me a thumb up, thumb to the side, or thumb down. This will be a quick assessment to allow me to see if students understand the material or not. Depending on students answers I will either move forward to independent practice or I will go back and re-teach areas that may have been unclear. Objectives 1 & 2 Formal Formative As a ticket out the door, students will be asked to write down three things that they learned today pertaining to the different structures of a plant and the function(s) of the different structures. This

short assessment will allow me to see what students learned during the lesson and if there are any students who may not have understood the material taught.

Objectives 1 & 2 - Formal/Summative

To assess if the students have mastered the objectives of describing the function and labeling the structures of a plant, during independent practice, I will have them individually complete a worksheet. For this worksheet they describe the function of each plant part by writing out the functions in the spaces provided. The students will also be required to label each part of the plant by writing in the name of each part in the spaces provided. After students have described each function and labeled their picture, I will have them hand in their worksheet so I can assess that the functions of the parts are described correctly and the parts of the flower are labeled correctly. If the students have met the minimum proficiency then I would move on to the next lesson; giving a brief review of the materials covered in this lesson before I begin. However, if the students have not met the minimum proficiency then I would find the areas where the majority of the students are struggling and go back and re-teach the material in a different way. During this time, I will provide additional resources and materials for the students to work with/through so they can gain a better understanding of what is being taught. After the lesson I will give the students another assessment to assess their understanding. If it is only one student who does not meet the minimum level of proficiency, I will meet with them one-on-one to review/correct the missed sections. After that, the student will have an opportunity to retake the assessment to demonstrate mastery.

Instructional Procedure: 1. Anticipatory Set: a. I will start out by having the students write down observations and questions on sticky notes about real flowers. Each student or group of students will be given their own flower. Students will then be given a few minutes to write down any questions or observations that they have about the flower. Once the time is up, I will ask students to come up to the board, one by one, and place their sticky notes under the correct column on the front board, observations or questions. I will then inform the students that today we will be learning about flowers. b. I will remind the students about how we just finished learning about natural resources that are found in Michigan (soil, forests, copper, gold, gypsum, oil and natural gas, gravel, limestone, water, iron, salt, and sand) and how people use resources. c. I will tell them that that knowledge is going to assist them in todays learning by helping them understand how natural resources are used by plants, specifically flowers.

2. State Purpose and Objective of Lesson: a. I will tell the students that today we are going to learn and identify functions of plant parts (flower, stem, root, and leaf). b. I will say that this information is important because it will show them how natural resources are used by not only people, but also plants. Also, by learning about the functions of the different parts of a flower they will have a better understanding of how plants live and grow in our environment. 3. Instructional Input/Direct Instruction: a. I will start off by showing the students a big blank picture of a garden as well as some random shapes and objects; a drinking straw, an anchor, a leaf, and large cupcake liner. I will tell the students that together we will be creating a flower and learning about the function of each part of the plant. I will also let them know that each shape represents a different plant part (Molding). b. The students will then be split up into two groups. Each group will be given a black sheet of paper, materials to build a plant (straw, cutout leafs, cupcake liner, and an anchor), and slips of paper with the functions of each plant part and name. Each group will be asked to do their best to create a flower and to match the part of the plant with its function and name. 4. Guided Practice: a. As the students work in groups to find their match, I will walk around the room monitoring each groups work as well as asking and answering any questions that the students may have. b. After each group has finished, I will refocus attention to the front of the room and use the students knowledge from their activity to create a big picture of a flower and its functions. I will call on one group to select a part of the plant and come up to the board and place it where it belongs on the poster. I will then call on the other group to come up and label the function of that part. I will go back and forth between the two groups until all parts and functions are labeled. c. If the group is correct with their answer, let them know that they have answered correctly. If they have the wrong function or label the plant incorrectly, ask the class to work together to find the correct function. d. As each group goes up and presents, the students will be asked to fill in their notes sheet with the function for each plant part. After each function and part is up correctly, go over the picture one last time so student can check over their notes or fill in any blanks they may have. During this time I will point to each part of the plant and ask students to name the part and describe the function(s). e. Before moving on to independent practice, I will ask the students to give me a thumbs up if they feel confident about the material, thumbs to the side if they feel mostly confident, but would like a little more practice, or thumbs down if they do not understand the material and need more practice in a different format. By doing this I will be able to quickly assess students level of understanding and clarify and/or reteah the material if needed. 5. Modeling: Embedded

6. Independent Practice: a. Each student will be given the Parts of a Plant worksheet that is similar to the big picture that we just created. For this worksheet students will be asked to label each part of the pant and describe each parts function. This will be independently work and it should be turned in once the student has finished. b. The only resource that the students may use during this time is the worksheet and a pencil. c. Before the students begin, I will read over the rubric, attached to the back of the worksheet, with the students so they know what is expected of them. d. Communicate to students before assessment: The following assessment will be done independently. If you have a question, please quietly raise your hand and I will come to you. The only things that you should have on your desk at this time are a sharpened pencil and an eraser. When you finish your worksheet, please turn it in to the correct basket at the back of the room and return to your seat. At your seat you may write in your journal about what we have learned this week or you may work on work on the plant worksheet that I handed out earlier. I will write these options on the board under May Dos after I have given directions and the assessment is handed out as a reminder. Once the assessment is handed out, I expect you to quietly work alone. e. I will then give direction and ask for any question for clarity and then pass out the assessment. 7. Differentiated Consideration a. If a student struggles with writing, I will provide a notes sheet that is either already filled out or mostly filled out (blank spots that the students can fill in as they go) depending on their needs. b. If a student finishes early, I will allow them to write in their science journal about what they learned today about flowers or they may look up facts about different flowers found in Michigan. c. If a student needs more time to finish, I will allow them to take it. If they still need more time then I will keep their worksheet at school and they will finish it the following day or when they have free time. d. For student(s) who struggle to complete the assignment, I will pull them aside and work in a small group or one-on-one with the student(s) until they have gained a better understanding of the material. If the problem is that they did not take good notes (or did not have enough time to take good notes) then I will go over the functions of each part of the plant again so they are able to finish their notes. However, if they simply did not understand the material, then I will go over the picture with the demonstration flower with them and give them more time to let the information sink in and ask any question that they may have. e. A different way to teach this to target another group of learners needs would be to have students read a short informational book that describes the parts of the plant in more detail that they may understand. This style will allow those learners who learn better through reading to gain a better understanding of the material through their own style of learning.

f. Another way of teaching would be to split the students up into groups and have them create and label the functions of the plant on their own and allow them to use any resources they deem helpful, books or the computer. Once they believe they have answered correctly then the teacher can check their work. This style will allow students to learn for their own without the teacher lecturing them. 8. Closure: a. After the students have finished the assessment we will review the objectives and look back on our observations and questions from the start of class. b. To summarize what we had learned, I will have the students write down three new things they learned about the different structures of a plant as and/or functions of plant parts. c. Finally, I will inform the students about the upcoming lesson on multiplying natural resources. I will try to build up their anticipation on how we can determine the amount of resources we use. 9. References: Bebbington, Anne. & Bielby, Colin. & Kean, Janette. & Thomas, Ruth. & Clark, Erica. (2004). Plants or Primary Pupils. (Background Information for Teachers). Retrieved from http://www.saps.org.uk/attachments/article/307/SAPS%20Parts%20of%20a%20pla20 %20partE.pdf Saxby, Tracey. (January 1, 2003). Retrieved February 1, 2012. From http://ian.umces.edu/imagelibrary/displayimage-topn-0-5359.html

Accompanying Materials

Name___________________ Date____________

NOTES
Plant Part Root Function

Stem

Leaf

Flower

NOTES -Key
Plant Part Root Stem Leaf Flower Function The anchor of the plant. Holds the plant in the soil and takes up water. Holds the leaves and flower up above ground. Mineral salts and water are transported through me to parts of the plant. Takes in the light to make food through a process called photosynthesis. Makes the seeds and holds them for later use.

NAME________________________ DATE___________________

Plant Parts & Functions Worksheet

Objective 1: I can describe (Comprehension) the parts of a plant and their functions. Objective 2: I can label (Knowledge) the different structures of a plant.

Flower

Leaf

Stem

Roots

Directions: Cut out the boxes below and glue them in the boxes on the worksheet below the word of the part of the plant that they describe.

I am the anchor of the plant. I hold the plant in the soil and I take up water.

I hold the leaves and flower up above ground. Mineral salts and water are transported through me to parts of the plant. I take in light to make food through a process called photosynthesis.

I make seeds and hold them for later use.

NAME________________________ DATE___________________

Plant Parts & Functions

Objective 2: I can label (Knowledge) the different structures of a plant. Directions: Using the word bank located in to the left, please label each part of the plant in the spaces provided. Word Bank: Leafs Stem Flower Roots

1.

2.

3.

4.

Plant Parts Rubric

Objective 1: I can describe (Comprehension) the parts of a plant and their functions. Directions: In the spaces provided below, please describe the function(s) of each of the plant parts listed. Try to include as much detail as you can in your descriptions. 5. Flower: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 6. Leafs: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 7. Stem: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 8. Roots: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Assessment Rubric: Category Labels Accuracy 4.0 At least 100% of the symbols are labeled and located correctly. All four labels are in the correct spot. Student thoroughly described the functions for each of the four plant parts. 3.0 75% of the symbols are labeled and located correctly. Three of the four labels are in the correct spot. Students provided a brief description of the pant parts, but lacked relevant detail. 2.0 50% of the symbols are labeled and located correctly. Two of the four labels are in the correct spot. Students provided a brief description of the functions of the plant parts with minimal descriptors. 1.0 Less than 50% of the symbols are labeled and located correctly. One or none of the four labels are in the correct spot. Students provided description for the function of the plant parts that contain only a few words lacking depth.

Description -

Comments:

Answer Key
Plant Parts & Functions
Objective 2: I can label (Knowledge) the different structures of a plant. Directions: In the spaces provided below, please label each part of the plant.

Word Bank: Leafs Stem Flower Roots

1. Flower

2. Leafs

3. Stem

4. Roots Plant Parts Rubri

Answer Key
Objective 1: I can describe (Comprehension) the parts of a plant and their functions. Directions: In the spaces provided below, please describe the function(s) of each of the plant parts listed. Try to including as much detail as you can in your descriptions. 5. Flower: ___ I make seeds and hold them for later use. 6. Leafs: ___ I take in light to make food through a process called photosynthesis. 7. Stem: ___ I hold the leaves and flower up above ground. Mineral salts and water are transported through me to parts of the plant. 8. Roots: ___ I am the anchor of the plant. I hold the plant in the soil and I take up water and dissolved mineral salts. *Students answers may vary as long as they understand the main functions of the plant parts.

Materials

(Saxby, 2003) -Anchor for roots

-Cupcake liners for flower

-Straw for stem

-Cut out leafs

-Example background display

-Example display finished