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Assignment 2

Welcome to Teacher Evetas Classroom!

Introduction:
Plants are living organisms such as trees, herbs, bushes, grasses, vines and, ferns.
They supply us with food materials, wood and are responsible for converting carbon
monoxide into life giving oxygen. They are composed of many parts such as roots,
stem, leaves, buds, flowers, fruits (TutorVista.com). The green plants have cell walls
and acquire most of their energy from sunlight by way of photosynthesis; also they
obtain their green colour from chlorophylls. In addition some plants are parasite
and are not able to produce normal amounts of chlorophyll or to photosynthesize.
Also, plants reproduce and as such there are approximately 300-315 thousands
species of plants of which a significant amount, about 260-290 thousands are seeds
and plants.

It is said the green plants supply most of the worlds molecular

oxygen and are responsible for the earths ecologies especially on land. The study
of plants is known as botany an offspring of biology (Wikipedia.org).

Class Rules

Classroom rules are important as they help children to exhibit appropriate ways in
which they ought to behave in different forums

LESSON PLAN

Name of Activity:

Parts of Plants

Teacher:

Eveta R. Somersall

Date:

12th November, 2016

Children:

5 years (mixed)

Previous Knowledge:

Children are familiar with the plants.

Strands:

Intellectual Empowerment

Knowledge:

Children should be able:

To identify the parts of plants

To name parts of plants

To classify leaves according to colour, shape and


size

Skills:

At the end of the lesson children will be able to:

Classify a variety of leaves according to colour,


shape and size.

Materials:

Plants, leaves, labels of parts of plant (video) paper,


crayons, interactive whiteboard document camera or
projector

Objective:

At the end of the lesson children should be able to:

Disposition:

differentiate the leaf, root and stem by pointing.

Children will be able to use this skill- (classifying) colour,


shape and size for comparing objects/materials in their
environment

Introduction:
Teacher will introduce the activity by showing the children a you tube video on the
parts of a plant. After the video teacher will question the children as it relates to
the topic. Can anyone tell me what I am holding in my hand? (Teacher displays a
leaf). Allow children time to respond to question.
Procedure:
Step 1.
children

Children we are going to work with parts of the plant. Show

sample of a drawing of the plant with its different parts. Give


an
opportunity to talk about the parts of the plant.

Step 2.

Teacher discusses the parts of the plant with the children Firstly,
explaining that the function of the root is to keep the plant in the
soil taking in water and minerals to keep the plant from dying.
The stem is defined as taking the water from the root to the
different parts of the plant. The flower is explained as the part
that assists the plant to reproduce, creating seeds that grow into
young plants. Finally, the leaves are responsible for taking the
air and light to the plant, thus keeping it alive.

Step 3.
interactive

Teacher displays a leaf shape worksheet with the use of an

white board, camera (document) or projector. The children will


be informed that plants have leaves that are varied in shape and
size. Children will be given a leaf to colour for seat work.

Closure:

Teacher will review the lesson by asking children to talk


about what they did today. Give children the opportunity to
show
by identifying the different parts of the plant.

Assessment:

Teacher will use open ended questions to evaluate the


children.
1.

What do the roots do?

2.

What is function of the stem?

3.

Evaluation:

Which part of the plant helps to keep it alive?

At the end of the lesson children will be evaluated.

Guidelines for Home Work:


Parents and students will use their wiki page in a collaborative effort to classify and
categorize leaves according to colour, shape and size.

With the assistance of

parents students are to place the leaves in their different categories colour, shape
and size. Display them on their wiki page in a creative way.

Safety:
In an effort to safeguard students from unscrupulous persons the wiki site will be set
up in such a way that only teachers, students and parents will be allowed to have
access. In addition, I must concur with Berger and Trexler (2010) who suggested
that in order to reduce the risk of persons who might want to abuse the site users
must become members of the wiki. By so doing it will safeguard members who will
be urged to use screen names as a result. (EDTK2030, Unit 4)

References:

EDTK 2030 Unit 4. Retrieved on 12th November, 2016 from


http://201610.tle.courses.open.uwi.edu/pluginfile.php/27441/mod_resource/c
ontent/2/EDTK2030 Unit%204_Educational%20Application%20of
%20Web2.0%20Tools.pdf

Tutor Vista, (n.d). Parts of a Plant for Kids. Retrieved on 12 th November, 2016 from
http://www.tutorvista.com/biology/parts-of-a-plant-for-kids

Wikipedia.org. (n.d). Plants. Retrieved on 12 th November, 2016 from


https://en.wikipedia.org/wiki/Plant

Assignment 1

INFORMATION AND
COMMUNICATION TECHNOLOGY

Name:

Eveta Somersall

ID#

607009021

Course:

Information and Communication Technology

E Tutor:

Basil Viar

Date:

8th October, 2016

In this the twenty first century Information and Communication Technology has brought about
some significant changes in the classroom. Students are now able to use this tool to
communicate with their peers and teachers. As teachers, we are encouraged to enfold technology
and make it a priority for our students to be surrounded with this learning tool.

The Information and Communication Technology has several benefits for the teaching and
learning process. The used of the Information and Communication Technology tools are used to
enrich lessons with a view to develop a structure for thinking skills. Additionally, it helps
students to work together in an effort to boost motivation and assist students with their diverse
learning styles.

According to the free dictionary, an email is a system for sending and receiving messages
electronically over a computer network. Within a classroom setting the teacher can easily
assign homework and projects for the class via email which makes it both easier and faster to
distribute.

According to Solomon (1993) an affordance is the perceived and actual properties of


something, essentially being those properties that determine how the element could be possibly
used in a specific situation (UWIOC, EDTK 2030, Unit 1, p.9).

Social Interaction is said to be one of the major affordance that is used with email. Fat, 2010
purports that with the use of technology students are able to develop and enhance their
e learning thus allowing it to become not just an experience but, a social one.

Another affordance which is important is that students are now able to communicate with their
tutors, able to post messages using the discussion webs and even more importantly they are given
the privilege whereby they can send their documents electronically (Selcuk, 2002).
On the other hand constrains can be termed as difficulties for students as they may not fully
comprehend the use of the email and will find it extremely difficult to use it as a form of social
interaction thus missing out on the opportunity to use the email as a learning tool. Students must
take an active part in motivating themselves to learn. In this era where technology has swiftly
taken over the classroom students must take every opportunity to become computer literate.
Further, tutors must ensure that no child is left behind and organize sessions to assist those
students who have not grasp using the email as a tool for learning.
In conclusion, the use of the email has significant benefits hence students and tutors alike should
grasp the opportunity to use this modern technology to enhance their learning ability and to stay
on the cutting with modern technology.

References:
EDTK 2030 (Unit 1). Development and characteristics of ICT. UWI Open Campus
Fat., Silvia. (2010). The Interaction Impact of ICT and the Constructivist Design of
Collaborative E Learning. Issue 1, pp. 119-124. Retrieved
fromfile:///C:/Users/user/Downloads/CEEOL%20Article.PDF
The Free Dictionary.com. Retrieved on 8th October, 2016 from
http://www.thefreedictionary.com/email
Seluk., Z.(2002). Creating an e-learning environment by using constructivist theory for
police management training courses in the Turkish national police. Turkish Journal of Poice
Studies. Vol: 10 (3). Retrieved from:https://www.google.com/#q=Sel%C3%A7uk.%2C+Z.
(2002).+Creating+an+e-learning+environment.