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TEKS:
(9) Organisms and environments. The student knows that the living environment is composed of
relationships between organisms and the life cycles that occur. The student is expected to:
(C) gather evidence of interdependence among living organisms such as energy transfer through
food chains or animals using plants for shelter.
(10) Organisms and environments. The student knows that organisms resemble their parents and
have structures and processes that help them survive within their environments. The student is
expected to:
(B) identify and compare the parts of plants.
Content Objective(s): SWBAT identify and compare the parts of a plant and determine the
importance of plants by exploring plant structures and functions in our environment.
ELPS:
(2) Cross-curricular second language acquisition/listening.
(C) learn new language structures, expressions, and basic and academic vocabulary heard during
classroom instruction and interactions
Day 3: Day 3:
The teacher will provide a flower for The students will be given a flower from the
each student. The teacher instruct teacher. They will take 10-15 minutes to
students to observe the different things observe the flower. They may draw pictures
they see about their flower. They can and write notes to record what they see.
record what they see by drawing Then, the class will come together and
pictures and writing words. After discuss what they saw.
students have been given 10-15
minutes to observe, the class will come
together to discuss what they noticed
about their flowers.
Explain Day 4: Day 4:
The teacher and students will review The teacher and students will review the
the different things we noticed about different things we noticed about the plants
the plants we observed outside. The we observed outside. The students will work
teacher will introduce a brace map to with the teacher to identify the different parts
the students. She will instruct them in of the plant, based on our discoveries from
practicing drawing a brace in the air. yesterday. When the class comes to a
Then, the teacher will pass out the parts conclusion about the part of the plant,
of the brace map that students will students will glue it on to their brace map.
need. The teacher will create a large Students will keep the pieces of the brace
brace map on anchor chart paper along map that they did not use in a bag, as they
with the students. The students and will use them tomorrow.
teacher will work to identify the
different parts of a plant, based on the
observations from yesterday. The
students will be instructed to keep the
pieces of the brace map that we did not
use in a bag, as we will use them
tomorrow to talk about what the
different parts of the plant does.
Day 6: Day 6:
The teacher will play the Brainpop Jr. The students will sit on the carpet while the
video for the students while they sit at teacher plays the Brainpop Jr. video for
the rug and watch it. The teacher will them. While they are watching, they will
allow the students to watch. Once the think about what they have learned so far by
video is over, the teacher will have the completing their brace map. Once the video
students take the “easy quiz” by is over, the students will take the “easy
clicking the “easy quiz” button. The quiz”. If time permits, the teacher and
teacher will have students use whole students will complete the “game” on the
body response signals to show their Brainpop website. Link is provided in the
answer. If time permits, the teacher and “teacher does” section on the left.
students will complete the “game” by
clicking the “game” button. The
Brainpop Jr. link is -
https://jr.brainpop.com/science/plants/p
artsofaplant/
Elaborate Day 7: Day 7:
The teacher will explain to the students The students will brainstorm different plants
Day 8: Day 8:
The teacher will read The Giving Tree The students will come to the carpet and
by Shel Silverstein. The teacher and listen to the teacher read The Giving Tree.
students will then discuss all the ways They will then be provided with turn and talk
the boy used the tree to help himself. opportunities to talk about the different ways
The teacher will record these ways on a the boy used the tree to help himself. These
chart titled “How we can use Plants”. ideas will be shared aloud and recorded by
the teacher.
Evaluate Day 9: Day 9:
The teacher and students will complete The students and teacher will complete the L
the L section of the KLW chart. The section of the KLW chart. Students will
teacher will give students a chance to reflect on what they learned during the unit
reflect on what they learned. They will about plant parts, their functions, and why
share out their answers and the teacher plants are important. Students will share out
will record student responses on the their reflections. Once the chart is complete,
chart. The teacher will then provide the students will each record one thing they
students with sticky notes. Each learned from the unit as an exit ticket.
student will record one thing they
learned from the unit as an exit ticket.