Beruflich Dokumente
Kultur Dokumente
Core Components
Subject, Content Area, or Topic
Science
Student Population
27 total – 17 boys & 10 girls
Learning Objectives
The student will investigate and understand that plants produce oxygen and food, are a source of
useful products, and provide benefits in nature.
Key concepts include:
a) important plant products are identified and classified;
b) the availability of plant products affects the development of a geographic area;
c) plants provide oxygen, homes and food for many animals; and
d) plants can help reduce erosion
Virginia Essential Knowledge and Skills (SOL)
VDOE SOL Science 2.8
Materials/Resources
Cotton ball and/or scraps of fabric cloth
Sunflower seeds
Rubber bands
Various spices (cinnamon, pepper, etc.)
Medicine (digital picture)
Brown construction paper (decorate to look like wood)
Crayons
Scissors
Writing utensil
Doc cam
Plant products worksheet
Index card
Access to Youtube and the Internet
High Yield Instructional Strategies Used (Marzano, 2001)
Time
(min.) Process Components
2 mins *Anticipatory Set
TTW review the anchor chart from yesterday on plant products.
TTW ask “What would happen if we didn’t have these plants to get products from?”
TSW turn and talk and then discuss as a class the implications of this scenario.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Contin. *Check for Understanding
TTW check for understanding throughout the duration of the lesson by asking for student
responses, listening to student conversations and observing engagement levels.
TTW ask “What questions do you have?” rather than “Do you have any questions?”
3-5 *Guided Practice
mins TSW have the opportunity to come up to the doc cam, pick a material and place it into
the correct plant product category. TSW provide rationale for their choice.
15-20 *Independent Practice
mins TSW return to their seats and use the steps displayed on the doc cam to complete the
plant products activity.
TSW complete the extension activity when they have finished. For the extension, TSW
view the YouTube video on harvesting cinnamon in Sri Lanka and the United Kingdom.
TSW complete a 3-2-1 on an index card.
TSW provide an example of a way in which they have used a plant product in their own
lives and/or research a way in which plant products are used in a different part of the
world by humans.
Contin. Assessment
TTW formatively assess students by listening to student conversations during turn and
talk. TSW turn in their activity into the “Completed work” bin at the conclusion of the
lesson.
TSW complete the 3-2-1, demonstrating their cultural awareness of plant products in
other areas of the world, like Sri Lanka and the UK.
2-5 *Closure
mins TSW have the opportunity to color in their flower. TSW also have an opportunity to share
their findings on the multicultural uses of plant products around the world with their peers
on the carpet towards dismissal.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
TTW provide enrichment for advanced learners by allowing them to draw in extra examples on
each petal of their flower. TTW allow these students to move at their own pace and assist other
students. TTW also allow these students to research the multicultural uses for plant products more
in depth. Students will be able to display their findings on a poster board. TTW provide remediation
to struggling learners by clearly modeling each step and breaking each skill down into smaller,
more manageable tasks and skills.
Classroom Management Issues (optional)
TTW focus on the importance of making “good choices.” TTW use positive reinforcement and
reminding language to ensure students remain on task. TTW ask students to come to and leave
the carpet in small groups, rather than one large group all at once. TTW remind students of his/her
expectations for turn and talk, carpet readiness and material usage. TTW use the classroom
rewards system in place in order to support his/her instruction.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015