Bilangino+Literarcy+Lesson


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Flowers Need Love Too! __**  Grade Level: 4 Length of Lesson: 3 weeks Science Lesson 1. Explore and identify what plants need to grow. 2. Record data and communicate observation 3. Actively engage in experiement and work cooperatively work in a group. || · Perennial violet seeds · 9 ounce clear plastic cup · water · A window for sunlight · Plastic wrap · Labels · Soil · Eye dropper · Data-collecting sheet || **(10 minutes)** || 1. Open discussion by explaining to students that today they will begin to investigate what the violet, (the Rhode Island state flower), needs to grow. 2. A brief history will be read about how Rhode Island choose their state flower. 3. Teacher will then introduce the materials to students and explain their purpose. || (**35 minutes)** || 1. Students will report to their science groups and teacher will distribute 6 labels. Explain to students that they will need to write their variables on each label. Have students use 5 of the labels to write; //all, no soil, no water, no sunlight, no air//. Explain to students that they will use the sixth label shortly. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">2. Then teacher will distribute 6 seeds, 6 plastic cups, soil, water, one eye dropper, and one sheet of plastic wrap to each group. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">3. Teacher will demonstrate each step, while each group follows along using their own materials. First, students will fill four of the six cups with dirt. (Teacher may suggest that each of the four members of the group be responsible for one of the four cups). Students should only fill about two-thirds of each cup with soil. Then students will make a dent (using a finger), in the soil of each cup. Seeds will then be placed and planted in the dent. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">4. Students will place one of the remaining seeds in one of the empty cups. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">5. Have students place one of the five labels on each cup. Be sure students place the “no soil” label on the cup with no soil, and a seed. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">6. Ask students to line up their five cups in a straight line, so that the labels are all readable and facing in the same direction. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">7. Tell students to now use the eye dropper to drop water into each cup 4 times. (Remind students not to put water in the cup labeled “no water”.) <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">8. Now have students cover the cup labeled “no air” with the plastic wrap. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">9. Ask each group to now write on their labels their group number. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">10. Students will now place each cup by the window, except for the cup labeled “no sunlight”. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">11. Students will take the cup labeled “no sunlight” and place it under an assigned shelf in the room. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">12. When students report back to their seats, explain to students that they will have five minutes to choose and create their own variables for the sixth cup. Remind students to label what materials they will or will not be using in this cup, as well as, their group number. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">13. Have students create a hypothesis for each plant, for each of the three weeks, on the provided worksheet. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">14. // For the remainder of the three weeks, students will record their observations, and then conclude the lesson by writting a paragraph about why they feel Rhode Island is a good place to grow violets. // || (10 minutes) ** || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">Closing for this lesson: (10 minutes)
 * Goal: **// Students will observe //// the Rhode Island state flowe //// r, (the violet) by //// investigatin //// g and recording what a flower //// needs to grow //// . //
 * ** Objectives ** || The student will:
 * ** Standards ** || **RI GSE** : LS1 (3-4)-2 ** Students demonstrate understanding of structure and function-survival requirements by…  **
 * LS1 (3-4)-2a ** observing that plants need water, air, food, light, and __space__ to grow and __reproduce__. ||
 * ** Instructional Materials and Resources ** || For each pair:
 * ** Opening: **
 * ** Development: **
 * ** Closing:

1. Students will be asked to clean-up their materials and report to the carpet for discussion. 2. Students will be asked to report their hypotheses to the class and discuss why they made these hypotheses. 3. Ask students to discuss the sixth variable(s) they decided to create as a group and why they decided to choose the variable(s). In addition, students should discuss their hypothesis for this violet, and explain what factors influenced their thoughts.

Three Week Closing: (15 minutes)

1. Remind students that they have been observing these violets for three weeks now. Ask students to report their observations to the class. Were there hypothesis correct and why? <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">2. The class will also discuss why they feel that Rhode Island is a good place to grow violets. || __ Summative: __ Students will be assessed on their written observations about what plants to need to grow. In addition, they will describe why Rhode Island would be a good place to grow violet flowers, by relating to what they have learned about what plants need to grow. (Objective 1) || This class also has a student with ADD. This is a hands-on experiment and therefore, the student will constantly be introduced to a new tasks, rather than sitting still trying to solely focus on one thing. In addition, the teacher will help this student by placing them into a group with people who stay on tasks and follow and enforce the classroom rules. || There is a table solely reserved to hold the science materials before they are distributed to the class. There will be an assigned shelf, as well as, a window, where students will place their plants, therefore, creating organization in the classroom. ||
 * ** Assessment ** || __ Formative __ : Students will be assessed on their participation in their group as teacher facilitates around the classroom using anecdotal records (Objective 3). Students will also be assessed by developing a hypothesis each week about how each of the variables will affect the growth of their violet, as well as,communicating an reporting their observations to the class. (Objective 2)
 * ** Learner Factors ** || This class has a hearing impaired student. This student will be accommodated by having plenty of materials available to them, and a visual demonstration by the teacher as to what to do with each of these materials. In addition, the teacher will wear a microphone to aid in the student being able to hear instruction.
 * ** Environmental Factors ** || There is a sink in the classroom, which I plan to use to fill up a glass of water for the students prior to the lesson.