Lisa Vang ELED 3221 K. Popejoy Mrs.

G 13 March 2014 edTPA Indirect Instruction Lesson Plan Template Plants Structure and Function _____________________________________________________________________________ Central Focus/Big Idea: Plants are everywhere and in many different environment. Plants survive and grow differently. There are basic function of plant structures. Subject of this lesson: Science Grade Level: 3rd grade NC Essential Standard(s): 3.L.2.1 Understand how plants survive in their environments Remember the function of the following plant structures as it relates to the survival of plants in their environment: (Roots absorb nutrients; Stems provide support; Leaves synthesize food; Flowers attract pollinators and produce seeds for reproduction) 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.

Next Generation Science Standard(s): 3. Inheritance and Variation of Traits: Life Cycles and Traits. Students who demonstrate understanding can: 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Disciplinary Core Idea: LS1-B: Growth and Development of Organisms: Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles (3-LS1-1). 21st Century Skills: Creativity and innovation, students will have to draw what they observe and be able to label it. Critical thinking and problem solving, students will be asked questions and must use critical thinking or educated guess as well as conducting observation to explain concept learned.

Leadership and responsibility, students will be given the opportunity to kinesthetically use plants to feel and visualize, therefore students must be accountable for each other and oneself. Students must lead by setting an example of good behavior to model for each other to follow. Academic Language Demand Language Function: In the table below highlight the three most important language functions for your lesson. Explain why you chose these below the table. Analyze Argue Categorize Compare/contrast Describe Explain Interpret Predict Question Retell Summarize Analyze, because students will analyze and observe plant structures and environment. Explain, because teacher will explain to students the important concept and students will explain it back to the class by discussing it. Retell, students will tell the class what students have learned and observed using concept taught. Scientific Vocabulary: Roots, stems, leaves, flowers Instructional Objective: Students will learn about function of plant structures and how plant survive in environments. Students will be assess on their drawing and labels of the plant structures. Prior Knowledge (student): Students should know how plants look like. Know different environments. Content Knowledge (teacher): Teacher should know the function of the plant structure. Different environments and basic knowledge of how plants survive. Accommodations for special needs (individual and/or small group): For visual learners, there are teacher model, pictures, poster, and plants. For auditory learners, there are discussions, explanations, verbal instructions. For kinesthetic learners, there are hands-on activities such as breaking apart soils from the plants roots and looking closely at plants stems and leaves. Students who finish earlier will can create a smaller replica of teachers poster using paper, crayons, and or markers and glue it in their daybook. Materials and Technology requirements: Worksheets, papers, pencils, paper plates or paper towel, pictures, daybook, poster or large piece of paper, two different plants, and gloves. Optional construction papers, glue stick, markers, and crayons Total Estimated Time: 1-1(1/2) hour Source of lesson: http://www.teacherspayteachers.com/Product/Plants-Everywhere-917789 http://www.earlylearninghq.org.uk/themes/the-environment/parts-of-a-plant/ Safety considerations: Students will be given direct instructions. Teacher will monitor students as students break apart the soil from the roots, and students will be advised to not throw soil and keep hands to self as it could become messy.

Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: Have anyone planted before or have a grandma or mom that have a garden? What is it like? What do you, grandma, or mom usually do? They typically water the plants and make sure it have good soil right? What is a plant? We have plants all around us. How do you think a plant grow? What about how a plant survive in certain areas? Teacher will show students some pictures of different plant in different environment and ask students to analyze the picture. Teacher will ask students, how do you think plants can survive in these kind of environment? What do students notice about the plants and its environment? Explore: How do plants grow and survive? Teacher will explain to students that there are four function of plant structure, which relates to how plants survive: roots, absorb nutrients; stems, provide support; leaves, synthesize food or form food; and flowers, attract pollinators or insects which fertilizes the plant causing the plant to produce seeds for reproduction, which scatters everywhere. Teacher will have a poster of function of plant structures for students to visualize as well as picture. What do you think causes the scattering? The wind. So with all these function and structure, how do you think plant survive? Teacher will encourage students to make scientific guesses. Teacher will explain to students that plants need water, oxygen, and sunlight, but not all plant need soil. What is oxygen? Who can guess what oxygen is? Hint, oxygen is what we breathe, air. Not all plant need soil; this is because not all plants are exact. It also depends on the environment of the plant. If the environment have wonderful soil, oxygen, enough water, and sunlight then it should grow well. If the plant is in a desert environment, do you think there will be much plant? What is a desert? A desert is a place that is very dry, therefore there will not be as much plant as the tropical rain forest, which is very wet and moist. Explanation: Lets look at shamrocks. Who can tell me what is a shamrock? Students should say it is a clover. What is special about a shamrock? Students should make educational guesses. Teacher will say, well yesterday was St. Patricks Day, what is significant about this event? Students should say that its a symbol for Irish culture. Teacher will ask students to explain what clovers look like. Teacher will have a picture of clovers. What about the four leaf clover, what is unique about it compared to the shamrock? The four leaf clover is believed that whoever finds one will have good luck because there are four leaf on one stem. Teacher will explain to students that there are an abundant of clovers because clovers can usually live past harsh weather. Teacher will ask, A clover is a what? Student should say plant. Teacher will explain to students the activity students are about to do. Teacher will split students up into pairs. Students will be given a blank piece of paper to write down their observation, gloves, and paper plates and or paper towels to reduce making a mess in the classroom or table. Teacher will explain to students that teacher will give each pair a plant (there are two different plants and each group will either observe one or the other), students are to observe and analyze their plant carefully by breaking apart the soil, observe the roots, stems, leaf or leaves with their partners. Teacher will

encourage students to write down briefly (bullet points) on the blank piece of paper some of the things students observed. Elaborate: After analyzing the plant and its environmental survival needs, which consist of root, stem, leaves, sun, soil, air, and water; students will be given a worksheet to work independently. After students finish the worksheet, students will discuss to the class what they have observed about their plant, what they have learned, and how they can relate it to their lives. Students will then compare their observation with students with different plants and discuss the differences. Evaluate: Students will be assess on their drawing and labels. Mastery Student correctly draw all structure: root, stem, and leaves Included at least 2-3 environmental function such as the sun, soil, water, and or air. Correctly label all function of plant structures Partial Mastery Student correctly draw 2 structure: root, stem, and leaves Included at least 1 environmental function such as the sun, soil, water, and or air. Correctly label 4 or more function of plant structures Non-mastery Student correctly draw 1 or none: root, stem, and leaves Included no environmental function such as the sun, soil, water, and or air. Correctly label 0-3 function of plant structures To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: Reflection on lesson: CT signature/confirmation: _________________________________ Date: ________________

Name:_____________________________

Date:_______________________

What is the name of your plant? _______________________ Direction: Answer the following questions. 1. What is the function of a root?_____________________________________________ Describe the roots of your plant?

2. What is the function of a stem?____________________________________________ Describe the stem of your plant?

3. What is the function of leaf or leaves?_____________________________________ Describe the leaf or leaves of your plant?

4. Draw a picture of your plant. Your drawing should include the root(s), stem(s), leaf or leaves, and at least two plant survival needs. Label all plant structures.

Lisa Vang ELED 3221 K. Popejoy 30 March 2014 My Experience I had the privilege to teach and observe a third grade classroom at a charter school in Charlotte. The first week that I was in the classroom, the teacher was very welcoming and so was the students. Students were well behaved and the teacher did not have much behavioral issue with any students. Some students were at different academic levels than others, and a few students needed accommodations. Based on what I observed my first week and what the teacher wanted me to teach is how I planned my lesson. When I first met with teacher to interview her, I asked her if she knew what she wanted me to teach or touch on the second week that I will be teaching. Teacher was not quite sure because science was not taught daily. Teacher did mention that in some lessons, teacher will try to integrate science. Teacher said that she will email me what she would like me to teach when the time get closer. It was near Saint Patricks day, therefore she emailed me and said she wanted me to teach about plants and connect a part of my lesson on clovers. I had looked up common cores standards for plants and had typed up a lesson plan for teacher to revised if she approved, and make changes. Teacher and I met, we went over my lesson plans. I explained to her my ideas and she shared hers because she knew her students best. I modified my lesson plan to fit hers and the lesson was well. When I planned my lesson, I considered students with different academic levels and students with accommodations.

When I taught my lesson, I was nervous because I did not get a chance to see how teacher would teach a science lesson. Science was not taught daily, but every other week or two week. I had students sit on the mattress with eyes on me. I taught memorizing my five Es and tried not to be too nervous. During my lesson, I tried to ask questions to get students more involved. I noticed that some students would want to talk more than others and those were the students who would often raise their hands. Some students who wanted to answer question was waving their hands. So I often call on students who quietly raise their hands without waving to answer questions or I would say, Im looking for a student who is quietly raising their hands. I taught the lesson as though written on the lesson plan, and did not read from my lesson plan. As I taught my lesson, I did not have any behavioral issue with any students. Students were well behave. I asked students to return to their seats by colors on the mattress. Students were not running or talking. Materials were put on students tables. Students were in pairs, and I did not confuse students because their partner were the person next to them. There were an even numbers of students. Students were eager to do the experiment, so I had to tell students to not touch the plants until being instruct. Some students were allergic to plants so I got gloves for all students to use during the experiment. While I tried to explain to students the instruction of the experiment, some students did not follow direction by already playing with the plant so I had to remind them that I am still giving instruction therefore students will need to wait and listen to my instruction. Students did their experiment and I walked around the room to check for students understandings or if they needed help. After the experiment, to get students attention I clapped my hands to a rhythm. That is one key that students know teachers want their attention. I got students attention

fairly easy. I gave students the next step that we will do, which is to take off the gloves and throw it in the trash can, which teacher will walk around with a trash can. I instructed students that students will be working independently on a worksheet. Students followed direction very well and I did not have any difficulties with any students. I had the privilege to observe a second grade class. The second grade teacher taught a science lesson on light bulbs. She began her lesson by asking students to reflect back on previous learned information and reviewed some important information require to be successful in this lesson. Her instruction and information given to students were very brief. She explained to students what experiments students will do, gave instruction, and materials needed. Teacher gave students materials and worksheet and split students into pairs. Students were trying to figure out how to light the light bulb using one light bulb, one battery, and two wires. Some students were successful, and others were trying to figure out the process of lighting a light bulb. The number of students were an odd number, therefore a mother was doing the experiment with a student. The mother allowed students to do most of the experiment, and only gave some ideas. As students experiment, teacher walked around and observed students. Students asked her for help, but she told students to keep trying and gave them hints. Teacher also asked students if they could figure out how many ways there are to lighting the light bulb and asked them to explain their steps and demonstrate the steps. The teacher then asked for students attention. She gathered them and asked them to compare their results. Teacher had students write a quick reflection of the experiment in their daybook. I had a great opportunity teaching a science lesson and observing a science lesson. I wish I got the chance to observe a science lesson before teaching my lesson so I would have

some idea on teaching a science lesson. I believe if I had the opportunity to observe a science lesson before teaching my own, I may have been a little less nervous.

Lisa Vang ELED 3221 K. Popejoy 30 March 2014 My Reflection The opportunity that I had was a great experience. During this experience, students learned about function of plant structures and their survival needs. There were not any surprises because students had some ideas, and my lesson assured them of their ideas and knowledge of the topic. Students in pairs worked together well. There was one issue with a student complaining that she barely got to experiment with the plant because her partner took over the plant. I asked the students to share and encourage the student to experiment the plant as it is. I believe the activity was open-minded enough. The groups did the same procedure, but with only different plants because there are two plants so groups will have one or the other plant. When I planned my lesson, I knew some students had academic level and some needed accommodation, therefore I planned the lesson and experiment considering these criteria. Students with accommodation were able to do the experiment without difficulties and gifted students were able to help their peers when needed during the experiment. Students extend investigation by experimenting their plants. Students then compared their plants with other groups with a different plant. Students were able to compare and contrast similarities and differences between the two plants. Students connected this experiment to their daily lives through reflecting on the food they eat, and

the gardens theyve seen or personally have. Encouraging students to connect to their lives were part of my lesson in the engage section. Students were able to relate to the topic easily through their experiences and observation. I use technology to print out photos and website to help give me some ideas on the lesson. Otherwise, during my lesson technology was not used. Technology was very limited at the school. If I could do my lesson with better technology, I would show more picture with better qualities using the internet on the smart board or projector. Overall, I believe students got most from this experience is the experiment of plant in the soil and the different plant structure. I also believe the students have a good experience of a student teacher and the actual teacher. Students said I did great, but most of all the important evaluation is the experienced teacher. What I remember most about this science activity is the students working in pairs talking about how their plant was structured and noticed that the soil contained water. As students noticed these things, I encouraged students to reflect on what I taught them before doing the experiment. I would do this activity again. This activity and lesson that I did was easy to follow and educational. Students really enjoyed the experiment. The next time that I may teach this lesson again, I will use technology for showing pictures. I may also play a YouTube clip for students to get a better experience for different environments. I may use more than two plants to make the experiment more interesting, which will allow students to better compare and contrast differences and similarities of plants. I wanted students to dig up their own plant on the school field to better understand the plants survival needs, but it was not possible.

My experiments was great. It feels wonderful knowing that the students understand the concept of the topic. I believe this topic was interesting and integrating it with the holiday the school was celebrating makes it even more effective. I would use this lesson again and make modification if needed the next time I use it.