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Lesson Plan
Joy Hooker
MTTC Summer 2005
Plants Under
Attack!
“Help Us Protect Our
Classroom Plants”
Teacher Name: Dianna Russell
Coach: LaVonda Miller
Lesson Title: Plants Under Attack!
Subject(s) and Grade Level: 3rd Grade
Science & Technology
Standards:
MTT Domain-Competencies
Domain 1-001A Demonstrates an understanding of the appropriate use of hardware components and software applications
Domain 2-005A Knows how to use and integrate appropriate technology-based productivity tools into teaching and learning.
Domain 2-005C Knows how to use research skills and electronic resources and communication to synthesize information
Domain 2-006C Knows how to use productivity tools to communicate effectively
Domain 2-006G Demonstrates knowledge of strategies for evaluating the effectiveness of communication in terms of both process and product
Domain 2-007A Knows components of effective instructional design using prior knowledge and integrating knowledge and skills in a technology-enhanced environment
Domain 2-007C Knows how to use formal and informal assessments to evaluate students' technology proficiencies
Domain 2-007I Demonstrates knowledge of effective methods for incorporating technology into various instructional strategies to maximize student learning and teacher effectiveness
Domain 2-007N Knows how to use technology to develop student collaboration skills to propose, assess, implement, and communicate solutions to real-world problems
Domain 2-008A-H Knows how to plan, collaborate, facilitate, implement, of developmentally appropriate learning experiences that use technology-enhanced instructional strategies to support the diverse needs and abilities
Domain 3-009E Promotes interest, inquiry, analysis, collaboration, and creativity for integrating evolving technologies that transform teaching and learning processes
Domain 3-010C Demonstrates knowledge of the ways in which technology-enhanced, student-centered learning affects the role of the teacher
Content and Cognitive
Goals:
Student Goals:
1. Identify the four needs for plant survival
2. Gain skills and confidence in
using scientific measurement tools, probes as well as the spreadsheets and
graphing capacity of a computer to represent and analyze data.
3.
Work in groups to discuss and share ideas about observations of plants
and conduct scientific inquiry.
4. Special Needs Students will have
equal access by pairing with a student in the group
5. Present compiled information in
electronic format
Teacher Goals:
1. Learn to use technology
effectively in the classroom to engage all students and ensure high level
student centered learning.
2. Collaborate to discover new ways
to assess and evaluate student progress in reaching stated goals
3. Create purposeful goals and
instructional activities that reflect real world situations and lead to
improved student learning.
Professional Goals:
1. Communicate effectively using
questioning strategies to help clarify teacher goals, identify desired
outcomes, and anticipate problems and their solutions.
2. Collaborate to evaluate needs of
assistive technology that provides learning experiences for diverse learners.
3. To use coaching/mentoring skills
that appeal to different learning styles.
Learning Connections:
The teacher will develop a
technology integrated unit to implement methods of inquiry with the use of data
loggers to collect data for analysis. Students will observe the way
temperature, light and humidity (water) effects the growth of plants. Students
will express prior knowledge and opinions about events, issues, and experiences
then support their opinions with some evidence. The student uses scientific inquiry methods
during field and laboratory investigations to plan and implement descriptive
investigations including asking well defined questions.
Procedures for
Learning Activities/Tasks: (Please number each procedure.)
Address Bloom’s Taxonomy
Students will:
1.
Examine
groups plant to observe effects of condition;
record
findings
2.
Watch BrainPOP on photosynthesis
3.
Class
discussion of Pre-lesson questions about plant
needs
4.
Students
will use data loggers & probes to gather information from plants in
different environments
5.
Will
use Excel to transfer data into charts & graphs
6.
Record
Journal explanations and predictions from
evidence & draw conclusions
7.
Work in
groups with assigned roles
8.
Each
group receives a plant and removes any objects from leaves
9.
Record
data from findings
10.Groups take turns sharing observations and
group inferences with class
11. Ensure help is given to peers with
special needs such as:
a.) read materials
b.) record data in journal
c.) participate in discussions
12.
Compile data & inferences weekly from
discussions into journal to turn in
13.
Give oral report given to class
Teacher will:
1.
Ask
pre-lesson questions to class
2.
Direct
students to view BrainPoP movie on photosynthesis at:
http:brainpop.com/science/plantsandanimals/photosynthesis/
3.
Assist
students next to divide into groups of 4 and assign roles to group members
4.
Encourage students to discuss quiz questions
within groups and determine 4 needs of plants
5.
Inform students they may use additional
resources for their discussion
6.
Invite
students to decide on two experimental designs to research
7.
Briefly demo again the
use of and placement of probes
8.
Re-address questions
9.
Instruct recorder of group
to record procedures, plans and answers
of group
10.
Direct students to perform Investigations taking measurements
11.
Inform students of time that has lapsed
12.
Ask them
to transfer data into spreadsheets and graphs for examination
13.
Ask them
to record findings in journal
14.
Observe to make sure all elements of the lesson are present and provide
alternative means for learning for the diverse learner.
15.
Invite students to share orally information and findings from their
reports
16.
Have each student print materials produced for assessment
Professional Learning Goals:
1.
Communicate effectively using questioning strategies to help clarify
teacher goals, identify desired outcomes, and anticipate problems and their
solutions.
2.
Collaborate to evaluate needs of
assistive technology that provides learning experiences for diverse learners.
3.
Use coaching/mentoring skills that
appeal to different learning styles.
Assistive and Diverse Learners
After discussing these
issues with the appropriate Special Education teacher it was decided the
Special Needs Students will have equal access by pairing them with a student in
the group that is a advanced student. Students will assist in reading any
information necessary to them and assisting them in the creation of their
journal.
Teaching/Instructional
Strategy:
Instructional
groups strategies, group management strategies, extensions for diverse needs of
learners, accommodations and modifications for learners IEP correlated when
needed, variety of technologies, variety of uses of technologies.
The teacher will use
Questions,
Guided
Instruction, Discussions, Collaborative Learning through Inquiry, Demonstration, and Analysis
The teacher will facilitate this
lesson as a project based student-centered learning activity using collaborate
groups.
The teacher will observe to make
sure all elements of the lesson are present and provide alternative means for
learning for the diverse learner.
1.
Diverse learners will use a laptop or receive assistance to record group
discussion results.
2.
Student will partner to place probes at strategic locations for data
collection
3.
Students will partner to collect data at timed intervals
4.
Student will partner for assistance to transfer data to a spreadsheet
and create graphs
5.
Student will discuss with partner group report findings
6.
Student will use a laptop or receive assistance to record results in
journal
Student
Work Samples:
Authentic digital
images, scanned images, video clips, audio clips, multimedia, charts, graphs,
web pages
Worksheets
Graphs and Data Collection
Technology
Connection:
Developmentally appropriate hardware, software, peripherals, classroom
technology arrangement, software customized to support diverse needs,
adaptive/assistive technology to support special needs
Computers, Data Loggers, Excel software, laptops,
internet and computer lab for research
Assistive technologies: Talking word processor with
headphones, Screen readers for research
Technology
Management Strategy:
1.
Teacher
produces teacher created aides and materials for lessons ahead of time.
2.
Clearly
establishes rules with consequences for inappropriate behavior.
3.
Develops
a method for removing students who are disruptive but must continue to do their
work, such as doing their research with library books or texts instead of the
computer.
4.
Gets
additional support by recruiting parent volunteers, informs and trains them.
5.
Creates
HTML page with approved links for sites students should use for research.
6.
Set print
limitations. Instructs students how to save online text in word processing
document instead.
7.
Gives
both group and individual assignments, so each student will have personal
accountability.
8.
Plans to
makes computers available before school, during study time or after school for
students who are absent or behind.
The lab and Dana
laptops will be equipped with tools such as spreadsheets, databases, word
processors, charting programs, outlining programs and multimedia presentation
software to support analysis and problem solving. For freedom of movement the
project-based situation classroom elected to reserve the laptop cart with 25
wireless Dana Alpha Smart PCs.
Materials:
Paper and pencil
will be needed in the lab. To supplement the internet for research other
reliable information products are purchased. Each computer will have access to
several periodical collections, an atlas, an encyclopedia, a thesaurus, a
dictionary, an almanac, as well as special collections of literature, history
and scientific information. The Dana laptop cart and data loggers will need to
be reserved for half a day for each day of the three week period.
Assessment:
Portfolio,
demonstration, self-assessment, peer assessment, checklist, rubric, process and
product
Informal:
Teacher will check and review student electronic
portfolios for contents of their journals, research, and student work.
The same rubric will be used
for peer assessment, self-assessment, and teacher assessment.
Formal:
A teacher created online multiple choice test of the
steps of inquiry will be given using subscription at Funbrain.com.
Reflection:
Please rate the following indicators
using a scale of 1-5.
(1=Poor,
5= Excellent, NA if not applicable)
_________ Technology instruction was effective and
students/educators achieved curricular goals.
_________ Technology instruction was effective and
students/educators or I achieved targeted goals.
_________ Technology instruction was effective and I
achieved my professional goals.
_________ Students/educators were motivated by the use
of technology.
_________ Technology was critical to the success of
this lesson.
_________ Varying abilities of students/educators was
supported through the use of the technology.
_________ Equipment was sufficient for the number of
students/educators completing the activity.
_________ Equipment and software functioned properly.
_________ Overall rating of lesson.
Reflection Time: Use the following questions to reflect on
your lesson.
Questions to Ponder:
Was this lesson worth doing?
In what ways was the lesson effective?
What evidence do you have for your
conclusion?
How would you change this lesson for
teaching it again?
Did your students/educators find the
lesson meaningful?
Did the lesson motivate your
students/educators to “go beyond” what was required?
Did you achieve your goals met/in
progress in the required criteria?
_____________________________________
Date___________7/14/05
Participant Signature
_____________________________________
Date___________7/14/05
Coach Signature
