S: Jessica Walker
BC: My Portfolio | Your Name Here
FC: Journey to the River Sea
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my "Parts of a Flower" lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work. -Jessica Walker
3: The stamen is the “male” part of the flower. The stamen is divided into two separate parts called the anther and the filament. The anther is the part of the stamen that makes and holds the pollen. The anther is normally located on a long stalk that looks like hair. These hair like parts are called the filament. | Male
5: The pistil is the female part of the flower. The pistil is made up of the stigma, the style, and the ovary. The stigma is the sticky bulb that catches the pollen when it’s released from the anther. The stigma is located on a long stalk called the style. | Female
7: The ovary is also included in the female part of a flower and is usually at the bottom of the flower. The ovary contains the seed. The seed is the part of the plant that will turn into fruit, which we can sometimes eat. The ovules are the part of the ovary that becomes the seeds. | Female Cont.
9: The petal is the colorful, often bright part of the flower. Petals are used to attract insects into the flower. They may have guidelines on them and can be scented. The sepal is the guard of the flower. The sepal is the part that looks like little green leaves that cover the outside of a flower bud to protect the flower before it opens. | Petals and the Sepal
11: The receptacle is the part of the flower attaches to the stalk. Sometimes the receptacle will become part of the fruit after fertilization, like a strawberry. The stalk gives support to the flower and lifts the flower for the insects. | The receptacle and the stalk
12: 1. Taproots 2.Fibrous Roots
13: The root system is the part of the plant that gives the stems and leaves water and minerals. This is the way a plant eats. There are two root systems, the Taproot System and the Fibrous Root System. | Roots
14: Imperfect | Perfect
15: An imperfect flower has either all male parts or all female parts, but not both in the same flower. Some imperfect flowers are cucumbers, pumpkin, and melons. A perfect flower that has both the male parts and female parts in the same flower. Some perfect flowers are roses, lilies, and dandelions. | Flower Types
17: MixBook Lesson Plan Author: Jessica Walker Email Address: firstname.lastname@example.org Semester Created: Summer 2009 LESSON OVERVIEW Title: Parts of a Flower Brief Description: In this lesson the basic parts of a flower and their function will be described. A picture of each part will also be displayed. ESSENTIAL QUESTIONS/GENERALIZATIONS: The students will understand each part of a flower and how it is important to the proper development of the flower. The student will also understand the basic function of each part and be able to identify each part on a diagram. This understanding shows the accomplishment of part A [“Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, roots”)] of the GLE for this section. ENGAGING QUESTION/SCENARIO: To get students to be interested and excited about the Mixbook project, first show the students an example of a Mixbook created about a similar idea (ex. Life cycle of a frog.) This will get students engaged in the media part of the project. Then let each student know they will be responsible for their Mixbook project. This gives the students independence and they will be excited to create on their own. Finally, tell each student that they will get a print out copy of their Mixbook to share with their family and friends! SUBJECT AREA(S) ___ Math _X_ Science ___ Reading ___ Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE _X_ Information and Technology Literacy GRADE LEVEL(S) ___ Kindergarten X Grade 1 ___ Grade 2 Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 _X_ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION The SWBAT identify and explain basic parts of a flower (GLE Science, Characteristics and Interactions of Living Organisms, plants and animals have different structures that serve similar functions necessary for the survival of the organism, Concept D - Grade 3 (Performance Standards 1.4, 2.4, 2.7) STUDENT ASSESSMENT Each student can be given a checklist while doing research for their flower parts information. This checklist will be used on the two “research days” to make sure each student has all the information required for each part of the flower and a picture to go with each part. Part of a FlowerDid I describe the FUNCTION?Did I state the LOCATION?Did I show a PICTURE? Male Parts Female Parts Petal and Sepal Stalk and Receptacle Roots Imperfect and Perfect PERFORMANCE ASSESSMENT CRITERIA Rubric COLLABORATION For this lesson plan the teacher will need to set up a day to use the library, multiple days (5-6) to use a computer lab, and also will require an assistant or multiple assistants (depending on the size and abilities of the class) for the second half of the project (days 5-10) LESSON IMPLEMENTATION Length of Unit 10 days with 45 minute sessions Prerequisite Skills: The Mixbook lesson plan will be used as a review at the end of the “Characteristics and Interactions of Living Organisms” unit. The students should know the basic parts of a plant and how they function. The students will need to be able to do a small amount of research using the library and internet. Also, the students will need to have basic typing skills and have experience working on a computer. ACCOMMODATION OPTIONS ELL/IEP Students: I would review each student’s individual IEP and figure out how to accommodate to each student’s specific need. Assistive Technology Needs: If needed, we will use the technology accommodations included in windows xp. MANAGEMENT/ORGANIZATION TIPS The biggest tip for this lesson plan is to give your students enough time to work and create their own mix book. In the computer lab assign each student a computer to eliminate the hassle of each student finding a seat each day. MATERIALS AND RESOURCES REQUIRED FOR UNIT Teacher An assistant(s) for days 5-10 Library use (information on parts of a flower) Computer lab of internet use (additional information and pictures) TECHNOLOGY Web-based resources (name and link) Mixbook.com Or see the front page of my pbworks account. UNIT PLAN FLOW CHART/TIMELINE Day 1: “Introduction Day” On day one the teacher will introduce the Mixbook project to the class. The teacher will explain that each student will create their own Mixbook displaying their knowledge of each part of a flower they had been learning about previously. The teacher will show students examples of different Mixbook projects (provided on Mixbook.com) and then let the students play with the Mixbook creator for the remaining time. Day 2: “Research Day 1” On day two students will being their research for their Mixbook project. The teacher should take the students to the school library to gather information on this day. The teacher should explain to the students that they will need to get information on the following parts of a flower; “male” parts, “female” parts, petal, sepal, stalk, receptacle, roots, classifying an imperfect flower, and classifying a perfect flower. Also, tell the students to write down the name of the book they are getting their information from for a small bibliography at the end of their Mixbook. (Use the Checklist to document what information was gathered and what additional information will be needed) Day 3: “Research Day 2” On day three the students will need to use a computer lab. The information gathered on day two should be any additional information the students did not get from the library on the previous day. Also, on day two the students will find pictures of the each part of the flower to put opposite of the information they will be displaying in their Mixbook. (Use checklist to make sure all information needed is gathered and each part has a picture) Day 4: “Organization Day” On day four the goal is to get the students information written out and organized for their Mixbook pages. Each student will hand write a rough draft copy of each of their Mixbook pages. This will help correct spelling and grammar errors, make sure the information is clear, and make creating a Mixbook page go smoothly. (Use Checklist to make sure each part has a page and all the information needed is used) *For days 5-10 the teacher should use an assistant to make sure each student can get one on one help with adding information and decorating their Mixbook* Day 5 and Day 6: “Start Mixbook” On days five and six students will begin to make their “Parts of a Flower” Mixbook. At the beginning of day five the teacher can shower their “Parts of a Flower” Mixbook example just to make sure each student understands what their Mixbook is expected to look like. This part of the project will be strictly getting the information from the rough draft to the final Mixbook page. Day 7: “Information Finish” Day seven the students will put the finishing touches on the information part of their Mixbook. On day seven the students can use their checklist again to make sure all the information they started with was put into their Mixbook. Also, on this day the students will title their Mixbook and make an introduction page telling about their Mixbook. The intro page can tell what their Mixbook is about, their favorite part of creating a Mixbook, what they learned, etc. Day 8 and Day 9: “Decorate” Days eight and nine may be the most fun for the students, because on this day they will get to use their creativity to make their Mixbook their own. On days eight and nine the students will add their pictures with their information, chose backgrounds for each slide, and they can add any other special features to their Mixbook that they would like. Day 10: “Finish and Publish” Day ten is the final day of the project. This is when the students can view their slideshow and make any last minute changes to their project. After today the teacher can publish the class’s Mixbook and have them printed out for each student.