FC: The Characteristics and Interactions of Plants. By: Ben and Rachel
1: Welcome to my Mix Book technology curriculum project! The following pages are examples of work that students may create and publish following the directions of my "The Characteristics and Interactions of Plants" lesson plan found at the end of this Mix Book. 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, friends, and family. In addition to being viewed on the Web, a Mix Book 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. - Ms. Giefer
2: The Basic Needs of Plants | Plants needs water because it moves the stored minerals and food through the plant. | Plants need sunlight to make energy and reproduce themselves.
3: Plants need proper temperature to survive. | Plants need air to help make food. | Plants need nutrients to grow.
4: The Life Cycle of Plants! A Plant starts as a seed, and develops into a plant during germination. The plant grows roots, the roots hold the plant into the ground. Then a stem grows up from the ground towards the light. Next, the plant forms leaves to take in more sunlight. The leaves help make more food for the plant through, photosynthesis. Plants grow flowers that attract animals and insects which help with pollination.
6: Life Cycles of Seed Germination
7: Germination is the first step in the life cycle of a plant. This process takes place when a baby plant is growing, when the seed underground begins to grow this process is called germination. Cotyledons store food for the plant inside the seed. When growing plants seeds must be grown in warm, damp, and dark conditions.
9: Photosynthesis Plants need photosynthesis to survive. During this process chlorophyll, which is in the cells of plants, absorbs light from the sun. The sunlight splits the water nutrients that are in plants into hydrogen and oxygen, when the hydrogen meets the carbon dioxide, its makes food for the plants. The food is carried to the other parts of the plant and the rest is released into the air.
11: Through pollination plants reproduce . The stamen is the male part of the flower and the pistil is the female part. Pollen must be moved from the stamen to the stigma, for a plant to be pollinated. Plants are usually pollinated by people and animals such as Bee's, Butterflies, and Hummingbirds.
12: The Plants Major Organs
13: Roots are found underground and grow downward into the ground, they anchor the plant into the ground. Roots absorb nutrients and transport water and minerals from the soil with their tiny root hairs. Stems grow upward, hold up the plant, and support the leaves and flowers. They grow leaves and flowers and hold the leaves to the sunlight for photosynthesis. Stems have tubes that transport water and nutrients to the rest of the plant. Leaf is the part of the plant where most of the food is made, they have tubes that carry water and food. Leaves capture energy from the sunlight, in the process called photosynthesis. Leaves export sugar to provide energy for the plant.
14: To the right is my Mix Book lesson plan, aligned with Missouri GLES and Missouri Standards.
15: Mix Book Lesson Plan SECTION ONE Author: Jackie Giefer Email Address: email@example.com Semester Created: Fall 2009 LESSON OVERVIEW Title: “The Characteristics and Interactions of Plants” Brief Description: This lesson plan uses technology to assess the students understanding about the basic needs of plants, the life cycle of plants, and the major organs of plants. The students will work together with a partner to create a Mix Book and present it to the class. ESSENTIAL QUESTIONS/GENERALIZATIONS: What is the one big idea that you want the students to leave your class with? The students will be able to identify each of the plants basic needs, and give a brief description of each basic need. The students will understand the sequence and stages of a plants life cycle, and will be able to explain and describe each process of the plants life cycle in the correct sequence. The students will be able to name the major organs of a plant and give a brief description about each of the main organs, and also write a brief description on the importance and role they play in the life of a plant. ENGAGING QUESTION/SCENARIO: How will you engage students and set up the lesson? The teacher will engage students by having the class gather around in a circle for a group discussion, the classroom plant will be in the middle of the circle for display. The teacher will begin reading the book “Oh Say Can You Seed?: All About Flowering Plants.” While reading the book the teacher will take short breaks asking students questions, and conducting a formative assessment to check for understanding. To engage conversation among the students, the teacher will begin telling the class about the history of her plant, how long she has had it, what kind of plant it is, cover the basic needs of her plant: sunlight, water, air, temperature, and nutrients. The teacher will ask questions about the major organs of the plant, giving the students an opportunity to point out the roots, stem, and leaves of the plant. The teacher will ask other questions such as: How was this plant produced? Where did the plant come from? What holds the plant into the ground? How does the plant eat? Why are there so many plants in the world? Why does sunlight play such a huge role in a plants life? Why are insects attracted to plants and flowers? SUBJECT AREA(S) ___ Math _X_Science _X_Reading _X_Writing ___ Social Studies/History ___ Foreign Language _X_ Art ___ Music ___ PE _X_Information and Technology Literacy GRADE LEVEL ___ Kindergarten ___ Grade 1 ___ Grade 2 _X_Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets GLE #1: The SWBAT list and describe the basic needs of plants. (GLE Science, Characteristics and Interactions of Living Organisms, Strand I There is a fundamental unity underlying the diversity of all living organisms, Concept A- Grade 3) (Performance Standards 1.3, 1.4, 1.5, 1.7, 2.1, 2.3, 2.7, 3.5, 4.1, 4.5, 4.6) GLE #2: The SWBAT describe and sequence the life cycle of plants (GLE Science, Characteristics and Interactions of Living Organisms, Strand I There is a fundamental unity underlying the diversity of all living organisms, Concept B- Grade 3) (Performance Standards 1.3, 1.4, 1.5, 1.7, 2.1, 2.3, 2.7, 3.5, 4.1, 4.5, 4.6) GLE #3:The SWBAT identify plants major organs and their functions on vascular plants (GLE Science, Characteristics and Interactions of Living Organisms, Strand I There is a fundamental unity underlying the diversity of all living organisms, Concept D- Grade 3) (Performance Standards 1.3, 1.4, 1.5, 1.7, 2.1, 2.3, 2.7, 3.5, 4.1, 4.5, 4.6) STUDENT ASSESSMENT The teacher will be taking anecdote notes while students are presenting their Mix Book to the class, she will be checking for students understanding at this time. The teacher will provide a rubric for the students to use as a guide and checklist. The teacher will remind her students that they will be tested over the material that was presented in their Mix Book’s on the unit exam. The students may and should use their own Mix Book as a tool to study with for the unit exam. PERFORMANCE ASSESSMENT CRITERIA (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) The teacher will assess the students work based on standards and benchmarks. The teacher will give each student a grade for the Mix Book they created with their partner and their presentation, the final grade for this project will be based off the rubric. COLLABORATION Instructional Technology Specialists will be involved in this lesson, they will be assisting the teacher by helping students as technology problems/ questions arise while students are creating their mixbook page(s). LESSON IMPLEMENTATION Length of Unit (hours, days): 12 Days, one hour per day. Prerequisite Skills: Students must be able to . . . -write a descriptive paragraph. -use the internet appropriately. -know how to find resources to accurately complete the assignment. -work with partners in a friendly manner. -present information to the class. ACCOMMODATION OPTIONS ELL/IEP Students: The students will be working with a partner; partners will be assigned based on all of the student’s abilities. The teacher will provide examples of completed Mix Book’s for the students to use as a guiding tool. Assistive Technology Needs: In the computer lab the teacher will model to the students how to create a Mix Book, the teacher will then make her way around the classroom to answer any questions that students may have. MANAGEMENT/ORGANIZATION TIPS Place students in groups according to each of the students needs. Sign up for computer lab times in advance. MATERIALS AND RESOURCES REQUIRED FOR UNIT TECHNOLOGY Web-based resources (name and link) Mixbook.com UNIT PLAN FLOW CHART/TIMELINE Day 1: General class discussion about plants, to see what the students already know about plants. Day 2: Teach about the basic needs of plants. Day 3: Begin the life cycle of plants, teach the whole process and cycle. Day 4: Teach about seeds and germination and how plants grow. Day 5: Teach about photosynthesis, how plants make food. Day 6: Teach about pollination, how plants reproduce. Day 7: Teach about the major organs of plants and their functions in plants Day 8: Place students into groups, introduce the Mix Book to the class, and explain the assignment. Students will be working with partners to complete a Mix Book that includes a cover with a title and their names, a layout (two pages, right and left) with each of the basic needs of plants with a brief description and pictures of each about why plants need them, a layout with a brief description and picture(s) of the life cycle of plants, a layout with a brief description and picture(s) of germination, a layout with a brief description and picture(s) of photosynthesis, a layout with a brief description and picture(s) of pollination, and a layout describing the plants major organs with picture(s). The Mix Book must created neatly, each layout must be organized in the order the teacher instructed, all information must be accurate, and little or no spelling/ grammatical errors. The students will begin working on their Mix Book. Day 9: Students will work on their Mix Book’s. Day 10: Students will finish up their Mix Book’s. Day 11: Students will present their Mix Book’s to the class. Day 12: Class discussion on what the students learned, if they liked creating the Mix Book, if it was beneficial, and if they would want to make one again in the future.