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Joshua's Gift

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Joshua's Gift - Page Text Content

BC: Cynthia Jenkins Missouri Western State University March 2009

FC: Joshua's Gift

1: Today is Joshua's birthday. The doorbell rings. When Joshua answers the door, he sees a gift with his name on it. It was a gift from his grandparents.

2: Joshua opened the box. Inside he found a bowl, soil, and seeds. Joshua was confused. What kind of pressent is this, he thought.

3: Joshua then found a sheet with instructions on it. It said if you planted the seeds, a plant would grow.

4: Joshua began reading the instructions. First, it said to pour the soil in the bowl.

5: Next, it said to put the seeds on top of the soil.

6: The instructions then said to pour 1/2 cup water on top of the seeds and set it in a sunny place.

7: Finally, Joshua was done. He went off to play and forgot about the seeds.

8: In a few days, Joshua noticed a plant starting to grow. He remembered what he read in the instructions and continued to water the plant.

9: After a month, Joshua had a beautiful flower. He was very proud of his plant. But then it was summer time and Joshua was too busy and forgot about his plant.

10: When Joshua finally remembered to look at his plant, his plant looked very sad. This made Joshua sad too. He quickly remembered what the instructions said. The plant needs sun and water to live. Joshua knew the plant still had plenty of sun, but had not had water for too long. Joshua quickly ran to the kitchen for water. He was careful to put just the right amount of water into the plant.

11: Joshua checked on his plant often. He made sure it had water and sun. After a few days, the plant looked happy again. Joshua was very careful to always make sure that his plant had water and sun.

12: Joshua's plant brought many years of enjoyment. It was a beautiful gift that kept on giving for many years.

13: MixBook Lesson Plan SECTION ONE Author: Cynthia Jenkins Email Address: CJenkins2@kc.rr.com Semester Created: Spring 2009 LESSON OVERVIEW Title: Plants Brief Description: What plants need to grow and the parts of a plant ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands what plants need to grow and be able to name the parts of a plant. ENGAGING QUESTION/SCENARIO: As a kid, what things do you need to grow? If you were a plant, what would you need to grow? SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math X__ Science ___ Reading ___ Writing ___ Social Studies/History

14: --- Social Studies/History --- Art --- Music --- PE --- Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) --- 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 Gle #1 The SWBAT describe the basic need of most plants (GLE

15: Science, Living Oranisms, Strand 3, Characteristics and Interactions of Living Organisms, Concept A - Grade 3) GLE #2 The SWBAT identify the major organs (roots, stems, flowers, leaves) (GLE Science, Living Organisms, Strand 3, Characteristics and Interactions of Living Organisms, Concept D - Grade 3) STUDENT ASSESSMENT: Classroom assignments which consist of writing and drawing, using wipe off boards while the teacher asks questions, quiz, plant diagram, matching sheet, and the teacher walking around the room checking for understanding PERFORMANCE ASSESSMENT CRITERIA; Students will be able to perform the assessments to 100% accuracy LESSON IMPLEMENTATIONS; ELL/IEP Students: I will place students that need extra help in groups that will allow the student to work with them and allow them to be a part in the activity. If the student needs help writing or drawing, that will be provided also. If the student is unable to do their own writing or drawing, the teacher will check for understanding

16: by asking that student questions. MANAGEMENT/ORGANIZATION TIPS: Let the students have lots of hands on learning time. Let the students also explore socially in groups. This will inhance the students learning and have a lasting learning experience. MATERIALS AND RESOURCES REQUIRED FOR UNIT TECHNOLOGY: United streaming, www.unitedstreaming.com, video: Plant Life Cycles, Mixbook Day 1 Lesson Introduction: We will start our lesson by watching a video on United Streaming called Plant Life Cycles. This video will have a short segment on all of the areas we will be covering in this unit - including how to plant a seed and what it needs to grow. Assessment(s): The teacher will walk around the room and check for understanding. Materials/Resources: Disposable cups (one per student), seeds, potting soil, water, and a copy of the song (one per

17: student) Procedures: 1. Give each student a cup, seed and potting soil. 2. Ask the students what these supplies are for and what we might be doing with them. 3. See if the students can remember how to plant a seed from the video they watched earlier. 4. Have each student plant their seed and label their cup. 5. When they have planted their seed - have them water it and place it in the window. 6. Have the students come back and sit quietly in their groups until all students have finished. 7. Lead a discussion starting with - What do children need to grow? Write the answers on the board. 8. Then ask the students - How they feel when they are tired and hungry? How do you make yourself feel better? 9. Explain that plants can feel the same way. Then ask - How can you make the plants feel better? 10. Give each student a copy of the poem/song I will Plant a Garden (to the tune of "Old McDonald Had A Farm"). 11. First - the teacher reads the poem aloud. 12. Have the students discuss what is needed for a seed to grow.

18: 13. Have the students read it with the teacher - then try to sing it to the tuen of "Old McDonald Had A Farm". Modeling: I will demonstrate how I want them to plant their seed. I will demonstrate the song/poem for the class before they try to say/sing it. Guided and/or Independent Practice: Once I have demonstrated how to plant the seed, the students work in their groups to plant their seeds. I will walk around the room to check for understand. Adaptions: I will place any students that need extra help in groups that will allow the student to work with them and allow them to be a part in the acitivity. I will have a student in the group help them plant their seed.

19: I will Plant a Garden ( to the tune of "Old McDonald Had A Farm") I will plant a garden green, then I'll watch it grow. I'll dig some holes here in the dirt, in a nice straight row. With a dig-dig here, and a dig-dig there, here a dig, there a dig, everywhere a dig-dig, I will plant a garden green, then I'll watch it grow. I will plant a garden green, then I'll watch it grow. In the hole I'll drop a seed, then each seed I'll sow. With a drop-drop here, and a drop-drop there, Here a drop, there a drop, everywhere a drop-drop, I will plant a garden green, then I'll watch it grow.

20: I will plant a garden green, then I'll watch it grow. I'll water each plant one by one, they'll sprout up in a row. With a squirt-squirt here, and a squirt-squirt there, here a squirt, there a squirt, everywhere a squirt-squirt, I will plant a garden green, then I'll watch it grow. Day 2 Lesson Introduction: We will start the day by reading the Mixbook Assessment(s): The teacher will walk around and check for understand. Each student will turn in their assignment which will demonstrate their understanding for the material covered. Materials/Resources: White paper, notebook paper, pencil, copy of the song (one per student), Mixbook, and crayons Procedures: 1. After reading the book - have a discussion on - What do

21: plants need to grow? What are the four needs of the plants? 2. Review the song/poem from yesterday. 3. Have each student draw, color, and label the four basic things a plant need to grow. 4. Have the following written on the board for the students - "You find an odd-looking seed and plant it. Your seed grows into _________________." 5. Have the students write a story using the prompt you have written on the board. Tell them to be creative and have fun with the writing assignment. 6. If time permits - have the students share their stories with the class. 7. Display their stories and their basic plant needs pictures in the hall. Modeling: I will demonstrate how I want them to draw, color, and label the four basic needs of a plant. Guided and/or Independent Practice: After the class discussions are over, the students will work on their drawings and writing assignments. They can share ideas among the students in their groups. Each student will be responsible for turning in his or her own drawing and writing assignment. I will walk around and check for understanding while the students

22: are working. Adaptations: I will have the students draw, color, and label a picture to the best of their ability. If the student is not able to write, I will help the students write the words and have them draw the pictures. If they are unable to color or write, I will check their understanding by talking one-on-one with them. Otherwise, they can enjoy watching other students around them draw and write. They could also work with other students on their assignment - if this would be more comfortable for the student. Day 3 Lesson Intruduction: The class will go on a nature walk. As we walk I will talk about all the leaves we see. We will look at leaves on trees, bushes, flowers, etc. After we have walked and looked at several different leaves, I will have the students pick one leaf that was their favorite and have them take one back to the classroom with them. Assessment(s): The teacher will walk around and check for understanding. Each student will turn in their paper with the questions answered from the board and their leaf drawn and colored. The teacher will check their papers for 100%

23: understanding. Materials/Resources: Leaf - each student will pick out their own leaf when they are on their nature walk, white sheet of paper, crayons, ruler with centimeters, pencil, and magnifying glass Procedures: The class will first go on a nature walk to find a leaf of interest for each student. Next, the class will return to the classroom. Divide students into groups of 4-5 students. Have questions listed on the board for them to answer about their leaf. Is your leaf dead or alive? What color is your leaf? How long is your leaf? Where did you find your leaf? Why did you pick your leaf? Have the students answer the questions on the provided sheet of paper. Also have the students trace around the leaf and color to their best ability to look just like their leaf. For the students that like to have more detail, hav them look at the lines in the leaf with the magnifying glass and try to draw them too. The last step is to attach their leaf to the paper.

24: Modeling: On the board, I will demonstrate drawing my leaf for the class. I will also answer the questions that are listed on the board to where they can see my answers. Guided and/or Independent Practice: Once the activity has been demonstrated, have the students work on their questions and drawings. Walk around the room and watch for understanding. Help students as needed. As I walk around the room watching for understanding, ask questions that will keep the students focused on the activity. Example questions: Do all leaves look alike? Are all leaves green? Do leaves ever change colors? What happens to some leaves in the fall? Day 4 Lesson Introduction: Give the students questions about the parts of a plant. Let them discuss them in groups to see what they know about plants. Let the students know that these questions are only to see what they know. This will help the students get excited and want to know the answers to the questions. Assessment(s): The students will use wipe off boards to answer questions that I give them. These questions will

25: be about the parts of a plant. I will ask them to identify the part of the plant that I am pointing to or its function. Before going of to the next question, I will look to see that 100% of the class has it correct on their wipe off boards. If I notice some wrong, I will go back and discuss that part before going on. After we have finished with the wipe off boards, I will have the students go back and redo the quesitons that they were given at the beginning. I will have them turn those in now and check for 90% understanding. Materials/Resources: Copy of six questions for each student, centimeter sticks, plants they planted three days earlier, graph sheet, one book for each student - Parts of a Plant, variety of real plants for students to look at, and at least one plant for every group to have. Procedures: 1. Have the students get their seed that they planted earlier that week. 2. Have the students observe the other students seeds and see how they compare. 3. Have them mark their graph for the growth in three days. 4. Have the students put their seed/plant back in the window. 5. Have the students return to their desks and start looking

26: over their books - Pats of a Plant (this is just a filler - the book will actually be used the next day). 6. When all groups have finished, start a discussion about each part of the plant and what its job is. 7. As each part of the plant is discussed, have a real plant to demonstrate what it looks like. 8. After all the parts of the plants have been discussed, I will give each student a wipe off board and ask questions about parts of the plants and have the students answer the questions by writing their answers on the wipe off boards. Modeling: I will demonstrate how to measure their plant in centimeters. I will be demonstrating the parts of the plants by using real plants. As I talk about each part of the plant, I will point to the part and walk around the room for all students to be able to see. Guided and/or Independent Practice: The students will begin by measuring their plant in centimeters. The students will answer the questions about the parts of a plant after we have a classroom discussion. The students can do this as a group. I will walk around as the students are measuring their plant and answering their quesitons to check for understanding.

27: Adaptations: I will place students with extra needs in groups that can help them and will allow them to be included in group discussions. I will have a student help them measure their plant and answer their questions. (List of questions for each student to answer) 1. Flowers are: a. animals b. plants c. rocks d. dirt 2. What do roots do? a. take in sunlights b. take in water c. attract insects d. form seeds 3. What part of the plant helps move water from the roots? a. the stem b. the leaves c. the petals d. the seeds

28: 4. What do the leaves do? a. form seeds b. take in water from the soil c. attract insects d. take in sunlight 5. The petals attract insects. What do insects collect from the flower? a. sunshine b. soil c. pollen d. seeds 6. What hapens to the seeds when the flower dies? a. they take in sunlight b. they make food for the flower c. they fall to the ground d. they attract insects

29: Day 5 Lesson Introduction: Have the students look at the diagram of the plant. Have the students fill it out to see what they remembered from yesterday. Assessment(s): I will see if the students can fill out the plant diagram identifying the parts of the plant 100%. For the last 10 minutes, have the students demonstrate their learning of the function of the plant parts by doing the matching sheet. Have the students turn in this sheet to me when they finish and I will check for 100% understancing. Materials/Resources: Seed plants from earlier that week, centimeter stick, graph sheet, books - Parts of a Plant, crayons, function of plants parts sheet Procedures: 1. Have the students get their plants they planted earlier in the week. 2. Have the students measure their plants to the nearest centimeter and mark it on their graph. 3. Have the students return their plants to the window. 4. Have the students get their books out from yesterday - Parts of a plant.

30: 5. As a class we will read the book and review what we have learned. 6. After we finish reading, check for questions. 7. Have the students color their books. Modeling: I will deomostrate how to measure the plant to the nearest centimeter. I will have a book that is colored to show what I want them to do. Guided and/or Independent Practice: They will measure the plant to the nearest centimeter. I will go around and check for understanding as they measure. I will help any student that has questions. Adaptations: I will place the student with extra needs in a group that will be willing to help the student and include them in their group. I will have a students help them measure and help them fill out their graph.

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  • By: Cyndy J.
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  • Title: Joshua's Gift
  • Plants
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  • Published: almost 10 years ago