FC: Life Cycle of a Bean By: Jasmine Jacobs
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students mgiht create and publish following the directions of my Life Cycle of Bean 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 studnets, 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 teh classroom, presented to the school library, or purchahed by parents and guardians as a keepsake of their student's work. - Jasmine Jacobs
2: The plant life cycle strats out with a seed. Inside each seed there is a plant. You plant the bean into the ground.
3: When the plant gets the right amount of food, water, and air they start to grow. They start out with sprouting a root.
4: When the plant has a root the plant will start sprouting form the ground. This gives you a small plant. You still have to make sure it gets plenty of water, sunlight, and air for it to survive.
5: This is a soybean feild. These plants in the picture came from little tiny seeds. This is the last stage in the life cycle, but it is a cycle so it starts all over agian. This is because these plants produce soybean seeds which you can replant.
6: This is a picture of the life cycle of a bean.
7: Life Cycle MixBook Lesson Plan SECTION ONE Author: Jasmine Jacobs Email Address: firstname.lastname@example.org Semester Created: Summer 2009 LESSON OVERVIEW Title: Life Cycles Brief Description: The students will pick a life cycle of an animal or plant and explain in detail what happens in each stage of the life cycle ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands that everybody as life cycles and they will also know how they work. ENGAGING QUESTION/SCENARIO: I will engage the students by showing them a picture of a life cycle and have a little discussion of how they interrupt life cycles. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math _X Science _X Reading _X Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE _X Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 _X Grade 2 ___ 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 recognize that animals progress through life cycles of birth, growth and development, reproduction, and death (GLE Science, Strand 3 Characteristics and Interactions of Living Organisms, 1 There is a fundamental unity underlying the diversity of all organisms, Concept B – Grade 2) (Performance Standards 1.2, 1.4, 2.1, 2.7). GLE #2: The SWBAT sequence the stages in the life cycle of animals (GLE Science, Strand 3 Characteristics and Interactions of Living Organisms, 1 There is a fundamental unity underlying the diversity of all organisms, Concept B – Grade 2) (Performance Standards 1.2, 1.4, 2.1, 2.7). GLE #3: The SWBAT locate and interpret information in illustrations, title, headings, captions, diagrams, charts, and graphs. (GLE Reading, Strand 3 Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction from a variety of cultures and times, Concept A – Grade 2) (Performance Standards 1.2 1.8, 2.1) STUDENT ASSESSMENT The students will be assessed by observation when in the library and in the computer lab. They will also have the report they will be graded on to help them with putting their mix book together. PERFORMANCE ASSESSMENT CRITERIA Rubric COLLABORATION I will have to collaborate with the librarian, the computer teacher, special education teacher, the parents of the students, and teacher aid. The librarian because we will need to come into the library to look up information for their project. Also with the computer teacher, because we will need to work on mix books in their room and maybe she could help them during one of their class times. The special education teacher in case some of the students needs help, that they can help out in their classroom or come up and help in our classroom. The parents of the students because they could help out at home. Also the teacher aid will be needed a lot to help to answer questions and help the students out when the teacher is busy. LESSON IMPLEMENTATION Length of Unit (hours, days): One hour a day for ten days Prerequisite Skills: Students must be able to have permission to set up an account on the internet by their parents if not go to another option on what they can do. Also the students will have to write a short paper on their life cycles so they need to be able to write pretty well. Also they need to know how to run a computer and be able to play around on the mix book website. Also I would recommend to do it later in the year of second grade so they can work on their writing skills and their computer skills. ACCOMMODATION OPTIONS ELL/IEP Students: They could work in partners with a fellow student and if need further help see if the special education teacher could help out with the project. Assistive Technology Needs: A photo website for their photos that they are going to put in their mix book. MANAGEMENT/ORGANIZATION TIPS When signing up for a mix book account, keep all the students on the same step to help with less confusion. MATERIALS AND RESOURCES REQUIRED FOR UNIT Book about life cycles suggestion The Life Cycle of a Bean by Ruth Thompson Large piece of paper Marker An example of a mix book Computers Books with different life cycles for research TECHNOLOGY Web-based resources Google Mixbook UNIT PLAN FLOW CHART/TIMELINE Day 1: We will start out by figuring out what they think life cycles are. We will brainstorm and we will write them up on the board. Then the teacher will read a book about life cycles. After the book we will come up with different animals or plants that have life cycles and write them on the board. Day 2: This day the teacher will show what exactly they will be making. So the teacher will show their example of mix book. Then the teacher will let the students also pick what life cycle they will be doing a report and a mix book on. Day 3: Today we will take a trip to the library to have them start researching on their life cycle. They can find books, look in the encyclopedia, or any kind of resources in the library. Day 4: On this day they will start writing therepaper on their life cycle. Day 5: Another work day on their paper for their life cycle. Day 6: Go to the computer room and set up an account to mix book (make sure to send home a permission slip explaining what they are doing and that they need to set up an account. If not able to give them other options). Go step by step to keep the students together so you can help them better if the students need help. If time allows let them play around on it to get used to using mix book. Day 7: Go to the computer lab to let them start on their mix book project if they feel comfortable to doing that. If not let them have another day to play on mix book. Day 8: Let them work on their mix book in the computer lab. Day 9: If another day needed to work on their mix book allow if not go ahead and start presentations of their mix book. Day 10: On the last day present their mix books to the class.