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“SEED OF LIFE” Interdisciplinary Unit of Study Focal Content Area: Science-Plant Diversity Grade 2 STEAM MODULE Maria Curatolo Elizabeth Cantelli Razena Baines Roberts May 15, 2012 “SEED OF LIFE” PLANT UNIT OUTLINE Lesson Six-Assessment Rubric Form: For Summative Assessment Students will present their plant project in an interactive theatrical puppetry presentation, and in closing share their logs with the growth of their seed/plant. Students will share in a group reflection and add to their KWL what they learned. Presentations: Day One Reflections: Day Two Lesson Six: Presentation of The Seed Project Lesson One: Seeds Everywhere Content Area: Science Guiding Question: Where does our food come from before it gets to the store? Lesson One-Assessment: Students will use matching worksheet to sort various seeds and identify them to the source (e.g. Apple Seed -actual seed) and match it to the picture of the apple on worksheet. Students will also categorize seeds into one of four categories: fruit, vegetable, grain, or floral. Gardner’s Intelligences: Environmental Cognitive Level: Knowledge (Assessing Prior Knowledge with New Information) Content Areas: Science and ELA Lesson Two: Parts of a Seed, Parts of a Flower Content Area(s): Science and the Arts Guided Question(s): As groups’ present, consider what are some characteristics of the seed/plant? What is the classification? Fruit, Vegetable, Grain, or Flower Gardner’s Intelligences: Linguistic and Interpersonal Cognitive Level: Synthesis/Evaluation/Reflection Lesson Five-Assessment Students will record the growth of their seed to plant in their “seed project journals.” In groups of four, each student is responsible for observing, recording, measuring and reflecting/summarizing. In four sessions, 2x a week; roles rotate. Guiding Question: Does a seed remain a seed? What changes happen to the seed as it grows? Thematic Unit: “Seed of Life” Gardner’s Intelligences: Linguistic and Spatial Cognitive Level: Knowledge/Comprehension What is a Seed? Exploring the Life Cycle from Seed to Plant Lesson Two-Assessment: Students will label “parts of a seed” and “parts of a flower” diagrams. From the parts of a flower diagram, student will construct a model flower with stem, leaves, roots and seed. Lesson Five: Lesson Three: The Seed Project The Plant Life Cycle: Seed Travel Recording Observations Content Area: Science and Math Content Area(s): Science, Technology, ELA Guiding Question(s): What changes have occurred since my last recording? Guiding Question: How does a seed move from one area to another? Gardner’s Intelligences: Logical-Mathematical Cognitive Application: Analysis/Synthesis Lesson Four-Assessment Like yesterday, students will rotate in small groups to learn more about what a seed needs to grow. With key vocabulary such as photosynthesis guiding the research, students use the website to answer questions from a worksheet. “What do you need to grow?” will end the worksheet in order to assess for connections. Lesson Four: Growth of a Seed Content Area(s): Science, Technology, ELA Guiding Question(s): What does a seed need to grow? (What do we need to grow?) Gardner’s Intelligences: Environmental-LinguisticIntrapersonal Cognitive Application: Comprehension/Analysis Gardner’s Intelligences: Environmental, Linguistic & Spatial Cognitive Level: Knowledge/Comprehension Lesson Three-Assessment Students will rotate in small groups at the computer to learn more about seed dispersal. http://www.wartgames.com/themes/ plants/seeds.html Students will report on ways that they have learned. While computer rotation is happening, students are reading non-fiction texts. “Seed Sort” Lesson #1 (STEAM module) Unit: Plant Diversity, “Seed of Life” Grade: 2 Bloom’s Taxonomy: Knowledge, Comprehension Gardner’s Multiple Intelligences: Environmental Children’s Literature: “Oh Say Can You Seed” Dr. Seuss (read during READ ALOUD during the week) Standards: New York City Science Scope and Sequence: Inquiry Skills Gathering and organizing data – collecting information about objects and events which illustrate a specific situation. Generalizing – drawing general conclusion from particulars. Inferring – drawing a conclusion based on prior experiences. Process SkillsGeneral Skills Manipulate materials through teacher direction and free discovery. Classify objects according to an established scheme. NCTM Math Skills: Process Standards: Data Analysis- sort and classify objects according to their attributes and organize data about the objects; Data Analysis-represent data using concrete objects, pictures and graphs. Content Standards: Data Analysis and Probability-Grades K-2 New York State Learning Standards for the Arts: Standards 1: Creating, Performing, and Participating Arts Students will engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in various roles in the arts. -Students will create art. -Students will use elements and principles of art (line, color, shape) in order to communicate their ideas. ISTE’s NETs Standards for Literate Students: Standard 6: Technology Operations and Concepts -a. Students will use technology systems. -b. Students will use application skills effectively and productively. Behavioral Objectives 1. Students will be able to list physical properties of the seed and create a graph of their findings. 2. Students will be able to identify seeds to their plant source. 3. Students will be able to sequence the life process of a seed. Motivational Constructivist Question: Where does our food come from? Motivational Constructivist Activity: Whole Class DiscussionBrainstorming activity that takes students from the store to the seed in a Back tracking process…what happened before that? This leads us to our CLASS KWL chart that we have for each UNIT. Time Duration: Week One, Two Sessions (45 minutes each) Procedures: 1. Teacher read “Oh Say can you Seed” by Dr. Seuss. (read during read aloud sessions earlier in the week and that day) 2. -Students will be guided in a Brainstorming Activity posed from the “Motivational Question,” leading to the KWL chart. 3. The introduction of new SCIENCE UNIT on PLANTS begins with the study of seeds. Today we are going to view a power point presentation to help us see what we know about seeds…Teacher-led-View Seeds Grow! Power Point presentation link. (Smart Board) http://lc007.k12.sd.us/Mrs.%20Comstock/Seeds%20Grow.ppt As questions are asked, pause power point presentation to answer as a class and then continue presentation….(students takes notes in Science Journals). Questions with Power Point Presentation to activate Prior Knowledge Closed-Ended Questions: Question: What’s inside a seed? Plausible Student Answer: Stuff that makes it grow into something. Question: Where do seeds come from? Plausible Student Answer: People buy them and plant them. Open-Ended Questions: Question: What can you do with seeds? Plausible Student Answers: Plant them, eat them. Question: How are seeds planted? Plausible Student Answers: By people. 4. Computer Rotation-(Four Computer Stations) Students will then cycle through computer stations with their science lab partner to view an additional power points presentation that tells more about Bean plant so we can include this understanding when we discuss classifications, types of seeds, for our science “hands on” lab work. Life cycle of a Bean plant http://www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt 5. Seed Science Lab Partnered Work- (Lab will be completed in two sessions) At your tables are bags with seeds in them. Explore them. What is their color? What is their size? What is the texture? A. Seed Properties Worksheet (see below) -Try to identify seed. -Decide on your size order, which are small, medium, large (in relation to each other). -Fill out worksheet lists based on physical properties. B. Matching Diagram (attachment) What does the seed belong to? Match the seed to the plant source. Our classifications for this will be Fruit, Vegetable, Grain, Flower. C. Classifications Chart (attachment) Students will calculate the total seeds in each classification and create a proper labeled chart with x and y axis. 6. Share In- Session One Materials: ___ “Oh Say Can You Seed” Book ___ Brainstorming Chart (done with student) “Store to Seed Source” ___ KWL Chart (done with students) ___Smart Board presentation: “Seeds Grow” ___Baggies with assorted seeds for pairs; (14 baggies-28 students) ___Seed Properties Worksheet ___Seed-Source Matching Worksheet ___Sprouting Bean Booklet ___Sprouting Matching Cards ___Students will need their Science Notebooks Session Two: Procedures: 1. Completion of Science Lab Work 2. Sprouting Bean Booklet (assemble and color) 3. Sprouting Matching Cards (in class/homework) 4. Share In (What We learned) Bean Sprouting Booklet Sequencing Cards (cut, sort, and order) Homework: (Session Two) Based on our seed book from class today, complete homework worksheet to cut, sort, sequence, and color. On a separate piece of paper, draw what the flower plant would look like. (You can turn it into any real flower plant) What flower plant is this? Assessment: ____Example of Students Performance Based Product ____Rubric Format and NCATE rating Based on 3-Target 2-Satisfactory Behavioral Objectives Students will be Students Students correctly able to list successfully completed more physical completed-Seed than 75% of the properties of a Properties Seed Properties seed. Worksheet. Worksheet. Students will be Students Students correctly able to identify successfully completed more seeds from the completedthan 75% of the plant to its plant Matching Seed Matching Seed to source. to Source Source Worksheet Worksheet. Students will be Students Students able to sequence assembled their assembled their life processes of a bean sprouting bean sprouting seed. booklet and booklet, but had a were able to sequence card out correctly of order. sequence their sprouting cards. 1-Unsatisfactory Student Rating Student work is either 75% incomplete and/or has more than 25% of errors. Student work is either 75% incomplete and/or has more than 25% of errors. Students may not have assembled their bean sprouting booklet, and had 2 or more sequence cards out of order. EXAMPLE: Student Performance Based Work Seed Sort- Fruit Vegetable Flower Grain References: http://lc007.k12.sd.us/Mrs.%20Comstock/Seeds%20Grow.ppt “Seeds Grow” Power Point. The diversity of seeds, and plant types. http://www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt “The Life Cycle of a Bean Plant” Power Point http://oklahoma4h.okstate.edu/aitc/lessons/extras/audrey/wheat%20field%20to%20oven.ppt/extras/audrey/wheat%20field%20to%20oven.ppt# http://www.enchantedlearning.com/subjects/plants/sequencing/sproutingbean/index.shtml “Bean Sprout Sequencing Cards” PROPERTIES of SEEDS WORKSHEET Example: Try to identify your seeds. Arrange your seeds in size order. Fill in chart below according to seed. Tomato seed-Quantity 4, Tomato seed-Color, light-white/orange Tomato seed-Size-small, Tomato seed-Texture-soft, smooth. QUANTITY(in baggie) 1.______________ COLOR 1.______________ 2.______________ 2.______________ 3______________ 3______________ 4.______________ 4.______________ 5.______________ 5.______________ 6.______________ 6.______________ 7.______________ 7.______________ 8.______________ 8.______________ 9.______________ 9._____________ 10. _____________ 10. _____________ SIZE 1.______________ TEXTURE 1.______________ 2.______________ 2.______________ 3______________ 3______________ 4.______________ 4.______________ 5.______________ 5.______________ 6.______________ 6.______________ 7.______________ 7.______________ 8.______________ 8.______________ 9.______________ 9._____________ 10._____________ 10.______________ NAME:_____________________________ DATE_____________ “MATCH THE SEED TO THE PLANT SOURCE” A. ___________ B. ___________ C. ___________ D. ___________ E. ___________ F. ___________ G. __________ H. __________ I. __________ J. ___________ Seeds (Column A) Plant Source (Column B) Sunflower, Lima Bean, Watermelon, Wheat, Nasturtiums, Corn, Tomato, Kidney Bean, Rose, Radish (in order column B) Lesson # 2 (STEAM) Title of Lesson: Parts of a Plant Unit: Plants Grade: 2 Bloom’s Taxonomy: Knowledge-Recall, Comprehension-Explain, Application-Use, Analysis-Take Apart Gardener’s Multiple Intelligences: Visual-Spatial, Interpersonal, Linguistic Children’s Literature: From Seed to Plant. By: Gail Gibbons NYC Science Scope and Sequence: Grade 2: Unit 3 (Plant Diversity) – Identify and compare the physical structures of a variety of plant parts. – LE 3.1b NCTM Math Skills: Pre-K – 2 Geometry Standards 1. Recognize geometric shapes and structures in the environment and specify their location. 2. Recognize and represent shapes from different perspectives. 3. Recognize and create shapes that have symmetry. ISTE NETS Standards Grades Pre-K -2 1. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. New York State Learning Standards for the Arts: 1. Knowing and Using Arts Materials and Resources – Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Behavioral Objectives: 1. To name the four parts of a plant and their functions, using a web on Microsoft Word. 2. To illustrate and label each part of a plant. 3. To create plant puppets, representing each of the four plant parts. Motivational Constructivist Activity: The students will be divided into small groups. Each group will be given a plant. The students will observe the four parts of a plant: the flower, the leaves, the stem, and the roots. The teacher will explain the functions of each plant part. The students will take notes. To encourage the students to think mathematically, the teacher will ask the students to describe each part of the plant using geometric shapes, such as circles, oval, triangles, rectangles, etc. Time Duration: 2 class sessions Procedures: 1. The students will observe the four parts of a plant. 2. The students will listen to a read aloud of From Seed to Plant, by Gail Gibbons. 3. The students will take notes on the functions of each plant part. 4. They will use various art materials to create plant puppets. Closed-Ended Questions: 1. What parts of the plant did you see during your observation? 2. What are the functions of the flower, leaves, stem, and roots? Open-Ended Questions: 1. Do you think the roots are helpful for the plant? Why or why not? 2. Why do you think it is important for the leaves to receive sunlight? Materials: plants, various art materials such as construction paper, markers, pipe cleaners, feathers, pom-poms, etc. References: http://www.iste.org/standards/nets-for-students/nets-for-students-2007-profiles.aspx New York State Learning Standards for the Arts (PDF) http://www.nctm.org/standards/content.aspx?id=26846 http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf Assessment: The students will create a web on “the parts of a plant”, using Microsoft Word. In their web, they will need to include the four parts of the plant and their functions. Also as part of their assessment, the students will draw and label the four parts of a plant: the flower, the leaves, the stem, and the roots. Here is an example of what a student’s drawings may look like. (I will include the drawings of the flower, leaves, stem, and roots in pencil on the printed copy of the lesson plan.) Here is an example of what a student’s web may look like. This refers to behavioral objective # 1. Flower: Produces seeds. Leaves: Perform photosynthesis Parts of a Plant Roots: Absorb water & minerals. Stem: Lifts water from the roots. Rubric Behavioral Objectives Behavioral Objective # 1: To name the four parts of a plant and their functions, using a web on Microsoft Word. Target “3” The web is 100% accurate. All four parts of a plant are labeled correctly with their functions. Satisfactory “2” The web has 1 error. One of the plant part functions is incorrect. Behavioral Objective # 2: To illustrate and label each part of a plant. All four illustrations are drawn and labeled correctly to represent each plant part. The illustrations have 1 error. One plant part is not drawn or labeled correctly. Behavioral Objective # 3: To create plant puppets, representing each of the four plant parts. Unsatisfactory “1” The web has more than 1 error. Two or more plant parts and functions are incorrect. The illustrations are incomplete. There is more than 1 error. Two or more plant parts are not drawn. The plant There is 1 error. There is more puppet One of the plant than 1 error. correctly parts is not Two or more represents each visible on the plant parts are of the four plant plant puppet. not visible on parts. the plant puppet. Student Rating STEAM Lesson Plan: NYC Format.V1 (O'Connor-Petruso, 2012 Unique Title of Lesson: The Plant Life Cycle Seed Travel Lesson # Three Bloom’s Taxonomy: Comprehension, Creating, Application Gardner’s Multiple Intelligence(s): Environmental, Linguistic, and Spatial Children’s Literature: The Tiny Seed by Eric Carle NYC Science Scope & Sequence 1. Observe plant life cycles and life spans. 2.Observe that plants reproduce from: Seeds, bulbs and cuttings NCTM Math Skills Process Standards: Instructional programs from prekindergarten through grade 12 should enable all students to— create and use representations to organize, record, and communicate mathematical ideas; 1.select, apply, and translate among mathematical representations to solve problems; 2.use representations to model and interpret physical, social, and mathematical phenomena. Content Standards: Compute fluently and make reasonable estimates 1.develop and use strategies for whole-number computations, with a focus on addition and subtraction; 2.develop fluency with basic number combinations for addition and subtraction; 3.use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators. ART Standard(s): Strands: Perceiving, Producing, Knowing, Communicating, Evaluating, Connecting Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. ISTE NETs Standards for Literate Students List Standard (s): 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Behavioral Objective(s): 1. To write a short paragraph about the best means of travel and why 2. To completely define the words disperse in the dictionary, overcrowding and colonies 3. To have children crate seed puppets being dispersed coloring most of the bag and forming it into a plant or seed Motivational Constructivist Question and/or Activity(ies) for the lesson entitled How do we travel and what is the best way? “Motivation/Constructivist Activity:” Students will write and draw a picture of the best way to travel in their science notebooks. Time Duration: Week Three (One Hour) Procedures: Students will arrive to school and there will be a Do Now on the board which asks the question “What is the best way to travel and why? Draw a picture of the mode of transportation. I will read it to students and will instruct them to pick a mode and write about it while I walk around the room. (10 min.) 1. Students will volunteer and share out the best mode of transportation to travel. (5min.) “The best mode of transportation is a space shuttle because it goes really fast and you get there really fast.” 2. I will then direct students to the computers set up in the back of our classroom in groups of four (five computers, homogeneous groups) (5 min.) 3. Virtual field trip (VFT) page has already been brought up and they take the trip and discuss it with their groups (15 min.) http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/dispersal.htm 4. Students return to their seats and I define the words disperse, overcrowding and colonies which they were introduced to in the trip (5 min.) 5. Students are then given paper bags and green crayons to color the bags with childsafe scissors to cut working in groups. (15 min.) 6. I will say “one person makes a plant and the others cut seeds and play out them being dispersed in groups picking one method they saw on the VFT” 7. Then each group will come up and present their seeds being dispersed through a short puppet show (10 min) I). Closed-Ended Questions: 1. Name one way seeds get dispersed? i. Answer: Wind 2. What are almost all seeds produced in? i.Answer: Fruits 2. “Question….?” i. Answer: Plausible student answer. Open-Ended Questions: 1. Would seeds grow properly if they didn’t disperse? 2. What is the best way for seeds to be dispersed? Materials: Please list sequentially in number format (i.e.: 1.). 1. Science Notebooks 2. Computers 3. Paper Bags 4. Scissors 5. Crayons Homework: Students will write the definition of the three words: 1. disperse 2. overcrowding 3. colonies All definitions are kept in science notebooks References: Advancing digital age learning. (2011). Iste. http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx Learning Standards for the Arts. (n.d.). Nysed.gov. NCTM. (2012). Standards for Grades Pre-K-2. National Council of Teachers of Mathematics. http://www.nctm.org/standards/content.aspx?id=26852 NYC DOE. (n.d.). K-8 science scope and sequence. http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf Seed Dispersal. (n.d.). The Life Cycle of Plants. Retrieved April 7, 2012, from http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/dispersal.htm Objective(s) Objective # 1. To write a short paragraph about the best means of travel and why Objective # 2 To completely define the words disperse in the dictionary, overcrowding and colonies Objective #3. To have children crate seed puppets being dispersed coloring most of the bag and forming it into a plant or seed Target 1 Satisfactory 2 Unsatisfactory Student 3 Student writes a short paragraph 34 sentences uses correct spelling and grammar and stays on topic throughout. Student writes 2-3 sentences with very few errors 12 and maintains good spelling/grammar and stays on topic. Students writes less than 2 sentences and does not maintain goo spelling/grammar. 5 errors or more and goes off topic. Student does not define all three words and does not give a complete definition Student defines words and writes them in science notebook with complete dictionary definition Student colors most of the paper bag and cuts the bag to look like a plant or seeds depending on who picks which part Student defines all three words and writes them in science notebook but gives a partial definition Student colors less than half of the paper bag green but makes a look-alike to a seed or a plant puppet using the bag Student does not color paper bag or does not try to make a plant or seed puppet using the bag STEAM Lesson Plan: NYC Format.V1 (O'Connor-Petruso, 2012 Unique Title of Lesson: Growth of a Seed Lesson # Four Bloom’s Taxonomy: Comprehension, Evaluation Gardner’s Multiple Intelligence(s): Environmental, Linguistic, Intrapersonal Children’s Literature: The Tiny Seed by Eric Carle (to be read during story time) NYC Science Scope & Sequence: Describe the basic life functions of plants: 1. Growth 2. Take in nutrients 3. Reproduce http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf NCTM Math Skills Process Standards: 1. Create and use representations to organize, record, and communicate mathematical ideas; 2. Select, apply, and translate among mathematical representations to solve problems; 3. Use representations to model and interpret physical, social, and mathematical phenomena. Content Standards: In prekindergarten through grade 2 all students should— Understand measurable attributes of objects and the units, systems, and processes of measurement 1. Recognize the attributes of length, volume, weight, area, and time; 2. Compare and order objects according to these attributes; 3. Understand how to measure using nonstandard and standard units; 4. Select an appropriate unit and tool for the attribute being measured. ART Standard(s) Strands: Perceiving, Producing, Knowing, Communicating, Evaluating, Connecting: Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles ISTE NETs Standards for Literate Students List Standard (s): 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. Behavioral Objective(s): 1. To define photosynthesis for homework 2. To create puppets using crayons coloring most of the bags and cutting pieces to attach and detach to show the growth of the plant using one, then, two, then, three inches 3. To measure short, medium and long spaghetti using a ruler and writing results in math notebooks 4. To write a paragraph on a worksheet titled “What do you need to grow?” for homework using three complete sentences. Motivational Constructivist Question and/or Activity(ies) for the lesson entitled How much have you grown since the beginning of the year? What do we need to grow? What do plants need to grow? “Motivation/Constructivist Activity:” Students were all measured at the beginning of the year and will be measured again at the beginning of class to test their growth Time Duration: One hour Procedures: Students will enter the classroom and I will measure their height in inches at our “Measuring our height” station. 1. Students will return to their seats and I will ask them what they need to grow. I will record their height on a line graph and will tell them that plants need two special things to grow. 2. Students will be placed in groups of four for our five computers in the back of the room. (homogenous groups of lower, average and higher level students) 3. Students will take a VFT titled “Seed growth” 4. Students will then return to their seats and I will give each person in the group one piece of spaghetti short, medium and tall. The fourth person gets a ruler. Each student will measure their spaghetti and the fourth person will record in their math notebook rotating jobs and pieces of spaghetti until everyone has three recordings, 5. Based on the VFT, we will make a line graph of plant growth starting from the seed 6. Students will be given paper bags, green crayons and scissors and will create a plant cutting the stem into one, two and three inches to attach and detach showing the growth until there is a leaf at the end. 7. Students in every group will present their puppet plants growing, not to be assessed, practice for last lesson. I).Questions: Closed-Ended 1. What do plants need to grow? i. Answer: Water and sunlight 2. What happens to seeds when they do not get enough water and sunlight? i. Answer: They do not grow or dry up II). Open-Ended Questions: (Minimum of two questions). 1. How are we similar to plants in what we need to grow? 2. Do you think taller plants need more water and sunlight than medium or short plants? Why or why not? Materials: 1. Science and math notebooks 2. Paper bags 3. Crayons 4. Scissors 5. Tape 6. Computers 7. Graph paper 8. Pencils Homework: Look up the word photosynthesis in the dictionary and write a complete definition. Students will be given a worksheet titled “What do you need to grow?” in which they will write 3 sentences answering the question. References: Advancing digital age learning. (2011). Iste. http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx Learning Standards for the Arts. (n.d.). Nysed.gov. NCTM. (2012). Standards for Grades Pre-K-2. National Council of Teachers of Mathematics. http://www.nctm.org/standards/content.aspx?id=26852 NYC DOE. (n.d.). K-8 science scope and sequence. http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf Seed Dispersal. (n.d.). The Life Cycle of Plants. Retrieved April 7, 2012, from http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt 2/growth.htm Assessment Rubric: Behavioral Objective(s): Target Satisfactory 1 2 Objective # 1. To define photosynthesis for homework Student writes complete definition of word from the dictionary Student does not define this word Objective # 2. To create puppets using crayons coloring most of the bags and cutting pieces to attach and detach to show the growth of the plant using one, then, two, then, three inches Objective # 3. To measure short, medium and long spaghetti using a ruler and writing results in math notebooks Student colors and cuts plant puppet in one, two and three inches to show growth Student does not write complete definition of word from the dictionary Student colors but does not cut plant into three proper inches either omitting one inch or two or not cutting properly Student does not measure a piece of spaghetti and does not record in notebook Objective# 4. To write a paragraph on a worksheet titled “What do you need to grow?” for homework in which they will write 3 sentences answering the question. Student writes 3 sentences answering the question using correct spelling/grammar with one or less errors. Student measures one or two pieces of spaghetti but does not measure the third or does not record measurements in notebook Student writes 12 sentences answering question and has fewer than 3 errors. Student measures all three pieces of spaghetti and records it in notebook Unsatisfactory Student 3 Student does not color or cut plant at all (either one is unsatisfactory) Student does not answer the question with any number of sentences or has half to one sentence grammatically incorrect. I was able to teach this lesson in my own classroom in the month of April and this is a sample of the results of seed growth that my students recorded and drew on our class bulletin. Script based on an earlier reading of The Tiny Seed by Eric Carle, not necessarily the presentation students are giving in this particular lesson (4). Assessment of play will be done at the end of the unit enclosing rubric, this is practice: Student 1: I am a tiny seed Student 2: I need two things to grow Student 3: I need water and sunlight Student 4: I have landed on the ground, it is spring Student 5: My roots are in the earth Student 1: I am starting to sprout Student 2: I am growing into a plant Student 3: Watch out for those weeds Student 4: I am growing tall Student 5: I am getting taller and taller Student 1: I am growing leaves Student 2: I am growing a bud Student 3: I am a flower Student 4: I am taller than the people, trees and houses Student 5: Everyone comes to admire me Lesson # 5 (STEAM) Title of Lesson: Observing the Growth of a Seed Unit: Plants Grade: 2 Bloom’s Taxonomy: Analysis and Evaluation Gardener’s Multiple Intelligences: Interpersonal, Linguistic, and Logical-Mathematical Children’s Literature: How a Seed Grows. By: Helene Jordan NYC Science Scope and Sequence: Grade 2: Unit 3 (Plant Diversity) Observe and describe how plants grow and change in predictable ways. - LE 2.1 a NCTM Math Skills: Pre-K – 2 Measurement Standards 1. Recognize the attributes of length, volume, weight, area, and time. 2. Understand how to measure using nonstandard and standard units. 3. Select an appropriate unit and tool for the attribute being measured. Pre-K – 2 Representation Standard 1. Create and use representations to organize, record, and communicate Mathematical ideas. ISTE NETS Standards: Grades PK–2 1. Use simulations and graphical organizers to explore and depict patterns of growth, such as the life cycles of plants and animals. 2. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. New York State Learning Standards for the Arts: 1. Knowing and Using Arts Materials and Resources – Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Behavioral Objectives: 1. To write journal entries based on their observations and measurements of plant growth. 2. To record the data obtained from their measurements on a chart, using Microsoft Excel. 3. To construct a line graph based on the data they collected, using Microsoft Word. Motivational Constructivist Activity: In groups, students will work together to plant a seed. Each group will be provided with a small pot, soil, and seeds to plant. The students will water the seed and place the pot by the window, near the sunlight. Time Duration: continual over 2 weeks, 4 class sessions Procedures: 1. The students will listen to a read aloud of How a Seed Grows, by Helene Jordan. 2. The students will gather in their groups to observe the seed that they had previously planted. 3. They will record their observations of seed growth in their journals. 4. The students will use a ruler to measure the plant growth, either in inches or centimeters. 5. They will record the data each time they meet over the 2-week period. Closed-Ended Questions: 1. How will you be measuring the growth of your plant, in inches, or centimeters? 2. What type of graph will you be choosing to show the plant growth? Open-Ended Questions: 1. Why do you think the seed grew so quickly by the window? 2. Do you think the seed would have grown as quickly if it were kept in the closet? Materials: small pots, soil, seeds, water References: http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf New York State Learning Standards for the Arts (PDF) http://www.nctm.org/standards/content.aspx?id=26847 http://www.nctm.org/standards/content.aspx?id=26851 http://www.iste.org/standards/nets-for-students/nets-for-students-2007-profiles.aspx Assessment: The students will create a chart and graph, using the data that they collected, showing the growth of the seed over time. The student journals will be collected as part of their assessment. Here is an example of what a student’s journal entry may look like. This refers to behavioral objective # 1. Tuesday, April 3, 2012 This is our third observation of the plant growth. We can tell that the plant has grown even more. We can see that it has grown taller and leaves have sprouted. My group members and I have measured the length of the plant to see how much it has grown since our last measurement. It has grown ½ inch since the last time we measured it. Here is an example of a drawing that a student may include in their journal entry. This also refers to behavioral objective # 1. (I included this drawing with the printed copy of the lesson plan.) Here is an example of what a student’s chart may look like. This refers to behavioral objective # 2. Session 1 Plant Growth in 0 Inches Session 2 1 Session 3 2.5 Session 4 4.5 Target “3” The journal entries are 100 % accurate. The observations are correctly stated for each session, with the correct measurements. Each entry includes an accurate drawing of the plant growth. The chart is 100% accurate. All information and measurements are correct. Satisfactory “2” The journal entries have 1 error. The observations and measurements are correctly stated, but the drawing of the plant growth is missing. Unsatisfactory “1” The journal entries are not accurate. The observations and measurements are not correctly stated. There are no drawings of plant growth. Student Rating The chart has 1 error. The measurements are correct, but the sessions are not labeled. The chart is not accurate. The information and measurements are not correct. The line graph is 100% accurate. All axes are correctly labeled. The graph correctly depicts the plant growth. The line graph has 1 error. The graph correctly depicts the plant growth, but the axes are incorrectly labeled. The line graph is not accurate. The axes are not labeled. The graph does not correctly depict the plant growth. Rubric Behavioral Objectives Behavioral Objective # 1: To write journal entries based on their observations and measurements of plant growth. Behavioral Objective # 2: To record the data obtained from their measurements, on a chart, using Microsoft Excel. Behavioral Objective # 3: To construct a line graph, based on the data they collected, using Microsoft Word. The Presentation of the “Seed of Life” Project LESSON #6 (STEAM module) Unit: Plant Diversity, “Seed of Life” GRADE: 2 Bloom’s Taxonomy-Analysis and Synthesis Gardner’s Intelligences-Linguistic Standards Common Core Standards: Literacy-Speaking and Listening Presentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience with appropriate facts, relevant and descriptive details, speaking audibly in coherent sentences. Comprehension and Collaboration SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Science-Scope and SequenceInquiry SkillsCommunicating – giving oral and written explanations or graphic representations of observations. Creating models – displaying information, using multi-sensory representations. Gathering and organizing data – collecting information about objects and events which illustrate a specific Situation. Process Skills- General Skills xxiii. Communicate procedures and conclusions through oral and written presentations. NCTM Math Skills: Content Standards: Data Analysis and Probability-Grades K-2 New York State Learning Standards for the Arts Standard 1: Creating, Performing and Participation in the Arts Students will actively engage in the process that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. (as part of their final presentations include their puppets) Behavioral Objectives: Students will be able to summarize information on their seed to plant project, including chart summary plotting growth. Student’s presentation will have a summary of the unit’s aims and include (1) Plants’ association to their parent seed (2) what a plant needs to grow (3) the plant life cycle Students will be able to work in small groups to negotiate, organize and present their report. Students will be able to analyze and synthesize their work and contribution to the project. Motivational Questions are within Assessment: 1. Example: What would you be interested in planting and why? (Question 5. Content Assessment) Time Duration: 90 minutes (Two Parts-Presentation (morning)-Reflection (afternoon) Aim: to present and reflect on our “seed of life” project. Procedures: (1) Students will have had their morning reading with the text, “What Kinds of Seeds Are These”, written by Heidi Bee Roemer. As the students do not know what seeds each group is presenting, this book serves to stimulate the thought of “what kinds of seeds” we will see during the “Seed of Life” presentation. After Read Aloud, students will then have 30 minutes, to complete their final Science Project presentational material. This connects from Readers Workshop to Writers Workshop as students complete their reports. (2) During the Science session, students will present their projects. Five groups, with five students in each, will present. (Before lunch period today) (3) Students will complete their assessment worksheets and we will share answers in group discussion to close the project. Groupings for Presentation: Sunflower Seeds (Group One) Barley Seeds (Group Two) Lima Beans (Group Three) Marigold Seeds (Group Four) Tomato Seeds (Group Five) Lima Beans Barley Sunflower Tomato Marigold Project Presentation Report 1. Our flowering plant started as a (describe seed through physical characteristics, lesson one) ________________________________________________________________________ ________________________________________________________________________ seed. (share Seed Puppet, parts of plant-lesson two) 2. To prepare for planting, we (describe the process/procedures of planting, lesson five)_________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________. 3. In order to care for the seed to grow, you must (what does a seed need to grow, lesson three) ________________________________________________________________________ _______________________________________________________________________. 4. After day _____________________(based on journal notes), the seed start to sprout. Here are two stages of growth. (Show “Sprouting Seed Puppets” three stages of growth-parts of a plant, lesson two). This is our chart showing the growth of our seed plant after two weeks of observations. Present Chart. Teacher Insert: (Prompted Questions to class to see if table/chart is clear and visible) Based on their chart, how much growth had occurred by their third observation? When did the most growth occur? (Observation One-Two, Two-Three, Three-Four, etc.) 5. What we learned from this project about this seed plant is _______________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________________. We think the seed plant is mostly transported to places by___________________________________________________ because_________________________________________________________________ __________________________________________________. (how seeds travel, lesson four) 6. This is what our seed plant will become. (share “Plant Puppets”., lesson two-four) 7. What classification does the flowering plant belong to: (group ask question to classmates) (Vegetable Plant, Flowering Plant, Grain Plant, Fruit Plant Assessment: Content Assessment 2. What was the total growth for the entire class that had taken place during the past two weeks? (Remember to convert to the largest unit of measurement-so if 20 inches of growth has occurred make sure to convert inches to feet, for what is possible.) 3. What is the average growth rate of our seed/plant samples? 4. Which flowering plant experienced the most growth and during what period was it in? 5. Why do you think it grew the most? 6. What would you be interested in planting and why? 7. What is something you learned that you think you now know really well? Group Work Assessment 1. How did you think you worked in your group? ______Very Good ______Good _______OK (could have been better) ______Not Really Well. 2. Why did you rate yourself the way you did? 3. Did everyone in your group have a chance to participate in all the roles? (Yes/No) _____Observer _____Measurer ____Waterer/Seed-Plant Care ____Journal Writer____Puppet Crafter 4. Do you think this project was best as a group project or would it have been better in pairs (working with two), or individuals (working alone), and why? FINAL SESSION Together, in closing we will do a final presentation/reading of our script from lesson three based on Eric Carle’s, “The Tiny Seed.” The script has fifteen lines and there are twenty five students in the class so we will also include our “Seed of Life” Poem in our final class reading. During the month of April, together with the class, we wrote a “Seed of Life” Poem (as April is Poetry Month). This poem is what the remaining class members read: “Seed of Life” My seed is waiting to come alive Inside are parts that cannot hide With roots and leaves that will come out Watch it GROW. Watch it SPROUT. It can become something we eat Or flowers smelling oh so sweet. Seeds are different and you know They need CARE. Watch them GROW. From seed to plant and plant to seed The seed of life cycle is important INDEED! (This poem was mounted on card stock and distributed to all class members on “poem in your pocket” day.) Assessment: Rubric Behavioral Objectives 3-Target 2-Satisfactory 1-Unsatisfactory Overall Presentation of Project (Individual Score) Student spoke clearly with good diction, eye contact, and volume. Student was respectful and participatory during others’ presentations. Student’s group completed summary report and added detailed explanation in each prompt. Well written and neatly presented on paper. Student’s group included both a table and chart with x-axis and y-axis properly labeled. Student attempted to speak clearly but may have lacked volume and good eye contact. Student was respectful during others’ presentations. Student could not be heard during presentation and lacked focus in presenting. Student was disrespectful during others’ presentations. Student’s group completed summary report with minimal explanation in each prompt. Few mechanical errors, but well presented on paper. Student’s group did not complete summary report. Report had several mechanical errors and/or had sloppy presentation on paper. Student’s group included both a table and chart with missing information in either table or chart. Student’s group included all five puppets in presentation but may have missed some “cued” points for presenting. Puppets were well crafted, but lacked the full range use of the art elements of design. Scored 80%-70%. Completed assessments with some incorrect answers and may have lacked detail in some answers. Student’s group did not include a table and/or a chart. Summary Report (Group Score) Mathematical Report of Growth of Seed Plant (Group Score) Use of “puppet” manipulative during presentation (Group/Individual Grade Score) Student’s group included all five puppets in presentation at appropriate “cued” points in script. Puppets were thoughtfully constructed and included art elements of design. Content Assessment & Group Work Assessment (Individual Score) Scored 100%90%. Completed assessments and answered all questions correctly and/or with detailed explanations. Student’s group did not include all five puppets necessary for presentation. Students presented the puppets out of order of script cues, and/or lacked effort in their craft and didn’t include all the art elements of design. Below 70%. Incomplete assessments and/or answered many questions incorrectly with little to no detail. Student Rating Exploration with Plants An Internet Hotlist on Plants created by elmara Introduction Let's learn more about plants! This webpage is here to guide you through our plants exploration in 2nd grade. Visit these amazing websites to start our journey! The Internet Resources Mosses and Ferns - This site is an interactive video that explains the differences between seedless plants and seed plants. It discusses mosses and ferns in particular but there are other plants discussed. Perhaps this site would be better for second graders since the language is a little advanced for kindergarten but the visuals are very detailed. NCATE (2) Satisfactory site Seed Plants - This site introduces seed plants and how they start from a seed and grow flowers which may turn into fruit. It takes one through the whole life cycle of a plant from the time it was a seed. It has beautiful visuals and new language for students to learn. NCATE (3) Target site The Gardening Scavenger Hunt - This website teaches students how to grow their own seeds and take care of their garden in a very simplified and visual way. The site teaches about different foods you can grow and how to use and reuse your resources. A teacher might have to aid students in reading all of it but it is definitely simplified enough that pre-k-2 students would enjoy it. NCATE (2) Satisfactory site The “Life” in Life - This tour allows students to click on different topics such as Seeds, Plants, Plant parts and Plants need food too. There are many activities listed for teachers and students to use. There are great visuals as well. NCATE(3) Target site Content by elmara http://www.kn.att.com/wired/fil/pages/listplantsel.html http://www.kn.att.com/wired/fil/pages/listplantsel.html Seed of Life Unit Vocabulary Sheet 1. Absorb- soak up or take in. 2. Atmosphere- the air around us. 3. Bundle - put together. 4. Carbon Dioxide - gas found in the air that has no color or smell, and is absorbed by plants. Carbon dioxide is the air we breathe out. 5. Dissolve- becomes a liquid/melt. 6. Energy- the actions of the sun's light or heat. 7. Flower- makes more seeds from the plant to make another plant. 8. Ingredients- materials that forms part of a mixture. 9. Leaf-makes food for the plant, it also gives us air to breathe. 10. Life Cycle- shows how a living thing grows, lives, and dies. 11. Minerals- Nutrients that plant uses to help them grow. 12. Nutrients- food a plant takes in that helps it to grow. 13. Oxygen- gas in the air we breathe that is important to life. 14. Plant- a living things that needs water, air and sunlight to grow. 15. Produce- to make its own kind. 16. Roots- hold the plant in the soil. It gives the plant water and nutrients. 17. Seed- the beginning stage that grows into a new plant. 18. Seedling- a young plant. 19. Soil- used to help plants grow. 20. Stem- hold up the plant. 21. Sun- the main source of light and heat. 22. Temperature- the degree of hotness or coldness. .