Brianna Chinn

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Brianna Chinn
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Analyze Learners

• First grade
• 6 7 year old students
• This unit is about plants. The students will
  learn the basic parts and their functions. This
  falls under the topic of Science.

3
State Objectives

• SC.1.4.1 Classify objects as living or
  non-living.
  
• SC.1.4.2 Identify that most living things need
  water, food, light, and air.
  
• SC.1.4.4 Identify the parts of growing plants as
  they develop.
  
• SC.1.2.2 Use scientific instruments and everyday
  materials to investigate the natural world (e.g.,
  hand lens, balance, magnets, thermometer, seeds,
  rocks).
• SC.1.4.14 Observe, identify and record changes in
  weather and effects on living organisms.
  
• SC.1.4.19 Investigate and compare the properties
  of soil (e.g., sand, clay, humus).

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Select Methods, Media, Materials

• Parts of a Plant WS
• construction paper
• colored pencils
• paper cups
• dirt/soil
• seeds from different types of plants
• zip lock bags

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Websites

• http//www.proteacher.net/cgi- bin/asrchwrap.cgi?s
  tringplantsnumber0 We will be using the idea
  that one teacher had of making cups grow hair
  (grass). This will be a fun activity for the
  students, but at the same time they will learn
  about seeds and how quickly they sprout.
• http//www.theteacherscorner.net/thematicunits/pla
  nts.htm From this page, our class will be using
  the idea of going outside and collecting
  different leaves. Then we will identify them and
  place them in a scrap book.
• http//school.discovery.com/lessonplans/programs/a
  llaboutplants/ I will use this page to have the
  students conduct research about the different
  parts of a plant. It lists several sites that
  they can look at for information.
• http//atozteacherstuff.com/Themes/Plants/ This
  page has a list of books that I can use to show
  the students pictures of plants and learn fun
  facts at the same time.

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Utilize Media Materials- Day 1

• Discuss what the students already know about
  plants.
  
• Learn the difference between living and
  non-living objects.
  
• Discuss the things that a plant needs to live
  (Water, Food, Light, and Air).
  
• Plant Experiment Place 4 different plants in
  situations where they will be deprived of either
  light, water, soil, or oxygen. Students will
  observe these daily and write about them in
  journals.

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Utilize Media Materials- Day 2

• Take a closer look at the parts of a plant. Then
  we will use a worksheet to label the main parts
  (Seed, Stem, Leaf, and Flower).
  
• Examine lima bean seeds using magnifying glasses
  and label the parts of them as well. If time
  permits, I will show them a picture book of
  flowers.

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Utilize Media Materials- Day 3

• Learn about different types of seeds and plants.
  Each student will bring in a different type of
  fruit or vegetable seed to share with the class.
  
• Discuss the uses of plants in our world. Plant
  grass seeds in paper cups and draw faces on them.
  When the grass sprouts, it will look like hair.
  Each day we will check these cups, as well as the
  four plants from Day 1. When they have sprouted,
  the children can take them home.

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Utilize Media Materials- Day 4

• The class will be going outside (weather
  permitting) on a scavenger hunt. We will collect
  different types of leaves, seeds, nuts, etc. in
  plastic bags.
• Label the objects and place them in a class
  scrapbook.
  
• Discuss the effects of weather and seasons on
  plants. (What type of plants grow in the winter?
  What about spring and summer?)

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Utilize Media Materials- Day 5

• Observation day. Students will note changes in
  the plants we have placed under harsh conditions.
  
  
• Complete a crossword puzzle containing the
  vocabulary words they have learned so far (for
  example- seed, root, flower, air, water, light,
  etc.)

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Utilize Media Materials- Day 6

• Listen to the story The Flower Alphabet Book by
  Jerry Palotta.
  
• Each child will draw something pertaining to a
  plant that starts with the first letter of their
  name. They can also find a particular flower
  that begins with their letter on the internet and
  write a few facts about it on the drawing.

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Utilize Media Materials- Day 7

• Learn about the properties of soil. Since it is
  probably too messy for the students to go outside
  and dig, we will look up the properties of soil
  on the internet.
• Special snack- dirt pudding (made of Oreos,
  pudding, and gummy worms). This will wrap up our
  plant unit.

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Require Learner Participation

• In order to keep students on task, I have tried
  to plan several hands-on activities. All of the
  students will be included and have an opportunity
  to share with everyone else. None of the
  activities will last for a very long period of
  time, so hopefully they will not become bored.

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Evaluate and Revise

• Group discussions and questioning will let me
  know if students understand what is going on.
  
• Worksheets show that students can label the parts
  of the plants and list their needs.
  
• The individual assignment students complete (with
  the flower that begins with the first letter of
  their name) shows they have done research and
  learned facts about plants.
• Spelling test will determine if the class has
  learned the vocabulary terms.

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