c732 - task 2

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Western Governors University *

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C732TASK2

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Biology

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Jan 9, 2024

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Direct Instruction Lesson Plan Template General Information Lesson Title: Flower Dissection & Exploration Subject(s): Science Grade/Level/Setting: 4 th Grade, 21 total students, 1 GT, 1 EL, 1 ED Prerequisite Skills/Prior Knowledge: Students have previously learned the parts of a flower. This is a fun, hands-on exploration that is taking place at the end of the unit. Students have a good understanding of the parts of a flower and their functions. and functions of a flower. They also understand how their functions blends with the flower life cycle. Students also have previous knowledge and experience writing procedural paragraphs. Standards and Objectives State/National Academic Standard(s): TEK 112.6 1.E students explore plant structures and their functions TEK 110.6 7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. Learning Objective(s): With the given lesson, students will be able to name, label and dissect the parts of a flower and write a short sentence on why that part of the flower is important to the flower’s life cycle. Students will score 15/21 available points for proficiency. With the given lesson, students will be able to write an informative procedural paragraph. Students will score 9/12 on rubric for proficiency Materials Technology Flowers Scissors Document camera Translation device

Magnifying Glass Resource material (textbook, internet) Tape Flower Dissection worksheet (2pgs) - 21 copies Informational Procedural writing rubric – 21 copies Chromebook (for resource) Smartboard YouTube video: https://www.google.com/search? q=typical+structure+of+a+flower+video&oq=typica l+structure+of+a+flower+video&gs_lcrp=EgZjaHJvb WUyBggAEEUYOTIHCAEQIRigATIHCAIQIRigATIHCA MQIRigAdIBCDcxNjNqMGo3qAIAsAIA&sourceid=c hrome&ie=UTF-8#kpvalbx=_opO- ZOWgDPqkqtsPi7eCyAw_3 Language Demands Language Function(s): Students will demonstrate the understanding of new vocabulary for plant structures by using them appropriately within their informative procedural paragraphs. Students will demonstrate how to write procedural paragraphs by using terms such as first, second, third, next, last, etc. within their paragraphs. Vocabulary: Pistil – the part of the flower that produces the ovule. (Parts of a Flower, n.d.) Stigma – the part of the pistil where pollen germinates (Parts of a Flower, n.d.) Style – the portion of the plant (stalk) that supports the stigma. (google, n.d.) Ovary- female reproductive organ of the flower that is found in the pistil. (Parts of a Flower, n.d.) Stamen – the male reproductive part of the flower. (Parts of a Flower, n.d.) Anther – the pollen producing part of the stamen. (Parts of a Flower, n.d.) Filament – the think stalk that supports the anther in the male portion of the flower. (google, n.d.)

Petal – the brightly colored portion of the flower. (Parts of a Flower, n.d.) Leaves – one of the modified leaves forming the perianth of a flower, as a sepal or petal. (Parts of a Flower, n.d.) Stem – one of two main structural axes of a vascular plant, the other being the root. (google, n.d.) Sepal – protects the flower bud. (Parts of a Flower, n.d.) Discourse and/or Syntax: I would use a variety of teaching methods and strategies such as lectures, demonstrations, discussions, collaborative activities, and independent activities to provide an engaging learning environment. A formative assessment would be used as well by the teacher observing and aiding students as needed. I would reteach if warranted. Planned Language Supports: Definitions of key vocabulary terms are written on the white board. Key words for writing informative procedural paragraphs are written on the board. Students will receive a diagram showing the parts of a flower. The diagram is labeled using the vocabulary terms used in this lesson. Instructional Strategies and Learning Tasks

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Anticipatory Set: Activity Description/Teacher Student Actions 1. Inform the student: Today we are going to have “fun” with science. As you know, we have been studying the parts of a flower. Today we will be dissecting a flower and take a close look at those parts. In addition, you will be writing informative procedural paragraph describing the dissecting process. Let’s get started. 1. Appropriately participate and respond as the teacher starts today’s lesson. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions 1. play the following video: https://www.google.com/search? q=typical+structure+of+a+flower+vide o&oq=typical+structure+of+a+flower+ video&gs_lcrp=EgZjaHJvbWUyBggAEE UYOTIHCAEQIRigATIHCAIQIRigATIHCA MQIRigAdIBCDcxNjNqMGo3qAIAsAIA &sourceid=chrome&ie=UTF- 8#kpvalbx=_opO- ZOWgDPqkqtsPi7eCyAw_3 1. Watch the video and participate appropriately Guided Practice: Activity Description/Teacher Student Actions 1. Hand out the Flower Dissection work sheet. 2. Project the Flower Dissection work sheets on the white board. 3. Read the passage aloud to the students. 4. Inform the students that today during while they are dissecting their flowers, they will be looking for the 1. Participate and respond appropriately as the teacher reads the passage. 2. Participate and respond appropriately during the class discussion. The students are expected to complete the questions on their worksheet during the class discussion.

stigma, style, ovaries, anther, filament, sepal and petals. 5. Point out the parts of the flower that the students are expected to dissect stigma, style, ovaries, anther, filament, sepal and petals. 6. Lead a class discussion answering the following questions. a. Why is the sepal important to the development of the flower? b. Why are the petals usually brightly colored? c. What is the female part of the flower called? d. What are the parts of the pistil? e. What are the male parts of the flower called? f. What are the parts of the stamen? g. What is the importance of the anthers and why is it towards the top of the flower? Flower Dissection Name ___________________________________ Date ____________________________ Background Information: Flowers are the reproductive parts o f many plants. It may surprise you to know that flowers have female and male parts. The female part of th e plant is called the pistil. It includes the stigma, style, and ovary (which contains the eggs). The male part is called the stamen. It includes the anther and filament. The anther holds the pollen (sperm) of the plant. Using the flower provided by your teacher, take time to look for all the parts of the flower shown in the picture. If you are unsure of the parts, verify with your teacher before starting your dissection. After his/her approval, you may start the dissection. You will be color coding the flower parts with the boxes as you examine them. As you find the parts, carefully cut them off and set aside. OPTION: Tape either one or all parts next to the box with the part’s name, how many there are, and the function. Textbooks or other source of information (internet access) will be provided for students to look up the functions of the different flower parts. Materials: Flowers, Scissors, Magnifying Glass, Resource Materials (textbook, internet), Tape (optional) Directions for Dissection: On the back side of this sheet, fill in a box with the name, how many, and function of each part. Color code the box to match the flower part. 1. Find and count the sepals at the base of your flower. Why is the sepal im portant to the development of the flower? 2. Find and count the petals of your flower. Why are petals usually brightly colored? 3. Find both parts of the stamen on your plant (the male part—anther and fila ment). Why is is important for the anthers to be towards the top o f the flower? 4. Find all three parts of the pistil on your plant (the female part—stigma, style, and ova ry). Cut open the ovary. How many eggs are inside the ovary? http://eppcapp.ky.gov/nprareplants/glossary.aspx (U.S. National Park Service, n.d.) Independent Student Practice: Activity Description/Teacher Student Actions 1. Instruct the students to get into their lab groups. 2. Hand out the lab worksheet and flowers for the dissection and exploration lab. 3. Instruct students to use the independent worksheet to label the flower parts on the dissection and exploration lab worksheet. 4. Explain that each box is for each part of the flower to be dissected and explored. You should have one box for the following: stigma, style, ovaries, anther, filament, sepal and petals. 5. Walk the room and observe the students dissecting their flowers. 6. Assist appropriately as students need Students are encouraged to work within their lab group to complete the lab worksheet. The student will 1. Use scissors dissect a flower. 2. Use a magnifying glass to explore each flower part. 3. Tape each flower parts in a box on the worksheet. 4. Label the flower part they taped in the box. 5. Write the number of each flower part in the box (i.e., 6 petals). 6. Write a minimum of 1-2 sentences describing the function of each flower part.

assistance. A total of 21 points is available for the flower dissection and exploration lab. Students will score at least 15/21 to be considered proficient. (U.S. National Park Service, n.d.) Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions 1. Inform the students that for today’s closing activities we will be writing an informative procedural paragraph about the steps you took to dissect a flower. Your paragraph needs to have an opening sentence, body sentences, and lastly a closing/conclusion sentence. 2. Hand out the rubric for the informational procedural paragraph. 3. Ask the class the following questions 1. participate and respond appropriately as the teacher is discussing the parts of the paragraph that is expected…opening sentence, body sentences, and closing/conclusion sentence. 2. Will write an informative procedural paragraph informing the reader the proper procedure for dissecting a flower. They are expected to use key terms such as first, next, second, third, and last. They are expected to have an opening sentence, body sentences for

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as she is handing out the rubric. a. Who can tell me what an opening sentence is? b. What are body sentences? c. What are some words we use that indicate procedural processes? (First, Next, second, third, last, etc.) d. What is a closing/conclusion sentence? 4. Write the students correct responses on the board. 5. Instruct students to get a blank piece of paper out of their desks and to get started. 6. Rotate the room checking the students work. The teacher will offer guidance when appropriate. each step and a closing sentence. When the students are completed with their paragraphs, they will turn the assignment in for rubric grading. Total of 12 points available. Students need to score at least 9/12 for proficiency. (Informative writing lesson plans, themes, printouts, crafts: Writing rubric, informational writing, writing lessons, 2016) Differentiated Instruction Gifted and Talented: GT students will also write a paragraph for each plant part. Each paragraph needs to include the plant part, its function, and why its benefitable. GT students can submit their work digitally if preferred. EL: EL students will be given a translation device to translate their native language to English. They will be given starter sentences for the plat functions portion of the activity. They will be EL students will be given sentence starters for the informative procedural paragraph. EL students will also be given one-on- one assistance with the teacher or teacher assistance if needed. They will also be given additional time. Students with Other Special Needs: ED student will be given a completed lab sheet with flower parts as a reference. In addition, they will be given sentence starters for the plant functions and assistance with cutting or dissecting the flower as needed. They will be given sentence starters for the informative procedural paragraph. SWOSP can also write their paragraphs digitally if preferred. They will also be given additional time. Assessment

Formative The teacher will monitor and support students needing assistance by using open-ended questioning to extend the students thinking. Students will dissect, explore and label a flower using appropriate vocabulary terms receiving at least 15/21 available points. Summative Students are expected to write an informational procedural paragraph scoring at least 9/12 on the rubric to be considered proficient. Texas Administrative Code . Texas administrative code. (n.d.-b). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage? sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=110 &rl=6 Parts of a flower . YouTube. (2010, April 29). https://youtu.be/oEnQRWKuQ5c Parts of a flower: An illustrated guide: AMNH . American Museum of Natural History. (n.d.). https://www.amnh.org/learn-teach/curriculum-collections/biodiversity-counts/plant- identification/plant-morphology/parts-of-a-flower Google. (n.d.-a). Google search. https://www.google.com/search?q=styleflower %2Bdefinition&ei=lTbAZNqZLvy3qtsPg- qysA4&ved=0ahUKEwiauJqH36qAAxX8m2oFHQO1DOYQ4dUDCBA&uact=5&oq=sty leflower %2Bdefinition&gs_lp=Egxnd3Mtd2l6LXNlcnAiFnN0eWxlZmxvd2VyIGRlZmluaXRpb2 4yBxAAGA0YgAQyBhAAGAcYHjIIEAAYCBgHG Google. (n.d.-a). Google search. https://www.google.com/search?q=fillament%2Bflower %2Bdefinition&oq=fillament%2Bflower %2Bdefinition&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIJCAEQABgNGIAEMggIAhAA GBYYHjIICAMQABgWGB4yCAgEEAAYFhgeMggIBRAAGBYYHjIICAYQABgWGB 4yCAgHEAAYFhgeMggICBAAGBYYHjIICAkQABgWGB7SAQg4 Google. (n.d.-a). Google search. https://www.google.com/search?q=stem%2Bflower %2Bdefinition&ei=cznAZOWxMbiuqtsPgYyYuAg&oq=stem%2Bflower %2Bdefinition&gs_lp=Egxnd3Mtd2l6LXNlcnAiFnN0ZW0gZmxvd2VyIGRlZmluaXRpb 24qAggAMgUQABiABDIGEAAYBxgeMggQABiKBRiGA0ijH1AAWKYRcAB4AZAB AJgBYaABiQaqAQIxMLgBAcgBA

Flower dissection - U.S. National Park Service . U.S. National Park Service. (n.d.). https://www.nps.gov/common/uploads/teachers/lessonplans/Day2BeeWeek.pdf Informative writing lesson plans, themes, printouts, crafts: Writing rubric, informational writing, writing lessons . Pinterest. (2016, March 28). https://www.pinterest.com/pin/123637952248781015/

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