OBJECTIVES:
The student should be able to:
• Identify the flower, roots, stem, and leaves of a plant.
TIME: 45 minutes
MATERIALS
Dr. Jean Kiss Your Brain CD
visual word cards: flower, stem, leaves, roots
flour
water
salt
measuring cups, bowl, spoon
toothpicks
sticky labels
wax paper with student names
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Students will listen and act out the song “Parts of a Flower” (Kiss Your Brain #21)
ACTIVITY:
Teaching Model: The teacher will place a flower on the board. She will put cards next to each part and tell the students information about each part. The teacher will take the cards down and student will place them by each part and tell something about the part.
Guided Practice: The teacher and the students will make play dough. The teacher will make a sample of a flower and discuss the parts of a flower.
Independent Practice: Students will make a plant. The teacher will give students toothpicks and sticky labels with the parts of a plant written on them. Students will place the sticky labels around the toothpicks and place the toothpicks in the play dough flower to label the parts.
Closure: The teacher will read the book “My Plant”
Note: after the flowers dry, students will paint them.
EVALUATION/ASSESSMENT:
Formative: The teacher will monitor students throughout the lesson.
Summative: Students will label the parts of a plant with sticky labels on toothpicks in the independent practice.
ART CONTENT/CONCEPTS:
GLE 6: Use region models and sets of objects to demonstrate understanding of the concept of halves (N-1-E)
GLE 24: Measure capacity using cups (M-2-E) (M-3-E) (M-1-E)
Arts Benchmarks:
Creative Expression Benchmark 5: TLW draw on imagination, individual experience, and group activities to generate ideas for visual expression.
Aesthetic Perception Benchmark 2: TLW recognize and respond to concepts of beauty and taste in the ideas of creations of others through the study of visual arts.
Aesthetic Perception Benchmark 4: TLW recognize that there are many possibilities and choices in the processes for designing and producing visual arts.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 26: Describe the differences between plants and animals (LS-E-A1)
GLE 27: Identify what animals and plants need to grow and develop (LS-E-A1)
GLE 28: Describe the characteristics of living (biotic) and nonliving (abiotic) things (LS-E-A2)
GLE 30: Record and share observations of changes in developing plants (LS-E-B1)
GLE 34: Record evidence of plants and animals in the schoolyard or other environments (LS-E-C2)
GLE 1: Ask questions about objects and events in the environment (e.g., plants,
rocks, storms) (SI-E-A1)
GLE 2: Pose questions that can be answered by using students’ own observations and scientific knowledge (SI-E-A1)
GLE 4: Use a variety of methods and materials and multiple trials to investigate
ideas (observe, measure, accurately record data) (SI-E-A2)
GLE 5: Use the five senses to describe observations (SI-E-A3)
GLE 7: Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (SI-E-A4)
GLE 8: Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SIEB4)
GLE 10: Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)
GLE 11: Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)
MODIFICATIONS | ACCOMODATIONS:
Students sit at tables that are grouped by ability level to offer peer tutoring.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
none provided
REFERENCES:
none provided
GALLERY
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