Plant Growth Lesson Plan Analyze Learners General Characteristics: The students enrolled in this science class are of the third grade and of the ages between 9 and 10 years old. This is a public school within the central region, therefore the diversity of cultures amongst the students vary from students of Asian, Micronesian, and Caucasian descent. The class size consists of 13 boys and 12 girls equaling to the total of 25. Entry Competencies: The unit on plants began two weeks ago with introduction to types of plants, and complete identification on parts of the plant. Students were also using measurement and rulers on a daily basis for inches. Learning Styles: The class consists of verbal and visual learners; hands on activities draw attention and motivation. Also detailed instructions are needed for 10% of the students with Learning Disabilities. Objectives Students will be able to:
Identify the main parts of a sprouting plant
Measure the growth of sprouts in each environment based on the metric system of inches.
Create a chart and digital spreadsheet listing daily measurements and characteristics gathered from all environments using Microsoft Excel.
Distinguish which type of environment is most suitable for a plant to grow in (i.e. direct sunlight, in a soft lit classroom or in a room without any light)
Methods, Media, and Materials Methods:
Teacher will review parts of plant and the use of measurement tools to assess plant growth.
Teacher will work with the groups with students who have Learning Disabilities.
Teacher will use in class computers with access to Microsoft Excel to chart findings.
Teacher will check plants for accurate measurements.
MS Word will be used to create table of gathered information
Teacher will display pre-made table after students are done
Sample chart Environment AEnvironment BEnvironment CTotal Height356Total Width23.44Total Height (Root-Top)2.533Total Dimension of Plant7.511.413 Require Learner Participation Once the groups have imputed their data and created their chart they will then analyze all data observed. They will discuss why they think which environment showed more progress than the other two. They will also discuss the types of characteristics they observed amongst the three plants. The students will then present their charts and evaluation of the project to the class. Sample Chart Evaluate and Revise Group discussions were enthusiastic and positive. Each group had their own reason of why their plant grew better in one environment than the other. The discussions were insightful as well as imaginative. However there was a debate, being that some students felt other statements were not realistic. All in all the students gathered together and requested for more hands on projects throughout this subject. 90 percent of the students were able to correctly identify and label the parts of the plant. The use of the ruler helps and proved accuracy to their charts. Also with detailed instructions students were able to successfully complete their chart and spreadsheet using the tool Microsoft Excel. Bibliography BIBLIOGRAPHY (n.d.). Retrieved from http://www.listen-up.org/edu/teach.htmFriend, M., & Bursuck, W. D. (2009). Including Students with Special Needs A Practical Guide for Classroom Teachers. Saddle River, New Jersey: Pearson Education Inc.Kirk, S., Gallagher, J., Anastasiow, Nicolas, C., & Ruth, M. (2006). Educating Exceptional Children. Boston; New York: Houghton Mifflin COmpany.Plant Growth Experiments. (n.d.). Retrieved from Cornel Composting, Compost in Schools: http://compost.css.cornell.edu/plantgrowth.htmlUpside Down Plants. (n.d.). Retrieved from We Grow Plants Upside Down: http://upsidedownplants.com/myPictures/grdnbeangrwngnrmalilustration.jpg