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Carrot Tops
Name: Jerika J.G. Dee | 5th Grade | Math & Science | Lesson Length:
45 - 60 minutes

                         Analyze Learners


    The classroom consists of 25 students, 13 male and 12 female. The
 students range in age from nine to eleven years old. One student is in
       the gifted/talented program. There are four students that have
   learning disabilities, three of the students are visually impaired, one
  with Attention Deficit disorder. There is a mix of ethnic background in
   the classroom, which includes 10 Chamorro, 12 Filipino, 1 Yapese, 1
        Japanese, and 1 Chinese. About ninety percent of the class is
               enthusiastic about learning and going to school.
     The classroom consists of three categories of learning styles that
 include visual, auditory, and kinesthetic. About seventy percent of the
     students are visual learners, twenty percent are auditory, and ten
    percent are kinesthetic. This lesson will appeal to students with the
learning styles of the three mentioned about because they would have
      to watch the teacher give demonstrations for procedures, follow
       directions, and use their hands for data collection and planting.
Students have basic computer skills and knowledge of Microsoft Excel.
  The students also have prior knowledge of how plants grow and parts
                    of the plant that was discussed in the
                               Previous lessons.




                         State Objectives


Page 1 of 7
The students will be able to:
     • Apply their knowledge on how plants grow by creating a
       hypothesis prior to the activity.
     • Create a digital spread sheet on the carrot top growth
     • Create a graph that reflects the growth of the carrot top.
     • Present their graph and conclusion to the class.




                  Select Media, Materials, and Methods




Media
1.            Projector
2.            Microsoft Power Point
3.            Laptop
4.            5 Classroom computers for Microsoft Excel



Materials
     1. 6 Carrots
     2. 6 Plastic Cups
     3. Tap Water, Orange Juice, Milk, Soda, Vinegar, and Iced Tea
     4. Permanent Marker
     5. Metric Ruler




Page 2 of 7
Method
1.            Group Learning



                   Utilize Media, Materials, and Methods



     1. Projector, PowerPoint, and Laptop - These materials are to
        be used for the opening PowerPoint presentation of how a plant
        grows and what it needs to grow. The presentation is to last
        about less than five minutes and should be prepared by the
        teacher beforehand. The presentation is used to remind the
        students of what a plant needs in order to grow and for them to
        use the knowledge learned in the presentation and previous
        lessons to make a hypothesis prior to the end result of the
        activity. The projector should be checked before the lesson to
        make sure that it will work on the day of the presentation.
     2. 6 Carrots, 6 Plastic Cups, Water, Orange Juice, Milk, Soda,
        Iced Tea, Vinegar Permanent Marker Metric Ruler – After
        the presentation, the students will take the carrots and cut about
        half an inch off the end of the carrot that has the leaves. The
        leaves should then be cut off close enough to the base of the
        carrot. After cutting the carrots, they should be placed in the
        paper cup and add one of the liquids specified for each group up
        to about half of the carrot. Once this is completed, the cup should
        be placed near a window where sun shines through. The
        containers should then be labeled by their corresponding liquid
        and should be observed by the students for any changes. The
        students should use the metric ruler to measure any growth seen
        throughout the six-day course. The students have also created a
        digital spreadsheet to be able to log down any growth observed
        in the carrot top.
     3. 5 Classroom Computers with Microsoft Excel – The last
        method the students will use these computers to log down their
        findings on the carrot top growth for six days. The data collected
        will then be used to create a graph using a step by step
        procedure of how to create a graph with the data they have
        inputted into the excel sheet. Once completed, the students will
Page 3 of 7
present their graph to their classmates.




                  Require Learner Participation


Introduction/ Pre-Assessment

    •    The teacher will present a video to remind the students of what they
         learned in the previous lesson on plant parts, where seeds come from
         and how they grow. The video will also demonstrate what plants need
         to survive and how plants benefit to the people and our planet. Ask the
         students questions such as ‘what do plants need to grow?’, ‘what do
         plants need to survive?’, and how do plants benefit the people and our
         planet?’ This Question and Answer will help the students formulate a
         hypothesis on the activity.
    •    Demonstrate to the class on how to use the digital spreadsheet in
         excel and how to perform formula calculations. Ex. Auto sum




Exploration

    •    Arrange the class into 5 groups of 5.
    •    Using a marker, one student from the group will label their cup with
         the name of the liquid that their cup will have
    •    Teacher will demonstrate to students how to do the activity by cutting
         about half an inch off the end of the carrot that has leaves, then
         putting it into the container with the cut side down. After this, the
         teacher will add enough water to cover about half the carrot top.
    •    Once this is done, the students will get their carrot tops, place it in the
         paper cup with the cut side down, and pour the proper liquid that they
         labeled their cups with.
    •    After the students finish, they will place their cups aligned properly,
         near a lighted window.

Page 4 of 7
•    In six days, the students will use a metric ruler to measure any growth
         from the carrot top.
    •    The students will keep a daily record of their observations. To do this,
         they will use the computers available in class and log it down on the
         digital spreadsheet that they will create.
    •    Each group will have one computer with a digital spreadsheet. They
         will each appoint a secretary everyday to input the measurement of
         the growth of the carrot tops.
 Example of the Digital Spread Sheet made by the
students
 Daily Observations of Length
 of Growth in carrot top in
 Centimeters


 Growth of            Wate Vineg        Orange        Mil   Iced
 Carrot Top           r    ar           Juice         k     Tea      Soda
 Day 1
 Day 2
 Day 3
 Day 4
 Day 5
 Day 6




Example of Graph of Digital Spread Sheet made by
Page 5 of 7
students

Generalization
    • After they have completed their graphs they will compare and
      contrast with each other their predictions and the results of their
      experiment.
    • Students will be asked the following questions:
      – Which liquid did the carrot grow the most?
      – Why do you think the carrot grew the most in this liquid?

Application / Post Assessment

The students will then be able to use their digital spreadsheet and
make a bar graph that reflects their results. The students will then
present this and their group conclusion to their classmates and
teacher.

                         Evaluate and Revise


Students Performance:
      A rubric will be designed to grade the students digital spread
sheet, since the students did their activity in groups, the grade will be
a total of the points they earned during the group activity while
making their spreadsheet, making their graph, and presenting it to the
class.

At the end of this activity will be able to:
         – Apply their knowledge on how plants grow through an activity
           by creating a hypothesis prior to the activity.
         – Create a digital spreadsheet on the carrot top growth
         – Create a graph that reflects the growth of the carrot top.
         – Present their graph and conclusion to the class.

The following criteria rating is for the students to be evaluated on their
knowledge and performance on the lesson plan: (Total possible points :
100 points)

              Criteria               Possible      Received Points
Page 6 of 7
Points
1. Students participation on           20
question and answer during
the review portion of the
introduction
2. Students end product of             20
their digital spread sheet
3. Students graph of their             20
digital spread sheet
4. Students equal                      20
participation in discussion
and group work
5. Students presentation of            20
graph and conclusion to class
Total Points:                          /100

Media Effectiveness
      To be able to evaluate the overall effectiveness of the media
used in this lesson, the teacher must decide if the PowerPoint
presentation was able to help the students create their hypothesis.
Group discussion may mean that the students have learned something
from the presentation. Next, the other media used in this lesson was
the computer and digital spread sheet. By looking at their end product,
the graph and conclusion made, the teacher can evaluate whether or
not they noticed a difference in the growth of the carrot top and how
they came up with their results.




Instructor Performance
     The instructor performance can be evaluated based on how the
students where able to discuss and carry out instructions while doing
their activity, creating the digital spread sheet, making their graph,
and presenting their graph and conclusion to the class. Another way
would also be if the objectives of the lesson plan were met. After this
the teacher will then decide if and how the lesson can be improved.




Page 7 of 7

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22928064 Ed451 Carrot Tops Jdee

  • 1. Carrot Tops Name: Jerika J.G. Dee | 5th Grade | Math & Science | Lesson Length: 45 - 60 minutes Analyze Learners The classroom consists of 25 students, 13 male and 12 female. The students range in age from nine to eleven years old. One student is in the gifted/talented program. There are four students that have learning disabilities, three of the students are visually impaired, one with Attention Deficit disorder. There is a mix of ethnic background in the classroom, which includes 10 Chamorro, 12 Filipino, 1 Yapese, 1 Japanese, and 1 Chinese. About ninety percent of the class is enthusiastic about learning and going to school. The classroom consists of three categories of learning styles that include visual, auditory, and kinesthetic. About seventy percent of the students are visual learners, twenty percent are auditory, and ten percent are kinesthetic. This lesson will appeal to students with the learning styles of the three mentioned about because they would have to watch the teacher give demonstrations for procedures, follow directions, and use their hands for data collection and planting. Students have basic computer skills and knowledge of Microsoft Excel. The students also have prior knowledge of how plants grow and parts of the plant that was discussed in the Previous lessons. State Objectives Page 1 of 7
  • 2. The students will be able to: • Apply their knowledge on how plants grow by creating a hypothesis prior to the activity. • Create a digital spread sheet on the carrot top growth • Create a graph that reflects the growth of the carrot top. • Present their graph and conclusion to the class. Select Media, Materials, and Methods Media 1. Projector 2. Microsoft Power Point 3. Laptop 4. 5 Classroom computers for Microsoft Excel Materials 1. 6 Carrots 2. 6 Plastic Cups 3. Tap Water, Orange Juice, Milk, Soda, Vinegar, and Iced Tea 4. Permanent Marker 5. Metric Ruler Page 2 of 7
  • 3. Method 1. Group Learning Utilize Media, Materials, and Methods 1. Projector, PowerPoint, and Laptop - These materials are to be used for the opening PowerPoint presentation of how a plant grows and what it needs to grow. The presentation is to last about less than five minutes and should be prepared by the teacher beforehand. The presentation is used to remind the students of what a plant needs in order to grow and for them to use the knowledge learned in the presentation and previous lessons to make a hypothesis prior to the end result of the activity. The projector should be checked before the lesson to make sure that it will work on the day of the presentation. 2. 6 Carrots, 6 Plastic Cups, Water, Orange Juice, Milk, Soda, Iced Tea, Vinegar Permanent Marker Metric Ruler – After the presentation, the students will take the carrots and cut about half an inch off the end of the carrot that has the leaves. The leaves should then be cut off close enough to the base of the carrot. After cutting the carrots, they should be placed in the paper cup and add one of the liquids specified for each group up to about half of the carrot. Once this is completed, the cup should be placed near a window where sun shines through. The containers should then be labeled by their corresponding liquid and should be observed by the students for any changes. The students should use the metric ruler to measure any growth seen throughout the six-day course. The students have also created a digital spreadsheet to be able to log down any growth observed in the carrot top. 3. 5 Classroom Computers with Microsoft Excel – The last method the students will use these computers to log down their findings on the carrot top growth for six days. The data collected will then be used to create a graph using a step by step procedure of how to create a graph with the data they have inputted into the excel sheet. Once completed, the students will Page 3 of 7
  • 4. present their graph to their classmates. Require Learner Participation Introduction/ Pre-Assessment • The teacher will present a video to remind the students of what they learned in the previous lesson on plant parts, where seeds come from and how they grow. The video will also demonstrate what plants need to survive and how plants benefit to the people and our planet. Ask the students questions such as ‘what do plants need to grow?’, ‘what do plants need to survive?’, and how do plants benefit the people and our planet?’ This Question and Answer will help the students formulate a hypothesis on the activity. • Demonstrate to the class on how to use the digital spreadsheet in excel and how to perform formula calculations. Ex. Auto sum Exploration • Arrange the class into 5 groups of 5. • Using a marker, one student from the group will label their cup with the name of the liquid that their cup will have • Teacher will demonstrate to students how to do the activity by cutting about half an inch off the end of the carrot that has leaves, then putting it into the container with the cut side down. After this, the teacher will add enough water to cover about half the carrot top. • Once this is done, the students will get their carrot tops, place it in the paper cup with the cut side down, and pour the proper liquid that they labeled their cups with. • After the students finish, they will place their cups aligned properly, near a lighted window. Page 4 of 7
  • 5. In six days, the students will use a metric ruler to measure any growth from the carrot top. • The students will keep a daily record of their observations. To do this, they will use the computers available in class and log it down on the digital spreadsheet that they will create. • Each group will have one computer with a digital spreadsheet. They will each appoint a secretary everyday to input the measurement of the growth of the carrot tops. Example of the Digital Spread Sheet made by the students Daily Observations of Length of Growth in carrot top in Centimeters Growth of Wate Vineg Orange Mil Iced Carrot Top r ar Juice k Tea Soda Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Example of Graph of Digital Spread Sheet made by Page 5 of 7
  • 6. students Generalization • After they have completed their graphs they will compare and contrast with each other their predictions and the results of their experiment. • Students will be asked the following questions: – Which liquid did the carrot grow the most? – Why do you think the carrot grew the most in this liquid? Application / Post Assessment The students will then be able to use their digital spreadsheet and make a bar graph that reflects their results. The students will then present this and their group conclusion to their classmates and teacher. Evaluate and Revise Students Performance: A rubric will be designed to grade the students digital spread sheet, since the students did their activity in groups, the grade will be a total of the points they earned during the group activity while making their spreadsheet, making their graph, and presenting it to the class. At the end of this activity will be able to: – Apply their knowledge on how plants grow through an activity by creating a hypothesis prior to the activity. – Create a digital spreadsheet on the carrot top growth – Create a graph that reflects the growth of the carrot top. – Present their graph and conclusion to the class. The following criteria rating is for the students to be evaluated on their knowledge and performance on the lesson plan: (Total possible points : 100 points) Criteria Possible Received Points Page 6 of 7
  • 7. Points 1. Students participation on 20 question and answer during the review portion of the introduction 2. Students end product of 20 their digital spread sheet 3. Students graph of their 20 digital spread sheet 4. Students equal 20 participation in discussion and group work 5. Students presentation of 20 graph and conclusion to class Total Points: /100 Media Effectiveness To be able to evaluate the overall effectiveness of the media used in this lesson, the teacher must decide if the PowerPoint presentation was able to help the students create their hypothesis. Group discussion may mean that the students have learned something from the presentation. Next, the other media used in this lesson was the computer and digital spread sheet. By looking at their end product, the graph and conclusion made, the teacher can evaluate whether or not they noticed a difference in the growth of the carrot top and how they came up with their results. Instructor Performance The instructor performance can be evaluated based on how the students where able to discuss and carry out instructions while doing their activity, creating the digital spread sheet, making their graph, and presenting their graph and conclusion to the class. Another way would also be if the objectives of the lesson plan were met. After this the teacher will then decide if and how the lesson can be improved. Page 7 of 7