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Alexandra Gentile ELED 3221-003 10/28/2013 INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT Bean Dissection Elementary

Science _____________________________________________________________________________ Big Idea: This lesson aligns to the students current topic Soil and Seeds. They have already planted seeds within soil. The teacher and I have taken the students on a soil walk around the school campus to take a closer look at the different soils that exists within the environment around them. Now the students are waiting for their plants to grow out of the soil each day. Introducing them to the seed life and actually dissecting it interested me very much when we were discussing it in class, and therefore I thought that it would be a good idea to allow the students to explore and experiment what actually lies within the seeds that they grew in the soil. Grade Level: 3rd Grade Rationale: This concept is important because students need to understand that just like humans are made up of different components so are plans and seeds. It is hard for young students to categorize plant life with human life, since they have not yet been exposed to much information and experimenting within those topics, but allowing them to dissect a bean to see that it is not simply a shell and white particle on the inside (that is how we usually see it when we eat them) will be eye opening, and a powerful teaching moment. NC Essential Standard(s): 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants. 3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support the growth and survival of many plants. Next Generation Science Standard(s): 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Instructional Objective: Students will be able to distinct and identify the different stages of the life cycle of a seed plant after discovery and exploration of dissecting a Lima Bean. For explanation the teacher will read a Literacy book called Oh Say Can You Seed by Bonnie Worth. Students will successfully label 2 out of 3 parts of the seed (embryo, cotyledon, and coat) by creating a seed book at the end of the lesson. Prerequisite knowledge and skills: Students should already know background information of

soil, and different types of seeds. As they have already made their own classroom seed garden. Additional background knowledge will comes from each students personal life. They should be able to answer each of these questions successfully; Where seeds grow? What do seeds need for successful growth? Why some dont grow? (Even though they were planted at the same time and place as the other seeds). The teacher should already be ahead of the students with his/her background knowledge and should be able to explain and teach the concept for misconceptions of the students, and new topic information being introduced. Materials/Resources: Day 1: Day 2: -

Lima Beans (two for each student) Paper Towels Toothpicks Pencils Science Journal Smart Board/Overhead projector Oh Hey Can You Seed- By Bonnie Worth Book (this one is on a PowerPoint) Black Marker Construction Paper (1/2 sheet per student) o Brown o Green o White o Purple Glue Stick

Source of your lesson: (Attach all print materials and a copy of the original lesson source). Original Lesson Source - Bean Dissection o NC AG Resources on Moodle - Power Point: Oh Hey Can You Seed by Dr. Seuss Book o NC AG Resources on Moodle - Bean Book Idea o This idea was verbally given in class by our Guest Presenter

Estimated Time: 2 Days (30 minutes per day) Accommodation for Special Needs/different learning styles: For ESL students the teacher will provide a vocabulary definition list. New words that they might not be able to understand or have talked about in class can be hard for them to translate in their native tongue. Although there is a lot of hands on, and visual activity going on during the lesson there should not be too much difficulty for understanding and translation. Since we are

making a bean book at the end of the lesson, they will see a physical part of the seed (universally the same seed) and label it correctly. While reading the book the teacher will check in with the students to make sure they comprehend the book thus far. This will give him/her a sense of what to explain and elaborate on more in depth. For other special needs such as; students with hearing impairment there should be an ASL instructor in the classroom to help the student personally, and non-verbally. The teacher will accommodate the lesson by giving them the lesson and activity in advance. Safety considerations: For this lesson, students will be instructed NOT to eat the Lima Bean. The teacher will give specific directions, and consequences. Otherwise, this lesson will not be using very dangerous tools that could harm any student.

Alexandra Gentile ELED 3221--003 10/28/2013 ______________________________________________________________________________ Content and Strategies (Procedure)

Engage: Allowing students to dissect a Lima Bean will capture their attention or interest immediately. The teacher will identify prior misconceptions while walking to each table and listening to the students comments and observations as they are dissecting the bean. The teacher will ask questions such as; What it is? What they notice? Is it edible? Have they ever seen it before? Explore: Students will each be given two Lima Beans for exploration, yet they will not be told what it is by the teacher. They will dissect them with toothpicks, or their hands, whichever one is easer for them to explore with. Students will be required to take notes of what they are seeing, smelling, or touching during the dissection. They can answer these questions: what does it look like? What does it feel like? How many things do they see? What color is it?

Explanation: How will you structure student sharing from exploration? How will you facilitate students conceptual development? How will you help students connect explanations back to their experience? How will you build on students explanations to help students use appropriate vocabulary to label concepts and ideas? After exploration, the class (1 person per table) will be able to share some of the things they noticed and observed during the dissection. The teacher will ask the students to come up with a hypothesis, they will be told that the item belongs to a 6-part flowering plant, and they should write down which part they think it is (the seed). He/she will follow the lesson along with a story from a Dr. Seuss inspired book (Oh Say Can You Seed- by Bonnie Worth) to connect students back to their experience, and give to prove their hypothesis right or wrong. The book will also help them with their vocabulary to label the new concepts they learned. Elaborate: The students will have the opportunity to create a bean book independently. They will apply and label their newly learned concepts and vocabulary words in the book. The teacher will model her book and provide the students with the vocabulary words, they will need to label on their own. Evaluate: This lesson will be evaluated informally through the students bean book. They will be working on them independently. They will need to label: Title (.5 points) and Name of Author and Date (.5 points) 3 parts of the seed; embryo, cotyledon, and coat (3 points) 1 thing that they learned and liked on the back of the book (1 point)

2 out of 3 points for labeling the seed will show complete mastery, the other 2 points will give them extra points for doing fantastic 3rd grader work. Closure: I will close this activity by allowing students to write in their journals (3 sentences) about their experience dissecting a lima bean. They can include their favorite part from the lesson, and talk about what they learned, and if they proved their hypothesis right or wrong. The students then will grab their plants they were growing in the classroom and sketch the growth of their plants so far. This will connect the seed they dissected and how it grows from the seed, the 6-part plant hypothesis, and growth of the seed they planted so far.

References: North Carolina Farm Bureau Federation, Inc. (2013). Curricula . Retrieved from http://www.ncagintheclassroom.com/Curricula/ThirdGrade.aspx Bonnie , W. (2001). Oh say can you seed. Dr. Seuss Enterprises Bean Dissection o NC AG Resources on Moodle Power Point: Oh Hey Can You Seed by Dr. Seuss Book o NC AG Resources on Moodle Bean Book Idea o This idea was verbally given in class by our Guest Presenter

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