Week 4 Lesson Plans

Hello all! Here are my two lesson plans for this week. The growing a seed lesson is the one I will be observed teaching next week. The math lesson is one that I came up with while subbing in 3rd grade last week. They were learning about area and a lot of the kids were NOT getting it with the slides and examples left for me to use. So I got out a dry erase marker and made examples on the tiled floor of the classroom. The kids loved it and I hope it helped the concept sink in:)
I also tried to organize my Bloom's Cognitive Objectives better in this weeks lesson plans, let me know what you think!

Lesson Plan #3

Grade; 2nd

Unit/Lesson Title; Planning and conducting investigations on the growth of plants and when growing conditions are altered (continued lesson in unit).

Content Standards: 2.LS2.A.1 Plan and conduct investigations on the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water).

 LO.1.A.1.c Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water)  

Instructional Goals/Overview: Students will make predictions about the seeds they planted in their previous lesson. Students as a class will use complete a taxonomy using the word GROW. Students will fill out a prediction chart on alterations made to their plants. Students will be read the book “The Magic School Bus Goes To Seed.”

Measurable Learning Objective(s): Students will be able to make predictions about their seeds growth when conditions are altered. Students will share their predications. Students will be able to complete a taxonomy using the word GROW.

Materials/Resources Required for Lesson: Seeds planted the previous day, prediction chart, taxonomy handout, book “The Magic School Bus Goes To Seed.”

Pre-assessment/Prerequisite Knowledge and Skills: This is an ongoing lesson on seeds and growing conditions. Students will complete the GROW taxonomy at the beginning of the class to show what they already know about plants.

Vocabulary Overview:

Seed

Root

Soil

Sunlight

Alteration

Prediction

Instructional Procedures: First do the GROW taxonomy (as a class), then the prediction chart (independently sharing when finished), the read the book.

Opening “Hook”: Ask students what they know about how plants grow. Do the GROW taxonomy as a class.

Clear Description of Teacher’s Actions: Teacher will hand out the GROW taxonomy and complete as a class. Teacher will explain what an alteration to growing conditions is and have students make predictions on their prediction chart handout. Teacher will let students share their predictions. Teacher will read the book.

Clear Description of Students’ Actions: Students will use their prior knowledge to complete the GROW taxonomy. Students will make predictions to growing condition alterations. Students will share their predictions. Students will listen to the teacher read the book.

Closure: Class will discuss ideal growing conditions as described in the book and whether they think their predications will be true or false.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding while doing group discussions and filling out handouts.

 Differentiation Strategies: Teacher will ask a series of questions to prompt students to use a higher level of thinking.

Struggling Learners:  Struggling learners may need more guidance and prompting to understand how to make their predictions on plant growth with altered growing conditions.

Accelerated Learners:  Have additional altered growing condition examples ready for students to make predictions on.

Bloom’s Cognitive Objectives as related to the lesson;

Evaluation

Compare the different growing conditions provided on your prediction chart. Explain your opinion on how a plant will grow in altered conditions.

Synthesis

Visualize how your seeds will grow in different conditions as listed on your chart. What are your predictions?

Analysis

Lets compare our predications and debate why we chose our outcomes.

Application

After observing your seeds grow for a week, you will be able to determine if your predictions were correct or not.

Comprehension

Tell me in your own words why you think your prediction is correct.

Knowledge

Tell me what you learned in your last lesson about the life cycle of a pant. How can you use that knowledge in your predictions?

Lesson Plan #4

Grade; 3rd

Unit/Lesson Title; Math: Figuring area (ongoing lesson on area and perimeter).

Content Standards: Grade 3; Understand concepts of area.

Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. Multiply whole-number side lengths to solve problems involving the area of rectangles. Label area measurements with squared units.

Instructional Goals/Overview: Students will be able to figure the area of rectangle shapes by multiplying the outside measurements.

Measurable Learning Objective(s): Students will be able to figure the area measurement of rectangle shapes.

Materials/Resources Required for Lesson; Smart board, dry erasers, scrap paper

Pre-assessment/Prerequisite Knowledge and Skills: Students have already learned to figure the perimeter of shapes, they will now figure the area of similar shapes.

Vocabulary Overview:

Area

Perimeter

Instructional Procedures: Do a quick review of perimeter, then do examples of area on the smart board as a class, last, students will figure the area of examples done on the tiles of the floor of the classroom.

Opening “Hook”: Show students an example of an area problem already drawn on the tiles of the classroom floor. Tell them by the end of the lesson, they will be able to figure the area of the shape.

Clear Description of Teacher’s Actions: Teacher will do a review of perimeter with the class. Teacher will do examples of area on the smart board as a class. When students show a good understanding of how to figure area, they will be split into groups to rotate around the room and figure the area of tiles pre-measured by teacher and record their answers on scrap paper.

Clear Description of Students’ Actions: Students will participate in a review of perimeter. Students will participate as a class doing examples of area on the smart board. Students will work in groups to figure the area of pre-measured shapes on the tile floor of the classroom. Students will share their answers with the class.

Closure: Students will be asked to be aware of measurable shapes in the hallway and other classrooms (tiles in the hallway, bricks in the wall, etc.) in the school. They can share their observations at the end of the day while in bus line.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding while doing group discussions and during group activity.

 Differentiation Strategies: Shapes on the tile floor can be altered to be more difficult or more straight forward.

Struggling Learners:  Struggling learners can be shown that they can count the tiles in the area being measured, then explain that the answer is easier if they multiply the side measurements.

Accelerated Learners:  Teacher can make more abstract shapes on the tiles of the floor for accelerated learners to figure the area of.

Bloom’s Cognitive Objectives as related to the lesson;

Evaluation

Think about what you need to do to find the perimeter of a shape. What do you think you need to do to find the area of the same shape?

Synthesis

Visualize how your seeds will grow in different conditions as listed on your chart. What are your predictions?

Analysis

Let’s change our thinking of perimeter to area not. Can you visualize the difference in the two?

Application

Let’s compare the differences in area and perimeter.

Comprehension

Who can explain how they found the area of this shape? Describe what our next step should be.

Knowledge

List the order of steps we need to take to solve this area problem.