Title III Technology Literacy Challenge Grant

Learning Unit

CONNECTIONS TO STANDARDS: PRIMARY LEVEL

ENGLISH LANGUAGE ARTS

Standard 1: Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Benchmark 1: Listening and Reading

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Benchmark 2: Speaking and Writing

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

INFORMATION SYSTEMS FROM THE MATHEMATICS, SCIENCE, AND TECHNOLOGY STANDARDS AND BENCHMARKS

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Benchmark 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

ANALYSIS, INQUIRY, AND DESIGN FROM THE MATHEMATICS, SCIENCE, AND TECHNOLOGY STANDARDS AND BENCHMARKS

Standard 1: Analysis, Inquiry, and Design

The student will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to post questions, seek answers, and develop solutions.

Benchmark 1: Scientific Inquiry

The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

SCIENCE FROM THE MATHEMATICS, SCIENCE, AND TECHNOLOGYMSTANDARDS AND BENCHMARKS

Standard 1: Analysis, Inquiry, and Design

The student will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Benchmark 1: Scientific Inquiry

The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Standard 4: Science

Students will understand and apply scientific concepts, principals, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Benchmark 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

Benchmark 4: The Living Environment

The continuity of life is sustained through reproduction and development.

CONTENT KNOWLEDE

Declarative

• Find out students prior knowledge and interests in autumn.
• Identify the parts of a plant.
• Identify what a plant needs to grow.
• Identify steps causing leaves to change color.
• Identify steps of a plants life cycle.
• Name three ways seeds are dispersed.

Procedural

• How to use the CD-Rom program "Learn About Plants"
• What is a prediction?
• Students will learn how to type on a word processor and use the spell check feature.

ESSENTIAL QUESTIONS

• Why do leaves fall off trees?
• Do people plant all of the flowers and trees we see? If so who? If not how do they get planted?
• Can you think of five things we use trees for?

INITIATING ACTIVITY

Students will listen to the book Autumn Across America by Seymour Simon. This will help to introduce the autumn unit. Following the reading students will participate in a group discussion and do a KWL chart.

CULMINATING PERFORMANCE

Students will take a field trip to the nature center. At the nature center the students will look at different ways that seeds travel, they will count tree rings, collect leaves, and look at the various ways that animals have impacted the environment.

UNIT OVERVIEW

Lesson 1 - 40 minutes

¨ Introduce the unit and find out what the students think they know and what they want to know.

Lesson 2 - 40 minutes

¨ Students will learn how to work the computer, navigate to different areas, and learn about plants.

Lesson 3 - 40 minutes

¨ To explain the general life cycle of a plant, what it needs to grow, and how it survives.

Lesson 4 - 40 minutes

¨ Explain why leaves change color and take a close look at leaves.

Lesson 5 - 40 minutes

¨ Explain different ways that seeds are dispersed.

Lesson 6 - 40 minutes

¨ Help students understand how the life cycle of a plant continues and why similar plants are found in various places.

Lesson 7 - 160 minutes broken up into four days

¨ Students apply their understanding of a plants life cycle.

Lesson 8 - field trip

¨ Provide students with first hand knowledge of what they have learned. Provide students with ideas to include in their thank-you notes.

LEARNING EXPERIENCES

Lesson #1

Anticipatory Set - The teacher will read Autumn Across America by Seymour Simon.

Objective - Reading Autumn Across America by Seymour Simon and complete a KWL chart.

Purpose - Declarative Knowledge - Introduce the unit and find out what the students think they know and what they want to learn.

Teach - Have a group discussion and make a KWL chart. The teacher may prompt the students by asking them the essential questions. Why do leaves fall off trees? Do people plant all of the flowers and trees we see? If so who? If not how do they get planted? Can you think of five things we use trees for?

Closure - When you have finished the chart display it in the classroom and remind students to reread it throughout the unit.

Evaluation - Students participation in the group discussion.

Time - 40 minutes

Modifications - Students may receive preferential seating.

Extension - students will be allowed to fill in their own KWL chart.

Lesson #2

Anticipatory Set - The teacher will gather the students in a circle and inform the students that they are going to learn how to run the CD-ROM program "Learn About Plants".

Objective - Students will be able to work in pairs on the CD-ROM during free time throughout the unit.

Purpose - Procedural Knowledge - Students will learn how to work the computer and navigate to different areas.

Purpose - Declarative Knowledge - Students will learn about plants.

Teach - The teacher will connect the computer and CD-ROM up so that it will be projected on a large TV screen for all the students to see. The teacher will explain how students can move from one area of the screen to the next. The CD-ROM is a multi-part program, which the teacher will walk the students through. Students will be able to plant a garden, watch it grow, match sections of the plant, label sections of the plant, explore the seed cycle, and learn the importance of plants.

Closure - The teacher will tell students that they will each have a chance to use the CD-ROM. The teacher will explain the time schedule developed to ensure each student will have an opportunity to use the CD-ROM.

Evaluation - The teacher will monitor students while they are working on the computer and will view specific items that have been printed off of the computer.

Time - 40 minutes

Modifications - Students will be allowed to work in pairs.

Extension - Students may receive more time on the CD-ROM.

Lesson #3

Anticipatory Set - The teacher will read the book From Seed to Plant by Gail Gibbons.

Objective - Students are going to plant bean seeds and discuss the parts of a plant and what it needs to grow.

Purpose - Declarative Knowledge - To explain the general life cycle of a plant, the parts of a plant, and what it needs to grow.

Teach - Distribute styrofoam cups and have students make three holes in the bottom with their pencil. Then have them write their names on their cups. Have each student come forward to scoop up dirt and then push two beans into the dirt. Then have students place their cups on a tray of water.

Closure - Tell students you are going to grow a bean plant. While they work on their worksheets they can observe as you put black construction paper into a glass jar. Fill the jar with water and then wedge the bean seeds between the black paper and the glass. When finished set the jar in a warm place.

Evaluation - Students participation in group discussion, ability to follow directions, and successful completion of worksheets.

Time - 40 minutes

Modifications - allow students to work in pairs

Extension - Have students research the type of seed they have planted.

Lesson #4

Anticipatory Set - Teacher reads Why Do Leaves Change Color? By Betsy Maestro

Objective - Students will read a book and complete a flow chart on why leaves change colors.

Purpose - Declarative Knowledge - This will explain why leaves change color and it will give a close look up at leaves.

Teach - Read and discuss the book using a flow chart to recall the events that cause a leaf to change color. Demonstrate leaf rubbings. You give each student one or two leaves. Lay them on a smooth surface and put a thin sheet of white paper over the leaves. Using the side of a crayon rub gently over the paper and leaves. Look for the outlines and vein lines of your leaf.

Closure - Let students experiment in their own leaf rubbings.

Evaluation - Students ability to recall the events that cause a leaf to change color.

Time - 40 minutes

Modifications - Select students will be given index cards that different steps of the leaf changing process. Students will be required to put the index cards in the correct order.

Extension - Students will research the type of leaf they made a leaf rubbing of. This information will be typed up and displayed on a bulletin board.

Lesson #5

Anticipatory Set - Teacher reads The Tiny Seed by Eric Carle.

Objective - Read a book, explain different ways seeds disperse, have students complete hanging worksheets about seed dispersal.

Purpose - Declarative Knowledge - This will help to explain the different ways that seeds disperse.

Teach - Read and discuss the book. Show students a finished example of the hanging worksheet they are going to complete. The worksheet will reinforce how seeds disperse.

Closure - Students color, cut out, and paste together, and then hang the worksheet.

Evaluation - Students will be required to name three ways seeds are dispersed, before they can hang up their project.

Time - 40 minutes

Modifications - Students will be allowed to work in pairs.

Lesson #6

Anticipatory Set - Ask students if they have ever seen seeds travel. If they have ask them how they moved. Watch the movie "The Magic School Bus Goes to Seed."

Objective - Learning about different seeds and different ways that they travel.

Purpose - Declarative Knowledge - This will help students understand how the life cycle of a plant continues and why similar pants are found in various places.

Teach - Read the directions on the learning center. Have groups go to the learning center reread the directions and get the necessary materials. Three seeds, a cup, and worksheet. Distribute one stuffed animal per table and fill each students cups with water, so the students can do the experiment.

Closure - Students complete their worksheet, which involves making predictions, testing how different seeds travel, and filling in the results.

Evaluation - Successful completion of the student worksheet.

Time - 40 minutes

Modifications - Students will be allowed to work in pairs.

Extension - Students will make a bar graph showing how accurate students were in their predictions.

Lesson #7

Anticipatory Set - Review the KWL chart made during the anticipatory set. Fill in what the students have learned prompting them on the activities they have done. Recall the steps in planting a seed, what is needed for a plant to grow, how some plants loose their leaves, and the different ways that seeds are dispersed.

Objective - Students will write a creative story about a seed.

Purpose - Procedural Knowledge - Students apply their understanding of a plants life cycle.

Teach - Explain to students that they will be writing a creative story based on what they have learned. Review the steps the students will follow. First, students will fill in a prewriting worksheet about the life of their plant. Next, students will hand in their prewriting sheet for teacher correction. Students will then write a rough draft copying their prewriting worksheet. Finally, students will type their final copy using a word processing program.

Closure - Students can volunteer to read their stories to the class.

Evaluation - Students ability to write a story that includes all aspects of a plant life cycle.

Time - approximately 160 minutes divided up into at least 4 days.

Modifications - Students will receive extended time and be allowed to type all editions of their paper on the computer.

Extension - More capable students may research specific plants and incorporate names and detailed information into their paper.

Lesson #8

Anticipatory Set - Students will volunteer to read their creative stories and then travel to the nature center.

Objective - Visit the nature center and create a list of things students saw or learned.

Purpose - Declarative Knowledge - Provide students with first hand knowledge of what they have learned. Provide students with ideas to include in their thank-you notes.

Teach - After visiting the nature center have a group discussion and write down a list of things students saw or learned. Put the outline for the thank you letter on the board and explain the necessary parts of the letter.

Closure - Distribute papers and let each of the students write their own thank you letters.

Evaluation - Students participation in the group discussion and ability to write a letter.

Time - 160 minutes

Modifications - Students will receive extended time, be allowed to work in pairs, and type their letter on the computer.

Learning Experiences

Extending and Refining

Rubric: creative story

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

STUDENT AND TEACHER SHEETS

Lesson 1

¨ KWL Chart

Lesson 3

• Cycle Graph
• Three worksheets - Frank Schaffer - "Mini Unit - Plants " FS-657

Lesson 4

¨ Flow Chart

Lesson 5

¨ Creative Teaching Press - "Living Environment - Plants" 9b

Lesson 6

¨ 1994 Scholastic - "Seeds on the Move" 17

Lesson 7

¨ Prewriting worksheet

Lesson 1 KWL Chart

Topic:

Lesson 3 Cycle Graph

Title:

Lesson 7 Prewriting Worksheet

Name

1.What type of a plant are you going to write about?

2.What does your plant look like?

3.Where did you find your plant?

4.What did your plant need to grow?

5.How were the plant's seeds dispersed?

6.What happened to the seeds?