EDU 271 Lesson Flow
Have an site set up for your classroom, and have the link sent to students or posted on the board so they can be directed to the correct Padlet. Ask students to post any background knowledge they may have about plants. After students have had a few minutes to gather their thoughts, go through them aloud as a class and group them into similar categories ex, reproduction, where they grow, how they get their food, etc.
Padlet aligns with the Universal Design for Learning (UDL) guideline 3.1 which states "activate or supply prior knowledge." Found here.
Padlet also can be used on the Blooms Digital Taxonomy scale in the "remembering" category. Students have to search, describe, and locate information pertaining to plants. Blooms Digital Taxonomy found here.
Students please type the posted link into your browser, and then post anything you know, or want to know about plants! Your post can include your own words, thoughts, pictures, links, videos, or anything else you want!
2 Direct Instruction
On the Nearpod website, search for CK-12's "Plant Cell Structure", "Vascular Plants", and "Nonvascular Plants" PowerPoint. They are $2.99 each. Each PowerPoint will walk you through a class poll, a group activity, a writing activity, and a brief quiz. Although it says it is for students 9-12 I think with teacher guidance, it can be understood easily.
Under the TPACK model, Nearpod would fall under TCK, which is where technology and content knowledge meet. For more information on TPACK, click here.
Furthermore, Nearpod lies on the "analyzing" stage of Blooms Digital Taxonomy, because it requires students to chunk material, organize their thoughts, link ideas together, and question what they have learned.
For the Biology of Plants website, students can explore and jot down notes in their science journals, as well as create questions for you to choose from to be on the test. It is a good overview that isn't too wordy.
The Biology of Plants website aligns with the ISTE student standards found here. Specifically 3.B, which states "locate, organize, analyze, evaluate, synthesize, & ethically use information from a variety of sources and media." Students must be able to locate and organize the information off of this page.
Furthermore, it also aligns with the Universal Design for Learning (UDL) guideline 1.1 "offer ways to organize information." I chose this guideline because of the way the website is laid out. It's very clearly labled and easy to navigate.
3 Guided Practice/Lab
The actual link for the Lab is found here. This lab gets students to place flowers in various food-coloring dyed water to see the effects on the plant.
Read through the summary for the experiment, gather materials, walk students through the background, procedure, and oversee students doing the experiment.
This lab flows nicely with the UDL guideline 6.3 "facilitate managing information and resources." because students have to sort through the information for the lab including procedures, and then correctly follow the procedures.
Also it can be used for the "Understand" and "Apply" stage of Blooms Digital Taxonomy. The lab asks students to describe and explain, as well as "apply" because students have to use their knowledge to figure out what would happen if you used different specimens, and how to create a different product.
4 Independent Instruction
Each student will set up their own account, where they will then create their own set of flashcards from information they learned from NearPod, the Biology of Plants website, and the Science Buddies Lab. After students have completed their set of flashcards, they can upload them so other people from their class can use them as well. This will allow every student to see each set of flashcards, as well as let you see your students work.
This activity can be used for the "Creating" stage of Blooms Digital Taxonomy because the students are creating their own flashcards with their own takeaways from the lesson.
Also it can fall under UDL's 8.3 "Foster collaboration and community" because the student's then share their note cards and ideas together as a class.
5 Wrap Up
Set up an exit ticket account, which will allow you to ask the class a question, and see students responses in real time. In TeacherMode you can track students responses and progress over time. Before class ends, post a question for students to respond to before they walk out of the door. Any question relating to the question would be suitable.
ExitTicket can be used for UDL's 5.1 "use media for communication." ExitTicket is a good way for teachers to gage each students thinking and understanding, but uses technology to do so!
It also falls under the ISTE student standard 2.A "interact, collaborate and publish with peers and professionals" which in this case the teacher.
Key Standards Supported
|K-ESS2-1||Use and share observations of local weather conditions to describe patterns over time.|
|K-ESS2-2||Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.|
|2-ESS2-1||Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.|
|2-ESS2-2||Develop a model to represent the shapes and kinds of land and bodies of water in an area.|
|2-ESS2-3||Obtain information to identify where water is found on Earth and that it can be solid or liquid.|
|3-ESS2-1||Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.|
|3-ESS2-2||Obtain and combine information to describe climates in different regions of the world.|
|4-ESS2-1||Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.|
|4-ESS2-2||Analyze and interpret data from maps to describe patterns of Earth’s features.|
|5-ESS2-1||Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.|
|5-ESS2-2||Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.|
|HS-ESS2-1||Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.|
|HS-ESS2-2||Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.|
|HS-ESS2-3||Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.|
|HS-ESS2-4||Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.|
|HS-ESS2-5||Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.|
|HS-ESS2-6||Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.|
|HS-ESS2-7||Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.|
|MS-ESS2-1||Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.|
|MS-ESS2-2||Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.|
|MS-ESS2-3||Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.|
|MS-ESS2-4||Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.|
|MS-ESS2-5||Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.|
|MS-ESS2-6||Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.|