Welcome to Day 5. We conclude our unit with MATH part 2. 

• Student Outcomes: The students will be able to identify the life cycle of a plant through shared reading, making bar and picture graphs, and experimentation with 100% accuracy.

• Content Standard: ALCOS 3rd Grade

Core curriculum area: Mathematics

Standard: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories, Solve one-and two-step “how many less” problems using information presented in scaled bar graphs. [3-MD3]

Example: Draw a bar graph in which each square in the bar graph might represent 5 pets

 

Core curriculum area: Arts Education

Standard: 4.) Create symbolic works of art to communicate ideas.

Example: using personal symbols to create a medieval family crest or heraldry

 

• Teaching/Learning Procedure:  

       a).   Launch of the Lesson-The teacher will first greet the students and present the cup of the plant that they potted in their science lesson on the first day of the unit. Beforehand, the teacher will ask the students some thinking questions such as: “How big do you think the plant has grown?” “What do you think the seed looks like inside of the plant?” “In specific, do you think the seed has gotten bigger, smaller, or changed completely?”

       b.)  Investigation/Presentation- After the students finish making their predictions, about the seed and the plant, the students will gather in a literature circle for shared reading. The teacher will present the book, “From Seed to Plant” by Gail Gibbons. First, the teacher will take the students on a picture walk, asking them, “What do you think is going on in the story?” “Based on what we have learned this week, what process do you think the seed is going to go through to become a plant?” “What are the name of those processes and what will happen during that stage?” Then, the teacher will begin the story. As the teacher reads, the teacher will point out the terms that have to do with the seed to plant process that they have covered over the week. As the terms are presented and the teacher is reading, the teacher will ask the students, “Can anyone tell me what is?” “What is a “What is a “What is the reproduction stage of the plant cycle?” “How much sunlight and water should a plant get and why is this important?” “What part of the life cycle do you think plays the most important part?” What part of the life cycle do you think plays the least important part?” The students will turn and talk to their neighbor. Then, the students and teacher will explore the numerous ideas presented.

       c.) Accommodations/Modifications- ESL students will work with the teacher in a small group for individual instructions.

       d.) Extension-After the shared reading, the teacher will engage the students in a hands-on activity. The students will make their own plant from play dough that will consist of assorted colors of their choosing. As the students work, the teacher will walk around the room, probe the students, and see the students’ creative brains at work.

       e.) Closure- The teacher will then review with the students. This will include the process that a seed goes through to become a plant. The students will then take their plant that is in a cup from their science lesson on the first day of the unit and draw a scaled picture graph on a worksheet that the teacher will provide, of how their plant has grown over the course of the unit.