Author:
Kimberly Emerson
Based on lesson by: kimberly
emerson
Date Created: 3/8/2006 10:59:00 AM
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Plant Growth
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| VITAL INFORMATION |
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Subject(s):
Mathematics, Science,
Technology
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Topic or Unit of
Study:
Growth in height of a
plant.
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Grade/Level:
2-3
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Objective:
1. Students will work groups of
two's or three's, students will plant a bean seed in a cup. Students
will water their plants everyday for two weeks without
measuring.
2. Students will measure the height of their plant
Monday, Wednesday and Friday for four weeks.
3. Students will
enter their data into a spreadsheet.
4. Students will measure
their plants for 4 weeks and they will receive the other group's
data sheets and create a data sheet for the whole class.
5. The
students will then write a 3-5 page paper comparing their data with
the class data. They will discuss what different heights were
measured and why their might be different heights. They will work
with same partner to write their paper.
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Summary:
The students will plant a seed and
measure it's growth over a period of time. They will insert their
height measurements three times a week into a data sheet. At the end
of the four weeks they will receive the rest of the classrooms data
and create a new data sheet that will combine all of the data. They
will write a 3-5 page paper comparing their height measurements with
their classmates and discussing why their would be differences in
the height.
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| IMPLEMENTATION |
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Learning
Context:
This lesson will look at plant growth over
time and how different the heights of plants can be. This could
begin a plant life unit and it could also help wrap the unit
up.
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Procedure:
Class 1: Discuss the variations a
plant can have and why these differences exsist. Students will be
given a seed, potting soil and a styrofoam cup. In groups of two the
students will plant their seed in the cup and water their seed. They
will put their plant in the window.
Class 2: Students will be
taught how to create a spreadsheet using Excel. They will learn how
to create spreadsheet, input data, add columns and create
graphs.
Class 3-10: Students will water their plant daily for two
weeks.
Class 11-22: Monday, Wednesday and Friday, for four weeks
students will measure the height of their plant in centimeters.
After they measure the height of their plant they will enter the
height in their data sheet.
class 23-25: Students will be given
the data sheets from the other groups and have to record all of the
classes data in one spreadsheet. The groups will then write a 3-5
page paper on their groups results compared to the
classes.
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Differentiated
Instruction:
Students with special needs will be
placed in groups and be given any opportunity to recieve help.
Students at risk of failing will work in a group and be given any
opportunity.
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Sample Student
Products:
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Collaboration:
Students will work
collaboratively. Students will work in groups of 2.
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Time
Allotment:
25 class periods. 20 Min. per
class.
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Author's Comments &
Reflections:
Groups of three students work out better
than groups of two for several reasons. There is less of a chance
for three students to be absent than two, so it will ensure the
plant gets measured on the planned days. Also with bigger groups
there are less plants to take care of and there is less data to be
logged at the end of the project.
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| MATERIALS AND RESOURCES |
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Instructional
Materials:
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Resources:
- Two computers will be made available to the students to work
on their data spreadsheet in the classroom.
- The number of computers required is 2.
- Technology resources:
Excel, Word
- Students Familiarity with Software Tool:
Students are
familar with Microsoft word. The students will be taught how to
create spreadsheets and graphs using
Excel.
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| STANDARDS & ASSESSMENT |
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Standards:
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 USA-
ISTE: Profiles for Technology Literate Students
(includes NETS for Students) |
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Grade : Grades 3-5
Numbers in
parentheses following each performance indicator refer
to the standards category to which the performance is
linked. The categories are:
1. Basic operations and
concepts
2. Social, ethical, and human issues
3.
Technology productivity tools
4. Technology
communications tools
5. Technology research tools
6. Technology problem-solving and decision-making
tools
Reprinted from National Educational Technology
Standards for Students - Connecting Curriculum and
Technology, copyright © 2000, ISTE (International
Society for Technology in Education), 800.336.5191 (U.S.
& Canada) or 541.302.3777 (Intl), iste@iste.org,
www.iste.org. All rights reserved. For more information
about the NETS Project, contact Lajeane Thomas,
Director, NETS Project, 318.257.3923,
lthomas@latech.edu. Reprint permission does not
constitute an endorsement by ISTE or the NETS
Project.
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 Performance Objective 1: Use keyboards and
other common input and output devices (including
adaptive devices when necessary) efficiently and
effectively.
(1)
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Performance Objective 3: Discuss basic issues
related to responsible use of technology and
information and describe personal consequences of
inappropriate use.
(2)
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Performance Objective 4: Use general purpose
productivity tools and peripherals to support
personal productivity, remediate skill deficits,
and facilitate learning throughout the curriculum.
(3)
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Performance Objective 5: Use technology tools
(e.g., multimedia authoring, presentation, Web
tools, digital cameras, scanners) for individual
and collaborative writing, communication, and
publishing activities to create knowledge products
for audiences inside and outside the classroom.
(3, 4)
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Performance Objective 7: Use telecommunications
and online resources (e.g., e-mail, online
discussions, Web environments) to participate in
collaborative problem-solving activities for the
purpose of developing solutions or products for
audiences inside and outside the classroom. (4,
5)
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Performance Objective 8: Use technology
resources (e.g., calculators, data collection
probes, videos, educational software) for problem
solving, self-directed learning, and extended
learning activities. (5,
6)
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MI-
Michigan Curriculum Frameworks |
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Subject: Technology
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Standard
2: Using Information
Technologies Using Information Technologies
All
students will use technologies to input, retrieve,
organize, manipulate, evaluate, and communicate
information.
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Key Idea: Communication
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Grade LE - Later
Elementary
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Performance Benchmark 1: Interpret, analyze and
evaluate information with the assistance of
technology (voice, data, video, graphics,
etc).
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Key Idea: Retrieve / Manipulate /
Communicate
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Grade LE - Later
Elementary
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Performance Benchmark 3: Retrieve and
communicate information using a technological
system (voice, data, video, graphics,
etc).
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Subject: Mathematics
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Strand
II: Geometry and
Measurement
We live in a three-dimensional world. In
order to interpret and make sense of that world,
students need both analytical and spatial abilities.
Geometry and measurement, which involve notions of
shape, size, position, and dimension, are used
extensively to describe and understand the world around
us.
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Standard
II.3: Measurement
Students
compare attributes of two objects or of one object with
a standard (unit), and analyze situations to determine
what measurement(s) should be made and to what level of
precision.
Measurement reflects the usefulness
and practicality of mathematics and puts students in
touch with the world around them. Measurement requires
the comparison of an attribute (distance, surface,
capacity, mass, time, temperature) between two objects
or to a known standard, the assignment of a number to
represent the comparison, and the interpretation of the
results. Measurement also introduces students to the
important concepts of precision, approximation,
tolerance, error and dimension.
Students compare
attributes of two objects, or of one object with a
standard (unit), and analyze situations to determine
what measurement(s) should be made and to what level of
precision. (Measurement)
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Grade E -
Elementary
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Performance Benchmark 1: Compare attributes of
objects; develop standard units of measurement;
and select and use standard tools for
measurement.
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Performance Benchmark 6: Apply measurement to
describe the real world and to solve
problems.
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Subject: Science
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Strand
III: Using Scientific Knowledge
in Life Science
Scientifically literate students and
adults can use their knowledge to understand the world
around them and to guide their actions. Important types
of activities that use scientific knowledge include
description and explanation of real-world objects,
systems, or events; prediction of future events or
observations; and the design of systems or courses of
action that enable people to adapt to and modify the
world around them. In the life sciences, real-world
contexts in which scientifically literate people use
knowledge are often described in terms of systems and
subsystems, such as cells, organisms, and
ecosystems.
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Standard
III.5: Ecosystems
All students
will explain how parts of an ecosystem are related and
how they interact; explain how energy is distributed to
living things in an ecosystem; investigate and explain
how communities of living things change over a period of
time; describe how materials cycle through an ecosystem
and get reused in the environment; and analyze how
humans and the environment interact. It is within
ecosystems that communities of living things
interact.
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Grade E -
Elementary
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Performance Benchmark 4: Design systems that
encourage growing of particular plants or animals.
( Key concepts: Needs of life-food, habitat,
water, shelter, air, light, minerals. Real-world
contexts: Ecosystems managed by humans, including
farms, ranches, gardens, lawns, potted
plants.)
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Subject: Technology
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Standard
4: Employing Systematic
Approach
All students will employ a systematic
approach to technological solutions by using resources
and processes to create, maintain and improve products,
systems, and environments.
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Key Idea: Measurement
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Grade LE - Later
Elementary
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Performance Benchmark 3: Use measurements of
dimension (length, area, volume) to construct
technological solutions to
problems.
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Performance Benchmark 4: Transfer measurements
for the purposes of marking and layout in
producing technological solutions to
problems.
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Assessment/Rubrics:
Rubrics:
Plant
Growth
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