Lesson for Final Assignment Prepared for 528 Methods of Secondary Reading - Instructor, Barbara Lutz Submitted by Leasa Gudderra 11/14/2009 Unit Horticulture Science Lesson Propagating plants sexually Objective 1. Discuss the importance of a plant life cycle- Emphasizing sexual plant reproduction 2. Explain the stages a plant must go through for germination, growth and fertilization 3. Identify parts of plant during each life stage List of Resources The following resources: ABC brainstorm worksheet Picture book- The Reason for a Flower by Ruth Heller Seed list sheet Internet Library Poster Board Markers Glue RAFT Worksheet Length 5 days Total 1 day in computer lab 3 days in classroom working on illustration work 1 day working on RAFT as final assessment Warm Up ABC brainstorm strategy allows students to think of as many words as they can that can be associated with the topic of plants life cycle. Then, in no particular order, let them begin filling in the blanks beside each letter of the alphabet. Procedure . Hand out ABC brainstorm worksheet . Allow students two minutes to work individually to come up with of as many words or phrases associated with plant life cycles. . Than allow students an additional three minutes to work with a partner to finish filling this sheet out. . Students will review answers by sharing their answers on the board. 20 points Intro and Developmental Activities Use picture book to further activate students’ prior knowledge of plant reproduction. Review plant life cycle viewing illustration from Discover Science, Scott, Foressman, & Co., 1993. Procedure 1. Teacher will read aloud The Reason for a Flower by Ruth Heller to the class. 2. Begin discussion about plant life cycles with the emphasis placed on seeds. 3. Review the stages of a plant’s life cycle reviewing illustration sheet. Students should be able to identify each stage of the life cycle for example: seed germination, growth, fertilization, and fruit production Guided Practice Students will work independently to research a plant’s life cycle and its growing habits utilizing library tools and the internet. Students will use the seed list from the Maryland FFA Vegetable Judging Career Development Event to pick the seed they will be illustrating. The Maryland FFA is a sanctioned CTSO (Career and Technology Student Organization) that is an intricate part of the Agricultural classroom. Procedure 1. Students will research a plant chosen from the Maryland FFA Vegetable Judging – Seed list (10 points) 2. Compose a life cycle sheet emphasizing each of the following stages – seed germination, plant growth, fertilization and fruit production for selected seed to be illustrated on poster board. (50 points) 3. Present to class final product (50 points) 110 points Independent Assessment Activities Students will write a RAFT demonstrating their understanding of a plants life cycle. Role of Author = seed Audience = environment Format= Diary Entry Topic = Environment’s role in the germination of a seed 70 points ABC Brainstorm of a Plant life cycle Directions: Activate prior knowledge you have about a plant life cycle by writing a word or phrase associated with plant life cycle, matched to each letter in the alphabet. Students will work with a partner to a O b P c Q d R e S f T g U h V i W j X k Y l Z m n _____/20 points Plant Life Cycle Illustration Example: Life Cycle of Flowering Plants Illustration from Discover Science, Scott, Foresman, & Co., 1993 Student Task: 1. Students will research a plant chosen from the Maryland FFA Vegetable Judging – Seed list Lima bean Snap bean Beets Carrots Sweet Corn Cucumber Lettuce Muskmelon Okra Pea Pepper Pumpkin Radish Salsify Tomato Watermelon 2. Compose a life cycle sheet emphasizing each of the following stages – seed germination, plant growth, fertilization and fruit production for selected seed to be illustrated on poster board. 3. Present to class final product _________/110 points Final Assessment Students will write a RAFT demonstrating their understanding of a plants life cycle. RAFT Papers are a way to think about four main things that all writers consider: Role of the Writer Who are you as the writer? Audience To whom are you writing? Format What form will the writing take? Topic What's the subject or the point of this piece? Example of a RAFT: R= Grain Bin A= Farmer F= Diary Entry T= What were you thinking……don’t you have somewhere to be? Here is the diary entry of the grain bin to the farmer in response to what were you thinking? Dear Diary, I am feeling full and warm today in Mid Missouri. My farmer (you) have already taken two loads of my beautiful golden colored kernels to market. Today my grain is bridging which is a layer of crust on the top of the grain. As I watch you climb up my ladder to the top. I feel you open up my lid. You did not choose to take that wooden pole at your side to break up the crust. I do not feel you latch your safety harness to my set anchor point. I wonder why you have not taken the safety precautions that you know are important. Down below the auger is pulling my golden kernels out to be hauled away since the supply was not turned off. You are just one person and I have millions of small golden kernels. You still crawl in on top the bridge. Maybe you think you’re invincible today. Maybe you do not remember the fate of your neighbors all those years ago. What only takes eight seconds to happen, will take your friends, family, and the rescue workers hours to undo. As your son follows you to the top of the bin, the last thing he will see and grab is your hand as my millions of golden kernels pull you under. The choice you have made today will be your last. As you suffocate in my golden kernels, I wonder what you were thinking. Did you not have anywhere else to go today or tomorrow? Sincerely, The Grain Bin Your task is to write a RAFT about the Plant life Cycle: Role of Author = Seed Audience = Environment Format= Diary Entry Topic = Environment’s role in the life cycle of a plant __________/70 points