Reflect on the idea that tests are the only objective assessments of student learning.
There is such a variety of ways of creating or giving a 'test' where do you begin? Now, tests being the only objective assessment is not fair to the students OR the teacher. As a 2nd grade Baltimore City teacher I have to give a standardized test to my students, iep receiving accommodations. THIS test determines 1) our funding and 2) if the student passes or fails. Not their report card, although it does help pursue the decision. There are three sections: 2 Language, 1 Reading, 1 Math. The reading comprehension section the students read the stories (like 15 of them) and answer questions based on the selections in an hour. In the two language sections we do a sample together and them they answer phonics/grammar questions individually. Now the math section. The teacher READS the problem, only twice, and the students find the answer. For the VISUAL learners, who need the directions for reinforcement because it's given to them as a teacher accommodation, they don't pay attention to the clue words or the problem itself. It's terrible. I really don't like it. BUT.... I actually like the fact that an objective assessment can be given in many different ways. Via Reading 'Voluntary' State Curriculum (yet mandatory) states: 2.1.B.2.b. Decode words in grade book text: Break compound words, contractions, and inflectional endings into known parts. This skill is used throughout the whole year during our phonics section. 1) Compound words- a) students create the compound words b) students identify the two words c) students write each word used to write a sentence
2) Contractions- a) students create the contraction when given the two words, b) students identify the two words used c) students match the irregular contractions to the two words used
3) Inflectional endings- a) students identify the base word b) students identify how the base word changes when the inflectional endings are added c) students state what happens to the base word ending in an 'e' when -ing or -ed must be added
I guess in short, or long, use the objective assessments wisely and your goal can be met. One of my mentor's said that almost anything can be used as an informal assessment which leads to the assessment. So, no, tests are not the only objective assessments of student learning.
Wednesday, June 23, 2010
Wednesday, June 9, 2010
MoD 6
Reflect on the idea of what a technology-infused classroom looks like. How do you plan to have a technology-infused classroom?
Well, I feel that I already have a technology-infused classroom. In the morning, when students are done with their morning work, on their day they are allowed to go on the computer and play a math related game. To show the math warm up, instead of making copies, I use the document reader, showing the warm-up through a LCD projector on a white board, and the students write their answer in their math journal. Once I know how to use the Smartboard, bye-bye dry erase markers. I choose their Popsicle stick to answer the question. We discuss the answers. During the actual math lesson I may create a power point presentation to show to introduce skills and close lessons or use discoveryeducation.com, aplusmath.com, or http://nlvm.usu.edu/ I found a blank Jeopardy power point presentation from online and created review presentations. In reading, to review phonics, again a power point presentation with animations. During small groups starfall.com is used and different learning groups to help with reading comprehension, phonics, and grammar. For science, although not done yet, I would like the students to take pictures of certain projects to show the different steps and the progress, i.e. plant/seed growth. I am very lucky to be in a school that provides a wide range of technology for myself and others to use.
Well, I feel that I already have a technology-infused classroom. In the morning, when students are done with their morning work, on their day they are allowed to go on the computer and play a math related game. To show the math warm up, instead of making copies, I use the document reader, showing the warm-up through a LCD projector on a white board, and the students write their answer in their math journal. Once I know how to use the Smartboard, bye-bye dry erase markers. I choose their Popsicle stick to answer the question. We discuss the answers. During the actual math lesson I may create a power point presentation to show to introduce skills and close lessons or use discoveryeducation.com, aplusmath.com, or http://nlvm.usu.edu/ I found a blank Jeopardy power point presentation from online and created review presentations. In reading, to review phonics, again a power point presentation with animations. During small groups starfall.com is used and different learning groups to help with reading comprehension, phonics, and grammar. For science, although not done yet, I would like the students to take pictures of certain projects to show the different steps and the progress, i.e. plant/seed growth. I am very lucky to be in a school that provides a wide range of technology for myself and others to use.
Wednesday, May 26, 2010
MOD 4
How can visual literacy and the use of the Internet impact the teaching and learning process in the classroom? What are some visual-thinking strategies you would like to use in your classroom? What role do you want the Internet play in your classroom?
Visual literacy is very important in the classroom because it allows students to actually see some difficult concepts, such as the water cycle. Using visual literacy and the Internet again allows students to see concepts as they happen. After the Haiti earthquake and the Iceland volcano eruption I located videos on the current events to show to the students. They had a lot of questions about both occurrences, some of which I needed to use the Internet to answer. The Internet helps greatly with the students learning, especially my urban students.
Visual literacy is very important in the classroom because it allows students to actually see some difficult concepts, such as the water cycle. Using visual literacy and the Internet again allows students to see concepts as they happen. After the Haiti earthquake and the Iceland volcano eruption I located videos on the current events to show to the students. They had a lot of questions about both occurrences, some of which I needed to use the Internet to answer. The Internet helps greatly with the students learning, especially my urban students.
Wednesday, May 12, 2010
MOD 2 RESPONSE
Describe the importance of the using a variety of instructional strategies and the value they add to education of students in the 21st Century. Evaluate the role technology plays in the implementation of various instructional strategies. How will this impact your teaching of students?
Alrighty, take today for example. In the morning we have math and after our math assessment we break for small groups. My 4 IEP students go with their teacher, 2 ESOL students with their teacher, and I'm left with 12 students. 4 go on First in Math, an Internet math game, and complete the current skill set. (5 skill set, 3 games per skill set). 8 students. I have a volunteer so she takes 4 students and a phonemic generator. The students are to write three words with the rolled sound and choose one to write in a sentence. The remaining 4 students are working with me on subtraction with regrouping. Every day a teacher's world changes, depending on the tools that they are provided. Teachers want to make learning fun and we want the students to retain the information provided to them. Some of my reading lessons are very monotone and boring and I can tell from the students reaction and lack of focus. So, yesterday, we echo read the story of the week and the students loved it. Today, we listened to the story on CD. The students need variety and the teachers. Changing things around keeps the students interests. Using different types of technology, from a website, to an online video to showing a picture through a document reader, makes it interesting. Students always remember the fun activities. You'll know because they'll keep asking you to play them over and over again. That's what I like about teaching second grade. Some of the boys are 'too grown' but you can still have fun. The fifth grade became was statues for black history month, having to choose a person, dress like them and give a report on that person. Creativity and variety helps a student learn and always remember the real-world information that they need to be successful adults.
Alrighty, take today for example. In the morning we have math and after our math assessment we break for small groups. My 4 IEP students go with their teacher, 2 ESOL students with their teacher, and I'm left with 12 students. 4 go on First in Math, an Internet math game, and complete the current skill set. (5 skill set, 3 games per skill set). 8 students. I have a volunteer so she takes 4 students and a phonemic generator. The students are to write three words with the rolled sound and choose one to write in a sentence. The remaining 4 students are working with me on subtraction with regrouping. Every day a teacher's world changes, depending on the tools that they are provided. Teachers want to make learning fun and we want the students to retain the information provided to them. Some of my reading lessons are very monotone and boring and I can tell from the students reaction and lack of focus. So, yesterday, we echo read the story of the week and the students loved it. Today, we listened to the story on CD. The students need variety and the teachers. Changing things around keeps the students interests. Using different types of technology, from a website, to an online video to showing a picture through a document reader, makes it interesting. Students always remember the fun activities. You'll know because they'll keep asking you to play them over and over again. That's what I like about teaching second grade. Some of the boys are 'too grown' but you can still have fun. The fifth grade became was statues for black history month, having to choose a person, dress like them and give a report on that person. Creativity and variety helps a student learn and always remember the real-world information that they need to be successful adults.
Sunday, May 9, 2010
Unit One Life Science: Genetics
Unit One Life Science: Genetics
MARYLAND SCIENCE CONTENT STANDARDS
3.0 Life Science – The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
1.0 Skills and Processes – Students will demonstrate the thinking and acting inherent in the practice of science.
MARYLAND SCIENCE INDICATORS
2.3.C.1. Genetics
· Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals.
2.1.A.1. Constructing Knowledge
· Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
2.1.B.1. Applying Evidence and Reasoning
· People are more likely to believe your ideas if you can give good reasons for them.
2.1.C.1. Communicate Scientific Information.
· Ask, “How do you know?” in appropriate situations and attempt reasonable answers when others ask them the same question.
BCPSS SCIENCE CONTENT OBJECTIVES
Introducing and Developing
2.3.C.1.a. Investigate and describe that seeds change and grow into plants.
2.3.C.1.b. Compare and describe the changes that occur in humans during their life cycle (birth, newborn, child, adolescent, adult, elder).
2.3.C.1.c. Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.
2.3.C.1.d. Provide examples, using observations and information from readings that life cycles differ from species to species.
BCPSS SCIENCE SKILLS AND PROCESS OBJECTIVES
2.1.A.1.b. Seek information through reading, observation, exploration, and investigations.
2.1.A.1.c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather information.
2.1.B.1.a. Provide reasons for accepting or rejecting ideas examined.
2.1.C.1.a. Describe things as accurately as possible and compare observations with those of others.
2.1.C.1.c. Draw pictures that correctly portray at least some features of the thing being described
DAY ONE
Objective: We will identify the parts of the lima bean needed for its survival by examining a lima bean with a hand lens.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science. Boston: Houghton Mifflin Company. (pages 66 – 68, 74 - 87)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (page 12 – 14, 98 - 99)
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 33)
Lima beans (presoaked overnight and dry)
Hand Lenses
Digital camera
Classroom whiteboard/ dry erase markers
Science Journal
Teacher generated charts for students’ observations (Dry/Wet Lima Bean Observation)
Procedure
Teacher will activate prior knowledge on the cycle of a plant and animal and the needs of these plants and animals. Teacher will write these thoughts on the whiteboard. Together the class will read Experience Science pages 66 – 68 and 74 - 87. Teacher will use Teacher’s Edition page 12 – 14 during the readings. Students will answer discussion questions from the Teacher’s Edition in their science journal.
Teacher’s Edition 98 – 99. Students will examine dry lima beans. Students will record their observations on their chart. Teacher will distribute hand lenses. Students will record their observation. Students will document their recordings by taking a digital picture of their lima beans and their drawings. Teacher will distribute picture of page 33. Students will compare their lima bean will the given pictures. Students will record their observations on the given chart. Teacher will ask students to predict what would happen if the lima beans were placed in soil and given water? Students will record their prediction in their science journal.
Assessment: Students will identify the parts of their lima bean needed for growth.
DAY TWO, THREE, FOUR, FIVE
Long Term Objective: We will discover how a variety of seeds transform as they grow by recording our observations on a variety of seeds.
Daily Objective: We will record daily growth by examining our seeds.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science. Boston: Houghton Mifflin Company. (pages 56 – 65)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (page 10 - 11)
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 5)
Digital camera
Spreadsheet template created by teacher
Post-it notes
Seedsà pea, radish, corn, lima bean
Paper towel
Hand lenses
Water
Window ledge that receives sunlight
KWL Chart
Classroom whiteboard/ dry erase markers
Science Journal
Procedure
Teacher will divide the class into four groups. Teacher will ask class to recall what a seed needs to grow. Teacher and students will record answers on their KWL chart. Together the class will read Experience Science pages 56 – 65. Teacher will use Teacher’s Edition page 10 - 11 during the readings. Students will answer discussion questions from the Teacher’s Edition in their science journal.
Teacher will tell the groups their assigned seed. Students will describe the plant that is produced from the seed in their science journal. Students will predict what the seeds will look like in their science journal. Teacher will distribute the seeds. Students will record whether their prediction was correct. Students will complete KWL chart based on their seed. Teacher will explain that a damp paper towel will be handed to the group. The group will place the seed in the damp paper towel. Students will record their observations for the next three days until DAY FIVE. The group will observe any growth or change to the seed. Students will record their observations on the Spreadsheet and take a digital picture of their seed. If questions should arise the students will write the question on a Post-it note and place it near the seed. At the conclusion of the experiment the questions will be answered. Students will predict what will happen to the seed when placed in the damp paper towel in their science journal. Teacher will distribute the damp paper towel. Students will place seed in damp paper towel. Students will place the seed on a window edge that receives sunlight. Students will add very little water to the seed daily and record any changes that have occurred to the seed.
Assessment: Students will compare and contrast the variety of seeds through their pictures, drawings, and spreadsheet. Students will complete a KWL chart.
Name: ______________________________ Date: _____________
Directions: Use you knowledge on plants from DAY ONE to complete the chart. Complete the chart when needed.
Questions
What I Know
What I Want to Know
What I Learned
What is the plant’s life cycle?
_______________
_______________
_______________
_______________
_______________
_______________
______________
______________
______________
______________
______________
______________
_____________
_____________
_____________
_____________
_____________
_____________
What do seeds need?
_______________
_______________
_______________
_______________
______________
______________
______________
______________
_____________
_____________
_____________
_____________
What materials are you using?
Seed, damp paper towel, water, window ledge with sunlight
Will the seed survive with limited materials?
_____________
_____________
_____________
_____________
DAY THREE until sprouted
Long Term Objective: We will observe the development of lima bean seeds into a plant by creating a line plot of the growth.
Daily Objective: We will record daily observations in a line plot graph by measuring our lima beans growth with a ruler.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 68 - 69)
Teacher generated spreadsheet for growth graph
Lima Beans soaked overnight
Four types of soilà humus, red clay, sand, loam
Water
Zip lock bags
Group jobsà put soil in bag/ water lima beans, take picture, put lima beans in bag/ water lima beans, record data on spreadsheet
Power Point Presentation
Preapproved websites
Ruler
Digital camera
Procedure
Students will check their beans and record their data using the spreadsheet and the digital camera. Students will add water if needed.
Students will relook and share their predictions from DAY ONE. Students will get with their group. Teacher will explain the experiment. There will be four soil types. Each group will conduct research on their soil (pros and cons). Teacher will distribute the jobs and explain each job. Teacher will distribute soil and Zip lock bags. Students will place soil in bag. Groups will present their information on their soil in a power point presentation. Students will rewrite their predictions based on their soil type. Teacher will distribute lima beans. Students will place lima beans in Zip lock bag and water lima beans. Students will take pictures and record data in spreadsheet.
Assessment: Students will observe their lima beans in their given soil type to conclude which soil will grow seeds successfully.
DAY FOUR
Objective: We will record a variety of elements of a flower by dissecting a flower.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 107 - 108)
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 38 - 39)
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 7 – 8)
Fruit cut to show seeds- apples, oranges, peaches
Tulips- precut tulips/ tulips with missing parts
Trays
Hand Lenses
Metric rulers
Digital camera
Science Journal
Classroom whiteboard/ dry erase markers
Procedure
Students will check their two previous projects, completing any observations, picture taking, drawings, measuring, watering that need to be completed.
Teacher will ask students how plants produce more seeds. Teacher will write responses on whiteboard. Students will get in groups. Teacher will pass out precut fruit to groups. Students will examine the fruit. Students will use digital camera to record their findings. Students may eat the given fruit. Teacher will explain that a tulip will be used to see the parts of a plants life cycle. Teacher will pass out Ready-to-Go page 39. Together the class will examine the photograph. Teacher will pass out Ready-to-Go page 38 and trays to groups. Students will use the picture as a guide to identifying the flower parts. When students have identified all the necessary parts, via the teacher, students will complete page 38 by measuring their flower. Some groups will be given flowers with missing parts. Students will have to identify missing parts. Teacher will use Part 3 of BCPSS Science Curriculum page 7 to 8 to lead discussion. Teacher will explain that once the baby plant has started it will be surrounded by the stored food and will coat the seed. The ovary expands and transforms into the fruit.
Teacher will ask students to answer the following question in their science journal: Other than fruits and flowers, are there other plants that would create seeds? Why is it important for flowers and plants to produce more seeds? Use pictures to create the life cycle of a flower. Be sure to label the parts of the flower and use your knowledge from the lesson.
Assessment: Students will use labeled pictures to demonstrate the life cycle of a flower. Students will identify the importance of flowers and plants producing more seeds.
DAY FIVE
Long Term Objective: We will discover how a variety of seeds transform as they grow by recording our observations on a variety of seeds.
Objective: We will compare our observations of a variety of seeds by completing the final observation.
Materials
Seeds from DAY TWO – FIVE.
Spreadsheet of data
Power point presentation
Pictures of seed growth
KWL chart
Science Journal
Procedure
Students will check their lima beans and record their observations.
Students will present their spreadsheet and power point of data and collection of pictures. Students with Post-it questions will present. Together the questions will be answered. Students will compare their predictions from DAY TWO with their results. Students will complete and present their KWL chart. Students will tend to their lima beans from DAY THREE.
Assessment: Students will compare and contrast their spreadsheets and power points through a presentation. Students will identify variables in the experiment that could be changed to assist with successful growth of the seeds.
DAY SIX
Objective: We will identify a variety of elements in the stages of human development by looking through magazines or online.
Materials
Parenting magazines
Preapproved websites
Descriptions of each stage of human development
Group research starters/points
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 10)
Classroom whiteboard/ dry erase markers
Power point software
Procedure
Students will check their lima beans and record their observations.
Teacher will ask students how are seeds created, protected, and disperse. Teacher will write students’ responses on the whiteboard. Teacher will divide the class into six groups: birth, newborn, child, adolescent, adult, elder. Each group will be given group research points to be researched. Each group will locate how one moves, uses language, abilities, feature changes i.e. skin, hair, height. Students will create a power point presentation for their information.
Assessment: Students will compare and contrast the six human development stages through their power point presentation. Students will explain which stage of growth they are currently in. Students will use the information from the presentation to justify why their answer is correct. Students will answer the following question in science journal: Why is it important for a person to successfully complete each stage of development? What might happen if a person completes the stages out of order?
DAY SEVEN
Objective: We will predict what we will look like at the ages of 14, 44, and 84 by using a baby picture and a current picture as a resource.
Materials
Prepped by teacherà 3 aquariums
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 86 - 87)
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 10 - 11)
Baby pictures of students and family members
Digital camera
Paper
Coloring materials- crayons, markers, paints, water colors
Science journal
Procedure
Students will check their lima beans and record their observations.
Teacher will take a picture of each student and print on paper. Students will take out their baby pictures and their family members. Students will record any observations made about their features. Teacher will pass out present day pictures. Students will compare and contrast the pictures. Students will then predict how they will look at the age of 14, 44, and 84 based on the recorded features and the pictures.
Assessment: Students will create predictions of their futuristic features based off photos of their family members, their baby pictures, and their current photo.
DAY EIGHT until eggs hatch
Long Term Objective: We will identify the stages of a frog’s life cycle by examining eggs as they hatch into frogs.
Daily Objective: We will observe a frog’s life cycle by recording and examining a live frog egg.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 11)
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 55)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 86 - 87)
Prepared aquarium with refilled water
Science journal
Frog eggsà order 4 weeks in advance
Water
Digital camera
Preapproved websites and video
Power point presentation of pictures of growth
Procedure
Students will check their lima beans and record their observations.
Students will get into their groups. Teacher will distribute Ready-to-Go p 55. Students will research the life cycle of a frog by locating websites or video that documents the growth. Students will compare and contrast a frog’s life cycle with the stages of human development by using their notes and their power point presentation. Teacher will inform students that an experiment will be conducted of watching the frog’s life cycle. Students will document the different stages of the frog by taking pictures or drawing pictures. Students will make daily observations. As the tadpoles begin to get bigger the teacher will divide the tadpoles amongst the groups. Groups will continue to make daily observations on their tanks. Teacher will present the aquarium and the frog eggs. Students will document the first stage by taking pictures or drawing pictures. Newborn group will compare and contrast their information in a power point presentation. As a new stage arrives students will present their information.
Assessment: Students will identify the similarities between the frog’s life cycle and the stages of human development, when appropriate. The NEWBORN group will be the first presenter. Students will compare and contrast the growth of the live frog with the research identified.
DAY NINE
Objective: We will identify the similarities between a plant, an animal, and human life cycles by examining our lima bean seeds, our tadpoles and creating a family tree.
Materials
Teacher generated Family Tree Template
Examples of family tree using a person, plant and animalà students have Ready-to-Go p 39 and 55
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 12)
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will present an example of a family tree, using a person, plant and animal. Teacher will focus on the person family tree. Teacher will examine the different stages found within the family tree. Teacher will pass out template to students. Students will complete the family tree using the best of their knowledge. Students will use the names as an outline and create a picture of a tree. Students will present their family tree. Teacher will compare and contrast the students’ family trees. Teacher will compare their family tree to students’. Students will answer the following questions in their journal: What similarities do you notice between your family tree and your classmates’ family trees? What difference do you notice? Students will compare animal, plant, and person life cycles in their science journals.
Assessment: Students compare and contrast person, plant, and animal life cycles. How are the three life cycles similar? How are they different? Use examples from today’s discussion and complete sentences.
DAY TEN
Objective: We will use real life objects to create life cycles by using objects we see on our route to school.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 12)
Visual memory- objects we see on our route to school
Preapproved online pictures and websites for use
Power point presentation
Classroom whiteboard/ dry erase markers
Science Journal
www.Googleearth.com
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will activate students’ visual memory by talking about the different routes that the students take to get to school. Students will tell teacher what living things the students see on this route. Teacher will record the responses on the whiteboard. Teacher will activate Googleearth.com to show the satellite footage of the school and the surrounding areas. Together the group will announce the living object that they see. Teacher will ensure there are not too many repeated objects. Students with the same objects will form groups and individuals will work independently. Students will use approved websites and pictures to create a power point presentation on that living object. Students will present.
Teacher will return to googleearth.com and go to Patuxent High School in Calvert County. Teacher will show the surrounding areas. Teacher will provide four different routes to the school. Students will note similar living objects along the new route. Students will compare and contrast their route with the four given routes.
Assessment: Students will use real world objects to create a power point presentation on that object’s life cycle. Students will compare and contrast their route to that of a rural route.
DAY ELEVEN
Objective: We will create a presentation on a variety of animals that lay eggs by using approved online resources.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 13)
Variety of animal pictures- chicken, snake, penguin, ostrich, duck, elephant, bear, kangaroo, zebra, dog
Preapproved video, website, pictures
Power point presentation
Classroom whiteboard/ dry erase markers
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will place animal pictures on the board. Teacher will ask students knowledge on where babies come from. Teacher will record on whiteboard. Teacher will display two columns- live birth/ hatch from egg. Students will place pictures in proper column. Teacher will divide groups according to animals that lay eggs. Students will create a power point presentation to document how the animals care for the eggs, how the eggs hatch, and how they grow into adults. Students will use preapproved video, website, and picture. Students will present their information.
Assessment: Students will present information on a variety of eggs.
DAY TWELVE
Objective: We will create a presentation on a variety of animals that are born alive by using approved online resources.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 14)
Variety of animal pictures- elephant, bear, kangaroo, zebra, dog
Preapproved video, website, pictures
Power point presentation
Classroom whiteboard/ dry erase markers
Science journal
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will recreate the two columns. Students will be divided amongst born alive animals. Students will create a power point presentation to document how the animals care for the babies and how to ensure that growth is good. Students will use preapproved video, website, and picture. Students will present their information.
After the presentations students will compare and contrast animals that hatch from an egg and born alive in their science journal.
Assessment: Students will present information on a variety of animals born alive.
DAY THIRTEEN
Long Term Objective: We will examine the stages of metamorphosis by observing the life cycle of a fruit fly.
Daily Objective: We will observe a fruit fly’s life cycle by recording and examining the process with live fruit flies.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 61)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 140 - 149)
Fruit fliesà preorder 4 weeks
Spreadsheet
Power point
Classroom whiteboard/ dry erase markers
Science journal
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will distribute Ready-to-Go p61 to students. Together the class will discuss the life cycle of a fruit fly. Teacher will explain that students will need to identify the male and female fruit fly, the egg, the larva, the pupa, and the adult. Students will document the fruit fly’s life cycle by taking pictures, drawing pictures, creating a spreadsheet of the information and growth and then a power point presentation. Students will present the information once the adult has arrived.
Assessment: Students will present information recording the life cycle of a fruit fly.
DAY FOURTEEN
Long Term Objective: We will observe the development of lima bean seeds into a plant by creating a line plot of the growth.
Long Term Objective: We will identify the stages of a frog’s life cycle by examining eggs as they hatch into frogs.
Long Term Objective: We will examine the stages of metamorphosis by observing the life cycle of a fruit fly.
Objective: We will demonstrate our lima beans’ growth by creating a line plot graph and a power point presentation.
Materials
Science journal
Power point
Pictures and notes
Procedure
Students will check their tadpoles and fruit flies and record their observations. Groups will inform teacher if they need to present the comparison stage.
Students will get into their groups. Students have been recording progress since DAY THREE on their lima bean plants. Students will gather all the information and create a power point presentation. Students will discuss the pros and cons of their lima bean’s situations. Each group will present their information.
Assessment: Each group will discuss the pros and cons of their lima bean’s situations.
DAY FIFTEEN
Objective: We will continue to document any open experiments by following the given requirements.
Materials
As needed
Teacher generated assessment
Procedure
Students will continue to document frog and fruit fly’s life cycles. As the frog reaches the adult stage the ELDERLY group will present as well. Students will continue documentation on the fruit fly’s life cycle. As they reach the adult stage the students will complete a summary. Students will turn in summaries to the teacher.
Assessment: Students will be tested on their knowledge of the unit by completing an assessment.
MARYLAND SCIENCE CONTENT STANDARDS
3.0 Life Science – The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
1.0 Skills and Processes – Students will demonstrate the thinking and acting inherent in the practice of science.
MARYLAND SCIENCE INDICATORS
2.3.C.1. Genetics
· Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals.
2.1.A.1. Constructing Knowledge
· Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
2.1.B.1. Applying Evidence and Reasoning
· People are more likely to believe your ideas if you can give good reasons for them.
2.1.C.1. Communicate Scientific Information.
· Ask, “How do you know?” in appropriate situations and attempt reasonable answers when others ask them the same question.
BCPSS SCIENCE CONTENT OBJECTIVES
Introducing and Developing
2.3.C.1.a. Investigate and describe that seeds change and grow into plants.
2.3.C.1.b. Compare and describe the changes that occur in humans during their life cycle (birth, newborn, child, adolescent, adult, elder).
2.3.C.1.c. Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.
2.3.C.1.d. Provide examples, using observations and information from readings that life cycles differ from species to species.
BCPSS SCIENCE SKILLS AND PROCESS OBJECTIVES
2.1.A.1.b. Seek information through reading, observation, exploration, and investigations.
2.1.A.1.c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather information.
2.1.B.1.a. Provide reasons for accepting or rejecting ideas examined.
2.1.C.1.a. Describe things as accurately as possible and compare observations with those of others.
2.1.C.1.c. Draw pictures that correctly portray at least some features of the thing being described
DAY ONE
Objective: We will identify the parts of the lima bean needed for its survival by examining a lima bean with a hand lens.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science. Boston: Houghton Mifflin Company. (pages 66 – 68, 74 - 87)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (page 12 – 14, 98 - 99)
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 33)
Lima beans (presoaked overnight and dry)
Hand Lenses
Digital camera
Classroom whiteboard/ dry erase markers
Science Journal
Teacher generated charts for students’ observations (Dry/Wet Lima Bean Observation)
Procedure
Teacher will activate prior knowledge on the cycle of a plant and animal and the needs of these plants and animals. Teacher will write these thoughts on the whiteboard. Together the class will read Experience Science pages 66 – 68 and 74 - 87. Teacher will use Teacher’s Edition page 12 – 14 during the readings. Students will answer discussion questions from the Teacher’s Edition in their science journal.
Teacher’s Edition 98 – 99. Students will examine dry lima beans. Students will record their observations on their chart. Teacher will distribute hand lenses. Students will record their observation. Students will document their recordings by taking a digital picture of their lima beans and their drawings. Teacher will distribute picture of page 33. Students will compare their lima bean will the given pictures. Students will record their observations on the given chart. Teacher will ask students to predict what would happen if the lima beans were placed in soil and given water? Students will record their prediction in their science journal.
Assessment: Students will identify the parts of their lima bean needed for growth.
DAY TWO, THREE, FOUR, FIVE
Long Term Objective: We will discover how a variety of seeds transform as they grow by recording our observations on a variety of seeds.
Daily Objective: We will record daily growth by examining our seeds.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science. Boston: Houghton Mifflin Company. (pages 56 – 65)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (page 10 - 11)
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 5)
Digital camera
Spreadsheet template created by teacher
Post-it notes
Seedsà pea, radish, corn, lima bean
Paper towel
Hand lenses
Water
Window ledge that receives sunlight
KWL Chart
Classroom whiteboard/ dry erase markers
Science Journal
Procedure
Teacher will divide the class into four groups. Teacher will ask class to recall what a seed needs to grow. Teacher and students will record answers on their KWL chart. Together the class will read Experience Science pages 56 – 65. Teacher will use Teacher’s Edition page 10 - 11 during the readings. Students will answer discussion questions from the Teacher’s Edition in their science journal.
Teacher will tell the groups their assigned seed. Students will describe the plant that is produced from the seed in their science journal. Students will predict what the seeds will look like in their science journal. Teacher will distribute the seeds. Students will record whether their prediction was correct. Students will complete KWL chart based on their seed. Teacher will explain that a damp paper towel will be handed to the group. The group will place the seed in the damp paper towel. Students will record their observations for the next three days until DAY FIVE. The group will observe any growth or change to the seed. Students will record their observations on the Spreadsheet and take a digital picture of their seed. If questions should arise the students will write the question on a Post-it note and place it near the seed. At the conclusion of the experiment the questions will be answered. Students will predict what will happen to the seed when placed in the damp paper towel in their science journal. Teacher will distribute the damp paper towel. Students will place seed in damp paper towel. Students will place the seed on a window edge that receives sunlight. Students will add very little water to the seed daily and record any changes that have occurred to the seed.
Assessment: Students will compare and contrast the variety of seeds through their pictures, drawings, and spreadsheet. Students will complete a KWL chart.
Name: ______________________________ Date: _____________
Directions: Use you knowledge on plants from DAY ONE to complete the chart. Complete the chart when needed.
Questions
What I Know
What I Want to Know
What I Learned
What is the plant’s life cycle?
_______________
_______________
_______________
_______________
_______________
_______________
______________
______________
______________
______________
______________
______________
_____________
_____________
_____________
_____________
_____________
_____________
What do seeds need?
_______________
_______________
_______________
_______________
______________
______________
______________
______________
_____________
_____________
_____________
_____________
What materials are you using?
Seed, damp paper towel, water, window ledge with sunlight
Will the seed survive with limited materials?
_____________
_____________
_____________
_____________
DAY THREE until sprouted
Long Term Objective: We will observe the development of lima bean seeds into a plant by creating a line plot of the growth.
Daily Objective: We will record daily observations in a line plot graph by measuring our lima beans growth with a ruler.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 68 - 69)
Teacher generated spreadsheet for growth graph
Lima Beans soaked overnight
Four types of soilà humus, red clay, sand, loam
Water
Zip lock bags
Group jobsà put soil in bag/ water lima beans, take picture, put lima beans in bag/ water lima beans, record data on spreadsheet
Power Point Presentation
Preapproved websites
Ruler
Digital camera
Procedure
Students will check their beans and record their data using the spreadsheet and the digital camera. Students will add water if needed.
Students will relook and share their predictions from DAY ONE. Students will get with their group. Teacher will explain the experiment. There will be four soil types. Each group will conduct research on their soil (pros and cons). Teacher will distribute the jobs and explain each job. Teacher will distribute soil and Zip lock bags. Students will place soil in bag. Groups will present their information on their soil in a power point presentation. Students will rewrite their predictions based on their soil type. Teacher will distribute lima beans. Students will place lima beans in Zip lock bag and water lima beans. Students will take pictures and record data in spreadsheet.
Assessment: Students will observe their lima beans in their given soil type to conclude which soil will grow seeds successfully.
DAY FOUR
Objective: We will record a variety of elements of a flower by dissecting a flower.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 107 - 108)
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 38 - 39)
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 7 – 8)
Fruit cut to show seeds- apples, oranges, peaches
Tulips- precut tulips/ tulips with missing parts
Trays
Hand Lenses
Metric rulers
Digital camera
Science Journal
Classroom whiteboard/ dry erase markers
Procedure
Students will check their two previous projects, completing any observations, picture taking, drawings, measuring, watering that need to be completed.
Teacher will ask students how plants produce more seeds. Teacher will write responses on whiteboard. Students will get in groups. Teacher will pass out precut fruit to groups. Students will examine the fruit. Students will use digital camera to record their findings. Students may eat the given fruit. Teacher will explain that a tulip will be used to see the parts of a plants life cycle. Teacher will pass out Ready-to-Go page 39. Together the class will examine the photograph. Teacher will pass out Ready-to-Go page 38 and trays to groups. Students will use the picture as a guide to identifying the flower parts. When students have identified all the necessary parts, via the teacher, students will complete page 38 by measuring their flower. Some groups will be given flowers with missing parts. Students will have to identify missing parts. Teacher will use Part 3 of BCPSS Science Curriculum page 7 to 8 to lead discussion. Teacher will explain that once the baby plant has started it will be surrounded by the stored food and will coat the seed. The ovary expands and transforms into the fruit.
Teacher will ask students to answer the following question in their science journal: Other than fruits and flowers, are there other plants that would create seeds? Why is it important for flowers and plants to produce more seeds? Use pictures to create the life cycle of a flower. Be sure to label the parts of the flower and use your knowledge from the lesson.
Assessment: Students will use labeled pictures to demonstrate the life cycle of a flower. Students will identify the importance of flowers and plants producing more seeds.
DAY FIVE
Long Term Objective: We will discover how a variety of seeds transform as they grow by recording our observations on a variety of seeds.
Objective: We will compare our observations of a variety of seeds by completing the final observation.
Materials
Seeds from DAY TWO – FIVE.
Spreadsheet of data
Power point presentation
Pictures of seed growth
KWL chart
Science Journal
Procedure
Students will check their lima beans and record their observations.
Students will present their spreadsheet and power point of data and collection of pictures. Students with Post-it questions will present. Together the questions will be answered. Students will compare their predictions from DAY TWO with their results. Students will complete and present their KWL chart. Students will tend to their lima beans from DAY THREE.
Assessment: Students will compare and contrast their spreadsheets and power points through a presentation. Students will identify variables in the experiment that could be changed to assist with successful growth of the seeds.
DAY SIX
Objective: We will identify a variety of elements in the stages of human development by looking through magazines or online.
Materials
Parenting magazines
Preapproved websites
Descriptions of each stage of human development
Group research starters/points
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 10)
Classroom whiteboard/ dry erase markers
Power point software
Procedure
Students will check their lima beans and record their observations.
Teacher will ask students how are seeds created, protected, and disperse. Teacher will write students’ responses on the whiteboard. Teacher will divide the class into six groups: birth, newborn, child, adolescent, adult, elder. Each group will be given group research points to be researched. Each group will locate how one moves, uses language, abilities, feature changes i.e. skin, hair, height. Students will create a power point presentation for their information.
Assessment: Students will compare and contrast the six human development stages through their power point presentation. Students will explain which stage of growth they are currently in. Students will use the information from the presentation to justify why their answer is correct. Students will answer the following question in science journal: Why is it important for a person to successfully complete each stage of development? What might happen if a person completes the stages out of order?
DAY SEVEN
Objective: We will predict what we will look like at the ages of 14, 44, and 84 by using a baby picture and a current picture as a resource.
Materials
Prepped by teacherà 3 aquariums
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 86 - 87)
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 10 - 11)
Baby pictures of students and family members
Digital camera
Paper
Coloring materials- crayons, markers, paints, water colors
Science journal
Procedure
Students will check their lima beans and record their observations.
Teacher will take a picture of each student and print on paper. Students will take out their baby pictures and their family members. Students will record any observations made about their features. Teacher will pass out present day pictures. Students will compare and contrast the pictures. Students will then predict how they will look at the age of 14, 44, and 84 based on the recorded features and the pictures.
Assessment: Students will create predictions of their futuristic features based off photos of their family members, their baby pictures, and their current photo.
DAY EIGHT until eggs hatch
Long Term Objective: We will identify the stages of a frog’s life cycle by examining eggs as they hatch into frogs.
Daily Objective: We will observe a frog’s life cycle by recording and examining a live frog egg.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 11)
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 55)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 86 - 87)
Prepared aquarium with refilled water
Science journal
Frog eggsà order 4 weeks in advance
Water
Digital camera
Preapproved websites and video
Power point presentation of pictures of growth
Procedure
Students will check their lima beans and record their observations.
Students will get into their groups. Teacher will distribute Ready-to-Go p 55. Students will research the life cycle of a frog by locating websites or video that documents the growth. Students will compare and contrast a frog’s life cycle with the stages of human development by using their notes and their power point presentation. Teacher will inform students that an experiment will be conducted of watching the frog’s life cycle. Students will document the different stages of the frog by taking pictures or drawing pictures. Students will make daily observations. As the tadpoles begin to get bigger the teacher will divide the tadpoles amongst the groups. Groups will continue to make daily observations on their tanks. Teacher will present the aquarium and the frog eggs. Students will document the first stage by taking pictures or drawing pictures. Newborn group will compare and contrast their information in a power point presentation. As a new stage arrives students will present their information.
Assessment: Students will identify the similarities between the frog’s life cycle and the stages of human development, when appropriate. The NEWBORN group will be the first presenter. Students will compare and contrast the growth of the live frog with the research identified.
DAY NINE
Objective: We will identify the similarities between a plant, an animal, and human life cycles by examining our lima bean seeds, our tadpoles and creating a family tree.
Materials
Teacher generated Family Tree Template
Examples of family tree using a person, plant and animalà students have Ready-to-Go p 39 and 55
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 12)
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will present an example of a family tree, using a person, plant and animal. Teacher will focus on the person family tree. Teacher will examine the different stages found within the family tree. Teacher will pass out template to students. Students will complete the family tree using the best of their knowledge. Students will use the names as an outline and create a picture of a tree. Students will present their family tree. Teacher will compare and contrast the students’ family trees. Teacher will compare their family tree to students’. Students will answer the following questions in their journal: What similarities do you notice between your family tree and your classmates’ family trees? What difference do you notice? Students will compare animal, plant, and person life cycles in their science journals.
Assessment: Students compare and contrast person, plant, and animal life cycles. How are the three life cycles similar? How are they different? Use examples from today’s discussion and complete sentences.
DAY TEN
Objective: We will use real life objects to create life cycles by using objects we see on our route to school.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 12)
Visual memory- objects we see on our route to school
Preapproved online pictures and websites for use
Power point presentation
Classroom whiteboard/ dry erase markers
Science Journal
www.Googleearth.com
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will activate students’ visual memory by talking about the different routes that the students take to get to school. Students will tell teacher what living things the students see on this route. Teacher will record the responses on the whiteboard. Teacher will activate Googleearth.com to show the satellite footage of the school and the surrounding areas. Together the group will announce the living object that they see. Teacher will ensure there are not too many repeated objects. Students with the same objects will form groups and individuals will work independently. Students will use approved websites and pictures to create a power point presentation on that living object. Students will present.
Teacher will return to googleearth.com and go to Patuxent High School in Calvert County. Teacher will show the surrounding areas. Teacher will provide four different routes to the school. Students will note similar living objects along the new route. Students will compare and contrast their route with the four given routes.
Assessment: Students will use real world objects to create a power point presentation on that object’s life cycle. Students will compare and contrast their route to that of a rural route.
DAY ELEVEN
Objective: We will create a presentation on a variety of animals that lay eggs by using approved online resources.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 13)
Variety of animal pictures- chicken, snake, penguin, ostrich, duck, elephant, bear, kangaroo, zebra, dog
Preapproved video, website, pictures
Power point presentation
Classroom whiteboard/ dry erase markers
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will place animal pictures on the board. Teacher will ask students knowledge on where babies come from. Teacher will record on whiteboard. Teacher will display two columns- live birth/ hatch from egg. Students will place pictures in proper column. Teacher will divide groups according to animals that lay eggs. Students will create a power point presentation to document how the animals care for the eggs, how the eggs hatch, and how they grow into adults. Students will use preapproved video, website, and picture. Students will present their information.
Assessment: Students will present information on a variety of eggs.
DAY TWELVE
Objective: We will create a presentation on a variety of animals that are born alive by using approved online resources.
Materials
Baltimore City Public School System. (2010). Science Curriculum Guide, Part Three, Second Grade Units of Instruction. Baltimore City: Baltimore City Public School System. (p 14)
Variety of animal pictures- elephant, bear, kangaroo, zebra, dog
Preapproved video, website, pictures
Power point presentation
Classroom whiteboard/ dry erase markers
Science journal
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will recreate the two columns. Students will be divided amongst born alive animals. Students will create a power point presentation to document how the animals care for the babies and how to ensure that growth is good. Students will use preapproved video, website, and picture. Students will present their information.
After the presentations students will compare and contrast animals that hatch from an egg and born alive in their science journal.
Assessment: Students will present information on a variety of animals born alive.
DAY THIRTEEN
Long Term Objective: We will examine the stages of metamorphosis by observing the life cycle of a fruit fly.
Daily Objective: We will observe a fruit fly’s life cycle by recording and examining the process with live fruit flies.
Materials
Houghton Mifflin. (2008). Maryland: Experience Science, Grade 2 Ready-to-Go Resources. Boston: Houghton Mifflin Company. (p 61)
Houghton Mifflin. (2008). Maryland: Experience Science, Teacher’s Edition. Boston: Houghton Mifflin Company. (p 140 - 149)
Fruit fliesà preorder 4 weeks
Spreadsheet
Power point
Classroom whiteboard/ dry erase markers
Science journal
Procedure
Students will check their lima beans and tadpoles and record their observations. Groups will inform teacher if they need to present the comparison stage.
Teacher will distribute Ready-to-Go p61 to students. Together the class will discuss the life cycle of a fruit fly. Teacher will explain that students will need to identify the male and female fruit fly, the egg, the larva, the pupa, and the adult. Students will document the fruit fly’s life cycle by taking pictures, drawing pictures, creating a spreadsheet of the information and growth and then a power point presentation. Students will present the information once the adult has arrived.
Assessment: Students will present information recording the life cycle of a fruit fly.
DAY FOURTEEN
Long Term Objective: We will observe the development of lima bean seeds into a plant by creating a line plot of the growth.
Long Term Objective: We will identify the stages of a frog’s life cycle by examining eggs as they hatch into frogs.
Long Term Objective: We will examine the stages of metamorphosis by observing the life cycle of a fruit fly.
Objective: We will demonstrate our lima beans’ growth by creating a line plot graph and a power point presentation.
Materials
Science journal
Power point
Pictures and notes
Procedure
Students will check their tadpoles and fruit flies and record their observations. Groups will inform teacher if they need to present the comparison stage.
Students will get into their groups. Students have been recording progress since DAY THREE on their lima bean plants. Students will gather all the information and create a power point presentation. Students will discuss the pros and cons of their lima bean’s situations. Each group will present their information.
Assessment: Each group will discuss the pros and cons of their lima bean’s situations.
DAY FIFTEEN
Objective: We will continue to document any open experiments by following the given requirements.
Materials
As needed
Teacher generated assessment
Procedure
Students will continue to document frog and fruit fly’s life cycles. As the frog reaches the adult stage the ELDERLY group will present as well. Students will continue documentation on the fruit fly’s life cycle. As they reach the adult stage the students will complete a summary. Students will turn in summaries to the teacher.
Assessment: Students will be tested on their knowledge of the unit by completing an assessment.
Sunday, May 2, 2010
Here we go!!
Well, I've never had a blog before so this will be very interesting. I can't wait for the next eight weeks!
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