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Comprehending and developing understanding of the life cycle of a plant.

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Presentation on theme: "Comprehending and developing understanding of the life cycle of a plant."— Presentation transcript:

1 Comprehending and developing understanding of the life cycle of a plant.

2  Objectives: Our objectives for this week:  A. Formulate predictions  B. Demonstrate comprehension of our story.  C. Brainstorm knowledge pertaining to plant life cycles.  D. Use illustrations and mental images to gain understanding.  E. Relate context to prior knowledge.

3  s/plants/label/plantsimple/ s/plants/label/plantsimple/  Plant parts (Preassessment)  Using the smart board we will label the parts of the plant. Label your individual plant while we work together on the board.  Brainstorm the basic requirements for plant life.  Divide into 4 groups, each group will receive a seed pack with a card explaining how to “plant” your seed.

4  Take your seed bag and “plant” the seed in the given container. Cards will suggest items to leave out when planting the seed. Suggestions include:  1. Group 1 will plant seed in soil, place in a well lighted environment.  2. Group 2 will plant seed with necessary soil, but will place cup in a dark area.  3. Group 3 will place seed on window sill with no soil. (representing the seed that fell by the wayside)  4. Group 4 will take planted seed to a cold environment.

5  cts1b.html cts1b.html  Using the above website students will explore the various plant parts and the necessary environmental factors for a plant to show growth.  (Advanced assignment)

6  Basic group-Flower vowel sound bingo.  Below Basic group-letter sound flower bingo.  Proficient- es_ftp/client_ftp/ks2/science/plants_pt2/ es_ftp/client_ftp/ks2/science/plants_pt2/  A mini webquest on plant life cycles and plant requirements.

7  Students will follow in book as the story is displayed on the white board and read to them. As the story is read, students will keep a word journal of vocabulary they are unfamiliar with and needs reinforcing. Teacher will pause story to have students make predictions about what will take place next. When students make predictions they will work on a flip book creating the images they believe would take place next. Use illustrations as context clues to discover word meaning.  Brainstorm sentences using vocabulary words in group and help clarify unfamiliar words and meanings.  Paired buddy reading with mixed reading abilities.

8  Assessment:  1.Story selection test. (below basic will have test read to them) (Advanced learners will take the constructed response test covering the story.) Basic and proficient will test independently.  Students will create a report with illustrations answering questions such as what happened, why did it happen, how did the plant grow? Etc.)

9  Reteaching  Students will take on the role of the tiny seed and draw or write paragraphs documenting what happened on the seed’s journey. Elements will include: what happened to “friends”, what the tiny seed is looking for to grow, and feelings the tiny seed experienced.

10  Closure:  Sing along together : ntparts.html


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