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L IFE CYCLE OF A F LOWERING PLANT By Saima Naureen, Kay Jeffrey, & Inna Shenker Ed. 7204T Spring 2011 Prof. O’Connor-Petruso.

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Presentation on theme: "L IFE CYCLE OF A F LOWERING PLANT By Saima Naureen, Kay Jeffrey, & Inna Shenker Ed. 7204T Spring 2011 Prof. O’Connor-Petruso."— Presentation transcript:

1 L IFE CYCLE OF A F LOWERING PLANT By Saima Naureen, Kay Jeffrey, & Inna Shenker Ed. 7204T Spring 2011 Prof. O’Connor-Petruso

2 T ABLE OF CONTENT Lesson #Bloom’s TaxonomyGardner’s MI (s)Additive 1. From Seed to Germination Comprehension Application Verbal-LinguisticGraphic Organizer- KWL chart Science Experiment Picto-graph 2. Process of Photosynthesis Application Analysis Interpersonal Bodily-Kinesthetic Diagrams Music Video 3. Parts of a Flower Knowledge Synthesis Verbal-Linguistic Interpersonal Naturalist Fresh Flowers Grouping Objects Diagrams 4. Pollination AnalysisVerbal-Linguistic Visual-Spatial Filamentality Web Page 5. Process of Fertilization SynthesisVerbal-Linguistic Mathematical-Logical Scavenger Hunt 6. Seed Dispersal Comprehension Application Mathematical-Logical Visual-Spatial Naturalist Grouping Objects Scavenger Hunt Picto-graph

3 L ESSONS O NE : F ROM S EED TO G ERMINATION Standards: NCTM Math Skills: Process Standards:  Problem Solving  Communication  Representation NAEP Process Skills:  Scientific Inquiry: (S4.2)  Technology: (T4.1)  Life Science: (L4.1) The ISTE NETS and Performance Indicators for Students  Creativity and Innovation: (a) & (d)  Communication and Collaboration: (d)  Critical Thinking, Problem Solving, and Decision Making: (b)  Technology Operations and Concepts: (a)

4 L ESSON O NE : F ROM S EED TO G ERMINATION Behavioral Objectives Students will be able to:  List conditions necessary for germination.  Complete KWL chart.  Create a picto-graph showing which seed germinate first. Bloom’s Taxonomy:  Comprehension  Application Gardner’s Multiple Intelligences:  Verbal-Linguistic Children’s Literature:  How a Seed Grows by Helene J. Jordan.

5 L ESSON ONE : FROM SEED TO GERMINATION Student Performance Based Product: KWL Seeds need soil to germinate. Can seed germinate if we use hot water? Seed can germinate with little bit of moisture either with cold or hot water. Seeds need moisture to germinate. Can seed germinate if we leave it in the dark? Seeds can germinate in the dark place.

6 L ESSON ONE : FROM SEED TO GERMINATION Student Performance Based Product: DAYSSOIL WITH MOISTURE IN SUNLIGHT SOIL WITH MOISTURE IN THE DARK SOIL WITH MOISTURE IN THE FREEZER DRY SOIL

7 LESSON FOUR: POLLINATION Standards: NCTM Math Skills: Process Standards:  Communication  Reasoning and Proof Content Standards:  Data Analysis and Probability  Number and Operations NAEP Process Skills:  Scientific Inquiry: (S4.4)  Technology: (T4.1)  Life Science: (L4.5) & (L4.6) The ISTE NETS and Performance Indicators for Students  Communication and Collaboration: (d)

8 LESSON FOUR: POLLINATION Behavioral Objectives Students will be able to:  Define pollination and name three agents of pollination.  Classify 2 diagrams of flowers as self pollination of cross pollination.  Illustrate and present or write at least two sentences about each type of pollination. Bloom’s Taxonomy:  Analysis  Evaluation Gardner’s Multiple Intelligences:  Verbal-Linguistic  Visual-spatial Children’s Literature:  The Reason for a Flower by Ruth Heller

9 LESSON FOUR: POLLINATION Student Performance Based Product: Worksheet: Name_________________ Answer each question In your own words, define pollinatinon ………………………………………………………… Three agents of pollination are:…………………….., ………………………… and …………………….. Make illustrations to show both self and cross pollination or write two sentences about each

10 LESSON FOUR: POLLINATION Put arrows to show cross pollination. What type of pollination is being illustrated?

11 LESSON 6: SEED DISPERSAL Standards: NCTM Math Skills: Process Standards:  Communication  Reasoning and Proof Content Standards:  Data Analysis and Probability  Number and Operations NAEP Process Skills:  Scientific Inquiry: (S4.1) & (S4.4)  Technology: (T4.1)  Life Science: (L4.5) The ISTE NETS and Performance Indicators for Students  Communication and Collaboration: (d)

12 L ESSON 6: S EED D ISPERSAL Behavioral Objectives Students will be able to:  Explain the meaning of seed dispersal and sort seeds according to their dispersal method.  Describe four ways in which different seeds are dispersed.  Discuss the implications of different methods of seed dispersal Bloom’s Taxonomy:  Comprehension  Application  Analysis Gardner’s Multiple Intelligences:  Visual-spatial  Naturalist  Mathematical-Logical Children’s Literature:  A Tiny Seed by Eric Carle

13 L ESSON 6: S EED D ISPERSAL Student Performance Based Product: Name…………………………… The graph represents the number of plants that were grown after seeds were dispersed. Answer the questions that follow. Questions: Which plant dispersed the most seeds? How can you tell? Which seed resulted in the least plants? Why? Which two plants probably dispersed the same number of seeds? Name three seeds that are likely to be dispersed in an uncontrolled way.

14 RESOURCES Filamentality Website: Scavenger Hunt:  waytogrow.htm waytogrow.htm  Web 2.0 Tool (Videos):  Prof. Peter Weatherall’s Video  dvd.htm dvd.htm


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