ALIGNMENT TABLE FOR YOUR LESSON PLAN Topic: Carnivorous Plants/Venus Fly Trap grade level __3rd_____

SCIENCE PROCESSES - INQUIRY (your Explore section)Lesson Objective2 pts

The students will be able to classify different plants on a chart according to their physical features.

Michigan GLCE2 pts

S.IP.S.IP.03.16 Make a purposeful observation of the natural world using the appropriate senses.

NSE standard1 pt

Evidence, Models, and Explanation: Showing children examples and specimens.

Process Skill1 pt

The students will use the process skill of classifying. They will classify by grouping examples of plants according to their physical features.

5E step1 pt

The students will classify different kinds of plants on a chart. I will have examples, which will be pictures as well as a few physical examples that I will bring in, so they can touch them as well. They will decide under which category they belong according to its physical features. We will discuss their similarities and differences.

Thinking Level1 pt

They will be at the orange level because students are classifying or grouping types of plants based on prior knowledge and inference.

LIFE SCIENCE CONTENT (your Explain section)Lesson Objective2 pts

Students will be able to describe the function of germination, growth, and reproduction of the Venus Fly Trap.

Michigan GLCE2 pts

L.OL.03.31 Describe the function of the following plant parts: flower, stem, root and leaf.

NSE standard1 pt

Form and Function: Looking at the function (Physiology) of some plant or animal- How the plant or animal functions in life.

MR. H2O1 pt

Reproduction and Metabolism

5E step1 pt

I will explain the Venus Fly Trap and its function of its different parts, including germination and growth. I will also cover its function of its sticky mouth and briefly cover reproduction. While I am explaining these concepts, they will complete a worksheet.

Thinking Level1 pt

The students will be at the red level by explaining in their own words the function of its different parts including germination, growth, and briefly reproduction.

SCIENCE PROCESSES – REFLECTION AND SOCIAL IMPLICATIONS (your Elaborate section)Lesson Objective2 pts

The students will be able to illustrate what would happen if the Venus Fly Trap did not have a mouth.

Michigan GLCE2 pts

S.RS. Describe the effect humans and other organisms have on the balance of the human word.

NSE standard1 pt

Evolution and Equilibrium: Looking at an animal or plant adaptations help it to survive in some particular environment.

Process Skills1 pt

The students will be using the communication process of written symbols by illustrating what would happen if a Venus Fly Trap did not have a sticky mouth.

5E step1 pt

To elaborate on the content of the Venus Fly Trap, I will have them think further by asking the question, “What if the Venus Fly Trap did not have a sticky mouth”?

Thinking Level1 pt

They will be at the green thinking level by predicting what if the trap did not have a sticky mouth, and then what would happen.

Materials List and Time Estimates

1. Please separate your materials into a Children’s List and a Teacher’s List.

2. Where applicable, provide quantities for your items.3. Please include all books, websites, props, supplies, etc.

that you will need during the lesson

Children’s list of materials Teacher’s list of materialsExplain section worksheet and map Venus Fly Trap/Garden hat & puppet

Colored pencils and markers Poster board and pictures of plants

Examples of plants

Explain section worksheet for the students to fill outMap of the United States

Colored pencils and markers

Blank paperVenus Fly Trap book

Pointer

Tape

Please include every thing you intend to bring and use during your lesson and separate into materials for the children and materials for the teacher.

If you need more space for your materials lists,continue on a separate sheet and attach to this page.

Time EstimatesPlease indicate how many minutes each section of the 5E cycle will

take.Generally you can use:

5 minutes for Pre-Assessment 10 minutes for Engage15 minutes for Explore 15 minutes for Explain

10 minutes for Elaborate 5 minutes for Evaluation

Pre-Test 5-6 minutesEngage 10 minutesExplore 10 minutesExplain 15 minutesElaborate 10 minutesEvaluate 5-8 minutes

Pre-Assessment

1. What type of assessment (thinking map, graphic organizer, objective questions, etc.) do you want to use for your pre-assessment?

The type of assessment I will use is a graphic organizer/thinking map, which will be a bubble map.

2. How will you use this particular assessment tool to help you determine your students’ base knowledge of your topic. Please do not use a KWL. We want you to be able to record a numerical score on each student’s pre-assessment so you can compare their pre-assessments with their post-assessments.

This particular assessment tool will help me to determine my students’ base knowledge of my topic by seeing how many individual details they know about the topic very quickly.

3. Why do you think this is the best possible method for assessing for your group?

I think this is the best possible method for assessing my group because it is a quick and simple way to see how much they know at a glance and can be easily compared to other students and makes a clearly defined “before” and “after”.

4. Are you planning on using the same pre-assessment as post-assessment?

I am planning on using the same pre-assessment as post-assessment.

5. Where did you find your pre-assessment? Does it come from a published source or did you create it yourself. If it is published, please list the reference for it in your bibliography.

I got my source from my Biology 303 course pack. Liggit, Dr. Peggy, K-14 Biology for the 21 st Century . Hayden McNeil, Plymouth: MI, 2010.

6. Please attach here a blank copy of your pre-assessment and a copy of your pre-assessment answer key. (You will need to have an electronic version of your pre-assessment and post-assessment to attach in Livetext.)

7. Please provide point values for your pre-assessment questions and type them on your pre-assessment answer key.

8. Please indicate which content objectives and GLCEs are being tested in your pre-assessment.

S.IP.03.16 Construct simple charts and graphs from data and observations.

9. Please include a Title for your pre-assessment, and print the words ‘Pre-Assessment’ at the top of your blank and filled-in assessment copies. And put a place at the top of the sheet where your children can write their name on their own pre-assessment.

The title for my pre-assessment is “What I Know About the Venus Fly Trap”.

10. **Please remember to collect your children’s pre-assessments and post-assessments before you leave your school. You will need your assessments to successfully complete your Reflections assignment, due later in the term after our school visit is over.**

ENGAGE and CONNECTION Section

ENGAGE SECTION

‘Engage’ is where your students will first encounter your topic. You want to grab their attention here, and hook their interest. We also want your students to understand the relevancy of your topic to their own lives, so we will have you make some kind of Michigan (or USA) connection with your topic. Please format your Engage and Connection section assignment to the outline below.

Your Lesson topic: Grade level:

Carnivorous Plants/the Venus Fly Trap 3rd Grade

How do you want to engage or ‘hook’ your childrens’ interest with your topic? Please fill in each of these four boxes.

Concepts and resources: Relevance:1. Will you read a story, show a film clip or video, use a power point show? To engage my students, I will an interesting plant book.

2. Please list citations for your book, film clip, video, etcRelf, Patricia. The Magic School Bus Plants Seeds: A Book About How Living Things Grow. New York: Scholastic Inc, 1995.

3. How and why is this [story, film clip, video, power point show] relevant to your lesson topic?

This story is relevant to my lesson topic because the book is about plant growth and even though I am talking about the Venus Fly Trap, they grow in similar ways, which is how it is relevant to the Venus Fly Trap.

4. Will you be using an interesting object or prop in this section (skull, fossil, toy or stuffed animal, real animal, etc.)

I will be using interesting objects.

List objects and props here.1. A hat that will resembles a garden of plants and flowers.2. A mechanical Venus Fly Trap.3. Physical examples of plants and flowers.

How and why are your props relevant to your lesson topic?My props are relevant to my lesson topic because we will be discussing plants and flowers, including Venus Fly Traps, so I feel that my hat will be interesting and catch the student’s attention, especially the boys. How my props are relevant to my topic is we are discussing plant growth and my hat will literally be a garden, which I think will be interesting to them.

CONNECTION TO MICHIGAN SECTION

We want our lessons to be relevant to children who live in Michigan. Look for a relevant local (southeast MI), state (Michigan), regional, or country-wide connection online.

Note your reference or references for your connection here (include a hyper-link from the Internet, newspaper article reference, magazine reference, etc.)

My Michigan or US connection for my lesson is: (describe here)

My Michigan or US Connection for my lesson is they are meat eater who eats insects such as spiders, moths, and slugs, which are the same type that can be found in their backyards at their home or in the playground at school here in the state of Michigan. I would emphasize or explain that Venus Fly Traps are not native to Michigan and live in the tropics, which is a different ecosystem system from Michigan.

The reference(s) for my connection is: (include website hyper-link or hardcopy references here)

Botanical Society of America. “The Mysterious Venus Fly Trap” http.//www.botany.org/bsa/misc/carn.html

EXPLORE SECTION

‘Explore’ is where your students have the opportunity to get directly involved with phenomena and materials. Please format your Explore section assignment to the outline below.

Your Lesson topic: Grade level:Venus Fly Trap 3rd GradeScience Process Standard(s) addressed:

Which ‘Inquiry Process’ or ‘Inquiry Analysis and Communication’ Standard(s) from the MI GLCE are you using during EXPLORE?Indicate the COMPLETE GLCE code(s) and accompanying statement(s) of expectation that you are addressing here in your EXPLORE section

S.IA.03.11 Summarize the information from the charts and graphs to answer scientific questions.

Objective(s) you created for EXPLORE

Your objective(s) for the EXPLORE section should coincide with the GLCE standards that you have indicated above. State your specific Science Process objective(s) here:

Objective 1: Students will be able to classify plants according to their physical features using a chart.

Please describe your Inquiry activity.Provide details on how you plan to conduct your inquiry activity

The students will classify various plants using the chart that I have made. The chart will have three columns of types of plants, which will include carnivorous plants, conifer/pine trees, and flowering plants. There will be eight pictures total with the names of the plants, so three per column. Each will have their own chart, so they can use it for reference at school or home, but will work together to match the appropriate pictures with the appropriate plant type. Once they have done this, each student will take turns placing their answers on my giant poster board classification chart. We will discuss after similarities and differences, so they understand why each plant goes with each category. I will also have physical example of one type from each category, so three in total for interest and they can explore by using their senses.

What visual aids and materials will you need to conduct your activity? List them here.

See attached Who am I? Classifying sheet.

How do you intend to collect data from your children during your activity.Please explain here.

How I intend to collect data from my students is once they decide with their mini chart of where each picture or example belongs, they will each take turns putting the pictures under the appropriate column on my giant poster classification chart.

Where did you find your activity?Indicate here the reference source for your inquiry activity.

Please include a website hyperlink if you used an Internet site.

My references for my activity are the pictures that I have collected. The websites are as follows:

Conifer/Pine Trees:Spruce: www.ashcroftfarm.comRed pine: www.google.com/imagesCedar: www.google.com/images

Flowering Plants:Cherry: http://cwis.marywood.edu Lilac: www.gardenersnet.comCrabapple: http://www.donnan.com/flowering-crabapples.htm

Carnivorous Plants:Pitcher: http://travel.mongabay.comTrumpet: www.wildgarden.comVenus Fly Trap: www.mooseycountrygarden.com

Data collection tablePlease show, in table format like the sample here, how you will record your data during your inquiry activity. Include a copy of your data table here. Or attach it to this assignment if you need more room.

[EXAMPLE OF DATA TABLE FORMAT]Children’s names Data collected_____________________________

WHO AM I?CLASSIFYING PLANT SHEET

CARNIVIOUS PLANTS CONFIER TREES FLOWERING PLANTS

EXPLAIN SECTION

“Explain” is where you provide details on all the content and concepts about your topic that you want your students to walk away with. Please format your explain section assignment to the outline below.

Lesson Plan Topic: Grade Level:

Venus Fly Traps 3rd Grade

Life Science Standard(s) addressed: Which Life Science Standards from the MI GLCE are you using during EXPLAIN? You may be using only one of the 3 categories below or a combination; indicate the COMPLETE GLCE code and accompanying statement of expectation that you are addressing here in your EXPLAIN section.

1) Organization of Living Things: L.O.L.03.31 Describe the function of the following parts of the plants: flower, stem, root, and leaf.

Objective you created for EXPLAINYour objective(s) for the EXPLAIN section should coincide with the GLCE standards that you have indicated above. State your specific content objective(s) here:

Objective 1: Students will be able to describe the parts and function, habitat, and growth of a Venus Fly Trap.

Objective 2:

Concepts to be Introduced:Examples of concepts you might introduce for various animals might include: life cycles, adaptations, classification, habitat info, reproductive abilities, unique characteristics, status of species - endangered, domesticated or wild. Examples of concepts for body systems might include: organs of the system and how they relate to the whole system, where they are located in the body, diseases of these organs, etc.

Concept 1: Venus Fly Trap: This includes parts of the plant and their functions.

ALL Vocabulary Words you included as part of this concept:

Triggers: Stiff hair

Special juice- This a juice, which oozes from the inside the trap’s leave when the fly stops moving.

Concept 2: Habitat: This includes where it is found, what the weather is like, and food sources.Bog: Land that has very wet, spongy soil.Carnivorous: Meat-eating

ALL Vocabulary Words you included as part of this concept:

Concept 3: Growth: This includes photosynthesis, spring-summer flowering, and maturity.

ALL Vocabulary Words you included as part of this concept:Carbon Dioxide: A part of air that helps plants to make food.Chlorophyll: The green substance found in plants to make its food.Nitrogen: Gas in the air that is found in all living thingsNectar: A sweet liquid that flowers make.Pollen: Yellow powder from a flower that is needed to make seeds.Stamens: The parts of the flower where pollen grows.Ovules: Baby seeds. Rhizomes: Stems that grow sideways underground.

Summary of interaction during EXPLAIN Please address each of these three points in your summary description.

1. On the next page, provide a summary of how you will give this information to your students. Explain the steps of your content delivery process here. Will you work with them on individual or whole group thinking maps to help them organize your details? Will you be writing on a poster board or bringing out and displaying diagrams to provide facts on your topic?

2. Give a brief “big-picture” description of how you expect your EXPLAIN section to unfold as you introduce this section to your students. Tell what their involvement in capturing information during this section will be, using what type of worksheet or info gathering tool you plan to have them use.

3. How will you expect students to gather and absorb the information you tell and show during this time – will they use a worksheet you created or found online? Will you have them fill-in a journal page on the topic, take notes on a notepage you provide them, or use a poster board/chalk board/concept map drawing, or another form of organization and retention tool?

Summary:

Once my pre-assessment, engage, and explore are done, I will begin my explain section. I will explain to them that we will answer questions on a worksheet and look at them together to see what they are looking for once we begin and we will be working as a whole group. My first concept covered will be the plant itself, which includes parts of the plant and their function. I will discuss the sticky mouth or trap and its main function and the students will show how the trap works with their hands. I will then discuss their habitat and show them a map of the USA and have the students place a small picture of which area they belong in the USA, which is North and South Carolina and show a picture of a bog and what it looks like. Their worksheet will also have a map in which they will color in of where they come from. I will also have pictures of what kinds of insects they eat. My last concept will be growth, which includes photosynthesis and the spring-summer flowering. I will have a diagram of a flowering Venus Fly Trap on a poster board and the children will assist me as I explain and they help me to label it.

ELABORATE SECTION

‘Elaborate’ is where your students will have the opportunity to apply their understanding of the concepts they have learned from you during your lesson. Please format your Elaborate section assignment to the outline below.

Lesson Plan Topic: Grade Level:Venus Fly Traps 3rd Grade

Reflection and Social Implications Standard(s) addressed: Which Reflection and Social Implications Standards from the MI GLCE are you using during ELABORATE? Indicate the COMPLETE GLCE code and accompanying statement of expectation that you are addressing here in your ELABORATE section.

S.RS.03.11 Students demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

Objective(s) you created for ELABORATE (we want you to have the children thinking at the Divergent Thinking (green) level)Your objective(s) for the ELABORATE section should coincide with the GLCE standards that you have indicated above. State your specific Reflections objective(s) here:

Objective 1: Students will be able to illustrate what would happen if Venus Fly Traps did not have a sticky mouth.

How do you intend to have your children apply

knowledge that you have just taught?What is your ‘What if…..?’ question? Write it here.

To have the children apply knowledge that I have just taught, my “What if…” question is, “What if the Venus Fly Trap did not have a sticky mouth”?

What form of activity or discussion do you want to use to help the childrenapply their new knowledge? Describe your activity or discussion plans here in

detail.

The form of activity that I want to use to help the children apply their knowledge is illustrating what they think would happen if the Venus Fly Trap did not have a sticky mouth by drawing it. This will allow them to use models or if some prefer to write, then they may do that if that is how they learn better. This helps them to practice making predictions as well. We will discuss their thoughts and ideas once they have completed this.

What visual aids, books, magazines, props, objects do you intendto use to support your Reflections activity or discussion

and ‘What if…?’ question. List them here

The visual aid I would use to support my reflection activity and discussion would be an informational book on the Venus Fly Trap to show them pictures of their sticky mouth and how they trap their food, paper, crayons, and colored pencils.

What is the source for your Elaborate activity, if you are using an activity. If it is from an Internet site, please include the website hyper-link.

Kudlinski, V. Kathleen. Venus Fly Traps. Minneapolis: Minnesota, Lerner Publishing Co., 1998

Evaluation: Post-Assessment Section

1. What type of assessment (thinking map, graphic organizer, objective questions, etc.) do you want to use for your post-assessment?

I will be using a thinking map/graphic organizer, which will be a bubble map.

2. How will you use this particular assessment tool to help you determine your students’ base knowledge of your topic.

Please do not use a KWL. We want you to be able to record a numerical score on each student’s post-assessment so you can compare their pre-assessments with their post-assessments.Remember, your post- and pre-assessments must cover the same objectives for a relevant comparison.

This particular assessment tool will help me to determine my student’s basic knowledge of the topic by giving a clear picture of what they know “before” and “after” by including the most basic information. Seeing them add on to prior knowledge is a key element, which will be clearly defined by using this assessment tool. 3. Why do you think this is the best possible method for assessing for your group.

I think this is the best possible method for assessing my group because it is a quick and simple way to see how much they know at a glance and can be easily compared to other students and makes a clearly defined “before” and “after”.

4. Where did you find your post-assessment? Does it come from a published source or did you create it yourself. If it is published, please list the reference for it in your bibliography.

I got my source from my Biology 303 course pack. Liggit, Dr. Peggy, K-14 Biology for the 21 st Century . Hayden McNeil, Plymouth: MI, 2010.

5. Please attach here a blank copy of your post-assessment and a copy of your post-assessment answer key. (You will need to have an electronic version of your post-assessment and pre-assessment to attach in Livetext.)

6. Please provide point values for your post-assessment questions and type them on your post-assessment answer key.

7. Please indicate which content objectives and GLCEs are being tested in your post-assessement.

S.IP.03.16 Construct simple charts and graphs from data and observations.

8. Please include a Title for your post-assessment, and print the words ‘Post-Assessment’ at the top of your blank and filled-in assessment copies. And put a place at the top of the sheet where your children can write their name on their own post-assessment.

9. **Please remember to collect your children’s post-assessments and pre-assessments before you leave your school. You will need your assessments to

successfully complete your Reflections assignment, due later in the term after our school visit is over.**

Science Safety and Behavior Management within your Lesson

As you teach your BIO 303 lesson plan this term, you will experience a modified version of what it might be like to teach an entire class your lesson. One difference, however, might be the environment in which you address your

students.

You will be in small group settings, located near several of your peers who will be teaching at the same time. You may be in a hallway with

classmates as he or she teaches a different group of students. You will need to address student behavior and group interaction during your lesson

to ensure the safety of your students and a smooth outcome of your objectives and goals.

Please tell how you will address: Distractions in the classroom (Other groups or within your own group of students

because of student behavior)

I will address distractions in my classroom by asking specific students an unrelated question to get their attention and making my materials colorful so they are interested and engaged in my lesson and not others.

Noise levels within the classroom or your own group

I will address noise levels within my own group by having some type of procedure, which is to countdown from “10” and having them giving me a signal after that they are being quiet such as a thumbs up and ready to continue with the lesson,

Seating arrangements and flexibility you may need based on your location

My seating arrangements will be in a circle because I want all of my students to see my plants and props or they will sit next to one another based on how much room we have,

Precautions you and students might need to take to carry out any part of your 5-E lesson (is there exercise or movement involved, will they need to wash hands, put on goggles, taste foods? Be aware that children in your group may have allergies.)

The only precaution that there would be is to wash their hands before and after the lesson since they are playing with plants and other students have been touching them.

Handling of any props you bring

The only major safety precaution for my students to follow is during the explore section when they are classifying the plants are to be gentle with the props, which will be the plants, so they do not get dropped and they may look at them one at a time to avoid knocking them over.

Handling of materials students will use. Be aware that classrooms may not have sinks in the room. (i.e. scissors, glue, water)

The only major safety precaution would be that if they do use glue, to make sure they put the lid on properly and return them to me. I will have paper towel with water on it from the bathroom, so they can wash their hands. They will not be using scissors because the pictures will already be cut out.

PLAN DIFFERENTIATION AND BEHAVIOR MANAGEMENT

We want you to recognize that behavior management is key to students’ safety and a successful lesson experience.

Please choose any two categories of diverse learners from this list.

1. English as a Second Language (ESL)

2. Gifted / Talented Children

3. Students with special needs (visually impaired, hearing impaired, POHI, EI, etc.)

(you can pick your two from this particular group if you want)

4. Multiple intelligences(auditory, visual, kinesthetic, etc.)

5. Boys versus Girls

A. Describe how you would accommodate these two groups of learners with your specific lesson.

1. I would accommodate students of visual, auditory, and kinesthetic multiple intelligences for my specific lesson by incorporating them. I will incorporate visual through the students visually classifying the different plants and putting them on the poster board so they can see it, the visual examples of my plants that I will be showing,

and geographic maps so the visual learners can see the exact location of where Venus Fly Traps are located in the United States. The classifying different plants also accommodate my kinesthetic learners because it is a hands on activity, which involves physical movement of the body, which is how those students learn. It accolades my auditory learners because I will be verbally communicating the information to them. They will also have an opportunity to draw, which accommodates both my visual and kinesthetic learners. During my explain section, they will be completing a worksheet, which also accommodates both of those two groups.

2. I would accommodate the boys and girls with my specific lesson in various ways. Since much research has shown that many girls, do not enjoy science, then I would greatly take that into consideration by making any examples I propose not socially typical of boys and discuss briefly how women have contributed to science and make sure that my example of the flowering plant is somewhat feminine and colorful. For the boys, I would make sure that they are not the only ones answering questions because in many cases and research has shown, that they enjoy being the center of attention and encouraging the girls to answer as well.

B. Please mention why you picked your two particular categories

I picked these two particular categories because I feel that I have more knowledge in them. I have had many classes that focus on Gardner’s multiple intelligences and I believe that learning styles are so important in having a student be successful. I would have to gather more information on special needs and the gifted and talented because I have less experience with those.