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MERLOT II


    

Learning Exercise


Material: NASA RESOURCE DRIVEN INSTRUCTION: PLANT PARTS
Submitted by: Troy Tenhet on Mar 06, 2005
Date Last Modified: Jul 07, 2005
Title: Language Arts and Science with NASA: 3rd Grade Plant Parts
Description: Students will discuss plant parts and navigate though both sites. They will then type findings.
Type of Task: Individual, Student-centered, Supplemental activity
Time Required 4-10 hours
Topics: Language Arts and Science, Technology
Course: 3rd Grade Multiple Subjects
Audience: Grade School
Categories:
Prerequisites Skills: Read and write at grade level, some typing skills.
Learning Objectives: 1. Student will know the basic plant parts.
2. Students will present this knowledge on Power Point.
3. Students will use technology to complete assignment.
Technical Notes: LCD PROJECTOR, INTERNET, AND SOME COMPUTERS
Text of Learning Exercise: Grade Level: Third Grade

Lesson Title: Plant Parts

Objectives: 1. Student will know the basic plant parts.
2. Students will present this knowledge on Power Point.
3. Students will use technology to complete assignment.

CDE Science: 3. Adaptations in physical structure or behavior may improve an
organism's chance for survival. As a basis for understanding this concept: 3a.
Students know plants and animals have structures that serve different functions
in growth, survival, and reproduction. 3c. Students know living things cause
changes in the environment in which they live: some of these changes are
detrimental to the organism or other organisms, and some are beneficial.

CDE Language Arts: Students write clear and coherent sentences and paragraphs
that develop a central idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the writing process (e.g.,
prewriting, drafting, revising, editing successive versions). Organization and
Focus 1.1 Create a single paragraph: 1a. Develop a topic sentence. 1b. Include
simple supporting facts and details.

NETS: #4: Use general purpose productivity tools and peripherals to support
personal productivity, remediate skill deficits, and facilitate learning
throughout the curriculum. #5: Use technology tools (e.g., multimedia authoring,
presentation, Web tools, digital cameras, scanners) for individual and
collaborative writing, communication, and publishing activities to create
knowledge products for audiences inside and outside the classroom.

Website: http://ag.arizona.edu/pubs/garden/mg/botany/plantparts.html

Anticipatory Set: Students will visit http://www.zone10.com/tech/NASA/Fyh.htm

Critical Teacher Tasks: 1. Facilitate discussion. 2. Instruct as a writing
project as well. 3. Assess as needed to drive instruction. 4. Monitor the use of
the Internet.

Critical Student Tasks: 1. Activelyquestion the instructor. 2. Use the
Internet in a responsible manner. 3. Write down observations in science journal.
4. Work collaboratively with peers.

Assessment: Informal as needed with observations by teacher during class time.
Formal with the effort and achievement rubric.
Copyright 2004 Troy Tenhet Jr.
Additional Information URL: http://rubistar.4teachers.org/index.php
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