Plant Botany Lesson Plan

Subject / Course: Biology 20/Communications 20 Grade Level: 11 Topic: Plant Botany Cooperating Teacher Name: Erin Jones

TC Name: Sean Mitchell Date: October 12th, 2012 Time of Class: 2 Hours Room # / Location: Oskayak

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes: Students gain an understanding of plant botany and taxonomical organization. b) Indicators: Show an understanding of structure and function of plant roots, stems, and leaves. Identify and label flower structures Explain and contrast reproductive strategies and life cycles of gymnosperms and angiosperms Provide examples of plant names with proper binomial nomenclature used. Describe taxonomical organization used in the classification of plants. Contrast monocot and dicot plants. Provide an overview of photosynthesis.

c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

*Foundational objectives from Communications 20: 1. Critically view and interpret visual information. 2. Recognize reading as an active, constructive process. 3. Write confidently in a variety of formats for a variety of purposes and audiences.

d) Professional Growth Portfolio Goal(s): 1.1 Ensures the participation and success of all students. 1.5 Provides opportunities for students to demonstrate their understandings in multiple ways. 6.5 Incorporates available technology in pedagogically appropriate ways.

1 Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students learning and addressing curriculum outcomes? What formative and summative assessment should you include? e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.) 1. Student created lab sheets 2. Lab drawings 3. Completed lab activity

2 Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g., include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each student and/or type of need N.B. use initials of students rather than full names) Preassessment: Student R has troubles staying on task and completing the work assigned. Accommodation/Modification: This student will be placed with a partner to collaborate and work together on the lab activity. This will aid in keeping student R on task and successful in completing the activity

b) Learning Environment:
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(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if lesson changes)

The students will be completing a lab activity using their individually created lab sheets, microscopes, textbooks, and research notes. The microscopes will be set up all around the classroom in order to allow adequate room for the students to do their work.

3 Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

Paper Pencils Student created lab sheets Disclosure 2 sheet Textbooks Laptops

4 Content and Teaching Strategies of Lesson

Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as an agenda for students and you to follow, you may also choose to consider a review of previous days work) Students will finish completing their individually created lab outlines if more time is needed. Students will then complete the lab activity including drawings, structures, and functions. Students will hand in lab activity.

a) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a hook or something that will pull learners into lesson)

The lab activity itself will hook the students and capture their attention, as it is a new style of lesson, which they dont regularly get to participate in. The use of microscopes and creating their own samples of plant slides to view/draw, create a hands on interactive lesson that keeps students engaged. b) Subject Content and Teaching Strategies
(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an activity, problems to solve, worksheets etc.).

The lesson will begin with a brief description of what will be completed and what is expected of the students (10 mins). This will be followed by a short period of time for the students to finish the completion of their individually made lab sheets(30 mins). The students will then follow the steps to complete the lab activity, including preparing their plant slides, observing them, completing their lab drawings, labelling the drawings, and concluding with identifying the structures and recording their functions from their research notes.

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c) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g., having class to give you feedback on what was taught, review key application of concepts this is important in terms of assessing the effectiveness of the lesson)

The lesson will finish with students handing in their completed lab activity. Then there will be a brief introduction on what we will be doing the next day, a brief description on what was completed in todays lesson, and if there are any questions.

5 Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective / effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject content and class? Consider the entire lesson and the reaction of students. How do you know? Provide evidence from student work, student questions asked and informal assessment. Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management. Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective in your lesson? The lab activity was quite effective at using classroom

How do you know?

Next steps for improvement?

By using microscopes and having the students create

Incorporate engaging, interactive, and hands on labs

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structures to support student learning.

My materials were prepared and organized.

The time I had planned for the students to complete their lab was inaccurate as they needed more time than I had planned. b) Effectiveness as a Teacher

microscope slides, they were able to learn through their own experience and use classroom structures to connect to their learning. I had set all the microscopes around the room ready to go as well as all the material the students would need to create their microscope slides. Everything was prepared and ready for the students to begin their lab activity. Not all students were complete their lab when I had planned them to be.

into more lessons.

Continue to be organized and prepared for each lesson in order to create successful class lessons.

Plan for lab activities to take more time than expected.

What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well? This would be a section describing your strengths and areas for improvement volume, eye contact, body language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of technology, vocabulary. How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about examples of what you said, did, reacted to, felt as examples of your three elements. Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective about you as a teacher? I managed student behaviour accordingly.

How do you know?

Next steps for improvement?

Circulated and gave all students attention when needed.

There were times in the lesson where not every student was able to follow my lab activity microscope slide instruction to the full extent.

A student was paying music and I asked him to turn it off. He replied by saying I will turn it down. I did not take the power role and insist that he turn it off immediately. This would only have produced a conflict. I instead I acknowledged that he turned it down. Eventually he turned it off on his own. While the students were completing their lab activity I made an effort to give each student attention and guidance throughout the process. After my instruction a few students had to ask how to complete certain steps of the microscope slide preparation process.

Continue to develop this mutual respect with the students. It will only benefit both parties in the teacher/student relationship.

Strive to give all students direct assistance during all lessons.

In the future make sure that I have the direct attention of all students when instructing them how to complete a lab activity.

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