Instructional Plan
Course: Plant Science
Unit: Hawaii Plants
Lesson
Topic/Title: Plant Structures and Flower Arrangement
Estimated Time: 45-50 minutes for 10 days
Learning Goal/Terminal Performance Objective:
Instructor: Sara Colombe
Goal: Students will understand the differences in plant structures including roots, stems, flowers, leaves, and
fruits.
Goal: Students will describe the processes of photosynthesis and respiration plant photosynthesis and
respiration.
Goal: Students will understand the attributes and the principles of flower arrangement.
Goal: Students will construct floral arrangements using the basic principles and elements of design
Goal: Students will understand the basic flower shop operations.
Enabling Objectives/Study Questions:
Materials, Supplies, Equipment, References, and Other Resources:
Situation:
While students enter the room, Hawaii or tropical based music would be playing. An arrangement of flowers that
are found in Hawaii will be sitting in the front of the room. For bell work, the students will write down were they
think these flowers are commonly grown.
Communicate Objectives, Define Problem or Decision to be Made, or Identify Questions to Investigate:
Instructor
Directions/Procedures/Materials
Monday
(5 minutes of Unit Introduction)
(45 minutes students work on
Webquest)
Content Outline and/or Key Questions
While students enter the room, Hawaii or tropical based music would be
playing. An arrangement of flowers that are found in Hawaii will be sitting in
the front of the room. For bell work, the students will write down were they
think these flowers are commonly grown.
I will then explain to the students that our next unit will be about Plants
Structures, Hawaii Flowers and Flower Arrangement. Students will be
introduced to the different topic areas by visiting three different websites and
record their answers and information on a worksheet which will be provided
to them.
Teacher Role: While students are working on their webquest assignment, I
will be walking around the room to answer any of the students’ questions.
This will enable me to monitor Karina and Anthony’s pairs to be available to
meet their needs.
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
Developmentally Responsive: This webquest activity contributes toward the
students’ physical and intellectual development. Students will have the
opportunity to learn the content information in a new format by walking to
the computer lab. This strategy would create an active learning environment
for the students. There is a short number of questions students have to answer
from each website which meet the students’ short attention span.
Learning Styles: Visual-Spatial and Linguistic Intelligences
Tuesday
(5 minutes introduction and
directions)
(25 minutes of station work)
(20 minutes to complete review
games)
Modifications: No modification is needed to meet Karina’s persistent
articulation problem because she will be doing individual work on the
computer to read and research the questions that are asked. No modification
is needed to meet Anthony’s autism. This assignment would meet his needs
because he has strong-visual-spatial thinking skills and he is receiving the
material by visual-spatial manner.
For bell work, the students will write down one thing they learned about the
Hawaii plants or flower arrangement. Explain to the students how they are
going to learn about the different plant structures by completing five stations.
Students will have 5 minutes to complete the tasks at each station. Each
student will be working with another person and two set of pairs will be at
each station. Two students would be at each station at one time. Students will
also collect their information from each station by filling out a worksheet
which they will be provided.
Station
Station #1: Root Systems
Station #2: Stems Systems
Station #3: Leaves System
Station #4: Flower System
Station #5: Types of Berries
Description of Station
Students will read about different
types of root systems and the
functions of the root systems.
Students will identify different
types of root systems by completing
a root diagram.
Students will learn about the parts
of the stem and the function of the
stem. Students will identify the stem
parts on an actual plant.
Students will learn about the
different shapes, types, and function
of leaves. Students will identify the
different shapes of leaves of actual
examples of leaves.
Students will learn about the female
and male flower parts and the
function of the flower. Students will
identify the female and male flower
parts on an actual flower.
Students will learn about the
different types of fruits. Students
would then need to be able to
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
identify different types of berries of
actual examples of berries.
After the students completed each station, the will complete five sets of
matching games over the material they learned at the different stations.
Teacher Role: While students are completing the tasks at the assigned
stations, I will be walking around the room to answer any questions they will
have. This will enable me to monitor Karina and Anthony’s pairs to be
available to meet their needs.
Developmental Responsiveness: These Learning Centers contributes toward
the students’ physical, intellectual and social development. Students have the
opportunity to move around the room. This strategy would create an active
learning environment for the students. The information is presented in short
increments to meet the students’ short attention span. While students are
working at the different learning centers and during the review activity, they
would work with their partner to complete the tasks.
Learning Styles: Spatial, Bodily-Kinesthetic, Interpersonal, and Linguistic
Intelligences
Modifications: To meet the needs of reducing Karina’s embarrassment when
she talks, I will pair her with another student who she seems the most
comfortable talking with or a student who is genuinely nice to her. This will
help build Karina’s self-confidence to talk with her classmates. I will do a
similar modification with Anthony since he prefers to working by himself.
This instructional strategy would meet his needs because he has strongvisual-spatial thinking skills and he is receiving the material by visual-spatial
manner.
Wednesday
For bell work, the students will write down the five plant structures that they
(5 minutes Introductions)
learned at the five learning stations the day before. I will explain to the
(10 Minutes Demonstration)
students what the students will be learning about photosynthesis and
(15 minutes Students Investigation) respiration by conducting two experiments.
(20 minutes Respiration
Experiment)
Students will complete the “Investigating Photosynthesis: Discovering What
Plants Need for Photosynthesis” Activity. I will show the class how they will
be collecting evidence of CO2 consumption by doing the following:
1. Fill a beaker half-full with the diluted BTB.
2. Insert a straw into the liquid and gently blow until the color changes from
blue to green to yellow. BE SURE TO WEAR GOGGLES WHEN
DEMONSTRATING THIS!
3. Explain that BTB is an indirect indicator for the presence of CO2.
Carbonic acid is formed from CO2 and water which causes BTB to change to
green, and with increasing amounts of acid, to yellow. Conversely, when
CO2 is taken out of a BTB solution, the color change reverses back toward
blue.
4. To see if CO2 is consumed over time, you need to start with yellow BTB.
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
If it changes back to green or blue, the CO2 was taken out of the solution.
Experiments will need to be set up under lights and left overnight. The lights
need to be on for all twenty-four hours. Students will collect data and draw
conclusions on Thursday. The teacher may then lead a discussion on student
results and their meaning. Students will then complete the analysis questions
as homework.
Students will work in different pairs than they were assigned the day before.
Students will complete the plant respiration experiment by following the
procedure described below.
1. Rinse the test tubes with distilled water.
2. Place a piece of tape about 2 inches (5 cm) long from the top edge
down the side of each tube. Use the pen and ruler to mark a line across
the tape 1 inch (2.5 cm) from the top of each tube.
3. Use the pen to label four of the test tubes "1," "2," "3," "4." The fifth
tube will be the control. Label this remaining tube "C."
4. Place an equal-size sprig of elodea into test tubes 1 through 4.
5. Fill all the test tubes including C up to the 1-inch (2.5-cm) line with
bromthymol blue indicator. Put a cork in each of the tubes.
6. Observe and record the color of the liquid in each tube in a Carbon
Dioxide Data table like the one shown in Table 15.1.
7. Cover the test tubes with aluminum foil so that no light can enter.
8. Stand the tubes together in a bowl and place the bowl on a table in an
unlighted or dimly lit area.
9. Observe the color of the liquid in each test tube every hour for eight or
more hours during the day, then again after 24 hours. Record the color
in the data table.
Results
The color of the liquid in test tube C remains unchanged and is blue. The
color of the liquid in test tubes 1 through 4 changes from blue to green to
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
yellow as time passes.
Why?
Indicators are natural or synthetic chemical substances that change color in
response to other chemicals. Acid indicators, such as bromthymol blue,
change color in the presence of a substance called acid. Acids cause the
bromthymol blue indicator to turn from blue to green, then to yellow,
depending on the concentration (amount of one substance dissolved in a
given volume of another) of acid present. At a low acid concentration the
color is green and at a higher concentration the color is yellow.
A chemical reaction is a change that produces one or more new substances.
In a chemical reaction, a reactant is a substance that is changed and
a product is a substance that is produced. Internal respiration involves a
series of chemical reactions that liberate energy from glucose (a type of
sugar) molecules. Respiration is a catabolic process that occurs inside every
animal and plant cell. A catabolic process, is a chemical reaction in which
larger substances in an organism are broken down into smaller ones. During
respiration the catabolic process is the breakdown of a glucose to water and a
gas, carbon dioxide, with a release of energy. Internal respiration is also
called aerobic respiration, which means that oxygen is one of the reactants.
The general equation for aerobic respiration is:
glucose + oxygen → water + carbon dioxide + energy
The products of respiration of the elodea plant (carbon dioxide and water)
mix with the liquid indicator. Some of the carbon dioxide chemically
combines with the water, forming the acid called carbonic acid. The more
carbon dioxide that dissolves in the water over time, the greater the
concentration of the acid formed. The color of the liquid in each test tube
indicates changes in the concentration of acid as a result of the respiration of
each elodea plant over time.
Teacher Role: I will demonstrating the first experiment. While the students
are working on the second experiment I will be walking around the room to
help and answer any questions the students may have. This will enable me to
monitor Karina and Anthony’s pairs to be available to meet their needs.
Developmentally Responsive: These experiments contributes toward the
students’ intellectual development because it contributes towards to the
development of their abstract thinking skills through the student exploration
section of these experiments. These two experiments also creates an active
learning environment for the students because they are learning the content
information in a new format. The information is presented in short
increments to meet the students’ short attention span.
Learning Styles: Visual-Spatial, Bodily-Kinesthetic, Interpersonal, and
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
Logical-Mathematical Intelligences
Modifications: To meet the needs of reducing Karina’s embarrassment when
she talks, I will pair her with another student who she seems the most
comfortable talking with or a student who is genuinely nice to her. This will
help build Karina’s self-confidence to talk with her classmates. I will do
similar modifications for Anthony because he prefers to work alone. This
will help him to begin to build relationships with his other classmates.
Thursday
For bell work, the students will write down define photosynthesis and plant
(10 Minutes Bell Work and Collect respiration that was discussed the day before.
Data from Experiment)
After the students have completed their bell, students will collect data and
draw conclusions from the photosynthesis and carbon respiration
(5 Minutes Students Note Taking) experiments which they conducted the day before.
(5 Minutes Students Share With
Others In Group)
I will explain to the students the next part of our Hawaii Plants Unit is to
(5 Minutes Groups Share to the
learn the principles and attributes of design when creating a flower
Rest of the Class)
arrangement.
(5 Minutes of New Instructions)
(5 Minutes Students Note Taking)
(5 Minutes Groups Share With
Others In Group)
(5 Minutes Groups Share to the
Rest of the Class)
(5 minutes to hand out and explain
homework assignment)
To introduce the Flower Arrangement section of the Hawaii Unit in the Plant
Science class, students will participate in a Jigsaw form of cooperative
learning. Students will count off by 4’s and then form into groups so that
they have one person who is a 1, a 2, a 3, and a 4. Students who are 1’s will
learn about the principle of Balance, students who are 2’s will learn about the
principle of Rhythm, students who are 3’s will learn about the principle of
Contrast flowers, students who are 4’s will learn about the principle of Scale.
Each member of the group will read and take notes on the important concepts
that were mentioned in their assigned flower arrangement section of their
textbook. The students had 5 minutes to read and take notes. After 5 minutes,
the students shared the information they found about their principle to the
rest of their group members. Once everyone in the group shared, each person
shared with the class one thing about their principle that they learned.
Students will take their personal and other group member’s notes on their
Jigsaw Activity Note Taking Guide.
Student will do another cooperative learning activity but will be assigned an
attribute of design. Students who are 1’s will learn about the principle of
Proportion, students who are 2’s will learn about the attribute of Expression,
students who are 3’s will learn about the attribute of Harmony, and students
who are 4’s will learn about the attribute of Unity. Each member of the group
will read and take notes on the important concepts that were mentioned in
their assigned flower arrangement section of their textbook. The students had
5 minutes to read and take notes. After 5 minutes, the students shared the
information they found about their principle to the rest of their group
members. Once everyone in the group shared, each person shared with the
class one thing about their principle that they learned. Students will take their
personal and other group member’s notes on their Jigsaw Activity Note
Taking Guide.
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
Developmental Responsiveness: This cooperative learning activity is
developmental responsive for students because it contributes towards their
intellectual and social development. Students need to determine what the
important concepts are. This aids in developing their metacognitive skill.
This activity also contributes toward the students’ social development
because they are talking and teaching their classmates about the flower
arrangement attribute and principle they were assigned.
Learning Styles: Verbal-Linguistic, Interpersonal, and Intrapersonal
Intelligences
Modification: To meet the needs of Karina I will organize the students who
she feels more comfortable to be around or who are genuinely nice to her. I
will also do additional monitoring of the group to make sure the students are
picking on her on the way she talks. This will help build Karina’s selfconfidence to talk with her classmates. I will do a similar modification with
Anthony since he prefers to working by himself. This will help him create
relationship with the other students in his group.
Teacher Role: While students are completing the cooperative learning
activity, I will be walking around the room to answer any questions they will
have. This will enable me to monitor Karina and Anthony’s pairs to be
available to meet their needs. When students are done with the cooperative
learning activity, I will explain the homework assignment which will be due
the next day.
After students have learned about each concept of flower arrangements,
students will be assigned a homework assignment which they will research
for images of flower arrangements that demonstrate each of the seven
concepts discussed in class. Students would also have to write a brief
description of why the image of the flower arrangement demonstrates that
concept of flower arrangements. This homework assignment would provide
the students practice over the material covered in class and preparation for
flower arrangement project.
Developmental Responsiveness: This is developmental responsive because
this assignment contributes toward the students’ intellectual development.
The students begin to develop their abstract thinking and metacognitive skills
by finding examples of the concepts to help them understand them.
Learning Styles: Spatial, Intrapersonal, Linguistic, and LogicalMathematical Intelligences.
Modifications: No modification is needed to meet Karina’s persistent
articulation problem because this assignment is individual which the students
will complete at home. No modification is needed to meet Anthony’s autism
needs. This homework assignments would meet his needs because he has
strong-visual-spatial thinking skills and he has an exceptional awareness of
details in visual displays which will help him complete this assignment. This
Instructor
Directions/Procedures/Materials
Friday
(10 Minutes Bell Work and
Introduce Flower Arrangement
Project)
(5 Minutes on Orchids
(5 Minutes on Morning Glories)
(10 Minutes Different Types of
Flower Arrangements)
(10 Minutes to Present Ribbon
Information and Examples)
(10 Minutes Conditioning and
Storing Cut Flowers and Greens)
Content Outline and/or Key Questions
assignment also highlights Anthony’s preference of be alone which would
also meet his needs.
For bell work, the students will write down the three of principles or
attributes of flower design which they learn about the day before.
Introduce the student’s project assignment. Students will create a flower
arrangement which incorporates the flower arranging techniques described
during class and the Sixth Street Florist field trip. Students will need to also
incorporate a flower that originated from Hawaii. Students will also construct
a report that contains information such as what type of flowers they used,
why did they use those flowers, explain their designing processes, provide an
example of occasions this flower arrangement would be used for, and an
estimated sale price for the bouquet. Students will present their arrangement
and report to a small group of students.
Teacher Role: I will be presenting multiple power points to teach the
students the material about orchids, morning glories, flower arrangements,
ribbons, conditioning and storing of flowers.
Developmental Responsiveness: The flower arrangement project
contributes toward the students’ intellectual development because students
are able to use their imagination, it create more an active learning
environment and an opportunity for application to real-life.
Learning Styles: Spatial, Bodily-Kinesthetic, Intrapersonal, Linguistic,
Logical-Mathematical, and Naturalist Intelligences
Modifications: No modification is needed to meet Karina’s persistent
articulation problem because this assignment is individual project. This
would provide her an opportunity to express herself. No modification is
needed to meet Anthony’s autism needs. This project meets his strong
strong-visual-spatial thinking skills, his exceptional awareness of details in
visual displays, and being able to work alone.
Students will receive a note taking guide to fill in throughout the lecture.
Students will learn about two flowers that are common in Hawaii. Students
will learn about general information of Orchids because they are one flower
that is used to make leis. Orchids belong to the family Orchidaceae and is
one of the largest and most varied of the plant kingdom. There are over
25,000 species found all over the world, but mostly in the tropics. Orchids
are mostly epiphytes-plants growing on other plants which are called hosts,
generally trees. Ground growing orchids are called terrestrials. Lithophytes
are found growing on rocks. The most familiar types of orchids are cattleya,
phalaenopsis, dendrobium and oncidium. These fascinating orchids come in
all shapes, size, texture and color.
Orchid cultivation began in the mid 1800's in England. Only the wealthy
could afford an orchid plant. Orchids are slow growing and were difficult to
propagate. There was also a mystery behind growing orchids. Early orchid
Instructor
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growers had a difficult time cultivating orchids. With the discovery of micropropagation, award winning orchids are readily available and affordable.
Researchers unlocked the secrets of growing orchids. Today, anyone can
grow an orchid and watch it continually bloom if a few cultural requirements
are met.
Another flower that is found in Hawaii is the morning glory. Morning glory
vine forms twining vines with bell-shaped flowers, and its varieties have also
become intertwined botanically under the name "morning glory." The name
comes from the flowers, which last a single day. These rapidly growing vines
are closely related to the sweet potato. Flowers are white, blue, pink, purple,
red, and multicolored. There are even double forms. Because they're quick,
easy, and dependably colorful, morning glory is the most
popular annual vine.
Description of morning glory vine: The vines grow quickly to 10 feet or
more only two months after seeds sprout. The leaves are heart-shaped, and
the flowers are normally open from dawn to midmorning, but new varieties
will stay open longer, especially on overcast days.
Growing morning glory vine: Requirements are undemanding. Morning
glories will thrive in full sun in any soil, especially if it is not too fertile or
too moist. Sow the seeds outdoors when all danger of frost has passed.
Provide support. Because they grow by twining, they need extra help if
planted around large posts. Plant morning glory 8 to 12 inches apart.
Propagating morning glory vine: Start new vines from seed. Soak the seeds
in water for 24 hours before planting to speed germination. In the North,
earlier bloom can be achieved by starting indoors in peat pots 4 to 6 weeks
before planting out. Germination takes 5 to 7 days at 70 to 80 degrees
Fahrenheit. Transplant the peat pots to the garden -- pot and all -- without
disturbing the roots.
Uses for morning glory vine: Morning glories are splendid for enhancing
fences or for covering up eyesores. They will rapidly cover fences, arches,
pergolas, and trellises or can be made into their own garden feature with
stakes and twine. They don't have to grow up. They're just as effective as
trailers from hanging baskets and window boxes.
Morning glory vine related species: Moon flower (Ipomoea alba) has large,
fragrant, white flowers that open in the evening and close before midday.
Convovulus tricolor, known as "dwarf morning glory," forms bushy plants
with pink, blue, purple, and rose flowers. Blue Ensign is a selection with blue
flowers and contrasting yellow and white centers. Evolvulus glomeratus is a
prostrate plant, 10 to 15 inches in diameter, with many small, morning glorylike flowers in bright blue. Blue Bird is another species.
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
Morning glory vine related varieties: Most famous is Heavenly Blue for
refreshing azure color. Scarlet Star has a strong pattern of red and white.
Pearly Gates has large, white flowers. Early Call Mixture has white, pink,
crimson, lavender, blue, and violet flowers. The unique Mt. Fuji Mix
contains a range of colors and is outlined and striped with white.
Scientific name of morning glory vine: Ipomoea nil, purpurea, tricolor
Students are learning about these two flowers because they need to
incorporate one of these in their flower arrangement project. After presenting
this information students will write down one thing they learned about either
orchids or morning glories.
The students will learn about the circular and triangular arrangements. After
presenting this information students will write down one thing they learned
about either circular or triangular arrangements.
Next students will learn about the importance of bows on flower
arrangements. Students will see different types of ribbons used on flower
arrangements. Again students will write down one thing they learned about
flower arrangements with bows.
At the end of the class period students will turn in the sheet of paper they
wrote down the three things they learned from the day’s material.
Developmental Responsiveness: By presenting the material in a lecture
format will intellectual development. Students will receive each topic in a
short amount of time to account for the students’ short attention span. The
students will also begin to develop their metacognitive skills but writing
down the three new pieces of information they have learned that day.
Learning Styles: Visual-Spatial, Intrapersonal, and Linguistics Intelligences.
Monday
(5 minutes to Give Students
Directions)
(15 minutes for Travel
(30 minutes for Flower Shop Tour)
Modifications: No modification is needed to meet Karina’s persistent
articulation problem because she will be doing individual work after each
topic. No modification is needed to meet Anthony’s autism. This assignment
would meet his needs because he has strong-visual-spatial thinking skills and
he is receiving the material by visual-spatial manner.
Students will go on a field trip to Sixth Street Florist in Brookings, SD.
Students will prepare two questions they will ask during the tour and one of
their flower arrangement project ideas to receive feedback. Students will
receive a tour by the owner and/or florist designers who work at the shop.
During the tour the students will learn about their basic shop operations,
flower selection, flower storage, examples of bouquets, watch a designer
design and construct one bouquet for the students, and explain how they
determine the sale price for each bouquet. Before the students leave the
flower shop, the students will complete a worksheet that asks the students to
choose two flower arrangements that are present in the shop to describe the
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
type of flowers used, how they were arranged, what flower arrangement
concept is demonstrated, and the sale price of the bouquet.
Teacher Role: I will be with the students as we touring Sixth Street Florist.
I will be walking around the shop while the students are working on their
worksheet and/or asking the floral designer questions. This will enable me to
monitor Karina and Anthony’s pairs to be available to meet their needs.
Developmental Responsiveness: This flower shop tour is developmentally
responsive toward the students’ physical development as they are able to
move around the shop during the tour. This field trip would also strengthen
students’ intellectual development because the students would see the
concepts mentioned in the classroom be applied in the florist shop which will
help them understand the material. This form of instruction also create an
active learning environment for the students. This experience contributes
toward the students’ social development because they will have the
opportunity to talk with a floral designer for feedback and ideas for their
flower arrangement project.
Learning Styles: Spatial, Logical-Mathematical, Naturalist, and BodilyKinesthetic Intelligences
Tuesday
(5 Minutes Introduction)
(30 minutes Work Time)
(10 minutes Clean Up Time)
Modifications: While Karina’s is talking with the flower designer about her
ideas for the flower arrangement project, myself or another adult would be
present with her to help clarify what Karina’s is asking the designer. This
will help build Karina’s self-confidence when talking with adults. No
modification is needed to meet Anthony’s autism needs. The flower shop
tour and the assignment would meet his needs because he has strong-visualspatial thinking skills and he has an exceptional awareness of details in visual
displays.
For bell work, the students will write down three things they learned from the
Flower Shop tour the day before.
Students will have class time to work on their flower arrangement project.
Teacher Role: While students are working on their flower arrangement
project, I will be walking around the room to answer any questions students
will have. This will also enable me to monitor Karina and Anthony’s
progress on their project.
Developmentally Responsive: A flower arrangement work day for the
students will contribute toward the students’ physical, intellectual and social
development. Students have the opportunity to move around the room as they
grab certain supplies and flowers they need for their arrangement. This time
also contributes toward the students’ intellectual development because
students are able to use their imagination, it create more an active learning
environment and an opportunity for application to real-life.
Learning Styles: Bodily-Kinesthetic, Intrapersonal, and Logical-
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
Mathematical Intelligences
Wednesday
(5 Minutes Introduction)
(30 minutes Work Time)
(10 minutes Clean Up Time)
Modifications: No modification is needed to meet Karina’s persistent
articulation problem because this assignment is individual which the students
will complete at home. No modification is needed to meet Anthony’s autism
needs. This homework assignments would meet his needs because he has
strong-visual-spatial thinking skills and he has an exceptional awareness of
details in visual displays which will help him complete this assignment. This
assignment also highlights Anthony’s preference of be alone which would
also meet his needs.
For bell work, the students will write down three things they would like to
get done with their flower arrangement project.
Have student work on their flower arrangement project.
Teacher Role: While students are working on their flower arrangement
project, I will be walking around the room to answer any questions students
will have. This will also enable me to monitor Karina and Anthony’s
progress on their project.
Developmentally Responsive: A flower arrangement work day for the
students will contribute toward the students’ physical, intellectual and social
development. Students have the opportunity to move around the room as they
grab certain supplies and flowers they need for their arrangement. This time
also contributes toward the students’ intellectual development because
students are able to use their imagination, it create more an active learning
environment and an opportunity for application to real-life.
Learning Styles: Bodily-Kinesthetic, Intrapersonal, and LogicalMathematical Intelligences
Thursday
(5 Minutes Introduction)
(# x 3 Minutes for Presentations)
(5 Minutes to Introduce
Community Service Project)
Modifications: No modification is needed to meet Karina’s persistent
articulation problem because this assignment is individual which the students
will complete at home. No modification is needed to meet Anthony’s autism
needs. This homework assignments would meet his needs because he has
strong-visual-spatial thinking skills and he has an exceptional awareness of
details in visual displays which will help him complete this assignment. This
assignment also highlights Anthony’s preference of be alone which would
also meet his needs.
For bell work, have the students prepare for their class presentation of their
flower arrangement.
Students will be divided into groups of five to present their flower
arrangement and parts of their report with the students in their group.
Depending on time remaining, I would ask for volunteers to share their
flower arrangement with the rest of the class.
Teacher Role: While other students are presenting their flower arrangements
with their groups, I will be listen to Karina and Anthony’s flower
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
arrangement projects. After listening to these two students, I will be walking
around the room to listening the other students share their flower
arrangements.
Developmentally Responsive: This part of the flower arrangement project is
developmental responsive for students because it contributes towards their
social development because they are sharing their thought process and their
flower arrangement to other classmates.
Learning Styles: Visual-Spatial, Intrapersonal, Linguistic, and LogicalMathematical Intelligences
Modifications: To accommodate Karina’s special needs I will have her
present her flower arrangement to me instead to the rest of her classmates.
This will help Karina feel more comfortable of speaking about her project
and will not feel embarrassed when she stutters. I will do similar
modifications with Anthony because he makes little eye contact with others
which cause the other students to make fun of him.
After each students have briefly share their flower arrangement project with
to the classmates in their group, I will explain the class’s service learning
project. Students will brighten up the local senior citizen center by creating
flower arrangements for the residents. The students will be assigned to
interview a resident or staff member. Before the interview, students need to
construct questions that will provide the students ideas for flower
arrangements that will fit the resident’s personality. Once the students are
done with the arrangements, they will deliver their arrangement to the person
they interviewed to cheer up their day. To show the rest of the community,
students will construct a poster that highlights the process they went through
to create resident’s flower arrangement. The posters would then be hung in
public places such as libraries and community centers.
Developmental Responsiveness: This opportunity would enhance the
students’ intellectual, physical, and character development. By interviewing
and creating a flower arrangement for the residents in the senior living center
the students are able to apply the classroom content to real-life. The students
are able to visit the residents of the center to conduct their interview which is
learning outside the classroom. The students’ character development is
enhanced because they are beginning to become active citizens for their
community. The students also show how they care for their residents by a
simple gesture of a flower arrangement.
Learning Styles: Spatial, Bodily-Kinesthetic, Interpersonal, and Linguistic
Intelligences
Modifications: No modification is needed to meet Karina’s persistent
articulation problem during this time when the assignment was assigned. She
will have myself or another adult will be with Karina when during the
interview process. No modification is needed to meet Anthony’s autism
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
needs. This homework assignments would meet his needs because he has
strong-visual-spatial thinking skills and he has an exceptional awareness of
details in visual displays which will help him complete this assignment. This
assignment also highlights Anthony’s preference of be alone which would
also meet his needs.
For bell work, have the students write two interview questions they could ask
the person they will be interviewing.
Friday
(5 Minutes Introduction)
(30 Minutes Work on Questions)
(15 Minutes Review Each Other’s Students will work on their 15 interview questions for the majority of the
Questions)
class period. The students will then review another’s classmate’s interview
questions and provide them with feedback.
Teacher Role: While students are working on their community service
interview questions, I will be walking around the room to answer any
questions students will have. This will also enable me to monitor Karina and
Anthony’s progress on their project.
Developmentally Responsive: This opportunity would enhance the students’
intellectual development. Having the students create their interview
contributes towards the students’ intellectual development because they have
to think about what type of questions they need to ask so they have enough
information to create a flower arrangement that represents the citizen.
Learning Styles: Linguistic and Logical-Mathematical Intelligences
South Dakota Core Standards:
South Dakota Agriculture Food
and Natural Resources State
Standards
Sources/References:
Modifications: No modification is needed to meet Karina’s persistent
articulation problem because this assignment is individual which the students
will complete at home. No modification is needed to meet Anthony’s autism
needs. This homework assignments would meet his needs because he has
strong-visual-spatial thinking skills and he has an exceptional awareness of
details in visual displays which will help him complete this assignment. This
assignment also highlights Anthony’s preference of be alone which would
also meet his needs.
PS1.1 Describe functional differences in plant structures including roots,
stems, flowers, leaves, and fruits. (Bloom’s Taxonomy Level:
Understanding)
FL4.1: Construct Floral arrangements using the basic principles and elements
of design.
ITA5.2 Describe the processes of photosynthesis and respiration. (Bloom’s
Taxonomy Level: Understanding)
Burrell, C. Colston. (1998-2013). HowStuffWorks, Inc. Retrieved from
http://home.howstuffworks.com/morning-glory-vine.htm.
Flower Arrangement Instruction. (2013). HubPages. Retrieved from
http://ginneyharris.hubpages.com/hub/flower-arranging-instructions.
Investigating Photosynthesis: Discovering What Plants Need For
Photosynthesis. (29 May 2013). Minnesota Science Teachers
Instructor
Directions/Procedures/Materials
Content Outline and/or Key Questions
Education Project. Retrieved from
http://serc.carleton.edu/sp/mnstep/activities/35653.html.
In Search of Green Life. (2013). University of Illinois Extension. Retrieved
from http://urbanext.illinois.edu/gpe/case1/c1facts2b.html.
Orchid Culture. (n.d.). Carmela Orchids. Retrieved from
http://www.carmelaorchids.net/orchids.nxg.
Plant Respiration. (2006-2013). Education.com. Retrieved from
http://www.education.com/science-fair/article/autotrophs/.
Principles of Floral Arrangement. (2005). Baxter County Master Gardeners.
Retrieved from
http://www.baxtercountyfair.org/pdf/Principles_of_Floral_Arrangement.pdf.
Practice/Application:
Closure/Summary:
Evaluation:
Flower Arrangement Project
Community Service Project
Flower Arrangement Project