Unit Outline
Title: Guide to the Plant Life Cycle
Curricular Areas: Science, Language Arts, Technology, Art
Course Name/Grade: Lifeskills / 9th-10th
Unit Length: 3 weeks/ 2 times a week/ 30 minutes per lesson
Goals:
The students will have the knowledge and experience necessary to grow their own bean plants after the
ending of this lesson. The students will gain appreciation for the plant life cycle and its contributions to
agricultural farming.
Objectives: Students will…
Observe the six stages of the plant life cycle
Be able to identify the four stages of the bean plant life cycle
Be able to define the four stages of the bean plant life cycle
Work and grow plant life in a greenhouse environment with guidance from support staff
Define a question to explore how seeds grow
Design an experiment to answer question (guided by paras or teacher)
Predict the outcome
Conduct the experiment
Interpret the results
Work in groups of four to present their findings using PowerPoint presentations
Vocabulary:
Photosynthesis
Seedling
Organic
Red Kidney Beans
Terrestrial
Pollination
Pinto Beans
Hypothesis
Germinate
Inundated
Teaching/Learning Activities:
The teacher will present a PowerPoint presentation over the life cycle of a plant and demonstrate uses
of the PowerPoint program.
Teacher will lead a class discussion on the impact of photosynthesis and the plant life cycle.
Group members will paint various pot sizes for the continuing development of their plant life cycles.
The students will develop a hypothesis for their seeds and execute the first stage according to their own
preferences.
The students will be given a written vocabulary quiz over the plant life cycle.
The students will take photographs of their plants every three days to visually track the progression of
their plants.
The students will grow their plants in a green house.
The students will have the option of growing solely organic seeds and using organic soil.
The students will watch a Bill Nye film over photosynthesis and the plant life cycle.
Each student will compose a photo booklet containing pictures of their plants during each stage of the
life cycle.
In groups of five, students will present a (10 slide) PowerPoint presentation over their plant life cycle
experience.
Materials:
Tempura Paint (Multiple colors)
Small plastic pots (enough for all your students)
Red Kidney Beans
Medium plastic pots (enough for all of your students)
Pinto Beans
Large plastic pots (enough for all of your students)
Organic Red Kidney Beans
Paint brushes
Organic Pinto Beans
Water
Organic Potting Soil
Ziploc baggies
Traditional potting soil
Paper Towels
Spray bottle
School Green House
Photo printer paper
Binders for student photo books
Other Materials:
Bill Nye video (Photosynthesis/ Plant life cycle)
Six Computers/ Monitors (group work)
PowerPoint Microsoft Word
Color Printer
Projector (must be connected to computer in classroom)
SD Card
Digital Camera
Assistive Technology:
Touchscreen Monitors
Enlarged Keyboards
Limited Edition Jelly Bean Switch
Books:
You Can Be a Nature Detective By: Peggy Kochanoff
The Plant Cycle By: Sally Morgan
A Seed Grows By: Pamela Hickman and Heather Collins
Evaluation/Assessment:
Student PowerPoint Presentations
Vocabulary Quiz
Photo Book of Plant Life Cycle
Detailed Lesson Plan
Title: Nature Detectives
Grade Level: Lifeskills 9th- 10th Grade
Curricular Areas: Science & Technology
Objectives:
In groups of four, students will research and identify the four stages of the bean plant life cycle using the
internet and books presented in classroom lectures with 85% accuracy.
Students will identify the four stages of the bean plant life cycle through their digital pictures with 90%
accuracy.
In groups of four, students will conduct a PowerPoint presentation covering the development and
discoveries of group members’ bean sprout experiments’ with 85% accuracy.
TEKS:
112.32. Aquatic Science
(5) Scientific systems. A system is a collection of cycles, structures, and processes that interact. Change
and constancy occur in systems as patterns and can be observed, measured, and modeled. These
patterns help to make predictions that can be scientifically tested. Students should analyze a system in
terms of its components and how these components relate to each other, to the whole, and to the
external environment.
126.24 Digital Design and Media Production
(1) Creativity and innovation. The student employs a creative design process to create original projects
as they relate to purposes and audiences. The student is expected to:
(A) Create designs for defined projects, such as graphics, logos, and page layouts;
(B) Apply design elements
(C) Use visual composition principles.
(2) Communication and collaboration. The student understands professional digital media
communications strategies. The student is expected to:
(A) Adapt language and design of project for audience, purpose, situation and intent;
(B) Organize oral, written, and graphic information into formal and informal publications;
(C) Interpret and communicate information
Context and Modifications:
Extended time for presentations
Assistive Technology for research and presentations: enlarged keyboards, touchscreen monitors,
switches to change slides
Picture index cards to keep students on track during presentations
Additional instruction and support from teacher
Assistive technology mentoring for teacher through district employees
Anticipatory Focusing:
Teacher presents an adapted PowerPoint presentation to the students to encourage learning
participation
Teacher includes graphics, video, hyperlinks, and assistive technology
Teacher requires active participation from students to demonstrate these technology lessons in video,
hyperlinks, and using newer forms of assistive technology (teacher aides are there to support and coteach)
The teacher makes the presentation fun and engaging while educating the students on PowerPoint
fundamentals while reinforcing the knowledge of four life cycles previously covered in other classroom
lessons
Setting Expectations:
The teacher will guide and model proper technology foundations to support PowerPoint presentations.
The teacher will model presentation guidelines and provide detailed rubrics for the special education
students to follow before presenting to their peers. Each group will be required to submit a rough draft
(print out of slides) and rehearsal presentation prior to presenting to the classroom. The teacher will
verbally communicate expectations for each student to be respectful and attentive to each presentation
given by their peers. Finally, each group will present their bean plant life cycle report to the classroom.
Modeling:
The teacher will model a PowerPoint demonstration
The teacher will pass out printed work sheets of the PowerPoint rubric
The students will be expected to:
1.) Respect each PowerPoint presenter
2.) Engage in presentation information
3.) Support and assist group members when they are struggling with information during
presentations (team members only)
4.) Ask questions during presentations during the appropriated times
5.) At the end of each presentation please give a round of applause for each group member
Guided Practice:
Divide students into assigned groupings to discuss and execute PowerPoint rubrics. The teacher and
paraprofessionals will circulate throughout the classroom assessing difficulties. Thirty minutes would be
allotted to each group.
Input:
The teacher will present a PowerPoint presentation and provide a detailed rubric associated with his/
her future expectations of the students. This presentation will take approximately fifteen minutes and a
ten minute class discussion must follow. During the classroom discussion, students will have the
opportunity to ask questions about PowerPoint technology and the bean life cycle.
Check for Understanding:
The rough draft and rehearsal presentation will allow the teacher to review and observe any deficits in
student learning.
Reteach:
Additional explanations of lesson concepts will be supported by the rubrics, rehearsal presentations,
group research centers (supported by teacher and paraprofessionals).
Extension:
Higher functioning students will be assigned three more slides than their peers. These slides will include
information on photosynthesis and Terrestrial plants. These expectations will be supported by the
teacher and paraprofessionals.
Closure:
All groups will present their PowerPoint presentations and the class will contribute a round of applause
at the end of each one. Every student will be able to bring their plants home at the end of the
presentations.
Reflective Critique:
How could I improve my modeling of technology?
What areas of the technology lesson were most difficult for my students?
Did the students enjoy their group members and the lesson?
Was the assistive technology appropriate for the lesson demands?
How effective was the assistive technology?
Did the students do well in their presentations?
Integration of Technology:
A computer lab may be needed to successfully support the requirements of this lesson.
Assistive technology must be present: enlarged keyboards, touchscreen monitors, and switches.
PowerPoint program from Microsoft
Projector
Several computers