Lesson Plans

Standards-Based Outcomes (MDE):

Science:

Construct New Scientific and Personal Knowledge
Content Standard I, 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1. Develop questions or problems for investigation that can be answered empirically. (Key concepts: Understanding the need to build on existing knowledge and to ask questions that can be investigated empirically.)
2. Suggest empirical tests of hypotheses. (Key concepts: Hypothesis, prediction, test, conclusion.)
3. Design and conduct scientific investigations. (Key concept: Types of scientific knowledge- hypothesis, theory, observation, conclusion, law, data, generalization. Aspects of field research- observations, samples. Aspects of experimental research- variable, experimental group, control group, prediction, conclusion.)
Reflect on the Nature, Adequacy, and Connections Across Scientific Knowledge
Content Standard II, 1: All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Justify plans or explanations on a theoretical or empirical basis. (Key concepts: Aspects of logical argument, including evidence, claims, conclusions, observations.)
2. Describe some general limitations of scientific knowledge. (Key concepts: Understanding of the general limits of science and scientific knowledge as constantly developing human enterprises.)
3. Show how common themes of science, mathematics, and technology apply in real-world contexts. (Thematic ideas: Systems/subsystems, feedback models, mathematical constancy, scale, conservation, structure, function, adaptation.)
Use Scientific Knowledge from the Life Sciences in Real-World Contexts
Content Standard III, 2: All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)

2. Describe the life cycle of a flowering plant. (Key concepts: Flowering plant parts and processes- roots, stems, leaves, flowers, fruits, seeds, embryo, pollen, ovary, egg cell, germination, fertilization. Real-world contexts: Common flowering plants, such as bean, tulip.)

Prior Knowledge:

Students can explain the standard growth pattern of a monocot seedling.
Students understand lab safety rules and can use lab equipment safely.
Students are able to research a topic using electronic reference tools.
Students are able to use the basic features of a word processing program to write an essay.
Students are able to use the basic tools of a spreadsheet program to create a line graph.
Students can explain the components of the writing process: plan, draft, revise, edit.

Cue Set:

How can we help students connect real-world and classroom information?
What sort of information can be drawn from various charts and graphs?
How are different charts and graphs constructed?

Best Shot Instruction:

Review with students the process of germination and have them make educated guesses as to the effects of soaking seeds overnight prior to planting.
Review basic components of an experiment with the students: control and experimental groups, independent and dependent variables, and hypothesis.
Students will soak seeds overnight and then work in groups of two or three to devise an experiment involving the planting and germination of seeds.
Students will water and measure their plants for growth daily for two weeks.
Students will record their measurements on a data table. Students will use online encyclopedias to familiarize themselves with the economic realities of modern agriculture.
Students will compile their results into a lab report including a line graph to compare the overall growth of the two groups of corn seeds.

Reteaching and Enrichment:

If the student generated lab procedures are not stringent enough to produce valuable results, then the teacher may want some students to repeat the procedure development phase before going on to conduct the labwork.
Students may be encouraged to further compile the class results into a larger overall study of the experiments' results.

Review and Closure:

Students will read their reports in class and share their findings with their classmates.

Assessment:

A. Formative Assessment (Teacher Observations)

Observation of student interaction
Reading student lab procedures prior to implementation
Observation of students conducting actual labwork

B. Summative Assessment:

The word processed lab report, including student generated line graphs showing the growth of corn seeds soaked before planting and those simply planted, must reflect an understanding of scientific methodology and include a logical connection between the hypothesis, problem, procedure, accurate observations, and conclusion.

East Detroit Public Schools Lesson Design

East Detroit Public Schools
Lesson Design