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| Sets Ambitious and Measurable Achievement Goals aligned to the IN Math & Science standards | This lesson plan is meant for first-grade learners. The lesson aims at elaborating the understanding of different features of a mature sunflower and relating these scientific concepts such as factors that support its growth, colors, number of petals, and how technology can be used to support the life of the flower. The above goals are aligned to the INDIANA Academic standards for first graders such 1.3.1, which is based on the organization of the sunflower with the aid of its traits such as petals, and stem. The other standard is the 1.3.3, which studies and clarifies why plants and animals have basic needs for growth and endurance (Unsworth, 2008). These standards will be used to address the lesson objective. The math standard to address for the objective of the lesson will be 1.NS.4, which“compares two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <” (Unsworth, 2008, p. 29). The other standard that will be utilized is the 1.CA.2, which demonstrates “fluency for addition and subtraction within 10” (Unsworth, 2008, p. 42). Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13) (Howson, 2006). |
| Integration of Technology Standards | The intention of applying technology is to inform the learners on how the flower grows with the aid of a short class video by applying the ISTE Student Standards for Technology (Jewitt & Oyama, 2007). |
| Standards-Based and Objective Driven Lesson | The SMART objectives of the lesson plan in line with IN Academic Standards are;
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| Anticipatory Set or Hook | The instructor will display the colorful flower on the classroom table and request the class to touch the flower and feel its texture in turn. The colorful flower will attract the attention of young learners. |
| Technology Integration Engagement | The educator will play a short video of how the flower grows from sprouting to maturity for the learners to get the feeling of how technology aids learning. |
| Technology Integration Communication | The use of a class video will aid in visual communication and engage the learners in a proactive technology-aided education. |
| Procedures | The instructor will first describe the flower and briefly classify it. The instructor will then introduce the arithmetic aspects by requesting the learners to identify the number of petals and colors in the flower. |
| Assessments Facilitated by Technology | The educator will assess the learners’ ability to describe what they have seen in the video by testing their memory, creativity, and factual description of what has been watched. |
| Materials/ Equipment |
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| Inquiry-Based Instruction | The students will be put in groups of three and each group will be expected to make a two minutes presentation on what they have learned. |
| Inquiry Facilitated by Technology | The use of the class video was meant to capture the attention of the learners and make the learning process more interesting through observation. |
| Math | The students will count up the different colored petals and add them together and then compare which was greater than or less than ten. The learners will pronounce the numbers written on the whitewall and write them down in their exercise books. Each color will be allocated value and the leaner will be requested to allocate a number on the colors by simple observation. |
| Nature of Science | The students will be taught the importance of soil, air, and light in supporting the growth of a flower. These components will be classified and described in terms of how they support each stage of growth. The terms such as germination, fertilization, pollen grains, and coloration will be explained. |
| Closing | The lesson will come to closure after the presentation by each group. The educator will assess the performance of the learners and give homework assignments to help the learners internalize the concepts in the lesson. |
References
Howson, J. (2006). Taking control of your teaching career: a guide for teachers, Alabama, Al: Routledge. Web.
Jewitt, C., & Oyama, R. (2007). Visual meaning: A social semiotic approach in handbook of visual analysis. London, UK: Sage. Web.
Unsworth, L. (2008). Describing visual illiteracies in teaching multi-illiteracies: changing contexts of texts and images in classroom practice. Buckingham, UK: Open University Press. Web.