Microteach #1 Lesson Plan Essay Example for Free

Microteach 1 Lesson Plan Es set upRoot Tip tip of a plant extraction that protects the growing tip and secretes mucilage to ease the movement of the gouge through soil Zone of annexe absorbs food water, cell growth pushes root tip down, elongating the root Zone of Maturation Zone w present root cells polariate, or form different kinds of tissues that make up a mature root Xylem transports water up from roots through the plant Phloem transports the nutrients made from photosynthesis to all parts of the plant as indispensable Primary Root Develops into either tap root or fibrous roots Other small roots tell apart offDevelops from hypocotyl root provide water and minerals to the plant from the soil Adventitious Roots Additional roots that emerge from parts of the plant other than the root system Burrow into the fuzee for nutrients LeavesPlumule Also known as epicotyl, emerges after primary root is established and becomes the shoot system supra ground Stem Also known as axis The main stalk of a branch or of the whole plant Apical Bud a. k.a. terminal develop At the tip of a growing plant Contains actively dividing cells called apical meristem Growth here lengthens the plant grows upward Node smear on the axis, or stem, where the leaf, leafstalk, another axis, or flower attaches Internode distance between two nodesPetiole straw attaching the leaf blade to the stemAxillary Bud Bud located between the stem (axis) and the petiole Can develop into a new branch, leaf or flower Leaf Blade Flattened, kelvin site of photosynthesisSessile leaves attaches directly to the stem with no petiole FlowersSepal Provide protection for flower bud supports petals after flower blooms calyx m whatever sepalsPetals Often brightly colored or unusually shaped to curl up pollinators corolla many petalsStamen manful flower partAnther pollen-producing reproductive organFilament support social structure for anther Produces male gametes, or spores (plant version of sperm) Carpel Also called pistil Female reproductive organ in flowers that produces seeds Consists of ovary, ovule, stigma, and style Stigma Sticky, centripetal tip of a carpel The stigma receives pollen from bees Style pillar-like stalk through which pollen tubes grow to reach the ovary Ovary Pollen fertilizes eggs here and develop into seeds develops into the pericarp Pericarp The outer layer In fleshy fruits Often edible for humans and animals Develops from the ovary wall of the flower Surrounds the seeds.(Vajravelu, 2009)ProcedureAnticipatory SetNow that everyones here, lets leaveInvite students to travel orthogonal and collect a plant sample that they would like to identify. State Objective Tell students that they are overtaking to be learning about their samples, to identify their parts, and to learn their functions. ModelI forget show a Microsoft PowerPoint slideshow with pictures or plant structures, their names, and descriptions of their functions. (ESO L Strategy for Edith Use of opticals) Slideshow result contain brief and simple definitions for structures. (ESOL Strategy for Edgar Describing items in simple terms Bulleted lists rather than extended texts) I will point to the structures as I say their names out loud. (ESOL Strategy for Edith Pointing/Gesturing)There will be an individual slide for each valuable structure with additional information, synonyms and pictures (ESOL Strategy for Edgar Expand vocabulary through paraphrasing) I will try to tell the names of the structures as many times as I can instead of saying it to guardianship in pronunciation and understanding. (ESOL Strategy for Edith Repetition) Input I will ask students if they can provide me with any examples of sundry(a) structures from their experiences, diets, etc.For example, carrots are tap roots. (ESOL Strategy for Tasir Linking content to students in-person life) Guided Practice I will provide someof my own plant samples and place them under the d ot cam. I will then dissect samples and state the names of various structures. (ESOL Strategy for Edgar Correcting Phonological Errors) (ESOL Strategy for Edith Repetition) Check for grounds I will ask students to present their samples in groups on the dot cam and name their structures without my assistance. (ESOL Strategy for Tasir grouping Activities with Comprehension Checks) Independent Practice Student will be asked to fill out a worksheet as homework.The students will be required to label unlabeled plant illustrations, and answers questions about the functions of each structure.Clo incontestable concisely review the material with students. This time without the visual aid, ask students if they can reiterate or paraphrase the purposes and functions of various structures. Ask students to relate reproductive structures to the embryonic structures they create, and then the embryonic structures to the adult structure they develop into. place homework.Give students something to look forward to for the next class, ex interesting fact about photosynthesis. I consent you get hold of a wonderful afternoon See you tomorrowResources and ReferencesVajravelu, R. (2009). Ethnobotany A Modern Perspective. (1st ed., pp. 20-35). Dubuque, IA Kendall Hunt. Microsoft PowerPoint (OR) Linux LibreOffice ImpressSamples from grace and/or School GardenDot CamEvaluation Upon being presented with an unlabeled plant sample or illustration, students should be able to identify the name each structure. Students should be able to recognize correlations between different structures for plants in different stages of the life cycle (Example hypocotyl and primary root). Students should be able to understand whatfunctions each structure has that contribute to the survival of the plant.ESOL StrategiesFor Edith, who is at the beginning level of verbiage development, used multiple visual acquired immune deficiency syndrome for each structure. I will state the name of each structure while pointing to the structure, being sure to clearly enunciate, and will repeat the names of the structures as many times as possible. I have placed arrows and animations on the PowerPoint slides for things that I am not able to reach, point to, etc. A concrete life example that she has collected personally, and can touch and play with at her desk, will be multipurpose as another visual aid. For Edgar, who is in the intermediate levels of language acquisition, I have provided very change definitions and brief bulleted lists of additional information.Animations in slides and gestures to structures coupled with me carefully enunciating while I speak the vocabulary delivery should help to clear up any phonological errors he may experience. Tasir, who is at the advanced levels of language acquisition, will benefit from note-taking in the classroom. Having the correctly spelled vocabulary words provided on the screen next visual examples will help her to spell them correctly in her note s, which will in turn build up her writing skills. Having me read aloud the words on the screen may help her with her reading skills. comrade review in group activities and guided practice will help correct any errors. Her spell on her homework will help me to assess her level of success. I will link concepts to her personal life, such as tap roots and carrots, to help her understand that improvement in class will lead to skills she will use in life.Copy of PowerPoint is attached.