# TEDU 517 – Community Resource

Here is a link to the presentation that my group worked on for our community resource, the James River.

# TEDU 517 – Discrepant Event

Discrepant Event Demonstration: Is Air Matter?

Teacher Handout

Materials list:

• 1 Clear Container
• 2 Small Plastic Portion Cups
• Water
• Scissors
• Paper/ Paper Towel
• Tape
• Food Dye *Optional*

Directions with safety considerations:

1. Fill the clear container with water, enough to submerge the portion cups.

*Optional – Add dye of any color to water and mix it.

1. Next, take one of the portion cups and cut a small hole in the bottom of it.
2. Cut the paper/paper towel into two small pieces and tape them to the inside of the portion cups. Do not cover the hole in the first cup.
3. Show the class the water and the two cups, now with their paper, and tell them that you are going to submerge them, upside, into the water. Ask them what they think will happen.
4. Take the cup with the hole and press it to the bottom of the container upside. Then pull it out and ask the class what they observed.
5. Repeat step five with the cup without the hole and ask again, what they observed. Be sure to keep the cup facing down as it is submerged.
6. Then explain to the class what actually happened.

Matter is all around us. It is all of the solids, liquids, and gasses that are in the world, which means the air around us is also matter. Because the air could escape through the hole in the first cup, the paper inside got wet as the water pushed the air out in bubbles. But without the hole, the air in the second cup could not escape and thus the water could not push it out and the paper stayed dry. The air takes up its own space and thus holds a property of matter and is made of matter.

1. *Conclude by telling the students that while it is fun, not to perform the event with permission or help from an adult at home, especially with the scissors.*

Description of the use in an elementary classroom:

This activity meets the Virginia requirements for Science SOLs 2.1 and 2.3. It can be implemented to not only generate interest in the subject and promote logical, scientific thinking, but also help students better understand the concepts of matter and its existence within the world.

Resource Citation:

# TEDU 517 – Science Lesson Plan

Science Practicum Classroom Lesson Plan: Plant Life Cycle

Purpose

• Students will gain a better understanding of the life cycle of plants, what stages are a part of the plant life cycle, and finally consider what factors within the world may affect the cycle.
• SOL: Earth Patterns, Cycles, and Change
• 8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include;
• a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides;
• b) animal life cycles; and
• c) plant life cycles.
• NSES: Life Science
• Life Cycles of Organisms
• Plants and animals have life cycles.
• A life cycle includes: birth, development, adulthood, reproduction, and death.
• Offspring resemble parents.
• Some characteristics of organisms are inherited while others result from interactions.

Objective

• The third-grade students will be able to correctly answer questions about the plant life cycle given the questions, a prior, class handout, and a prior plant life cycle game without error.

Procedure

• Introduction:
• Introduce the lesson by posing a challenge to the class. Tell them that you would like to see just how knowledgeable about plants they are.
• Ask them to think of as many different facts about plants as they can. (ENGAGE)
• Give them a minute to ponder and then ask them to raise their hands to share their most interesting fact.
• Take a few answers and then tell them that today, you will be going over the plant life cycle.
• Development:
• Hand out a copy of the plant life cycles notes to each student.
• Go over the handout, having students follow along with you as you go.
• The plant life cycle begins with a seed, which then sprouts, then begins to grow roots and a stem, eventually it becomes a mature plant with leaves above the ground, next it flowers or fruits which have seeds in them, the seeds are carried off and planted again which starts the cycle anew.
• Plants need sunlight and water to grow.
• When finished, have the class glue the handout into their science notebook.
• Afterwards, take any immediate questions before having the class turn to their tablemates.
• Tell them that they are going to play a game, and that the table that shows you how the plant cycle works correctly, by creating a visual with the pieces of the cycle you will hand out to them, the fastest, wins and will be the table that helps guide the class through the different steps of the cycle.
• Be sure to let them know to work together and once they are finished, have them raise their hands so you can check. (EXPLORE)
• Allow them ready themselves and then tell them to start.
• Once a table correctly finishes (It should be the order below, in a circular visual), announce that the class has a winner and go over the cycle once again for everyone with the winning table helping you.
• Let all tables order them correctly and in the correct pattern. (EXPLAIN)
• Seed à Seed Sprouts à Seedling w/ Roots and Stem à Mature Plant w/ Leaves à Flowers or Fruits w/ seeds àSeed (starts again)
• The pictures should be placed in a circular pattern to indicate that it is a cycle and it repeats.
• Tell the class you have one more challenge for them.
• Ask them to think of anything in the world that they believe might change or interrupt the cycle. (EXTENSION)
• Let them think for a few minutes before having each table share. Examples may include ideas like big storms blowing the plants away or animals eating them.
• Summary:
• End the lesson by asking students to pull out a piece of paper and a pencil.
• Write or project the following questions and have the students answer them on their papers.
• What are the stages in the plant life cycle (list them in order)?
• Draw a picture of the cycle.
• What is one thing that can interrupt the plant life cycle?
• Be sure to tell them to do this individually. It is their exit ticket to your lesson and you want to know what they learned today. (EVALUATION)
• When finished, have students turn it in to you.
• Go over the three exit ticket questions as a class and take any final thoughts or questions before ending the lesson.
• Differentiation
• Students of all levels, struggling, advanced, and on pace, will have auditory and visuals throughout the lesson with the review notes and the game itself.
• Students will have kinesthetic learning in which they manipulate and work with the pictures/pieces of the cycle and try and properly depict what the cycle looks like.
• Struggling students may have additional help from the teacher.
• Struggling students may have additional help from their peers during the game activity.
• Students who finish the game early may discuss what they know and what they think about the plant life cycle.
• Students who finish the extra, end challenge early may think of more things that can disrupt the plant life cycle and where those things might fit in the plant life cycle.

Materials

• Teacher
• Writing tool; expo maker, pen, pencil, etc.
• Questions for the exit ticket (see above)
• Students
• Paper (Notebook, plain paper, etc)
• Science Notebook
• Glue sticks
• Pencils
• Plant Life Cycle handout
• Plant Life Cycles Game (one per table)
• Safety Precautions
• The activities for this lesson, the class discussion, review, game, and exit ticket, do not require any specific safety precautions and/or extended steps in order to ensure classroom and student safety.

Evaluation A

• Students will be evaluated and learning will be assessed based on whether or not they have correctly answered the three end of lesson questions, pertaining to plant life cycles, individually, completely, and without error.