Lesson+Plan

Third Grade Students SC 3.L.17.2: Recognize that plants use energy from the Sun, air, and water to make their own food. LA 3.4.1.2: The student will write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format. LA 3.3.5.2: The student will add graphics where appropriate **S= State your Objectives** The 3rd grade students will use the library and online sources to create a thirty second song to demonstrate their understanding of the process of photosynthesis that will be recorded in class and posted as a podcast with 95% accuracy on each of the stages. The 3rd grade students will know general knowledge about the plant of their choice by using pen or pencil and paper to write a ten-sentence short story with 90% accuracy. The 3rd grade students will understand the process of photosynthesis and the plant of their choice more in depth by using computer paper, crayons and colored pencils and turning their short story into a 5-10 page picture book with 100% accuracy. **S= Select Media and Materials** Library Computer with Microphone Pen/Pencil Notebook Paper Computer Paper Colored Pencils/Crayons/Markers **U= Utilize Media and Materials** The library will be used to research photosynthesis and their plants. The computer will be used to continue the research process, to record their song, and then to put the song into a podcast. The pen and pencils will be used for documentation, to write the short story and to draw their pictures for the picture book. The notebook paper will be used to write the short story and the computer paper will be used for the picture book. Colored pencils, crayons, and markers will be used to make with book lively and colorful. **R= Require Learner Participation** Monday- I will lecture with a PowerPoint of the overview of photosynthesis. I will also explain in detail the song, the short story, and picture book they have to complete. Then I will present a list of possible plants for them to do their short story on. In random order, they will chose which plant they will research. This will fulfill level one of Bloom’s taxonomy, as will Tuesday’s activities, because it entails inquiring knowledge. Tuesday- We will take a class trip to the library for the students to research photosynthesis and their plant. Wednesday- We will use class time for them to start writing their songs. Their homework will be to have their songs completed by Thursday. This will fulfill Bloom’s second level, comprehension, because they will be expressing and applying their knowledge. Thursday- I will be assisting them in recording their songs into the computer. While I’m working with each student individually, the rest of the students will be writing their short story. Friday “Funday”- I will have compiled a CD of all of their songs to play while the students create their picture book. This will satisfy the fifth stage of Bloom’s taxonomy because they will be constructing and designing their own picture book. On Monday, students will present their picture book/short story to the class. **E= Evaluate and Revise**
 * A= Analyze your Learners**