Lesson+2+w-AT

__ ** Lesson 2: Plants ** __ ** Lesson Plan Title: ** The Role of Plants in Life w/ assistive technology adaptation for students with upper body disabilities

** Concept/Topic to Teach: ** Plant Cells, Photosynthesis, Types of Plants

** Standards Addressed: ** ACOS Biology Standard 10 ACOS Technology Standard 3, 6, 8, 9, 11, 12 ACOS ELA Standard 3, 5, 8, 10, 11, 12 = = = Specific Objectives: Students should be able to: =
 * Differentiate between a plant cell and animal cell
 * Explain the functions of major organelles in plant cells
 * Describe the histology of roots, stems, leaves, and flowers
 * Recognize chemical and physical adaptations of plants

** Required Materials: ** · Text book · Computer with internet access

** Anticipatory Set (Lead-In): ** · Pass samples/leaves of a few different plants around to see if students can identify them. (Instructor or selected students can hold up samples for students with special needs.) · Discussion about plants and their importance to the environment. Lead in to plant cells, organelles, and photosynthesis. (Students with special needs will be given detailed notes along with a copy of the PPT presentation.)

** Step-By-Step Procedures for Teaching the Lesson: ** · Discuss and give notes about types of plant cell organelles and their functions, and the different types of plants. (Power Point Presentation w/pictures) -see above · Use online activity/game to reinforce identifying different organelles and types of plants. (IWB/Board) -Students with special needs will have access to __AAC Keys__, a free keyboard interface and mouse emulation program offered at abledata.com. · Group students by ability.

· Assign plant project: o Research a particular type of plant and add the online resources to the group’s social bookmarking account. o Find and comment on a blog that deals with plants, then write a paragraph about what you think of the blog and its’ content. § www.scienceblogs.com o Find and present an IWB activity or another educational activity dealing with plants. o Pick one organelle and post a comment to the class wikispace about its’ function. o Create a flower parts poster labeling the different parts (flowers will be provided) o Each group will make a presentation to the class on the plant they have chosen to research to include the following: § A detailed description of what the plant looks like § What category the plant falls under: · Monocots vs. Dicots · Angiosperms vs. Gymnosperms · Vascular vs. Nonvascular § The location or region the plant is found in and the type of climate for which it is best suited § How the plant contributes to the environment and which type of animals may feed off of it   § Ways in which the plant has been or could be used for health or economic reasons

** Guided Practice/Monitoring: ** · Show examples of helpful research sites, a science blog, IWB activity, and presentation. · Assist students in research, if needed. · If possible, take students on a nature walk/trail with guide books to identify different plants. (Virtual tours for classes with students that have special needs)

** Closure (Reflect Anticipatory Set): ** o How can you tell a plant cell from an animal cell? o What is the cell wall made up of? o What is chlorophyll? o What purpose do chloroplasts serve? o Explain the difference between vascular and nonvascular plants? o What purpose does the root of a plant serve? o What do leaves provide for a plant?
 * Review facts with questions: (IWB/Board, quiz, review game, assign certain questions to groups)

** Assessment Based on Objectives: ** · The presentation should show that students recognize chemical and physical adaptations of plants with 80% accuracy.
 * Through the group activities presented, students should be able to differentiate between a plant cell and animal cell with 95% accuracy.
 * By commenting on the class wikispace, students should be able to explain the functions of major organelles in plant cells with 90% accuracy.
 * From the flower poster, students should be able to describe the histology of roots, stems, leaves, and flowers with 95% accuracy.

** Adaptations (For Students With Special Needs): ** · Since the students were broken up into groups based on abilities, those with learning/physical disabilities will receive peer mentoring from the advanced students in their group and given a small part of the project that fits their ability. · Graphic organizers about plant organelles, parts, and types provided to assist with note taking. · The __Wave switch-adapted trackball__ offered by ablenetinc.com can be used by students with upper body disabilities who have trouble with using a regular computer mouse to access activities online.

** Extensions (For Advanced Students): ** · Students can do further research on other plants found in the same region as their chosen plant or plants used for medical purposes. · Students can use online activities related to plants o [] o []

** Possible Connections to Other Subjects: ** · Show/discuss examples of how scientist like Gregor Mendel and inventors like George Washington Carver had an impact on history with their innovative use or research of plants.

** Reflection: ** · Integrated technology into the lesson to engage students. · Used results of project and feedback from students to make minor changes before using this lesson plan again.