Development, Learning and Motivation
Portfolio Exemplar Cover Sheet
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Pea Dissection
Portfolio Category: __X___I _______II _______III _______IV _______V
ACEI Standard: A1
ACEI Standard Elements: Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
Semester: 4 Date: 3/3/13
1. I used the 5E model to guide students’ inquiry. Using this researched based teaching tactic, I designed a hands on lesson that encouraged students to discover something new about the beginning of a plants life with minimal guidance. Learning through doing promotes students acquisition of knowledge and enduring understanding.
2. I effectively implemented this lesson using strategies linked to the 5E model. For example, I circulated the room and asked probing questions. I grew as a teacher by learning allowing students to investigate and not giving answer creates curiosity, which heightens interest, thus, leads a deeper understanding.
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Pea Dissection
Portfolio Category: __X___I _______II _______III _______IV _______V
ACEI Standard: A1
ACEI Standard Elements: Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
Semester: 4 Date: 3/3/13
1. I used the 5E model to guide students’ inquiry. Using this researched based teaching tactic, I designed a hands on lesson that encouraged students to discover something new about the beginning of a plants life with minimal guidance. Learning through doing promotes students acquisition of knowledge and enduring understanding.
2. I effectively implemented this lesson using strategies linked to the 5E model. For example, I circulated the room and asked probing questions. I grew as a teacher by learning allowing students to investigate and not giving answer creates curiosity, which heightens interest, thus, leads a deeper understanding.
Pea Dissection Lesson PLan
Benchmark/ Essential Question (MPI standard):
What is the life cycle of a plant?
Experiment previously designed by class: Peas been put in a plastic bag with a wet paper towel, then sealed and put in a dark cubby for three days.
15 minutes Engage: Sit in a circle on the front carpet. What happens when a seed is put in soil? “We can’t see it because it is dark.”
Say: Our experiment mimicked, or copied, what happens to a seed underground a few days after it is put into the soil and watered. I have a sheet for you to draw what the pea looks like now. Pay special attention to details and come up with your own words to describe what you see and notice. We are going to dissect our seeds, which means gently break apart. You each have a plastic knife to gently break your pea into two pieces. Then you will finish your drawing and answer the questions:
“What do you notice?” “What is on the outside of the pea?” “What is on the inside of the pea?” “What do you still wonder?”
20 minutes Explore: Students return to their seats. Students will use their sheets to record their seed dissection and answer questions. Teacher should walk around and ask probing questions...”What do you notice about your pea? How does it look different from before we put it in the cubby? How does it feel when you touch it?”...etc.
20min Explain: Students gather to the carpet and discuss their findings. Make a large diagram and label parts using the vocabulary students come up with. Make sure to allow all students who want to share a chance to share. Factual vocabulary will be introduced by students: Stem, Root, Seed...etc.
20 min Elaborate: Break students up into partners. Have students look up a diagram of a germinating pea. Sent to students’ ipads via email. With students download file and allow students to compare their drawing with the pea diagram. Have students match similar parts and write down the factual name of each parts by their made up definitions.
15 min Evaluate: Students present their finding in the form of classroom discussion. Label a large germinating seed diagram displayed on the smart board. After adding definitions copy onto drawn diagram and hang up in the classroom.
5 min Extend: Discuss if they think all seeds have the same parts when they germinate?... record ideas.
What is the life cycle of a plant?
Experiment previously designed by class: Peas been put in a plastic bag with a wet paper towel, then sealed and put in a dark cubby for three days.
15 minutes Engage: Sit in a circle on the front carpet. What happens when a seed is put in soil? “We can’t see it because it is dark.”
Say: Our experiment mimicked, or copied, what happens to a seed underground a few days after it is put into the soil and watered. I have a sheet for you to draw what the pea looks like now. Pay special attention to details and come up with your own words to describe what you see and notice. We are going to dissect our seeds, which means gently break apart. You each have a plastic knife to gently break your pea into two pieces. Then you will finish your drawing and answer the questions:
“What do you notice?” “What is on the outside of the pea?” “What is on the inside of the pea?” “What do you still wonder?”
20 minutes Explore: Students return to their seats. Students will use their sheets to record their seed dissection and answer questions. Teacher should walk around and ask probing questions...”What do you notice about your pea? How does it look different from before we put it in the cubby? How does it feel when you touch it?”...etc.
20min Explain: Students gather to the carpet and discuss their findings. Make a large diagram and label parts using the vocabulary students come up with. Make sure to allow all students who want to share a chance to share. Factual vocabulary will be introduced by students: Stem, Root, Seed...etc.
20 min Elaborate: Break students up into partners. Have students look up a diagram of a germinating pea. Sent to students’ ipads via email. With students download file and allow students to compare their drawing with the pea diagram. Have students match similar parts and write down the factual name of each parts by their made up definitions.
15 min Evaluate: Students present their finding in the form of classroom discussion. Label a large germinating seed diagram displayed on the smart board. After adding definitions copy onto drawn diagram and hang up in the classroom.
5 min Extend: Discuss if they think all seeds have the same parts when they germinate?... record ideas.
5E Model
Student Sample