Development, Learning and Motivation
Portfolio Exemplar Cover Sheet
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Seed Sort
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: 2/27/13
1. This "Seed Sort" lesson plan was an important component in our plant unit. It was used to teach how seeds travel in a hand on way. I used samples of actual seeds for students to examine and describe. This was used as a pre-assessment to have them predict how each type of seed travels. Each student had the opportunity to learn about how seeds differ in a hand on way. Students took ownership of their ideas and were motivated to make predictions to add to the class discussion.
2. I used the tactics to engage students by verbally presenting scenarios that captivated them and encouraged them to think of how seeds might travel. Next, I had them explore seeds hands on and record their observations. I learned that allowing students to explore and make predictions strengthens interest and heightens learning.
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Seed Sort
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: 2/27/13
1. This "Seed Sort" lesson plan was an important component in our plant unit. It was used to teach how seeds travel in a hand on way. I used samples of actual seeds for students to examine and describe. This was used as a pre-assessment to have them predict how each type of seed travels. Each student had the opportunity to learn about how seeds differ in a hand on way. Students took ownership of their ideas and were motivated to make predictions to add to the class discussion.
2. I used the tactics to engage students by verbally presenting scenarios that captivated them and encouraged them to think of how seeds might travel. Next, I had them explore seeds hands on and record their observations. I learned that allowing students to explore and make predictions strengthens interest and heightens learning.
Seed Sort Lesson Plan
Benchmark/ Essential question:
How do are seeds transported from one location to another?
Learning Goal:
Students will be able to deduct how seeds travel bases on the way the seed looks, texture, and research.
15 minutes Engage: Sit in a circle on the front carpet. Are plants all in one place?
“ No, they are all over our campus”, Ask students what they know about how seeds go from one place to another. Record ideas on white board. Student examples: animals, wind, people, water, etc. Explain to student there are samples of different types of seeds at their tables and a recording sheet. They will examine the seeds, draw, record size, shape, color, and then predict how each type of seed might be transported based on how it looks and they type of seed it is. example: Dandelion- feathery and light, flies. Cherries: eaten by animals. Cocklebur: Spiky, sticks to clothes.
20 minutes Explore: Students return to their seats. Take turns examining seeds and record observations.
20min Explain: Students gather to the carpet and discuss how they think each seed travels explaining their reasoning. Record on large recording chart displayed on white board. Students many discuss and debate reasoning.
20 min Elaborate/Assess understanding: Break students up into seven groups. Have each group research their seed and find out how it travels on their ipads. Teachers must find appropriate website for students before hand, students read and take some notes on lined paper. Explain to students that they will be presenting their findings to class.
15 min Evaluate: Students present their findings to class. Record proven findings of how each type of seed traveling on the smart board large seed chart.
How do are seeds transported from one location to another?
Learning Goal:
Students will be able to deduct how seeds travel bases on the way the seed looks, texture, and research.
15 minutes Engage: Sit in a circle on the front carpet. Are plants all in one place?
“ No, they are all over our campus”, Ask students what they know about how seeds go from one place to another. Record ideas on white board. Student examples: animals, wind, people, water, etc. Explain to student there are samples of different types of seeds at their tables and a recording sheet. They will examine the seeds, draw, record size, shape, color, and then predict how each type of seed might be transported based on how it looks and they type of seed it is. example: Dandelion- feathery and light, flies. Cherries: eaten by animals. Cocklebur: Spiky, sticks to clothes.
20 minutes Explore: Students return to their seats. Take turns examining seeds and record observations.
20min Explain: Students gather to the carpet and discuss how they think each seed travels explaining their reasoning. Record on large recording chart displayed on white board. Students many discuss and debate reasoning.
20 min Elaborate/Assess understanding: Break students up into seven groups. Have each group research their seed and find out how it travels on their ipads. Teachers must find appropriate website for students before hand, students read and take some notes on lined paper. Explain to students that they will be presenting their findings to class.
15 min Evaluate: Students present their findings to class. Record proven findings of how each type of seed traveling on the smart board large seed chart.