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Lesson plan on the functions of different Rose flower parts
Lesson plan on the functions of different Rose flower parts
Roses
Day 4- Functions of different parts of rose flower
Subject: Observation
Rationale:
To provide students with basic knowledge as well as understanding the Science concept in relation to different flowers parts of a rose and their functions. This would help them to understand the functions of the different parts of a rose flower.
Student Outcomes:
1. The functions of different parts of the flowers
2. Students should be able to relate and state the functions of each rose flower parts on the worksheet given and identify each parts of the rose.
Standards:
Control on pencil: draw with control on hands
Effect draw: Draw effects on our students to improve and support their skills.
Materials
1. Rose flower
2) A projector
3) A laptop
4) Group work worksheets
5) A poster that indicates different flower parts
6) Class work sheets
Lesson Flow
1. Students to name various Rose flower types
2. The teacher to display various types of rose flower
3. Students to describe verbally their observation in terms of color, size, and shape
Anticipatory Set:
Review the previous lesson and ask some question about it.The teacher needs to ask the students if they have any questions about yesterday lesson and answer any question if any form the students.
The teacher to tackle today’s lesson on functions of the different parts of a flower and learns how to observe as well as name different flower parts.
The teacher has to put pictures of a rose on the black board as well as teach them to explain the functions of flower parts. The students need to practice until they understand the functions of the flower parts and give their drawings to one another as gifts. The gifts have a positive effect on students like Matt.
The teacher to give students a chance to explain their view point
Teaching Procedures
The teacher needs to teach the students the different parts of the flower by making usage of discovery method with the students. At the same time, the teacher has to explain to the students the various flower parts functions to them.
The teacher does not expect students to give out correct answers in terms of the different functions of flower parts. This means the teacher is required to guide students by asking them questions to find out if they understand the different functions of the flower parts. The teacher has to ask the student the size of the flower petals. The expected answer from the students is that the rose flower petals are large.
The next step is for the teacher to direct the questions on the color of the flower petals. The anticipated answer from the students is that the petals are white, red, or yellow in color depending on the color of the flower they are holding in their hands.
The teacher has to explain the fact that large petals, which are bright tends to attract insects. The lesson involves usage of different kinds of activities such as identifying the different functions of flower parts. Every student has to join a group and take with them a piece of paper and pencils. The class has four stations, which the students have to go to each one of them. At the first of two stations, the students need to work with other group members. The last two stations involve individual work and they have to go to every station and draw the different parts of a rose.
The other step is for the teacher to write the word for each part of the rose drawn. When one is done, the students have to take their seats and start coloring their pictures. They have to put down their names on each picture drawn and write down the functions of different flower parts. Students who finish first have to go to the computer and the different parts of the flowers online.
The teacher to give students five minutes in each station to draw and write down the different functions of a rose flower. Lastly, the teacher gives feedback and assists them in case of any challenges. Matt seems to be trying his best as he asks the teacher questions and work together with his peers.
Closure
Take students outside to see roses in the school environment, ask them about the environment, and the habitat of the flowers.
Display the flowers drawing in the classroom, so the students have reminder of each environment feature.
Guided and Independent Practice
Students have to practice identifying the different parts of a flower. The teacher has to let students conduct independent practice, especially a student like Matt. He felt better when I was assisting him practice and identifying the different parts of the flower. Students did this activity and worked together with their peers.
Student outcomes
Students will present in groups the functions of different parts of a rose flower and the various types of rose flower. Students have to make use of their observation skills to enable them identify the different types of roses.
Differentiation
Matt is one of the students in my class and he has a below IQ than the average of the class; consequently, he has learning disabilities.
The teacher to ask the students to concentrate on the upper flower part, and ask them to examine the flower, especially the pistil as the teacher shows them the composition of the pistil being ovules, stigma, style and ovary. The teacher will then indicate the stamen and comprise of the anther and filament. At the same time, the teacher teaches will teach the students that the ovary is found in the flower. The ovary has ovules so the teacher needs to bisect the flower style to show the flower ovary to the students. The teacher has to guide all the students by ensuring they are asked questions to find out if they can identify the different flower functions. The teacher should ask the students the petal size of the flower with the expected answer from the students to be large. The teacher has to direct questions on the color of the petals and expect answers from the students. The answer, which is expected from the students, should be red, yellow, and white petals in color depending on the type of flower they are holding in their hands. The teacher has to explain to the students that the petals are mostly large with very bright colors to attract insects. I will ask the students the color of the flower they are holding. They will give different answers as they are holding various flower types. The next step is to ask the students to identify the brightest flower parts. The teacher has to ensure the students point the right flower parts and distinguish them. The teacher then has to teach the students the flower brightest parts called the petals. The teacher then needs to ask the students to peel of flower petals. I provided various learning choices by ensuring that students had a chance to choose whether they wanted to work in groups or if they preferred to work as individuals. They were able to choose the games they wanted on flowers with various levels for all students. The activities were easy to make all the students comfortable and enjoy the lesson. The teacher to give Matt a piece of paper, pencils, and crayons to color the different parts of a flower after the end of the lesson. She will color the diagrams and share with his other classmates. At the end of the lesson, the teacher will reshow her the pictures for flowers she has colored and remind her of the unique feature of the different parts of the flowers. Each one of them and ask him to create in sheets of paper provided The white cotton, sand, plastic grass, glue, crayons, and sticker flowers would be used in drawing and painting the different flower parts. The assignment was divided in two pages to make it clear and easier for her, to have extra white page to draw and color with my support successfully.
Marijuana (2)
Contents
Introduction
TOC o “1-3” h z u I. Marijuana PAGEREF _Toc79816602 h 1 A Origin
B Factors
C Legal
II. Heading 2 A Purpose
B collaboration
C Evidence
III. Heading 3 A popularity
B Impact
C riskiness of substance
IV. Heading 4A policy changes
B hypothesis
C Comparison between marijuana and alcohol
IV. Heading 4 A Economic profit
B social effect
C removal of law
V. Heading 5 A chemical effect of marijuana
B challenges of teenagers
C responsibility of teenagers
VI. Heading 6 A marijuana trafficking
B increase of legalization of marijuana
C introduction of the RAND organization
VII. Heading 7 A long term significance of marijuana
B short term significance of marijuana
C addiction of the workers of the government
VIII Heading 8 A direct effects on individual health
B short term memory
C Results on the entire society
Marijuana We should not legalize marijuana for medical purpose
Marijuana is a drug from cannabis plant native to Central Asia and the Indian subcontinent, it is used as a drug for both recreational and entheogenic purpose in various traditional medicines.
Medical marijuana is legal in 20 states and the direct District of Columbia, recreational Marijuana is now legal in Washington and Colorado.
Marijuana is used in medication prescribed by physician and it has been approved, prescribed and made available to the public are very different from other commercially available prescription drugs. Due to this differences fake problems monstrous by the public and many physicians.
The first anti-marijuana laws in the United States date from 1911, when
Massuachusetts banned marijuana, followed in 1913 by California, Maine, Wyoming, and
Indiana. Other states followed suit over the next two decades; by 1933, 27 had
criminalized marijuana. The main factors generating these new laws seem to have been
anti-Mexican sentiment (whipped up by popular notions that marijuana was a social ill
brought by Mexican laborers) and fear that marijuana would engender criminal or even
murderous tendencies in its users.
At the federal level, marijuana was legal in the United States until 1937, when
Congress passed the Marijuana Tax Act, effectively criminalizing marijuana and
prohibiting its possession or sale under federal law. Only those who paid a hefty excise
tax were permitted to use marijuana for medical and industrial uses. In the 1950s, a series
of federal laws, including the Boggs Act of 1952 and the Narcotics Control Act of 1956,
strengthened penalties against marijuana use and imposed mandatory jail sentences for
drug-related offenses.
Attitudes began to change in the late 1960s; in 1970 Congress repealed most
mandatory penalties for drug-related offenses, based on the view that mandatory
minimums had done little to curb drug use (Schlosser 1994). The 1972 Shafer
Commission, appointed by President Nixon and operating under the National Commission
The following are reasons why we should not legalize marijuana for medical purpose;
Heading 1In availability of enough evidence for therapeutic benefit;
Commercially available drugs are subjected to vigorous clinical trials to evaluate protection and worth in the United States.
There have been efficacy of smoked marijuana for any of its potential indication, which provides evidence that that showed that marijuana was superior to control but inferior to Ondansetron in treating nausea.
There has been only one randomized, double-blind, placebo-and active-controlled trial gaging the efficacy of smoked marijuana for any of its potential indications.
Conchrane collaboration the recent reviews find insufficient evidence to support the use of smoked marijuana for a number of potential indications, including pain related to rheumatoid arthritis. Dementia, ataxia or tremor in multiple sclerosis and symptoms in HIV/AIDS.
This all evidence does not mean that components of marijuana do not have potential therapeutic effects to alleviate onerous. Hence there is no enough evidence to legalize marijuana from cannabis plant.
Heading 2The use of the marijuana drug and popularity of the same continues to gain audience among young individuals who focus on its use as beneficial to health rather than harmful. The cannabis plant is indigenous to Asia, but is currently used the word over the increasing numbers among individuals who use the drug has basis on continued protests from the public displaying the estimated impact of marijuana liberalizations on marijuana and other substance use, driving under the influence, healthy behaviors, driving safety, the ease of obtaining various substances, illness and perceived self-esteem, friends’ substance use, friends’ disapproval of substance use or DUI, self-reported criminal behavior, perceived riskiness of substance use, and
disapproval of substance use.
Heading 3While we provide no evidence here for why the policy changes have not had more
substantial impacts, we speculate briefly on the underlying explanation. The most obvious
hypothesis is that, despite substantial resources devoted to enforcement, marijuana laws
exert only minor impact on use, so removal of these laws merely ratifies de jure what is
Marijuana advocates have had some success peddling the notion that marijuana is a “soft” drug, similar to alcohol, and fundamentally different formulated similarly; but as the experience of nearly every culture, over the thousands of years of human history, demonstrates, alcohol is different. Nearly every culture has its own alcoholic preparations, and nearly all have successfully regulated alcohol consumption through cultural norms. The same cannot be said of marijuana. There are several possible explanations for alcohol’s unique status: For most people, it is not addictive; it is rarely consumed to the point of intoxication; low-level consumption is consistent with most manual and intellectual tasks; it has several positive health benefits; and it is formed by the fermentation of many common substances and easily metabolized by the body.
Heading 4Under the state scheme, she testified, there would be “tremendous profit motive for the existing black market providers to stay in the market.”42 The only way California could effectively eliminate the black market for marijuana, according to Dr. Pacula, “is to take away the substantial profits in the market and allow the price of marijuana to fall to an amount close to the cost of production. Doing so, however, will mean substantially smaller tax revenue than currently anticipated from this change in policy.”
Heading 5The chemical effect of marijuana is to take away ambition. The social effect is to provide an escape from challenges and responsibilities with a like-minded group of teenagers who are doing the same thing. Using marijuana creates losers. At a time when we’re concerned about our lack of academic achievement relative to other countries, legalizing marijuana will be disastrous.
Heading 6Today, marijuana trafficking is linked to a variety of crimes, from assault and murder to money laundering and smuggling. Legalization of marijuana would increase demand for the drug and almost certainly exacerbate drug-related crime, as well as cause a myriad of unintended but predictable consequences. To begin with, an astonishingly high percentage of criminals are marijuana users. According to a study by the RAND Corporation, approximately 60 percent of arrestees test positive for marijuana use in the United States, England, and Australia. Further, marijuana metabolites are found in arrestees’ urine more frequently than those of any other drugs.
Heading 7In addition to its direct effects on individual health, even moderate marijuana use imposes significant long-term costs through the ways that it affects individual users. Marijuana use is associated with cognitive difficulties and influences attention, concentration, and short-term memory. This damage affects drug users’ ability to work and can put others at risk. Even if critical workers—for example, police officers, airline pilots, and machine operators—used marijuana recreationally but remained sober on the job, the long-term cognitive deficiency that remained from regular drug use would sap productivity and place countless people in danger. Increased use would also send health care costs skyrocketing—costs borne not just by individual users, but also by the entire society.
MARIE MONTESSORI
MARIE MONTESSORI
THE Montessori theory is a method of teaching developed where the key principles are Independence observation following the child correcting prepared environment
Montessori theory believed in the child ability to reachghis potential on his own given the freedom and the environment in which to develop naturally
Montessori found that children best learning take place through their senses and through their physical activity within their environment .She further explain that the young child mind is like a sponge soaking up all aspects of environment
The Montessori method of education ,named after its founder emphasizes independence and choice .Having mixed age group encourages kids to build strong bond with of their own age Children are more apt to learn from their peers than from adultingThe benefit of multiage classrooms are that they put learning at the centre both social and academically.ALL Montessori educators are familiar with what we callthe three hour work period .AS the name suggests .this is a three hour chunk of time in the morning which children receive presentation, choose material have snacks and work at their own pace on activities
Montessori WORK CYCLEIS the time when children are free to work with any material on their classroom shelves .The child is encouraged to take the work with any material on their table. A WORK cycle is uninterrupted block of time where children can go about their activity .Montessori identified the following tendancies ,movement,curiosity,exploration and communication
Montessori determined that thare are human tendencies that exist in each individual.They help human to survive adapt in a particular time and environment. childrenhave an innate tendancy to seek perfection IN THEIR WORJK .They use their tendencies such as manipulation of objects order and repetition to achieve a satisfying sense of exactness
The purpose of sensorial material is to aid the child in refining the childs pitch temperature and weight.These materials areintegral part of developing the whole child. Prepard environment cam be designed to facilitate independent learning and exploration
THINGS ABOUT MONTESSORI THAT I DID NOT KNOW
1.Montessori classroos have multi ages
2.Children choose their own studies
INTERESTING DETAILS
Montessori was the first woman to receive a degree in Italy
Montessori education was revived in 1958
UNANSWERED QUESTION; what did montesssori say about play
