Lesson Class #19: Computer research project on Course Science

Title/Focus plants from Alberta 7

PROGRAM OF STUDY OUTCOMES

GLO 2: Investigate life processes and structures of plants, and interpret related
characteristics and needs of plants in a local environment
 2.3 Investigate and interpret variations in needs of different plants and their
tolerance for different growing conditions (e.g., tolerance for drought, soil
salinization or short growing seasons)
GLO 3: Analyze plant environments, and identify impacts of specific factors and controls
 3,4 describe and interpret the consequences of using herbicides, pesticides and
biological controls in agriculture and forestry
GLO 4: Identify and interpret relationships among human needs, technologies,
environments, and the culture and use of living things as sources of food and fibre
 4.1 investigate and describe the development of plant varieties through selective
breeding, and identify related needs and problems (e.g., identify needs leading to
the development of new grain varieties; identify problems arising from the
development of new plant varieties that require extensive fertilization)
 4.3 identify the effects of different practices on the sustainability of agriculture
and environmental resources (e.g., identify positive and negative effects of using
chemical fertilizers and pesticides and of using organic farming practices)

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Identify plants, crops, or trees that come from Alberta and create a convincing
argument as to why they should be chosen as the new Provincial plant (using
convincing vocabulary, details, and correct facts).
2. Use proper computer lab skills and demonstrate respect, inquiry, and
collaboration with their fellow students

MATERIALS AND EQUIPMENT

 Research project worksheet

 Computer lab bookings
 Sample project on PP

PREPARATION AND LOGISTICAL CONSIDERATIONS

 Prepare worksheet and sample project on powerpoint ahead of time

 Remind students of expectations of computer lab
 Book computer labs ahead of time
 PROCEDURE

Introduction Time

 Review the project that was done on Friday with the students (pull up the 15
worksheet on the smartboard) and students will follow along with their Min
sheets at their desk.
 Create rules as a class for the computer lab: how should they behave,
what are the rules, what do I expect. If the students do not follow these
rules they will have to make their project by hand as their computer
privileges will be removed
 Find a group of people to work with, if these groups are not working then
the groups will be working on their own
 The teacher will open D2L and show the students that a bank of
resources has already been created for them. This will help them get
started on their project

Body Time

Computer 1. Students will bring their worksheets to the computer lab 40

Lab with them min
2. Once there, they can go to D2L and begin their researching.
Once they have found the plant, crop, or flower that they
want to research they will come up to the teacher who will
write down the group names and designated plant as a
record

Accommodation/modification: Students can choose who they want

to work with, but the teacher will be aware of students who are in
the L & L program and put them in groups (if needed) to make them
feel the most successful. The teacher will also be aware of the groups
of students and make any changes that are necessary for them to be
successful. The resource list on d2l will also help any students who
may need an extra hand getting started

Finishing up 1. Students will be given a 5 minute warning to save their 5 min

in computer work. Remind the students that they will be working on
lab these projects again tomorrow. Tomorrow’s period should
be focusing on creating the project if they haven’t already
started
2. Students who have not yet given the teacher the names of
their plants will do so before the period is over

Conclusion Time
 Remind students where they will meet tomorrow (directly in the computer
lab to get started) and they only have 1 more class period to work on this 1 min
project.

Assessment

 Summative assessment- Collection of projects at the end. This will allow the teacher
to evaluate the persuasive arguments of the students in a scientific way. It is also a
good way for the students to connect a variety of concepts that we have learned so
far about plants (ex: topic 1: food and fiber )
 Formative assessment: conversations and observations: the teacher will walk
around and observe and make sure everyone is on track for their project. This is
also a good time for the teacher to ensure groups are working well together.