Explain the following rating system to the students: 1 I have never heard of this word before now. — 2 I recognize this word, but I don’t know what it means. — 3 I sort-of know what this word means, but I would have a hard time explaining what it means. — 4 I can explain what this word means and use it in a sentence. — Give students a chance to rank the word before moving on to the next word and repeating the process Read the article with the class. After you read and discuss the article with your students, have them re-rate each vocabulary word in the column on the handout using the process from Step 2. Vocab Alert! “After” Have students draw a picture of or describe examples of each word in the space provided on the Vocab Alert! 4.2—Activity Part 2: Exploration Activity 4.2.1—Activity Part 2: Day One Pass out the to students. Grafting Exploration A Handout Read the introduction to the students then give them time to think about and answer the accompanying discussion questions. Discuss answers with students using the as a reference. Exploration Answer Sheet Resource 4.2.2—Activity Part 2: Day Two Go over the brainstorming instructions and example on the Exploration A Handout. Give students 15–20 minutes to brainstorm ideas. Show students the following video, which explains the three main types of grafts: of Tomato Plants,” by TomatoLab. “Grafting Pass out the Go over the horizontal top cut example with students. Give them Exploration B Handout. 10–15 minutes to fill-out the advantages/disadvantages of each graft type. This is part one of the handout. Discuss student answers using the as a reference. Exploration Answer Sheet Resource Have students analyze the data in part two of the handout. Discuss student answers using the as a reference. Exploration Answer Sheet Resource 4.3—Activity Part 3: Engineering Design 4.3.1—Activity Part 3: Day One Students should work in for this activity. Each pair should get two scions and two rootstocks for a total of two grafts. Pass out a copy of the to every student. Engineering Design Handout Give students time to brainstorm the problems, criteria, constraints, and priorities associated with this activity.
Explain the following rating system to the students: 1 — I have never heard of this word before now. 2 — I recognize this word, but I don’t know what it means. 3 — I sort-of know what this word means, but I would have a hard time explaining what it means. 4 — I can explain what this word means and use it in a sentence. Give students a chance to rank the word before moving on to the next word and repeating the process Read the article with the class. After you read and discuss the article with your students, have them re-rate each vocabulary word in the “After” column on the Vocab Alert! handout using the process from Step 2. Have students draw a picture of or describe examples of each word in the space provided on the Vocab Alert! 4.2—Activity Part 2: Exploration Activity 4.2.1—Activity Part 2: Day One Pass out the Grafting Exploration A Handout to students. Read the introduction to the students then give them time to think about and answer the accompanying discussion questions. Discuss answers with students using the Exploration Answer Sheet Resource as a reference. 4.2.2—Activity Part 2: Day Two Go over the brainstorming instructions and example on the Exploration A Handout. Give students 15–20 minutes to brainstorm ideas. Show students the following video, which explains the three main types of grafts: “Grafting of Tomato Plants,” by TomatoLab. Pass out the Exploration B Handout. Go over the horizontal top cut example with students. Give them 10–15 minutes to fill-out the advantages/disadvantages of each graft type. This is part one of the handout. Discuss student answers using the Exploration Answer Sheet Resource as a reference. Have students analyze the data in part two of the handout. Discuss student answers using the Exploration Answer Sheet Resource as a reference. 4.3—Activity Part 3: Engineering Design 4.3.1—Activity Part 3: Day One Students should work in for this activity. Each pair should get two scions and two rootstocks for a total of two grafts. Pass out a copy of the Engineering Design Handout to every student. Give students time to brainstorm the problems, criteria, constraints, and priorities associated with this activity.
ms-frankenplants-lesson-plan-resource-v1.4.docx