Lesson+Plans

This page contains various lesson plans that I have used in the classroom.



Investigating Germination and Growing Conditions for Plants *Students will be expected to place seeds in groups according to one or more attributes (202-2). **ELA** 2c. Students will be expected to: *give and follow instructions and respond to questions and directions 1. Students will be expected to: a. describe, share, and discuss thoughts, feelings, and experiences and consider others’ ideas. d. listen critically to others’ ideas and opinions. **Math** *KSCO: By the end of grade 3, students will be expected to // i) recognize, describe, extend, and create patterns and sequences in a variety of //  // mathematical and real world contexts (e.g., geometric, numeric, and measurement) //  *KSCO: By the end of grade 3, students will be expected to  // ii) identify and use nonstandard and standard units of measurement and appreciate their role in communication // SCO: By the end of grade 3, students will be expected to D1 estimate and measure length in meters, decimeters, and centimeters *KSCO: By the end of grade 3,students will be expected to // i) collect, record, organize, and describe relevant data //  SCO: By the end of grade 3, students will be expected to  F1 select appropriate strategies for collecting, recording, organizing,  and describing relevant data  *KSCO: By the end of grade 3, students will be expected to  // ii) construct concrete and pictorial displays of relevant data, // and iii) read and interpret displays of relevant data || 100-28: Identify and describe parts of plants and their general function ** Skills ** :   201-5 Make and record relevant observations and measurements, using written language, pictures, and charts  202-2 Place materials and objects in a sequence or in groups according to one or more attributes  203-2 Identify common objects and events, using terminology and language that others understand  203-5 Respond to the ideas and actions of others and acknowledge their ideas and contributions  ** National Content Standards ** :   Content Standard A: As a result from activities in grades K-4, all students should develop  *abilities necessary to do scientific inquiry  *understanding about scientific inquiry  Content Standard C: As a result from activities in grades K-4, all students should develop an understanding of  *the characteristics of organisms *life cycles of organisms || code What do we know about seeds?
 * ====== **Lesson/Unit Title** ====== |||| Life Science: Plants ||
 * === Lesson/Unit Outcome === |||| **Science**
 * ** Academic Standards Addressed ** |||| ** STSE/Knowledge **
 * ** Engaging Question ** ||||

code ||
 * ** Exploration ** |||| *Offer each student a copy of the Plants KWL worksheet and have them fill it in individually. Then have a class discussion about seeds and create a class KWL chart on seeds/plants. (Multiple Intelligences: Intrapersonal & Logical Mathematical, Blooms Taxonomy Level: Knowledge)

*Provide each table of students with a variety of seeds. Tell each group that they have 10 minutes to create some sort of sorting rules for their seeds (eg: shape, color, size, ect). (Multiple Intelligences: Bodily-Kinesthetic & Interpersonal, Blooms Taxonomy Level: Comprehension)

*Students need to record how they categorized their seeds, so have them create a chart on a piece of loose-leaf and create sections wherein they describe their sorting rules.(Blooms Taxonomy Level: Application)

*As a class, we are going to graph their sorting strategies on the smart board and discuss the different types of seeds.(Blooms Taxonomy Level: Analysis) || *Introduce them to the various discovery learning centers set up around the room. Go around to each one and explain/model what is to be done. *Center 1: students will take turns blindfolding each other and feeding each other seeds such as sunflower seeds or pumpkin seeds and the blindfolded students will attempt to guess what type of seed it is based on what we learned during our sorting exercise. (MI’s: Bodily-Kinesthetic & Interpersonal, Blooms Taxonomy level: Analysis)
 * ** Explanation ** |||| As a class, discuss how each groups sorting of the seeds was similar and or different. Also, discuss what types of characteristics are important with seeds. ||
 * ** Elaboration ** |||| *Divide students into groups of 5. (class of 25 students=5 groups).

Center 2: students will reach their hands into 3 covered holes and feel 3 different types of plants. Then, there are clues written on paper as to what plant it is, and based on the clues and their feeling the plant, they need to guess what type of plant it is. Once everyone in the group has had a turn guessing the plants, switch the plants with types of soil and have them repeat the experiment. (MI’s: Bodily-Kinesthetic & Logical Mathematical) Center 3: students will create an art piece using only seeds. They will have access to a variety of art supplies and will come up with a unique art piece. (MI’s: Bodily-Kinesthetic & Intrapersonal, Blooms Taxonomy Level: Anaylsis) Center 4: students will cut into various fruits and dig out the seeds and make observations about the types of seeds coming from the types of fruits and draw any comparisons. (MI’s: Bodily-Kinesthetic, Blooms Taxonomy Level: Application) Center 5: students will experiment with planting seeds into soil using techniques found in magazines. They will then search through the magazines to find out what their seed is going to turn into. (MI’s: Intrapersonal & Naturalist, Blooms Taxonomy Level: Application) || *a variety of seeds *math journal *Discovery Center Materials: discovery box, 3 types of plans, 3 types of soil, fruit with seeds, plastic knives, styrofoam plates, blind folds, gardening magazines, glue, construction paper, fruit. ||  ||
 * ** Evaluation ** |||| Students will complete a 3, 2,1 journal entry wherein they are asked to write 3 things they learnt during this class, 2 questions they have remaining about today’s class, and 1 of their favorite parts of the class. These will be formatively assessed with the use of a checklist for completion. ||
 * ** Resources Needed ** || // Content resources (books, Articles, speakers, handouts, materials, etc.) // || // Software/Web Resources (CD- ROM’s, URLs, etc.) // ||
 * || *plants KWL worksheet
 * || // Hardware (computers, TV, VHS, etc) // || // Other media, video, satellite, etc. // ||
 * ** Differentiation Strategy ** |||| *please note that the differentiation strategies are listed at the end of each step in the exploration and elaboration sections. ||
 * ** Differentiation Strategy ** |||| *please note that the differentiation strategies are listed at the end of each step in the exploration and elaboration sections. ||