Tusculum College Lesson Plan Template

Tusculum College Lesson Plan Template

Summer 2013

Name: Nikki Jackson

Subject/Grade: Science/ 1st grade

Estimated Time Frame: 30/45 minutes

Standard(s):
GLE 0107.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data.
GLE 0107.3.1 Recognize that plants and animals are living things that grow and change over time.
CCSS.Math.Content.1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Big Idea(s)/Essential Question(s):
What does a plant need to grow and remain healthy?
New Learning:
Vocabulary – prediction, investigation, seed, soil, growth, measurement
Concepts – Students will actively participate and learn about plant growth and make predictions about plant growth.
Skills – Communicate interest in simple phenomena and plan for simple investigations. Conduct investigations and record data about the growth of plants. Describe what plants need in order to grow and remain healthy.
Applications – Students will demonstrate and actively engage in the growth process of a plant.
Learning Target(s)/Objective(s):
I can grow a plant and know what it needs to remain healthy. I can make predictions about how fast my plant will grow.
Summative Assessment: A written test using pictures and words to describe what a plant needs to grow and remain healthy. The test will also include the basic parts of a plant and what the parts are used for. The summative test will be given at the end of the unit.
Instructional Strategies/Activities:
Plant seeds, whole group learning, Independent, small group, listening skills, following directions, observation, discussion, reading, viewing, explicit teaching of vocabulary
Materials and Resources:
https://www.bing.com/videos/search?q=Jack+and+the+Beanstalk+BBC&view=detail&mid=DABD8507D922025087D4DABD8507D922025087D4&FORM=VRDGAR
clear cups, soil, water, lima beans, popsicle sticks, cutout for castle and cloud, crayons, scissors, tape, smart board, Jack and the Beanstalk Book, plant journal for observation and predictions of plant growth.

Instructional Steps

BEGINNING / Assessment / Anticipated Learning Difficulties/Misunderstandings and Strategies to Address Them
Hook: Have you ever planted and grown your very own plant? Today we are each planting our own beanstalk!
·  Pre-assess the students’ knowledge of what is needed to grow a plant. Students have been learning about plant parts and what is need to grow a plant for the last 4 days.
·  Remind students of the book “Jack and the Beanstalk” that we have been reading in ELA. What did Jack have to do with the bean before it began to grow?
·  Discuss how tall and fast the beanstalk grew.
·  Watch a YouTube video of Jack and the Beanstalk
·  Today we will learn what a plant needs to grow and remain healthy. / I will assess the student’s prior knowledge of what a plant needs to grow by asking them explicit questions about plants and their needs for growth. / Students with learning disabilities that interfere with his or her reading ability will benefit from the YouTube video of the story being read. Talk cards can be used to remind students of what a plant needs to grow. Pictures as well as vocabulary will be on the cards of plant parts.
MIDDLE / Assessment / Anticipated Learning Difficulties/Misunderstandings and Strategies to Address Them
Content Input ( “I do” activities):
I will list the things that a plant needs to grow on chart paper.
I will demonstrate how to plant a bean in soil while students observe.
I will explain to students that we will each plant our own bean.
I will explain the learning centers
·  The first one will be coloring and cutting out the castle and cloud to place in the cup with the seed to use as a measuring device.
·  The second center will be planting a seed.
·  The third center will be drawing a picture of what the bean looks like when it’s planted and listing the things that each plant needs to grow. This will be in the plant journal.
Guided Practice (We do):
We will actively participate in the centers described in the “I do” section of the lesson plan. I will be helping students plant their bean and observing other centers for problems along the way.
As students
Plant their beans I will be asking them questions such as:
Where should you place your plant for it to grow the best? Allow students to decide where their plant will grow the best. (by the window)
What should we do after we put the bean in the soil? Guide students to check the anchor chart for things we have not done. (water it)
Independent Practice (You do; may include Homework):
In their plant journal, each student will draw and label the parts of a plant. They will also make a prediction as to how long it will take for their plant to grow tall enough to reach the castle (on the popsicle stick, placed in the cup with the bean). / I will assess students understanding using the thumbs up/ thumbs down method.
I will assess students based on their response to the questions in the “We do” section.
I will assess students by viewing their drawings/labels for their plant. / I will group students together in manner that will ensure that each group has an on grade level or above student as well as a below grade level student. This will help with planting and staying on task.
Having the things that plants need listed on the chart paper as an anchor chart will help lower level students remember what they should write or draw in their plant journals.
Lower level students will have a diagram in their journal of a plant already drawn. They will also have a word bank to choose from.
Above level students can label other parts of the plant such as the stamen and petal of the flower
END
We will review the standard that we covered today, we will discuss the predictions we made about how fast our plant will grow. I will explain that each day/week we will observe our plant and write in our journals about how the bean/plant has changed and what we predict will happen next.
I will ask students to reflect on what they have done today and write 3 sentences about what their plant will need daily to grow and be healthy. This will be used as a formative assessment of learning that will be used to see if we need to reteach anything that has been taught or if we are ready to move on to the next part of our lesson. A summative assessment will be given at the end of the unit on plant life.

TEACHER REFLECTION

Reflection on Lesson Plan and Delivery (to be completed after lesson is taught):