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Instructor: Kaitlyn Wilson

Design for Learning

Grade/Cooperating Teacher: 2 nd , Milner

Lesson Title: Lesson 1: Living vs. Non-Living Date: October 6, 2014

Curriculum Area: Science

Standards Connection:

Estimated Time: 40 minutes

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

The students will create a picture to include examples of 3 living things and 3 nonliving things

and categorize them as living or nonliving with 100% accuracy.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to learn how to tell if something is living or non-living.

Evaluation of Learning Objective(s):

The students will create their own picture to include 3 examples of living things and 3 examples of nonliving things. The students will categorize the things accordingly as living or nonliving. If the student is 6/6, 100% accurate, they have a full understanding of the concept. If the student is

only has 4 or 5 examples correct, they need further instruction. If the student has 3 or fewer correct examples, they need to be retaught the lesson.

Engagement:

Today we are going to learn about how to tell if something is living or non-living. I want everyone to put their science book on their desk. Wait for students to take out their science book. The only thing you should have on your desk is your science book. Everyone turn to your Living and Non Living chapter in your science book. Wait for students to find the page. Help students as needed to make sure everyone is on the same page. Take a minute to look at everything in the picture. Allow students time to look at the picture. What is something you see in the picture? Wait for students to respond and call on a student. Great, a deer. Write deer on the board. What is something else you see in the picture? Wait for students to respond and call on a student. Okay, water. Write water on the board. Continue until you have several things in the picture written on the board. Awesome job! We are going to learn how we can tell if each one of these things are living or nonliving.

Learning Design:

I.

Teaching:

Today we are learning how to tell if something is living or nonliving. Something that is living needs food, water, and oxygen. What is oxygen? Wait for students to respond and call on a student to answer. Great job! Oxygen is what we breathe. We have to have oxygen in the air to live. Can you think of example of something that needs food, water, and oxygen? Wait for students to respond and call on a student to answer. Awesome! A deer. What does a deer eat for food? Wait for students to respond and call on a student to answer. Great, grass is food a deer eats. Nonliving things

don‟t need food, water, or oxygen. Can you think of an example of a nonliving thing? Wait for students to respond and call on a student to answer. Great job, a rock is an example of a nonliving thing. Does a rock need food? Wait for students to respond. Great, no a rock does not need food. Does a rock need oxygen? Wait for students to respond. Great job! A rock doesn‟t need oxygen. Does a rock need water? Wait for students to respond. Wonderful, a rock doesn‟t need water. So that‟s the different living things need food, water, and oxygen. Nonliving things do not need food, water, or oxygen. Let‟s categorize everything we wrote on the board as living or nonliving. Draw two columns on the board. Label one column living and one column nonliving. Let‟s look at the first thing we have on the board, deer. Is deer a living thing or nonliving thing? Wait for students to respond. Wonderful, a deer is a living thing. Write deer under the column living. Next we have water. Is water a living or nonliving thing? Wait for students to respond. Great, nonliving. Write water under the nonliving column. Because let‟s think about it, does water need food to survive? What for students to respond. Great job, no water does not need food. Does water need oxygen? Wait for students to respond. No water doesn‟t need oxygen, and water is water. So water is nonliving. Let‟s finish looking at our list. Go through the rest of the list you wrote of things from the picture. Categorize everything as living or nonliving. Wonderful job everybody. Let‟s review, what make something living? Wait for students to respond and call on a student to answer. Living things need food, water, and oxygen. And do nonliving things need food, water, or oxygen? Wait for students to respond. No nonliving things do not need food, water, or oxygen.

II.

Opportunity for Practice:

Make sure all the clipboards have the categories paper clipped onto it. We are going to practice categorizing things as living or nonliving. In a minute we are going to take a walk outside around the track. While we are walking, I want you to look for examples of living and nonliving things. After we walk around the track one time. We will sit down outside on the track a write examples of living and nonliving things we saw. Everyone will get a clipboard with a paper clipped on it. The paper has two columns, Living Things and Nonliving Things just like we made on the board. You are going to categorize what you see outside as living or nonliving. When you get your clipboard, just put your name and date on top of the paper. Hand out the clipboards with the paper “Living and Non-Living Things Around me” attached. Okay everyone just needs their clipboard and a pencil. I will call you up by table to line up. Table 1 please stand quietly and line up, table 2 please stand quietly and line up. Continue until everyone is lined up. Okay let‟s go outside. Remember we want to be quiet as we walk down the hall. Head outside to the track. Okay I want everyone to lay their clipboard on the track. Make sure your pencil is laying on top. Wait for everyone to lay down their clipboard and pencil. As we walk around the track, nobody

should get in front of me. Stay behind me as we walk around. Remember we are walking not running. If you run or start playing, you will have to go back and sit down and not participate. Does everyone understand? Wait for students to respond. Okay let‟s start walking. Remember to look for living and nonliving things. Walk around the track once. Once you have walked around the track once, have everyone sit down and in a circle with their clipboard on their lap. Okay pick up your clipboard and pencil and sit in a circle. I will give you time to write down what you saw and put it into the correct category on your paper. Give students time to write down what they saw into the correct category. Okay let‟s go around and share. Go around the circle and have students share one or two examples of living and nonliving things they saw. Wonderful job on finding examples of living and nonliving things. Let‟s stand quietly and line back up. Once everyone is lined up head back inside. Remember we need to be quiet as we walk inside the building. Other people are still having class. Head back to the classroom. Sit at your desk quietly. I will com around and collect your clipboards and paper. All you need is a pencil on your desk. Go around and collect their clipboard and papers. Thank you all for doing such a good job outside!

III.

Assessment I am going to pass around a sheet of paper. I want you to draw a picture. The picture must include 3 examples of living things and 3 examples of nonliving things. Below the picture you will put the things you drew into the correct category, either living or nonliving. You can draw more than 6 things, but you only need to list 3 examples of living things and 3 examples of nonliving things. Are there any questions? Wait for students to respond and answer any questions the students may have. Okay great, as soon as you receive your paper, put your name and date at the top and you may begin. After you finish, turn your paper over, and I will come pick up your paper. Remember this is your own work. Pass out the papers and pick them up when students are finished. Thank you all for working so hard today.

IV.

Closure:

Let‟s review what are living things? Wait for students to respond. Great job! Living things need food, water, and oxygen. What about nonliving things? Wait for students to respond. Wonderful, nonliving things do not need food, water, or oxygen. What are examples of living things you see in our classroom? Wait for students to respond and call on a student to answer. Great job, our friends are examples of living things. What is an example of a nonliving thing in our classroom? Wait for students to respond and call on a student to answer. Great, the computer is an example of a nonliving thing. As we go throughout the day I want you to look for living and nonliving things. Be ready because I am going to call on people to tell me if something is living or nonliving. Thank you all for working so hard today!

Materials and Resources:

Promethean Board

“Living or Non-Living” worksheet (attached)

“Living and Non-Living Things Around Me” worksheet (attached)

Science Scott Foresman Science book Grade 2

“Living and Non-Living” assessment attached

pencils

clipboard

Differentiation Strategies (including plans for individual learners):

Low-end learners- Read worksheet orally for students

High-end learners- allow them to draw more than 3 examples of living and nonliving things

Data Analysis:

100%- 11

83%- 8

The students who missed one (which were the students who fell into the 83% category) missed one in the nonliving section. As we continue through the unit, I will continue to ask students for examples of living and nonliving things. The students understand what makes something living, but they are still struggling with what makes something non-living. If I could re-teach this lesson again, I would focus a little more on examples of non-living things.

Reflection:

The lesson went well. The only thing I would change would be to have written out instructions for the assessment instead of handing out blank sheets of paper for the students to draw their pictures. I made that change in the lesson plan. The students needed further support in that area and many were confused on the instructions even after they were repeated many times.

Materials and Resources:  Promethean Board  “Living or Non - Living” worksheet (attached)  “Living

Samford University

Design for Learning

Materials and Resources:  Promethean Board  “Living or Non - Living” worksheet (attached)  “Living

Name:

________________________________________________

Date:

___________________

Living and Non-Living Things Around Me

Write examples of living and non-living things.

Living Things

Non-Living Things

   

Name:

__________________________________________________

Date:

_________________

Living and Non-Living

Draw a picture that includes 3 living things and 3 non-living things. Write the name of your examples in the space provided.

 

Living Things

 

Non-Living Things

1.

1.

2.

2.

3.

3.

 

Instructor: Kaitlyn Wilson Lesson Title: Parts of a Plant Curriculum Area: Science

Design for Learning

Grade Level/Cooperating Teacher: 2 nd , Milner Date: September 30, 2014 Estimated Time: 40 minutes

Standards Connection:

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

When given a picture of a plant, the students will label the parts of the plant, roots, stems, leaves,

and flowers with 100% accuracy.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to identify all the parts of a plant.

Evaluation of Learning Objective(s):

The students will be given a worksheet with a picture of plant and word bank with the names of

the parts of the plant roots, stem, leaves, and flowers.

If the students correctly identify all 4 parts

of the plant, they have a complete understanding of the concept. If the student identifies 3 of the

parts of the plant correctly the students needs further instruction on the concept. If the students identify 2 or fewer parts of the plant, the student needs to be retaught the lesson.

Engagement:

Today we are going to talk about the parts of a plant. A plant has 4 main parts roots, stem, leaves, and flower. Yesterday we talked about Living and Non-living things. Did we say plants were living or non-living? Wait for students to respond. Call on a student to answer the question. Great job! Plants are living things. Let‟s watch a video about a plant. Show the YouTube video of a plant growing (http://www.youtube.com/watch?v=d26AhcKeEbE). What do you think is happening in this video? Wait for students to respond and call on a student. Great job! This is a video of a plant growing.

Learning Design:

V.

Teaching:

In a minute I am going to call you up by table to sit on the carpet. Have the students sit on the carpet in front of the Promethean Board. Call the students up by table. Table one please stand quietly and come sit on the carpet. Wait for all students from table one to sit down on the carpet. Table two please stand quietly and come sit on the carpet. Wait for all students from table two to sit down on the carpet. Table three please stand quietly and come sit on the carpet. Wait for all students from table three to sit down on the carpet. Table four please stand quietly and come sit on the carpet. Wait for all students from table four to sit down on the carpet. Table five please stand quietly and come sit on the carpet. Wait for all students from table five to sit down on the carpet. Recognize the students who are sitting correctly. I like the way you are sitting quietly on your bottom. Wait for all students to sit on their bottom quietly. Write the names of the parts of the plant on the board roots, stem, leaves,

and flower. I‟m going to replay the video we watched again, and we are going to talk about the different parts of the plant as we watch. Replay the YouTube video of the plant growing (http://www.youtube.com/watch?v=d26AhcKeEbE). Stop and show the students the seed. The plant starts out as a seed. Point to the seed. Continue playing the video. Stop when the roots have grown down (0:10). Next the roots begin to grow. Point to the roots. These are the roots. Continue playing the video. Stop when the stem has grown 0:20. Point to the stem. Next the stem of the plant grows.

Point to the roots again.

We see the roots are still growing and then next we have the

stem. Point to the stem again. What part of the plant did I saw this was? Point to the

stem and wait for students to respond. Great job! This is the stem. What part of the plant did I say this was? Point to the roots and wait for students to respond. Wonderful! These are the roots. Continue to play the video until the leaves have grown 0:30. Now we finally have the leaves. Point to the leaves. Let‟s go back through the parts together. Point to the roots. What part is this? Wait for students to respond. Right! These are the roots. Point to the stem. What part is this? Wait for students to respond. Wonderful! This is the stem. Point to the leaves. What part is

this? Wait for students to respond. Great! These are the leaves. Let‟s finishing watching the plant grow. Finish the video of the plant growing. Let‟s look at another picture of a plant. Pull up a picture of a plant on the Promethean Board or draw a picture of a plant on the board. Can anyone raise their hand and tell me what the parts of a plant are? Wait for students to respond. Call on a student to answer. Great job! The parts of a plant are roots, stem, leaves, and flower. Write the parts of the plant on the board. Now let‟s label the parts of a plant. Point to the stem. What part of the plant is this? Wait for students to respond. Call on a student to answer. Excellent! This is the stem. Come label the stem on our picture. Have the student come up and label the stem on the Promethean Board, and then sit back down. Wonderful. That is the stem. Point to the flower. What part of the plant is this? Wait for students to respond. Call on a student to answer. Great job! This is the flower. Come label the flower on our picture. Have the student come up and label the flower on the

Promethean Board, and then sit back down. Perfect!

This is the flower. Point to the

roots. What part of the plant is this? Wait for students to respond. Call on a student to answer. Awesome! These are the roots. Come label the roots on our picture. Have the student come up and label the roots on the Promethean Board, and then sit back down. Great! Those are the roots. Point to the leaves. What part of the plant is this? Wait for students to respond. Call on a student to answer. Fantastic! These are the leaves. Come label the leaves on our picture. Have the student come up and label the leaves on the Promethean Board. Wonderful these are the leaves. Let‟s review one more time. I will point to the part of the plant, and you will tell me what part of the plant it is. Point to the flower. Wait for students to respond. Great job, flower! Point to the roots. Wait for the students to respond. Wonderful, roots! Point to the stem. Wait for students to respond. Awesome, stem! Point to the leaves. Wait for students to respond. Great, leaves! Everyone stand up quietly and head back to your desk. You don‟t need anything, but a pencil and glue stick on your desk. Wait for all

students to return to their desk and put the materials they need on their desk.

VI.

Opportunity for Practice:

You are going to work with a partner to build a flower. I will come around and give you and your partner cut outs of the parts of a plant and a piece of paper. I will tell you who your partner is. It will be someone at your table. You will glue the parts of the plant in the correct order to build a plant. You

will then label the parts correctly just like we did on the Promethean Board. Does anyone have any questions? Wait for students to respond, and answer any questions the students may have. Awesome! You may begin when I give you and your partner your materials. After you have built your

plant and labeled all the parts you may color your plant. Hand out a piece of paper and parts of the plant to each partner pair. Make sure to partner every student up. If one student doesn’t have a partner, make a group of three. I will be walking around to make sure you stay on task and to check your plant once you have completed it. Walk around and check students’ plants as they are completed and labeled. If the students don’t have a part labeled correctly, have them correct their work. After everyone has completed their plants, take up their finished products.

VII.

Assessment Everyone please put up your glue stick and just leave one pencil on your desk. Wait for everyone to put away their glue stick. Now you are going to show me what you have learned. I have a picture of a plant with a word bank. I want you to label the parts of a plant correctly. Does anyone have any questions? Wait for students to respond and answer any questions the students may have. When I pass out the papers put your name and date on the top, and you may begin. Remember this is your own work, not group work. When you have finished, turn your paper over and raise your hand. I will come by and pick up your paper. Pass out the paper “Label the Parts of the Plant”. Wait for all students to finish and take up all papers.

VIII.

Closure:

Let‟s look at pictures of some different plants and identify their parts. Show the PowerPoint with 3 pictures of different plants. Have one student come up for each plant and identify the parts. What are the parts of this plant? Wait for student to respond. Continue for all three pictures, and call on a different student for each picture. Great work today! The parts of the plants are say it together roots, stem, leaves, flowers.

Materials and Resources:

Promethean Board

Computer

Individual parts of a plant (attached)

Blank sheets of paper

“Parts of a Plant” worksheet (attached)

Plants PowerPoint (attached)

Pencils

Glue sticks

Differentiation Strategies (including plans for individual learners):

During carpet time have J and S sit on the front row.

Pair lower end learners with higher end learners during the practice time.

Read words on assessment for lower end learners J, S, and G.

Data Analysis:

Everyone made 100% on this assessment. Everyone grasped this concept. There was a couple people who were confused during the instruction time, but all that confusion was cleared up

during instruction and practice.

Reflection:

This lesson went really well. The students seemed to grasp the parts of a plant pretty easily. They may not have needed a full lesson on the parts of a plant, but they benefited from the review

if they have seen this stuff before. The students did well during their group time as well. I may have changed up a few groups during their practice times. We had a group of 3 and those 3 students did not need to be together. I should have split up those 3 students during practice, but overall the lesson went very well.

 During carpet time have J and S sit on the front row.  Pair lower

Samford University Design for Learning

 During carpet time have J and S sit on the front row.  Pair lower

Name:

__________________________________________

Date:

___________________

Glue the parts of the plant in the correct order and label the parts correctly.

Name:

__________________________________

Date:

___________________________

Parts of Plant

Label the parts of the plant.

stem flower roots leaf
stem
flower
roots
leaf

Design for Learning

Instructor: Kaitlyn Wilson

Grade Level/Cooperating Teacher: 2 nd , Milner

Lesson Title: What do Plants Need?

Date: October 2, 2014

Curriculum Area: Science

Estimated Time: 40 minutes

Standards Connection:

  • 5. Identify the relationship of structure to function in plants, including roots, stems,

leaves, and flowers.

Learning Objective(s):

When given a scenario where a plant is not growing, the students will predict why the plant is not growing 3 out of 4 times.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to talk about what plants need to grow.

Evaluation of Learning Objective(s):

The students will be given scenarios and they will predict why the plant is not growing. The scenarios will have descriptions of the environments the plants are in and the students must identify what is missing to cause the plant not to grow.

Engagement:

Today we are going to talk about what plants need to grow. Are plants living or nonliving? Wait for students to respond and call on a student to answer. Great, plants are living. What do all living things need? Wait for students to respond and call on a student to answer. Wonderful, all living things need food, water, and oxygen. Let’s read a story to find out more about what plants need. As I read just sit quietly. I will walk around and show you the pictures. Wait for everyone to get quiet. Read The Tiny Seed by Eric Carle. Wonderful listening! I have a seed for everyone to look at. I will bring you a seed. Keep the seed on your desk. You can feel it and look at it. Pass one seed out to each student. What are some characteristics of the seed? Wait for students to respond and call on different students to answer. Great observations! The seeds are smooth and oval shaped. What will the seed grow into? Wait for students to respond and call on a student to answer. Great job, the seeds will grow into a plant. Let’s talk about what these seeds need to grow into a plant.

Learning Design:

IX.

Teaching:

Put your seed, soil, water, and pot on the desk. Use the Elmo to project on Promethean Board if all students cannot see the desk. Show the students all your materials. I have a seed. Show the

students the seed. I have my soil. Show the students the soil. I have water. Show the students the water. There is air all around us. There is sunlight coming in through the windows. Let’s plant a seed and give it

all the right things it needs to grow. We are going to use our pot to plant our seed. What is the first thing I need to put into the pot? Wait for students to respond and call on a student to answer. Great job, I first need to put soil into the pot. Put soil into the pot. What should I do next? Wait for students to respond and call on a student to answer. Wonderful, I should put the seed down into the soil. We need to make sure the seed is planted down in the soil and covered with soil. What will the seed grow into? Wait for students to respond and call on a student to answer. Awesome, the seed will grow into a plant. What does the soil give the plant? Wait for students to respond and call on a student to answer. Fantastic, the soil gives the plant the food it needs. Another word for food is nutrients. We eat nutrients. Nutrients give us what we need to grow. So the soil provides the plant with nutrients it needs to grow. What should I add next? Wait for students to respond and call on a student to answer. Wonderful, I need to add some water. You don’t want to add too much water or the plant won’t grow. We need

to add enough water to make the soil a little damp, which means the soil should just be a little wet. Now where should I put plant to make sure it gets the sunlight it needs to grow? Wait for students to respond and call on a student to answer. Great job! I should put the plant in the window to make sure it will receive plenty of sunlight. What else do we need to make sure our plant needs? Wait for students to respond and call on a student to answer. Great job, we need to make sure the plant gets plenty air. Let’s review, what do our plants need to grow? What is the first thing we added? Wait for students to respond and call on a student to answer. Great job, the plant needs soil. What does the plant get from the soil? Wait for students to respond. The plant gets nutrients from the soil, which help it to grow. What else did we give the plant? Wait for students to respond and call on a student to answer. Great job, we gave the plant water. What did we do after we gave the plant water? Wait for students to respond and call on a student to answer. Wonderful, we put the plant in the window to get sunlight. What did we also need to make sure we did? Wait for students to respond and call on a student to answer. Awesome, we had to make sure the plant was able to get air. Write the needs of the plant on the board. So plants need soil, water, sunlight, and air.

  • X. Opportunity for Practice: Put 4 stations out. Station one the plant is missing soil. Station two the plant is missing water. Station three the plant is missing sunlight. Station four the plant is missing air. Pass out the worksheets for students to record what is missing. Everybody first put your name and date on top of this paper. Wait for all students to

put their name and date on their paper. You have the 4 things a plant needs on the board. I am going to put you all into different groups. I am going to send each group to a different station. At each station the plant is missing something it needs to grow, either soil, water, sunlight, or air. You need to figure out what is missing and write it under the correct station. You will not go to the stations in order so make sure that the station number matches the number you are putting your answer under. Does anyone have any questions? Wait for students to respond and answer any questions the students may have. Wonderful, I am going to split you into groups of five and send you to a station. Do not forget to take your sheet of paper with you to the station to record your answer. Split students into groups of 5 and send them to each station. 1,2,3,4,5 you five take your paper and pencil and go to station 1. Continue until all stations have a group. Give the students about a minute at each station. Okay let’s begin! Stay at your station until I tell you to switch. Start stations. Okay move to the next station. The people at station 1 go to station 2. The people at station 2 go to station 3. The people at station 3 go to station 4. The people at station 4 go to station 1. Continue until all groups have been through each station. Okay great job everyone! Please walk back and sit quietly at your desk. Okay who can raise their hand and share what is missing from station 1? Wait for students to respond and call on a student to answer. Awesome job, station 1 was missing soil. Okay who can raise their hand and share what is missing from station 2? Wait for students to respond and call on a student to answer. Great, station 2 was missing water. Okay who can raise their hand and share what is missing from station 3? Wait for students to respond and call on a student to answer. Great, the plant was missing sunlight. Okay who can raise their hand and share what is missing from station 4? Wait for students to respond and call on a student to answer. Great the plant was missing air. Wonderful job! So what do all plants need again? Let’s say it together, soil, water, sunlight, and air.

XI.

Assessment Okay I am going to pass out a sheet of paper. You will first put your name and date at the top. Then we will go through and read each scenario or story together. You are going to figure out what is missing to keep the plant from growing. This requires you to really think. Remember you can

use the words on the board. Pass out the papers.

Okay I will read

through each one, follow along and write your answer. Read through the assessment. Okay finish it on your own. When you have finished,

raise your hand, and I will come pick up your paper. Allow everyone to finish and take the students papers when they raise their hands.

Awesome job everyone!

XII.

Closure:

What do we need to make sure we do everyday to make sure our plant continues to grow? Wait for students to respond and call on a student to answer. Wonderful, we need to make sure we water our plant everyday as well as make sure it is in the window getting light and air. Why does the plant need soil, water, sunlight, and air? Wait for students to respond. Great job, to help the plant to continue to grow! Thanks for working hard today!

Materials and Resources:

The Tiny Seed by Eric Carle

Elmo

Promethean Board/white board

Planting pot

Pencils

Station labels (attached)

Soil

Seeds

Water

Plastic cups

Ziploc bag

Paper plates

Box with holes in the top

“What is the Plant Missing?” worksheet (attached)

“What am I missing?” assessment (attached)

Differentiation Strategies (including plans for individual learners):

Low End Learners- during the practice they will be in mixed level groups; read the

assessment High End Learners- can write their own test questions with something missing

Data Analysis:

100%-

9 students

75%-

2 students

50%-

4 students

25%-

1 student

0%-

1 student

Most of the students understood the concept. We will continue to talk about the needs of a plant throughout the unit.

Reflection:

The students responded positively to this lesson. They all enjoyed the hands on activities. If I could change one thing, I would have had the students plant their own

plants during the teaching along with me, but a couple of students in this group would not have been able to plant the seed on their own. However the students did really well with the real examples during the teaching and practice. The students grasp a concept much better if they have real examples.

plants during the teaching along with me, but a couple of students in this group would

Samford University Design for Learning

plants during the teaching along with me, but a couple of students in this group would

Name: _____________________________________________ Date: _____________________________

What is the plant missing?

Write down what the plant is missing at each station.

Station 1

Station 2

Station 3

Station 4

Station 1 Station 2 Station 3 Station 4

Name: ______________________________________________ Date: _____________________

What am I missing? Write what the plant is missing that is keeping the plant from growing.

  • 1. I put my seed on the sidewalk in a sunny area. I made sure to water the seed everyday. I also made sure the seed had lots of air. Why is my seed not growing into a plant?

  • 2. I wanted to keep my seed safe, so I put soil in a box with a lid and planted my seed. I put holes in the lid of the box to make sure my seed got plenty of air. I also made sure to water my seed everyday. Why is my seed not growing into a plant?

  • 3. I wanted to take my seed around to show to everybody, so I planted my seed in soil in a clear zip lock bag to make sure my seed got plenty of sunlight. I also never forgot to water my seed. Why is my seed not growing into a plant?

  • 4. I planted my seed in a nice pot with lots of soil. I made sure the pot was in place where the seed could get lots of sunlight and air. I left my seed alone and waited for it to grow. Why is my seed not growing into a plant?

Design for Learning

Instructor: Kaitlyn Wilson Lesson Title: The Jobs of the Parts of a Plant Curriculum Area: Science

Grade/Cooperating Teacher: 2 nd , Milner Date: October 7, 2014 Estimated Time: 40 minutes

Standards Connection:

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

When given a diagram of a plant, the student will match the function with the correct plant part

with 80% accuracy.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to learn the job of each part of the plant.

Evaluation of Learning Objective(s):

The student will be given a diagram of a plant and functions of the parts of the plant. The

students will correctly match the function with the part of the plant.

Engagement:

Put out the 5 parts of the plant and crayons in 5 different spots around the room. Today we are going to talk about the jobs of the parts of a plant, another word for jobs in functions. So today I am going to talk about the functions of the parts of the plant. So don‟t forget functions means jobs. Let‟s review, what are the parts of a plant? Wait for students to respond. Great, roots, stem, leaves, and flower. I am going to put you into groups. Each group is going to color and decorate their part of the plant. Put students into groups of 4 and send them to their part of the plant. You all need to work together. Everyone should help coloring the part of the plant. One, two, three four, you four are going to color the roots. One, two, three, four, you four are going to color the stem. One, two, three, four, you four are going to color the leaves. One, two, three, four, you four are going to color the flower. I am going to set the timer. You have 8 minutes to work together to color your part of the plant. Set timer and wait for all students to finish. Go ahead and bring the tape to the front of the classroom and make room to put together your plant on the wall. Okay I am going to call you up by group to come sit on the carpet and help us build our plant. The group with the roots, come sit quietly on the carpet and bring me the roots. Wait for students to come to the carpet with the roots. Tape the roots to the wall. The group with the stem, come sit quietly on the carpet and bring me the stem. Wait for students to come to the carpet with the stem. Tape the stem above the roots. The group with the leaves, come sit quietly on the carpet and bring me the leaves. Wait for students to come to the carpet with the leaves. Tape the leaves on the side of the stem. The group with the flower, come sit quietly on the carpet and bring me the flower. Wait for students to come to the carpet with the flower with the flower. Tape the flower on top of the stem. Great job everyone! Everyone should be sitting quietly on their bottoms. Wait for all students to sit quietly on their bottom. Move students if necessary. Thank you all for sitting quietly. Let‟s go over the parts of the plant again. When I point to the part tell me what the part was. Point to the stem and wait for students to respond. Great job, stem. Point to the flower and wait for students to respond. Wonderful, flower. Point to the roots and wait for students to respond.

Excellent, roots. Point to the leaves and wait for students to respond. Good, leaves. Okay now we are going to talk about what each function of the parts of the plant are.

Learning Design:

XIII.

Teaching:

Make sure all the functions listed on the poser board are in the front of the room. Remember when we planted our seed? What did we say all plants need? Wait for students to respond. Great, water, soil, air, and sunlight. Each part uses what the plant needs to help the plant grow. So let‟s look at our plant and decide how the plant uses all these things, water, soil, oxygen, and sunlight, and the function of each part of the plant. We have our parts of the plants we created here on the wall. I‟m going to read our first function. Read the function of roots. Absorb water and hold the plant in the soil. Which part of the plant do you think absorbs water and holds the plant in the soil? Wait for students to respond and call on a student to answer. Roots, great job. The roots hold the plant in the ground and absorb water. Thumbs up if you know what absorb means. Wait for the students to respond and call on a student with their thumb up. What does absorb mean? Wait for student to respond. Great job, absorb means to take in. So the roots are taking in water and nutrients from the soil and hold the plant into place. Does anyone remember what nutrients mean? Wait for students to respond and call on a student to answer. Wonderful, nutrients are like the plants food, what the plant needs to grow. Call on a student to come up and read the function for the roots and tape it next to the roots. Come up on and read the function of the roots and tape it by the correct part. Wait for student to come up and read the function and tape the function by the correct part of the plant. Thank you, great job! The next function we have says brings water and food to the rest of the plant. What part of the plant do you think this function belongs to? Wait for students to respond and call on a student to answer. Wonderful! The stem brings water and nutrients/food to the rest of the plant. Point to the roots. So the roots hold the plant in the soil and absorb the water and nutrients from the soil. Move your finger up from the roots to the stem. After the roots absorb the water and nutrients, the stem takes the water and nutrients the roots absorbed and carries it to the rest of the plant. Call on a student to come up and read the function for the stem and tape it next to the stem. Come up on and read the function of the stem and tape it by the correct part. Wait for student to come up and read the function and tape the function by the correct part of the plant. Thank you, great job! The next function is uses sunlight and oxygen to make food for the plant. What part of the plant do you think does this? Wait for students to respond and call on a student to answer. Awesome! The leaves use sunlight and oxygen to make food for the plant. So just like the roots absorbs water and nutrients from the soil for the plant. The leaves absorb the sunlight and air to make food for the plant. Call on a student to come up and read the function for the leaves and tape it next to the leaves. Come up on and read the function of the leaves and tape it by the

correct part. Wait for student to come up and read the function and tape the function by the correct part of the plant. Thank you, great job! Okay our last function is makes seeds and fruit. What part of the plant does this function belong to? Wait for students to respond and call on a student to answer. Wonderful job, the flower. The flower makes the seeds and fruit. You can see the seeds really well in a sunflower. The whole middle part of the sunflower has seeds. And sometimes the flower turns into the fruit of the plant. Call on a student to come up and read the function for the flower and tape it next to the flower. Come up on and read the function of the flower and tape it by the correct part. Wait for student to come up and read the function and tape the function by the correct part of the plant. Thank you, great job! Who can raise their hand and tell me what the function of the roots is? Wait for students to respond and call on a student to answer. Wonderful, the roots hold the plant in the soil and absorb water and nutrients from the soil. Who can raise their hand and tell me the function of the stem? Wait for students to respond and call on a student to answer. Awesome, the stem takes nutrients and water to the rest of the plant. Who can raise their hand and tell me the function of the leaves? Wait for students to respond and call on a student to answer. Great, the leaves absorb sunlight and air to make food for the rest of the plant. Who can raise their hand and tell me the function of the flower? Wait for students to respond and call on a student to answer. The flower makes the seeds and fruit. Great work! Now you are going to practice on your own. So I want everyone to stand quietly and walk back to their sit. All you need on your desk is a pencil and crayons if you have them.

XIV.

Opportunity for Practice:

You are going to work in pairs to create your very own plant. In a minute I‟m going to pass out a sheet of paper and give you a partner. You are going to work with your partner to create your plant. Your plant can look however you want it to look, but it must have all the parts of the plant roots, stem, flower, and leaves. You and your partner can be very creative. You just have to have all your parts then label your parts with the correct function. We have the functions at the front of the classroom on our plant if you need help. After you and your partner create your plant, you will get to share your new creation with the class. Does anyone have any questions? Wait for students to respond and answer any questions. Wonderful. Pass out the paper and put students in pairs. Put you and your partners name and the date at the top of your paper and you may begin. Walk around and check everyone’s plant. Make sure they include all the parts and label the functions correctly. Correct any mistakes you see as you check their work. Allow enough time for everyone to finish their plant. Okay now we are going to go around the room and share our plants. Okay this pair, please share your plant with us and show us the parts. As you show us the parts remind us of their function. Wait for students to respond. Go around the room until

every pair has had the opportunity to share. Great job everyone! Thanks for working together. You all created wonderful plants.

XV.

Assessment Make sure all the functions of the plant are covered up at the front of the room. Now you are going to try this one your own. I am going to give you a picture of plant and a list of the functions. You are going to draw a line to match the function with the correct part of the plant. Do you have any questions before we start? Wait for students to respond and answer any questions. Wonderful. As soon as you get your paper you are going to write your name and date at the top of the paper and you may begin. When you finish just turn your paper over and raise your hand, and I will come around and pick up your paper. Remember this is your own work to show me what you know. Keep your eyes on your own paper. Move any students who you know may have trouble keeping their eyes on their own paper before you pass out the assessment. Pass out the assessment when all students are in their seats and ready. Okay you may begin! Wait for all students to finish and collect all papers. Thank you all for working so hard!

XVI.

Closure:

We are going to learn a song to that we can use to help us remember the plant

parts and some of the parts functions. Who knows the song “The Wheels on the Bus”? Wait for students to respond. Wonderful, okay if you haven‟t

heard it before it goes like this

hum the tune to “The Wheels on the Bus”.

.. We are going to learn the song together. I have the words you can use to follow along. I will sing the song through once, and then we will sing the song again together. Put the words up on the Promethean Board or Elmo

for students to see. Sing through the song once.

The roots on a plant grow underground, Underground, underground. The roots on a plant grow underground, Roots are part of a plant.

The stems on a plant hold up the leaves, Up the leaves, up the leaves, The stems on a plant hold up the leaves, Stems are part of a plant.

The leaves on a pant are making food, Making food, making food. The leaves on a plant are making food, leaves are part of a plant.

The flowers on a plant are growing seeds, Growing seeds, growing seeds.

The flowers on a plant are growing seeds. Flowers are part of a plant

The fruits on a plant just taste so good, Taste so good, taste so good. The fruits on a plant just taste so good. Fruits are part of a plant.

Okay let‟s sing through the song as a whole group. Sing through the song one more time as a whole group. Wonderful job singing! So we can use this song to remind us of the parts of their plant as well as some of the parts functions.

Materials and Resources:

Poster board cut outs of the parts of the plant and their functions

Promethean Board

Pencils

Crayons

“Function of the Parts of a Plant” worksheet (attached)

“Plant Part Functions” assessment (attached)

“Parts of a Plant” song words (attached)

Differentiation Strategies (including plans for individual learners):

Low-end Learners- read the assessment to the students and pair low-end learners with high end learners for practice

Data Analysis:

100%- 9 students

75%-

2 students

50%-

6 students

25%-

2 students

The majority of the students understood the concept. All the students who received 50% mixed up the function of the leaves and the function of the stems. As I go through the next few lessons of the unit, we will review the functions of the parts of the plant, and specifically focus on the function of the stem and leaves. I will go over the function of stem and leaves briefly before our next lesson. This should help the students who received 75% and will benefit the students who received 25%. When I have time this week, I will pull the two students who received 25% and just review the function of the parts of the plant using the model we built in the classroom.

Reflection:

The lesson went well overall. The students loved building the flower on the wall. It was a great

physical representation. It also got he students involved because they helped decorate the parts of the plant. If I could change anything I would make the parts of the plant bigger because students

fought over having space to color the plant in their groups, or I could have made more than one flower. However overall the lesson was good, but if I were to re-teach the lesson I would focus

more time on the leaves and stem. The flower and roots makes sense. It‟s the leaves and stem

that confuse the students.

Samford University Design for Learning

Samford University Design for Learning

Samford University Design for Learning

Name:

________________________________________________

Date:

___________________

Function of the Parts of a Plant

Build your own plant. Include all parts of a plant and label the part‟s function.

Name:

____________________________________________

Date:

_______________________

Plant Part Functions

Draw a line to correctly match the part of the plant to it‟s function.

Name: ____________________________________________ Date: _______________________ Plant Part Functions Draw a line to correctly match the part of

Design for Learning

Instructor: Kaitlyn Wilson Lesson Title: Life Cycle of a Plant Curriculum Area: Science

Grade/Cooperating Teacher: 2 nd , Milner Date: October 14, 2014 Estimated Time: 40 minutes

Standards Connection:

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

When given pictures of the life cycle of a plant, the students will correctly sequence and label the

life cycle of a plant with 80% accuracy.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to talk about the life cycle of a plant.

Evaluation of Learning Objective(s):

The students will create a book using pictures of the life cycle of a plant. If the student correctly

sequences 5-6 of the stages in the life cycle of a plant, the students have an understanding of the concept. If the student correctly sequences 3-4 of the stages in the life cycle of a plant, the student needs further instruction on the concept. If the student correctly sequences 0-2 of the stages in the life cycle of a plant, the students needs to be retaught the lesson.

Engagement:

Today are going to talk about the sequence of the life cycle. We have been talking about sequence in reading. Who can raise their hand and tell me what sequence means? Wait for students to respond and call on a student to answer. Great job, sequencing means the order something happens. So today we are going to talk about the sequence of the life cycle of the plant. First we are going to read Plant Secrets by Emily Goodman. As we read start thinking about what a life cycle is and what the sequence of the life cycle of a plant is. Read Plant Secrets by Emily Goodman. What happened in Plant Secrets? Wait for students to respond and call on a student to answer. Wonderful job, it talked about how a seed grew into a plant.

Learning Design:

XVII.

Teaching:

Have poster board taped to wall in front of room. Also have sharpie

ready to record the steps of the plant. Okay I want girls to stand quietly and come sit on the carpet. Wait for girls to sit quietly on the carpet. Now boys please stand quietly and come sit on the carpet. Wait for boys to sit quietly on the carpet. Everyone please sit quietly on your bottom. I need your eyes up front. Wait for students to sit quietly on their bottom and for the students to look up front. Recognize students who are sitting on their bottoms and quietly. I like the way you are sitting quietly on your bottom. Okay let‟s start talking about the life cycle of a plant. Thumbs up if you know think you know what life cycle means or thumbs down if you don‟t think you

know what life cycle means. Wait for students respond and call on a student with their thumbs up. What do you think life cycle means? Wait for student to respond. Great job, a life cycle is the stages of life. What does life cycle of a plant mean then? Wait for students to respond and call on a student to answer. Wonderful, the life cycle of a plant is the stages of life of a plant. The life cycle is a type of sequence. We have been talking about sequence in reading. Who can raise their hand and remind me what it means to sequence something? Wait for students to respond and call on a student to answer. Wonderful, sequence is the order of events. Let‟s talk about what the sequence of the life cycle of a plant is. Write “Life Cycle of a Plant” on the poster board. We read a little bit about how a seed grows into a plant. Now let‟s watch a video of a seed growing into a plant. Play Epigeal germination climbing bean time lapsehttp://www.youtube.com/watch?v=G2RuVxdr0mA on the Promethean board. Watch the video all the way through one time. As we watch the video think about the sequence of the life cycle of the plant. Play the whole video. What does the plant start out as? Wait for the students to respond. Wonderful! The plant starts out as a seed. Write “1. The plant starts out as a seed.” on the poster board. Let‟s watch again from the beginning. Play the video and stop at 0:20. What is happening? Wait for students to respond and call on a student to answer. Great job! The seed begins to grow. We are going to use the word germinate to describe this. The word germinate is used to say the seed begins to grow. The seed germinates when it receives water, warmth, and oxygen. Write “2. The seed begins to germinate.” on the poster word. Let‟s continue to watch the video. Play the video and stop at 0:50. What is happening now? Wait for students to respond and call on a student to answer. Great job! The stem breaks through the soil and begins to grow towards the sun. Write “3. The stem breaks through the soil and begins to grow towards the sun.” on the poster board. Let‟s keep watching. Play the video and stop at 1:32. What is happening now? Wait for students to respond and call on a student to answer. Great job, leaves begin to grow from the stem. Write “4. The leaves grow from the stem.” on the poster board. It doesn‟t show it in this video, but what do you think happens next? Wait for students to respond. Great job! Flowers grow from the plant. Write “5. The flower grows from the stem.” on the poster board. The next thing that happens is the plant grows into a mature, adult plant. Write “6. The plant grows into a mature plant.” on the poster board. What does it mean if the plant is mature? Wait for students to respond. Excellent, mature means the plant grows up into an adult, gets older. Next the flower makes seeds that may grow into plants. Write “7. The flower makes seeds that may grow into plants.” on the poster board. And the cycle continues when those seeds are planted and begin to grow into other plants. Cycle is like a circle because it continues. So let‟s look at our list, what is the first stage of the life cycle of a plant? Wait for students to respond and call on a student to answer. Wonderful, the plant starts out as a seed. What happens next in the life cycle of a plant?

Wait for students to respond and call on a student to answer. Great, next the seed begins to germinate. What did we say germinate means? Wait for students to respond and call on a student to answer. Good job, germinate means the seed begins to grow. What happens after the seed germinates in the life cycle of a plant? Wait for students to respond and call on a student to answer. Wonderful, the stem breaks through the soil and begins to grow toward the sun. What happens after that in the sequence of the life cycle of a plant? Wait for students to respond and call on a student to answer. Excellent, the leaves begin to grow from the stem. What happens next in the sequence of the life cycle of a plant? Wait for students to respond and call on a student to answer. Great, the flower grows from the stem. What happens next in the sequence of the life cycle of a plant? Wait for students to respond and call on a student to answer. Fantastic, the plant grows into a mature plant. What happens next in the sequence of the life cycle of a plant? Wait for students to respond and call on a student to answer. Wonderful, the flower makes seeds that grow into plants. What will start all over again when one of these seeds is planted? Wait for students to respond and call on a student to answer. Great, the life cycle of a plant will start again.

XVIII. Opportunity for Practice:

Have the paper plate and cut outs of the stages of the life cycle of a plant

ready to hand out. We are going to practice sequencing the stages of the life cycle of a plant. I have cut out of pictures of the life cycle of a plant. We have watched a video and written down the stages of the life cycle of a plant. You are going to correctly sequence the pictures of the life cycle of a plant and write what is going on in each sequence. You are going to glue the pictures in the correct order around the paper plate. You will label the pictures with 1-7. You are then going to write the correct stage of the life cycle under the picture. We wrote the stages on the board together. You can use this to help make your stages of the life cycle. So I will pass out a paper plate and bag of pictures of the different stages of the life cycle of a plant. I want you to lay the pictures around the plate in the correct order and raise your hand to let me check your pictures before you glue the down. Are there any questions before we begin? Wait for students to respond and answer any questions the students may have. Wonderful, please take out a glue stick and a pencil. I will walk around and hand you a paper plate and a bag of

the pictures. Put your name and date on the back of the paper plate, then you may begin. Don‟t forget to raise your hand to let me check your stages before you glue them down. Pass out the paper plates and pictures of the stages of the life cycle of a plant. If you have time after you have glued your pictures down, numbered your pictures, and written what is happening in each stage, you may color the pictures. Wait for all students to finish and collect their work.

XIX. Assessment

Have pages for the booklets “The Life Cycle of a Plant” ready to hand out. Now you are going to correctly sequence the life cycle of a plant on your own without any help. I am going to pass out these booklets to each student. Hold up the booklet to show the class. You are going to write your own book on the life cycle of a plant. The story already has the pictures. You just need to write what is going on in each of the pictures and then put them in the correct order. After you have done this, I will come around and staple your booklet together. Are there any questions before we begin? Wait for students to respond and answer any questions the students may have.

Wonderful, just make sure to write your name on the front cover of your book and you may begin. After you have finished putting your pages in the correct order don‟t forget to raise your hand so I can staple them, and collect your booklets.

XX.

Closure:

Can we think of anything else in our environment that goes through a life cycle? Wait for students to respond and call on students to answer. Wonderful, we go through a life cycle. Animals go through a life cycle. All living things go through life cycles. What is another cycle we have talked about? Wait for students to respond and call on a student to answer. Great job, the water cycle is another cycle that we have talked about. Throughout the day, I want you to see if you can identify anything else that is going through a cycle.

Materials and Resources:

Plant Secrets by Emily Goodman

Promethean Board

Poster board

sharpie

paper plates

life cycle cut outs (attached)

pencils

“The Life Cycle of a Plant” book assessment (attached)

Differentiation Strategies (including plans for individual learners):

Low-end learners- need to order their pictures in the correct order

High-end learners- can write their own narrative story of a seed

Data Analysis:

 

100%- 8 students

83%-

3 students

66%-

6 students

We need to go over the life cycle of a plant again as a whole class. A lot of students got a grasp of the concept. There wasn‟t much middle ground, the students either understood the correct sequence of the life cycle of a plant, or they didn‟t. The odd part was most students wrote the

correct sequence of the life cycle of the plant, but could not order the pictures correctly. They were the same pictures we used during practice too.

Reflection:

If I could reteach the lesson I would condense the life cycle of the plant into fewer stages. I

would also focus more on the ending stages of the plants life cycle. I would also focus more on

the “circle” aspect of the life cycle of a plant. The students can understand the normal progression of roots forming, then stem, then leaves, then flower, but they still aren‟t grasping the

flower makes more seeds that will go through the same cycle.

66%- 6 students We need to go over the life cycle of a plant again as

Samford University Design for Learning

66%- 6 students We need to go over the life cycle of a plant again as
The Life Cycle of a Plant By:
The Life Cycle of a Plant By:

The Life Cycle of a Plant

By:

Design for Learning

Instructor: Kaitlyn Wilson Lesson Title: How Plants Differ Curriculum Area: Science

Grade/Cooperating Teacher: 2 nd , Milner Date:

Estimated Time: 40 minutes

Standards Connection:

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

When given a Venn Diagram and a picture of two plants, the student will compare and contrast

two different plants giving at least two examples for each compare and contrast.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to talk about how plants may look different, but they are still plants.

Evaluation of Learning Objective(s):

The students will complete a Venn Diagram to compare and contrast two different plants. If the student can give three examples of contrast for each plant and three examples for compare, than they have a full understanding of the concept. If students can only give two examples for each section (contrast and compare) they need further instruction on the content. If the student gives one or no example for any section, they need to be retaught the content.

Engagement:

Today we are going to talk about how plants are different. Most plants look very different, but they are all still plants. Today I brought with me some things that I have found outside that have come from plants. Hold up the flower. What is this? Wait for students to respond. Wonderful, this is a flower. What is this? Hold up the leaf. Wait for students to respond. Wonderful, this is a leaf. What is this? Hold up the pine cone. Wait for students to respond. Great, this is a pine cone. What is this? Hold up the orange. Wait for students to respond. Great job, this is an orange. Do any of these things I have look the same? Wait for students to respond and call on a student to answer. Great, none of these things really look the same. Do these things have anything in common? Wait for students to respond and call on a student to answer. Awesome, all of these things come from a plant. So we are going to keep looking at how plants may be different, but they are all still plants.

Learning Design:

XXI.

Teaching:

Can anyone raise their hand and remind me what the parts of a plant are? Wait for students to respond and call on a student to answer. Great job, the parts of a plant are the roots, stem, leaves, and flower. Hold up the leaf. What part of the plant do you think this is? Wait for students to respond. Great, this is a leaf. In a minute you are going to work with your table group to classify leaves. What does it mean to classify something? Wait for students to respond and call on a student to answer. Great job, classify means to put things into different categories based on things that are similar about them. So I want you to decide how you are going to classify the leaves

as a group. You can classify them by size, color, texture. It doesn‟t matter just classify all the leaves into groups with similarities. Pass out a bag of 20 leaves to each of the 5 tables. You may begin to classify the leaves with your group. Walk around as students classify their leaves. Help students as needed. Wait for everyone to classify their leaves. Wonderful job working together. Now each group is going to go around and tell us how they decided to classify their leaves. Group 1 share with us how you classified

your leaves. Wait for Group 1 to share how they classified their leaves. Wonderful job! Group 2 share with us how you classified your leaves. Wait for Group 2 to share how they classified their leaves. Excellent. Group 3 share with us how you classified your leaves. Wait for Group 3 to share how they classified their leaves. Great job. Group 4 share with us how you classified your leaves. Wait for Group 4 to share how they classified their leaves. Good! Group 5 share with us how you classified your leaves. Wait for Group 5 to share how they classified their leaves. Great! You all classified your leaves in different ways. You can classify the leaves by their size, shape, colors, and many other ways. Even though some of the leaves look very different are they all still part of plants? Wait for students to respond. Right, yes they are all still part of the plant. Hold up the pine leaf and a leaf from an oak tree. Do these two things look alike? Wait for students to respond. You‟re right, no they don‟t look very similar, but what part of the plant are both of these things? Wait for students to respond. Great, these things are both leaves. So the parts of plant may look very different just like plants look very different, but they are all still plants. Who can remind me what the function of the leaves are? Wait for students to respond and call on student to answer. Wonderful, the leaves absorb sunlight and oxygen to make food for the plant. Let‟s look at some other

examples of how the parts may look different, but they are still the same part that make up a plant. Show the PowerPoint with the pictures of a tulip, cactus, tree, and shrub. Let‟s look at these pictures. What one thing do all of these things have in common? Wait for students to respond and call on a student to answer. Wonderful, all of these things are plants. Can someone come up and point to the stem in our first picture of the tulip? Wait for students to respond and call on a student to answer. Come up and point to the stem of the tulip. Wait for student to point to stem. Great, that is the stem. Point to the stem of the tulip. Head back to your seat. Who can point to the stem in the second picture of our cactus? Wait for students to respond and call on a student to answer. Come point to the stem on the cactus. Wait for student to point to the stem. Wonderful, that is the stem on our cactus. Please head back to your seat. Point to the stem on the cactus. Where is the stem of our tree? Wait for students to respond and call on a student to answer. Please come point to the stem of our tree. Wait for student to point to the stem. Great, that is the stem of the tree. Head back to your seat. Point to the stem of the tree. What do we call the stem of a tree? Wait for students to respond and call on a student to answer. Wonderful, we call the stem of a tree the trunk. This is the trunk of the tree.

Point to the trunk. The trunk is the tree‟s stem. What did we call this? Point to the trunk. Wait for students to respond. Great, this is the trunk. Now this one is harder to see, but who can come point to the stem in the last picture of the shrub? Wait for students to respond and call on a student. Come up and point to the stem on our shrub. Wait for student to point to the shrub. Great, these are the stems of our shrub. Point to the stems of the shrub. You can also call a shrub a bush. A shrub is a plant with many woody stems. Does a shrub just have one stem? Wait for students to respond. Good, no a shrub has many stems. So all of these plants looked different, but they are all still plants. Just like all the stems looked different, but they were all still stems. Who can raise their hand and remind me what the function of the stem is? Wait for students to respond and call on a student to answer. Great job, the stem takes water and nutrients to rest of the plant. Let‟s look at two more plants. Flip to the pictures on the PowerPoint of the corn plant and carrot. Let‟s find the roots of the corn plant. Who can come up and point to the roots in our corn plant? Wait for students to respond and call on a student to answer. Come point to the roots of our corn plant. Wait for student to point to the roots of the corn plant. Great, those of the roots. Please head back to your seat. Point to the roots of the corn plant. Where are the roots on our carrot plant? Wait for students to respond and call on a student answer. Come point to the roots of the carrot. Wait for student to point to the root of the carrot. Wonderful job! Please head back to your seat. Point to the root of the carrot. This is the root of the carrot. The carrot has one thick root. Even though both of these parts look different, they are still what? Point to the roots of each plant and wait for students to respond. Great, they are still the roots. Just like both of these things are what? Wait for students to respond. Great, both of these things are plants. What is the function of the roots? Wait for students to respond and call on a student to answer. Great job, the roots hold the plant in the soil and absorb nutrients and water from the soil. Let‟s look at two more things. Show the PowerPoint with the picture of the rose and sunflower. Can someone come up and point to the flower on the rose? Wait for students to respond and call on a student to answer. Please come point to the flower in the picture of the rose. Wait for the student to point to the flower. Wonderful job! Please head back to your seat. Point to the flower on the rose. This is the flower. Who can come up and point to the flower on the sunflower? Wait for students to respond and all on a student to answer. Come point to the flower on our sunflower. Wait for student to point to the flower. Wonderful, that is the flower. Please head back to your seat. This is the flower. The flowers in our two pictures both look different, but they are both still flowers, and both the rose and tulip are still what? Wait for students to respond. Wonderful, flowers. Who can raise their hand and remind me of the function of the flower? Wait for students to respond and call on a student to answer. Great, the flower produces seeds and fruit. So all of these things that we have looked at today may seem very different, but they are all still plants. What do all plants have in common? Wait for students to

respond and call on a student to answer. Wonderful, all plants have roots, stem, leaves, and flowers.

XXII.

Opportunity for Practice:

Today we are going to practice seeing how plants are alike and similar. I am going to give you a worksheet and you are going to put the statements under the correct heading of alike or different. The statements are about plants. You are going to decide if the statement explains how the plants are alike or different. You can work with a partner at your table. Are there any questions before I hand you your paper? Wait for students to respond and answer any questions the students may have. Wonderful! As soon as you get your paper put your name and date on the top and you may begin. After everyone is finished we will go over the sheet together. Pass out the “Plants Alike and Different” worksheet to everyone. Walk around and assist students

as needed. Wait for everyone to finish and go over the sheet together.

Let‟s look at our alike column what did you have under your alike column?

Wait for students to respond and call on students to answer. Great! You should have had „Plants have leaves.‟ „Plants have stems.‟ and „Plants have roots.‟ „Plants need soil, air, water, and sunlight.‟ Under the alike column. What did you put under your different column? Wait for students to respond and call on students to answer. Wonderful! You should have „Some leaves have smooth edges. Some leaves have edges that are pointed.‟, „Some stems are hard and wood. Some stems are soft.‟, and „Some plants have one thick root. Some plants have many thin roots.‟ under the different

column. What do all plants have in common? Wait for students to respond and call on a student to answer. Great, all plants have roots, stem, leaves, and a flower. Great job!

XXIII. Assessment Now you are going to do a Venn Diagram comparing two different plants. I am going to put up a pictures of two plants. Who can remind me what we do with a Venn Diagram? Wait for students to respond and call on a student to answer. Great job! The Venn Diagram is used to compare how something is different and the same. Draw Venn Diagram on the board. On the outside we write the differences of the plants and on the inside overlapping circle we write the similarities of the two plants. The plants are labeled on the PowerPoint so please make sure to also label your circles on the Venn Diagram so I know what your are comparing and contrasting. Are there any questions before we begin? Wait for students to respond and answer any questions the students may have. Wonderful! Show the last slide of the PowerPoint with the two different plants. As soon as you get your paper, write your name and date on top and you may begin. When you have finished just turn your paper over and raise your hand, and I will come around and collect your paper. Pass out papers and wait for all students to finish. Collect papers as students finish.

XXIV. Closure:

Great work today everybody! I want to look at the things I brought in this morning. What part of the plant do you think my pine cone is? Wait for students to respond and call on a student to answer. Great! The pine cone is the flower. What about this? Hold up the fern leaf, wait for students to respond, and call on a student to answer. Wonderful, this is a leaf. What about this? Hold up the lavender flower, wait for students to respond, and call on a student to answer. Great, this is a flower. What do all of these things have in common? Wait for students to respond. Great! They are all parts of a plant.

Materials and Resources:

Flower

Leaves (20 per group all different) in a Ziploc bag

Orange

Pine cone

“Plants Alike and Different” worksheet (attached)

Venn Diagram (attached)

PowerPoint of different Plants

Differentiation Strategies (including plans for individual learners):

Low-end Learners- have students at table during practice to read their worksheet and keep them at table during assessment to assist with spelling and to prompt them with questions in order to fill in the Venn Diagram

High-end Learners- may pick 2 different plants to compare if they would like

Data Analysis:

Reflection:

XXIV. Closure: Great work today everybody! I want to look at the things I brought in

Samford University Design for Learning

XXIV. Closure: Great work today everybody! I want to look at the things I brought in
XXIV. Closure: Great work today everybody! I want to look at the things I brought in
XXIV. Closure: Great work today everybody! I want to look at the things I brought in

Name:

_______________________________________________

Date:

____________________

Plants Alike and Different

Write the sentences under the correct column.

Alike

Different

   
  • 1. Some leaves have smooth edges. Some leaves have edges that are pointed.

  • 2. Plants have leaves.

  • 3. Plants have stems.

  • 4. Some stems are hard and wood. Some stems are soft.

  • 5. Plants have roots.

  • 6. Some plants have one thick root. Some plants have many thin roots.

  • 7. Plants need soil, air, water, and sunlight.

Name:

_______________________________________________

Date:

___________________

Venn Diagram- Compare and Contrast Plants

Name: _______________________________________________ Date: ___________________ Venn Diagram- Compare and Contrast Plants

Design for Learning

Instructor: Kaitlyn Wilson Lesson Title: Plant Needs and Their Environments Curriculum Area: Science

Grade/Teacher: 2 nd , Milner Date:

Estimated Time:

Standards Connection:

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

The student will match the correct climate with the plant‟s preferences 3 out of 4 times.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to talk about how plants that live in different environments may need different things.

Evaluation of Learning Objective(s):

The students will be given 4 different descriptions of plants and the student will match the correct

description with it‟s environment. If the student correctly matches 3-4 of the descriptions with the correct environment, then they fully understand the concept. If students correctly match 2 of the descriptions to the correct environment then the students need further instruction on the topic. If the students correctly match 1-0 of the descriptions with the correct environment, then the students need to be retaught the lesson.

Engagement:

Today we are going to talk about how plants need different things. I want to find out what kinds of things you all like. Make a chart on the board with hot weather and cold weather on the board. I want to take a class poll. You are going to tell me what you like better hot weather or cold weather. Raise your hand if you prefer cold weather. Count hands and record the number in the chart. Raise your hand if you prefer hot weather. Count hands and record the number in the chart. Great! Let‟s take another poll. Make a chart with pizza, hotdogs, and hamburgers on the board. You are going to tell me if you like pizza, hotdogs, or hamburgers best. Raise your hand if you like pizza best. Count hands and record the number in the chart. Raise your hand if you like hotdogs best. Count hands and record the number in the chart. Raise your hand if you like hamburgers best. Count hands and record the number in the chart. Wonderful job! So how many people did we have that like cold weather? Wait for students to respond. Great! How many people did we have that like hot weather? Wait for students to respond. Wonderful! So many more people like hot weather than cold weather? Wait for students to respond and call on a student to answer. Wonderful! How many people like pizza? Wait for students to respond. Great! How many people like hotdogs? Wait for students to respond. Good! How many people like hamburgers? Wait for students to respond. Does everybody like the same things? Wait for students to respond. You‟re right, no not everybody likes the same things. Plants are the same way. Plants prefer different kinds of climate, or weather, and different kinds or amounts of food, or nutrients.

Learning Design:

XXV. Teaching:

Today we are talking about what different plants may need. Let‟s review

what all the basic needs of plants are. Who can raise their hand and remind me of one of the needs of plants? Wait for students to respond and call on a student to answer. Wonderful plants need soil. What else does a plant need? Wait for students to respond and call on a student to answer. Great, plants need water. What is something else plants need? Wait for students to respond and call on a student to answer. Terrific, plants need sunlight. What is the last thing plants need? Wait for students to respond and call on a student to answer. Fantastic, plants need air. These are the basic things plants need, soil, water, sunlight, and air. I want to talk about how different plants prefer different things to grow, just like people prefer

different things. Let‟s start by seeing if we can remember different

environments we have talked about. Who can raise their hand and remind us of an environment we have talked about? Wait for students to respond and call on a student to answer. Wonderful we have talked about the desert. What other kind of environment have we talked about? Wait for students to respond and call on a student to answer. Great, we have talked about the forest. What other kind of environment have we talked about? Wait for students to respond and call on a student to answer. Awesome, the rainforest. What is another environment we have talked about that is very

called? Wait for students to respond and call on a student to answer. Great, the artic. Write the 4 environments on the board in a table: Desert, Forest, Rainforest, Artic. In our table let‟s write characteristics of the environments we have listed. Let‟s remind ourselves what characteristics of

the desert are. Who can raise their hand and remind us of some of the

characteristics of a desert? Wait for students to respond and call on a

student to answer. Wonderful, so a desert is hot, dry, not a lot of water. So based on these characteristics of the desert let‟s work as a class to come up

with what the characteristics of plants in that environment may be. What do you think plants in this environment like? Wait for students to respond and call on different students to answer. Wonderful, plants in this environment like hot water, they don‟t need a lot of water, and they like lots of sunlight. Write the likes of plants in the desert the students came up with under the desert column. Can you think of any plants that like sunlight and hot weather and don‟t need a lot of sunlight? Wait for students to respond and call on a student to answer. Wonderful, a cactus likes hot weather and sunlight and doesn‟t need a lot of water. What are some characteristics of the forest? Wait for students to respond and call on different students to answer.

Wonderful job everyone, forest are not really hot or really cold so we call that kind of climate moderate. Forest also aren‟t too wet or too dry. Forests also have lots of plants. What do you think plants in this kind of environment like?

Wait for students to respond and call on different students to answer. Wonderful, plants in the forest like a moderate climate and moderate about of rainfall. What did we say moderate meant? Wait for students to respond and call on a student to answer. Wonderful moderate just means not too much and not too little. Moderate is in the middle. Write the likes of plants

in the forest the students came up with under the forest column. What are some characteristics of the rainforest? Wait for students to respond and call on different students to answer. Wonderful, rainforests are hot and wet. What do you think plants in rainforest like? Wait for students to respond and call on different students to answer. Wonderful plants in the rainforest like warm weather and lots of water. Write the likes of plants in the rainforest the students came up with under the rainforest column. What is the artic environment like? Wait for students to respond and call on different students to answer. Great, the artic environment is cold there is water, but that water mainly comes from the snow. What would be the main thing plants in an artic environment would like? Wait for students to respond and call on a student to answer. Great, plants in the artic environment like cold weather. Write the likes of plants in the artic under the artic column. Wonderful job! So we have been able to predict what plants like in different environments based on the characteristics we know of these environments. After what we just did, would you say all plants like the same things? Wait for students to respond. Wonderful, you are right no, not all plants like the same things. All plants have the same basic needs, but their likes may be very different. What does it meant to need something? Wait for students to respond and call on a student to answer. Great, a need is something that you have to have to survive. What is a like? Wait for

students to respond and call on a student to answer. Great, something that is a like isn‟t a need, its just something you may want. Great job! So we have

learned all plants need the same thing, but may like different things. What are

the same basic needs of plants again? Wait for students to respond and call on a student to answer. Great job, water, soil, sunlight, and air. A plants likes really vary and may depend on their environment. Many plants have also made adaptations to survive in their environment. Thumbs up if you know what adaptation means. Thumbs down if you do not know what adaptation means. Wait for students to respond and call on a student with their thumb up to answer. Great job, an adaption is when something adapts or changes to fit into it‟s environment. So some plants make adaptations to survive in it‟s environments. Their adaptations can make them like, or prefer,

a certain environments characteristics. So let‟s review one more time, do all plants need the same things? Wait for students to respond. Good job, yes all plants NEED the same basic things, but do all plants like the same things? Wait for students to respond. Great, no not all plants like the same things. How can we predict what plants like? Wait for students to respond and call on a student to answer. Great, we can predict what a plant likes based on the environment it likes in.

XXVI. Opportunity for Practice:

Now I am going to put you into pairs. I am going to give you and your partner a worksheet with pictures of four different environments. The environments will be desert, forest, rainforest, and artic. You will work with your partner to decide what a plant preferences may be that live in those

environments. You will write the preferences under the picture. Are there any questions before I put you into pairs and give you your worksheet? Wait for students to respond and answer any questions the students may have.

Wonderful, when you and your partner get your paper, please put both of your names on the top. Put students into partners and give them their “Plant Preferences” worksheet. You two will be in a group, here is your sheet of paper. Continue until all students have been put into pairs. When you and your partner have finished working, just sit quietly until everyone has finished and we will go over your work as a group. Wait for all students to finish. Wonderful! What did you put as plant preferences that live in the desert? Wait for students to respond and call on students to answer. Wonderful, plants that live in the desert usually perform hot climates and not a lot of water. What about preferences of plants that live in the rainforest? Wait for students to respond and call on students to answer. Wonderful, plants that live in the rainforest prefer hot climates and lots of water. What are the preferences of plants that live in the artic? Wait for students to respond and call on a student to answer. Great job, plants that live in the artic prefer cold climates with lots of water in the form of snow. What about plants that live in the forest? Wait for students to respond and call on students to answer. Great, plants that live in the forest like mild climates and average amounts of rainfall. Great work today! Remember all plants have the same basic needs of soil, water, sunlight, and air, but their likes or preferences may be different based on their environment.

XXVII.

Assessment Now you are going to show me what you know. You are going to match the descriptions of the plants preferences with the correct environment. Are there any questions before we begin? Wait for students to respond and answer any questions the students may have. Wonderful, okay when you get your piece of paper please put your name and date on the top. Remember to keep your eyes on your own paper. Once you have your name and date on the top you may begin. Pass out “Where do I belong?” assessment to everyone. When you finish, turn your paper over and raise your hand. I will come around and collect all the papers. Wait for all students to finish and collect students papers as they finish.

XXVIII.

Closure:

We are going to watch a video that tells us more about plants preferences and introduces us to plants adaptations. As you watch think about why plants have different preferences or adaptations based on their environment. Play the YouTube video once http://www.youtube.com/watch?v=Mbj_WQ76F1Q once. Now as you go throughout the day and when you go home, I want you to look at the plants. I want you to think about the environments they are growing in and decide what kind of preferences the plant may have based on where the plant lives.

Materials and Resources:

Promethean Board

“Plant Preferences” worksheet

“Where do I belong?” assessment

pencils

Differentiation Strategies (including plans for individual learners):

Low-end learners- read the questions to the assessment. Make sure two low-end learners are not paired during the practice. Pair the low-end learners with an on- level learner.

High-end learners- can research different environments and write up plant preferences based on the environments

Data Analysis:

Reflection:

Materials and Resources:  Promethean Board  “Plant Preferences” worksheet  “Where do I belong?” assessment

Samford University Design for Learning

Materials and Resources:  Promethean Board  “Plant Preferences” worksheet  “Where do I belong?” assessment

Name:

____________________________________

Date:

________________________

Plant Preferences

Write what the plant may prefer based on the environment.

Desert

Artic

Rainforest

Forest

Name:

____________________________________

Date:

________________________

Where do I belong?

Match the plant description with the correct environment the plant belongs in.

Artic

I‟m a plant that likes lots of water and warm weather.

Rainforest

I‟m a plant that likes mild weather, and I like to be watered on a regular basis, but not too often that I get really wet.

Forest

I‟m a plant that likes to live in really cold environments.

Desert

I‟m a plant that likes really hot weather, and I don‟t

require a lot of water.

Design for Learning

Instructor: Kaitlyn Wilson Lesson Title: We Need Plants Curriculum Area: Science

Grade/Teacher: 2 nd , Milner Date:

Estimated Time: 45 minutes

Standards Connection:

  • 5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

The student will write a paragraph with 3 supporting details about how plants help them in their

everyday life.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to talk about how use plants.

Evaluation of Learning Objective(s):

The students will write a paragraph about how they use plants in their everyday life. The student

understands the concept if they can write 3 examples. The student needs further instruction if they write 1-2 examples. The student needs to be retaught the lesson if they cannot write any example of how they use plants in their everyday life.

Engagement:

We have been talking all about plants. We have been talking about what plants need and like so today we are going to talk about how we use plants everyday. What do all plants need? Wait for students to respond and call on a student to answer. Wonderful job, all plants need soil, water, air, and sunlight. What are some things that plants like based on their environment? Wait for students to respond and call on students to answer. Great, plants may want hot weather, cold weather, a lot of sunlight, not a lot of sunlight, a lot of water, or not a lot of water. It all depends on the environment plants live in. We are going to start off today by reading a story. As we read I want you to think of how the characters in our story are using plants in their everyday lives. Read Our Tree Named Steve by Alan Zweibel. How did the characters in our story use plants? Wait for students to respond. Great, they used trees in many ways such as using the tree to build their house.

Learning Design:

XXIX. Teaching:

Let‟s make a list of how we use plants. Who can raise their hand and tell me

how we use plants? Wait for students to respond and call on students to answer. Write students responses on the board. Wonderful! We eat plants, use plants to build houses, and many different things. We also need plants to make our oxygen. We said plants need air. What is one thing we find in air? Wait for students to respond and call on a student to answer. Wonderful, we find oxygen in our air. That oxygen comes from plants. So plants make oxygen. What part of the plant did we say take in the air to make

food for the plant? Wait for students to respond and call on a student to answer. Wonderful, the leaves take in the air and make food for the plant. So the leaves are also where oxygen is made. What else do plants make that we use? Wait for students to respond and call on a student to answer. Wonderful plants make fruit and vegetables. We eat the fruit and vegetables from plants. So plants make oxygen and fruit and vegetables. The fruit comes from the same part of the plant, but our vegetables come from different parts of the plant. We will talk about that during our next lesson. How do people use plants to make things? Wait for students to respond and call on a student to answer. Wonderful job, people make different things from the wood of the trunk of a tree. People build houses using that wood. People make wooden tables and wooden doors. Let‟s look around our classroom. What do we see in our classroom that is made from plants? Wait for students to respond and call on students to answer. Wonderful job, the tops of our tables are made out of plants. What part of the plants do wooden tabletops come from? Wait for students to respond and call on a student to answer. Great job, the wooden tabletops come from the trunks of trees, which is the stem. What else do you see in our classroom that is made from plants? Wait for students to respond and call on a student to answer. Great job a pencil. What part of the plant is a pencil made from? Wait for students to respond and call on a student to answer. Great job, a pencil is also made from the trunk of a tree which is the stem of the plant. Can you think of anything else that is in this classroom that is made by or from a plant? Wait for students to respond and call on a student to answer. Great job, the oxygen in our air is made from plants. Continue having students give examples of things in the classroom that are made by or from plants i.e. apple, cabinets, etc and have them identify which part of the plant the thing comes from. Wonderful examples of things that are made from plants, and great job identifying the part of the plant the things are made from.

XXX. Opportunity for Practice:

Have the clipboards with the paper attached ready for the students. We are going to take a walk around the school and outside to see if we can identify different things that are made from plants. You will get a clipboard with a piece of paper attached. You will also need to bring your pencil. Your paper has 2 columns. In the first column you are going to write down what you saw that was made from a plant. In the second column you are going to write down what part of the plant the thing is made from. Do you have any questions about what we are doing? Wait for students to respond and answer any questions the students may have. Great, okay remember you just need a pencil and the clipboard with the paper that I am going to give you. When I give you your clipboard with your paper, grab your pencil and line up quietly. Pass out the clipboards with the paper. Have students line up after you give them their supplies. Great job! Remember other people are having class so be quiet as we walk down the hall. Don‟t write anything as we walk, just be looking. We are going to stop in the gym and write down

things we saw in the hallway as well as what we see in the gym. Make sure

everyone is in a straight line and walking down the hallway quietly. Take a walk through the halls and down to the gym. Once you get in the gym have everyone sit down and write what they saw in the hallways and what they see in the gym. Great job walking down the hallway quietly. We will sit in a circle on the floor to record what we saw in the hallways and what we see in the gym. Allow students time to record what they have seen in the chart. Once everyone has finished have the students line back up and take a walk outside then back in the building and to the classroom. We are going to line up again and take a walk outside. Remember we are not recording anything as we walk. We wait to record what we have seen once

we get back to the classroom. Remember we don‟t want to record things that are plants outside, just anything outside that we see that is made of plants. Okay stand up and line up quietly again please. Wait for all students to get into a line and to be standing quietly. Walk outside and then back into the classroom. Please sit back down in your seat quietly. We are going to go around the room. I want you to share one example of something you saw that was made from a plant and tell us what part of the plant the thing is made from. What did you see that was made from a plant or comes from a plant? Wait for student to respond. Great job! Continue to each student until everyone has given an example. Wonderful work everyone!

XXXI. Assessment Now you are going to tell me about how plants are apart of your everyday life. You are going to write a paragraph about how you use plants everyday. Give me three examples of things that you use that come from plants. Do you have any questions before we begin? Wait for students to respond and answer any questions the students may have. When you get your paper please put your name and date at the top and you may begin. Remember to include 3 examples in your paragraph of how you use plants everyday. Pass out a sheet of paper to everyone. Remember keep your eyes on your own work. You are showing me what you know. Once you have finished please turn your paper over, raise your hand, and I will come pick up your paper. Wait for students to finish and pick up their paper as they finish. Wonderful work everyone!

XXXII.

Closure:

We are going to watch a quick video about other things that we use everyday that comes from plants. Play the you tube video

As we go around the

rest of the day and when you go home tonight I want you to continue to point

out things that you see that we use that are made from or come from plants. Thank you all for working so hard today!

Materials and Resources:

Our Tree Named Steve by Alan Zweibel Promethean Board Clip boards for students “Things that Come from Plants” worksheet (attached) “How I use Plants” assessment (attached) http://www.youtube.com/watch?v=fecessadATQ

Differentiation Strategies (including plans for individual learners):

Low End Learners- Allow them to bullet examples of how they use plants everyday

High End Learners- They can make their own story book about how they use plants everyday.

Data Analysis:

Reflection:

Materials and Resources:  Our Tree Named Steve by Alan Zweibel Promethean Board Clip boards forhttp://www.youtube.com/watch?v=fecessadATQ    Differentiation Strategies (including plans for individual learners):  Low End Learners- Allow them to bullet examples of how they use plants everyday  High End Learners- They can make their own story book about how they use plants everyday. Data Analysis: Reflection: Samford University Design for Learning " id="pdf-obj-58-38" src="pdf-obj-58-38.jpg">

Samford University Design for Learning

Materials and Resources:  Our Tree Named Steve by Alan Zweibel Promethean Board Clip boards forhttp://www.youtube.com/watch?v=fecessadATQ    Differentiation Strategies (including plans for individual learners):  Low End Learners- Allow them to bullet examples of how they use plants everyday  High End Learners- They can make their own story book about how they use plants everyday. Data Analysis: Reflection: Samford University Design for Learning " id="pdf-obj-58-42" src="pdf-obj-58-42.jpg">

Name:________________________________________

Date:____________________

Things that Come from Plants

Write examples of things that are made from plants at our school and what part of the

plant they come from.

Things that are made from plants.

What part of the plant does it come from?

   

Name:________________________________________

Date:____________________

How I Use Plants

Write a paragraph with 3 examples of how you use plants everyday.

Name: ________________________________________ Date: ____________________ How I Use Plants Write a paragraph with 3 examples of how

Design for Learning

Instructor: Kaitlyn Wilson Lesson Title: Parts of Plants We Eat Curriculum Area: Science

Grade/Cooperating Teacher: 2 nd , Milner Date:

Estimated Time: 40 minutes

Standards Connection:

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

The students will classify 10 examples of fruit or vegetable with the correct part of the plant with

80% accuracy.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to learn what part of the plant different foods come from.

Evaluation of Learning Objective(s):

The student will categorize the food by the part of the plant the food is. If the student correctly

categorizes 8-10 of the vegetable or fruit then they have a full understanding of the concept. If the student categorizes 5-7 of the vegetables or fruit correctly then they need further instruction. If the student categorizes 0-4 of the vegetables or fruit correctly then they need to be retaught the lesson.

Engagement:

Today we are going to talk about the parts of the plant fruit and vegetables come from. We are going to start today by taking a poll. We are going to see if more people like fruit or vegetables. Raise your hand if you like vegetables better than fruit. Wait for students to respond and record the number on the board by the word vegetable. Okay put your hands down. Raise your hand if you like fruit better than vegetables. Wait for students to respond and record the number on the board by the word fruit. Okay you can put your hands back down. So we have more people who like fruit better than vegetables. How many more people like fruit rather than vegetables? Wait for students to respond and call on a student to answer. Great job! What do fruits and vegetables have in common? Wait for students to respond and call on a student to answer. Wonderful, both fruits and vegetables come from plants. So we are going to talk about what part of the plant different fruits and vegetables come from.

Learning Design:

XXXIII.

Teaching:

What part of a plant do people eat? Wait for students to respond and call on a student to answer. Great job, people eat every part of the plant. Each plant has a different part that is edible. Thumbs up if you know what the word edible means or thumbs down if you do not know what the word edible means. Wait for students to respond and call on a student with their thumb up. What does edible mean? Wait for student to respond. Great job, edible means something you can eat. So different plants have different edible parts. However not all plants are edible. If something is not edible we

call it non-edible. Let‟s review what the parts of a plant are. What are the parts of a plant? Wait for students to respond and call on a student to answer. Write the parts of a plant on the board with space underneath to

write. Great job, the parts of the plant are roots, stem, leaves, and the flower. All fruits and vegetables are plants. What part of a plant does all fruit come from? Wait for students to respond and call on a student to answer. Wonderful, all fruit starts out as a flower. All fruits have seeds. The flowers make seeds, so you can think of the fruit starting out like a flower because the fruit, like a flower, has seeds in the middle. Anything that has seeds is a fruit. Is a tomato a fruit or a vegetable? Wait for students to respond and call on a student to answer. Right, it is actually a fruit because it has seeds. Anything that has seeds is a fruit. We are putting all these fruits under the flower since all fruits start out as a flower. So we can put all fruit under what

part of the plant? Wait for students to respond. Great job, flower. Write fruit under flower. What are examples of fruit? Wait for students to respond and call on students to answer. Write students answers under fruit. Wonderful, an apple, grapes, peach, blueberries, and watermelons are all different kinds of fruit. Who can tell me an example of a vegetable? Wait for students to respond and call on students to answer. Great job, green bean is an example of a vegetable. What part of the plant is a green bean that we eat? Wait for students to respond and call on a student to answer. Wonderful, green beans come from the flower. Write green bean under flower. What is another example of a vegetable? Wait for students to respond and call on a student to answer. Great, a carrot is an example of a vegetable. What part of the plant does a carrot come from? Wait for student to respond and call on a student to answer. Wonderful, a carrot is the root. Write carrot under root. What is another example of a vegetable? Wait for students to respond and call on a student to answer. Great, spinach is an example of a vegetable. What part of the plant does spinach come from? Wait for students to respond and call on a student to answer. Awesome, spinach comes from the leaf of a plant. Write spinach under leaf. What is another example of a vegetable? Wait for students to respond and call on a student to answer. Wonderful, a pea is an example of a vegetable. A pea is actually a seed. What part of the plant makes seeds? Wait for students to respond and call on a student to answer. Great job, seeds are made in the flower. So we will put peas under the flower. Write pea under flower. What is another example of a vegetable? Wait for students to respond and call on a student to answer. Great, an asparagus is a vegetable. What part of the plant is an asparagus? Wait for students to respond and call on a student to answer. Great, asparagus comes from the stem of a plant. Make sure every category has an example under it. Allow each student to give an example of a fruit or vegetable and write it under the correct plant part. You can also tell what part of the plant a fruit or vegetable comes from based on what it looks like. This doesn‟t always work, but most of the time

you can make a prediction of what part of the plant something comes from based on how it looks. Even if you look at a carrot, it may look like a stem,

but it is fat at the top and skinny at the bottom more like a root than a stem. Who can give me another example a root that is edible? Wait for students to respond and call on a student to answer. Great job, a turnip is a root. Write turnip under root. What is another example of a stem that is edible? Wait for students to respond and call on a student to answer. Great job, celery is edible is a stem. Write celery under stem. Who can give me another example of a leaf that is edible? Wait for students to respond and call on a student to answer. Great, lettuce is an example of a leaf that is edible. Write lettuce under leaf. Who can give me an example of a flower? Wait for students to respond and call on a student to answer. Wonderful, a green pepper is a fruit so it starts out as a flower. Write green pepper under flower. Great examples of the different parts of the plant that are edible! So we eat all parts of plants.

XXXIV.

Opportunity for Practice:

I‟m going to put you into groups of three. You are going to have different fruits and vegetables. You will work with your group to put them into the correct category. The categories are the parts of the plant. What did we say the parts of a plant are? Wait for students to answer. Wonderful, the parts of the plant are roots, stem, leaves, and flower. You are going to category the food based on what part of the plant the food comes from. You will have a sheet to record your answers on as well. We will discuss what parts of the plant your food belongs to after you categorize it with your group. Are there any questions before I put you into your groups? Wait for students to respond and answer any questions the students may have. Wonderful, I will come around and put you into groups and give you your fruits and vegetables to categorize. Hold up the food as you say the name. This is a turnip, this is an orange, this is spinach, and this is asparagus. One, two, three, you three are our first group. Hand the students their food, orange, spinach, asparagus, and turnip and the worksheet “What part of the plant am I?” and put all students into groups of three. Make a group of four if necessary. Once you have finished just hold on to your sheet and head back to your seat. Wait for all groups to finish. Great work, let‟s talk about what part of the plant each thing comes from. What part of the plant is the orange? Wait for the students to respond. Great job, the orange is a fruit, so it comes from the flower. What part of the plant is the spinach? Wait for students to respond. Wonderful, the spinach comes from the leaves. What part of the plant does asparagus come from? Wait for students to respond. Great, asparagus is a stem. What part of the plant does the turnip come from? Wait for students to respond. Great job, a turnip is the root. Are all these parts of the plants that we just talked about edible or non-edible? Wait for students to respond. Fantastic, all of these plant parts we just talked about are edible. Are all plants or plant parts edible? Wait for students to respond. You are all correct, not all plants or plant parts are edible.

XXXV.

Assessment Now you are going to tell me what you know. You are going to cut out the pictures of the different fruits and vegetables and put them under the correct heading based on what part of the plant they come from. Are there any questions before you begin? Wait for students to respond and answer any questions the students may have. Wonderful, when you get your paper you may put your name and date on the top and you may begin. After you have finished turn your paper over and raise your hand. I will come get your paper when you have finished. Don‟t forget to keep your eyes on your own paper. All you need is a pencil, pair of scissors, and glue stick on our desk. Pass out a sheet to each student, “Edible Plant Parts” and a sheet of the vegetables

and fruits to cut out. Wait for all students to finish and collect their papers as they finish. Wonderful work today everyone!

XXXVI.

Closure:

Who remembers what nutrients are? Wait for students to respond and call on a student to answer. The nutrients are things that are good for the plant such as food. Where do plants get their nutrients from? Wait for students to respond and call on a student to answer. Wonderful, plants get their nutrients from the soil. Do we need nutrients? Wait for students to respond. Yes we need nutrients. Do you think we get nutrients from plants when we eat edible parts of the plant? Wait for students to respond and call on a student to answer. Yes, we get nutrients too when we eat plants. When we go to lunch today or when you eat dinner tonight I want you to think about if you are eating any kind of plant and if you are, what parts of the plant you are eating. Thank you for working so hard today everyone!

Materials and Resources:

Promethean Board or dry erase board

oranges, spinach, asparaguses, turnips

“What part of the plant am I?” worksheet (attached)

“Edible Plant Parts” assessment (attached)

pencils

glue sticks

scissors

Differentiation Strategies (including plans for individual learners):

Low-end learners- have one in each group with 2 on-level or advance learners

High-end Learners- allow them to add more examples of different parts of the plant on their assessment

Data Analysis:

Reflection:

Reflection: Samford University Design for Learning

Samford University Design for Learning

Reflection: Samford University Design for Learning

Name:

______________________________________________

Date:

_____________________

What part of the plant am I?

Categorize the fruit or vegetable under the part of the plant it comes from.

Roots

Stem

Leaves

Flower

       

Name:

______________________________________________

Date:

_____________________

Edible Plant Parts

Categorize the fruit or vegetable under the part of the plant it comes from.

Roots

Stem

Leaves

Flower

       
Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Orange

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Turnip

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Asparagus

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Apple

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Grapes

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Celery

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Spinach

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Cabbage

Orange Turnip Asparagus Apple Grapes Celery Spinach Cabbage Carrot

Carrot

Design for Learning

Instructor: Kaitlyn Wilson Lesson Title: Reviewing the Plant Curriculum Area: Science

Grade/Cooperating Teacher: 2 nd , Milner Date:

Estimated Time: 40 minutes

Standards Connection:

5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and

flowers.

Learning Objective(s):

The students will identify all the parts of a plants, their functions, and life cycle of plant with at

least 80% accuracy.

Learning Objective(s) stated in “kid-friendly” language:

Today we are going to combine everything we have learned to write a story about the complete life of a plant.

Evaluation of Learning Objective(s):

The students will identify all the parts of a plants, their functions, and life cycle of plant with at

least 80% accuracy. If the student receives 80%-100% they have a full understanding of a plant. If the student receives 50%-79% the students need further instruction on the concept of a plant. If the student receives 0%-49% the students need to be retaught the lessons on a plant.

Engagement:

Today we are going to review everything we have learned about plants. We are going to review the entire life cycle of a plant from the planting of the seed to the final “job” of our plant such as it turning into a food or turning it into a table. Before we start I want to take a poll to find out what you want to do when you grow up. Raise your hand if you would want to be a teacher when you grow up. Wait for students to raise their hands. Okay now you can put your hands down. Now raise your hand if you want to be a doctor when you grow up. Wait for students to raise their hands. You can put your hand back down. Raise your hand if you wan to be a lawyer when you grow up. Wait for students to raise their hand. You can put your hand back down. What do you have to do in order to become all these things? Wait for students to respond and call on a student to answer. Great job, you have to graduate high school and go to college in order to become any of these things. You have to go through a process to become a teacher, doctor, or a lawyer. Just like plants have to go through a process to become a fruit, vegetable, or anything else such as using wood to build a house. So we are going to review the process a plant goes through.

Learning Design:

XXXVII.

Teaching:

We are going to review the process a plant goes through in order to become something such as a fruit, vegetable, or even a wooden table or door. Let‟s start by reviewing the parts of a plant. Show the picture of the tree on the Promethean Board. Who can come up and label one part of our plant? Wait for students to respond and call on a student to answer. Wonderful, the roots are a part of the plant. Come up and label the roots on the plant. Wait for student to label the roots. Wonderful job! Who can tell me another part of the plant? Wait for students to respond and call on a student to answer. Great, the stem is a part of the plant. Come up and label the stem of our plant. Wait for student to label the stem. Awesome, who else can tell me another part of the plant? Wait for students to respond and call on a student to answer. Great, the leaves are a part of a plant. Come up and label the leaves on our plant. Wait for student to label the leaves. Good job, who can tell me the last part of our plant? Wait for students to respond and call on a student to answer. Great, the last part of our plant is the flower. Please come up and label the flower on the plant. Wait for student to label the flower on the plant. Great job! What does a plant start out as? Wait for students to respond call on a student to answer. Wonderful, a plant starts out as a seed. What does a seed need in order for the plant to grow? Wait for students to respond and call on a student to answer. Wonderful, a plant needs soil, water, sunlight, and air. What are different things plants may like based on their environment? Wait for students to respond and call on students to answer. Great job, plants may like hot weather or really wet weather. It all just depends on their environment what their likes or prefences are. What is the life cycle or the stages of life that a plant goes through? What is the very first thing that happens? Wait for students to respond and call on a student to answer. Wonderful, the seed is planted in the ground. Write “1. The seed is planted in the ground.” on the board. What is the next thing that happens? Remember it uses that g word we talked about. Wait for students to respond and call on a student to answer. Wonderful, the seed begins to germinate. Write “2. The seed begins to germinate.” on the board. What happens after that? Wait for students to respond and call on a student to answer. Wonderful the stem breaks through the soil and begins to grow toward the sun. Write “3. The seed breaks through the soil and begins to grow toward the sun.” on the board. What is the next thing that happens in the life cycle of a plant? Wait for students to respond and call on a student to answer. Great, the leaves begin to grow from the stem. Write “4. The leaves begin to grow from the stem.” on the board. What is the next thing that happens in the life cycle of a plant? Wait for students to respond and call on a student to answer. Wonderful, the flower grows from the stem of the plant. Write “5. The flower grows from the stem of the plant.” on the board. What is the last stage of a plants life cycle? Wait for students to respond and call on a student to answer. Wonderful, the plant becomes an adult, mature plant and produces more seeds and fruit.

Write “6. The plant grows into a mature, adult plant and produces seeds and fruit.” on the board. Wonderful job! Now what are the functions of the

different parts of the plant that help the plant to grow into a mature, adult plant? What is the function of the roots of a plant? Wait for students to respond and call on a student to answer. Great job, the roots absorb water and hold the plant in the soil. Write “absorb water and hold the plant in the soil” beside the roots on the board. What is the function of the stem? Wait for students to respond and call on a student to answer. Great job, the stem brings water and nutrients to the rest of the plant. Write “brings water and nutrients to the rest of the plant” beside stem on the board.

What is the function of the leaves? Wait for students to respond and call on a student to answer. Wonderful! The leaves use the sun and air to make food for the plant. Write “use the sun and air to make food for the plant” beside leaves on the board. What is the function of the flower? Wait for students to respond and call on a student to answer. Great job, the flower makes seeds and fruit. Write “makes seeds and fruit” beside flower on the board. Do all plants have the same parts, basic needs, and life cycle? Wait for students to respond and call on a student to answer. Wonderful, plants do have the same parts, basic needs, and life cycle. However do all plants look the same or have the same likes? Wait for students to respond. Right, not all plants look the same or have the same likes. Trees, tulips, and shrubs all look very different, but they still have the same basic needs, life cycle, and parts, but they look all look very different and all have different likes or preferences. What are different things that plants may become? Wait for students to respond and call on students to answer. Wonderful, plants may be used for their fruits and vegetables they make or plants may be used to help build things. There are many different uses for plants.

XXXVIII. Opportunity for Practice:

You are going to work with a partner to create a story about the life of a plant. You need to include the life cycle of a plant, the plant part functions, and the

end “job” of the plant, what the plant is used for. You and your partner will

work together so your story can be as creative as you want it to be as long as it

includes all the parts of a plants life. You are going to tell me the whole

process of how a plant goes from being a seed to it‟s final “job”. You and

your partner can pick the final job of the plant. It can be whatever you want it to be. Are there any questions before you start? Wait for students to respond and answer any questions the students may have. Wonderful, I will come around and put you in pairs. I will give you and your partner two

pieces of notebook paper to use. If you need more paper just raise your hand, and I will bring you some more paper. I will write your prompt on the board along with all the information we already have up on the board. Make sure to put both names at the top of your paper as well as the date. Put students into groups of two and give them two sheets of notebook paper. You two will work together as partners. Continue until all students are in groups of two. If there is an odd number of students, make one group of three students.

Write the prompt on the board “Tell me the complete story of a plant’s journey from seed to it’s final job.” When you and your partner have

finished read back over your story. We will share our stories when all students are finished. Wait for all students to finish writing their stories. Great job working together! Now I want you to turn to another partner group at your table, and I want you to read your stories to each other. Make sure all partners are paired up with another set of partners. Walk around to the groups as they share and listen to the stories and check for accuracy. Correct any mistakes the students may make as you listen. Wait for all students to finish sharing. Wonderful stories! I enjoyed walking around to each group and listening to your stories. They were all so creative!

XXXIX.

Assessment

Now you all are going to show me what you know on your own. You are going to take the same test you took before we started learning all about plants. Now you are going to show me what you have learned while we have talked about plants. When you get your piece of paper, please you put your name and date on the top and you may begin. Please keep your eyes on your own paper. When you have finish, please turn over your piece of paper, raise your hand, and I will come pick up your piece of paper. Pass out the assessments and wait for all students to finish. As students finish take up their assessments. Thank you all for working so hard!

XL.

Closure:

What are some ways you use plants everyday? Wait for students to respond and call on students to answer. Those are all great examples. You breath the oxygen that plants make, you sit in chairs that are made from plants, you eat fruit and vegetables. Plants are very important to everyday life. Even though we are finished with our unit on plants, you can still learn more about plants everyday. Without plants we literally couldn‟t survive.

Materials and Resources:

Picture of a tree (attached)

Notebook paper for students

Assessment (attached)

Differentiation Strategies (including plans for individual learners):

Low end learners- work at table with low end learners to bullet their story during practice; read the assessment aloud for low-end learners

Data Analysis:

Reflection:

Samford University Design for Learning

Samford University Design for Learning

Samford University Design for Learning

Name:

_________________________________________

Date:

____________________

Circle the correct answer.

  • 1. Which is not an example of a living thing?

    • A) cat

    • B) tree

    • C) child

    • D) shoe

  • 2. What is not an example of a non-living thing?

    • A) rock

    • B) deer

    • C) water

    • D) book

  • 3. Match the word to the plant part.

  • roots

    flower

    stem

    leaf

    Name: _________________________________________ Date: ____________________ Circle the correct answer. 1. Which is not an example of a

    Circle the correct answer.

    • 4. What 4 things does a plant need to grow?

      • A) soil, water, air, sunlight

      • B) water, darkness, air, milk

      • C) sunglight, soil, milk, cold weather

      • D) hot weather, rain, air, soil

    Fill in the blanks with the correct word from the wordbank.

     

    stem

    leaves

    flower

    roots

    • 5. brings water and nutrients to the rest of the plant.

    The

    • 6. The

    absorb water and hold the plant in the soil.

    • 7. The

    use the sun and air to make food for the plant.

    • 8. The

    makes seeds and fruit.

    Put the life cycle of a plant in the correct order (1-5).

    • 9. The stem breaks through the ground and begins to grow towards the sun.

    _____

    • 10. The seed begins to germinate.

    _____

    • 11. The leaves begin to grow.

    _____

    • 12. The flower makes seeds that will grow into more plants.

    _____

    • 13. The flower grows from the stem.

    _____

    Circle the correct answer.

    14.

    Which thing is not a plant?

    • A) B) bird

    tree

    • C) D) cactus

    rose

    • 15. What plant may grow in a really hot climate?

    A)

    cactus

    C) daisy

    B) tree

    D) shrub

    • 16. What part of the plant is a carrot?

      • A) B) flower

    stem

    • C) D) leaf

    root

    • 17. What part of the plant is lettuce?

      • A) B) flower

    stem

    • C) D) leaf

    root

    • 18. What is made from a plant?

    A)

    slide

    C)

    stove

    B) wooden door

    D) microwave