Lesson

Plan for Individual Learners

1


Low-end learners (J, S, G)- Read worksheet orally for students
High-end learners (M, MR, and J)- allow them to draw more than
3 examples of living and nonliving things


2


During carpet time have J and S sit on the front row.
Lower-end learners (J, S, G)- pair with high0end learners and on-
level during the practice time, and read words on assessment for
lower end learners J, S, and G.


3


Low-end learners (J, S, G)- during the practice they will be
in mixed level groups; read the assessment
High-end learners (M, MR, J)- can write their own test
questions with something missing


4


Low-end learners (J, S, G)- read the assessment to the students
and pair low-end learners with high-end and on-level learners for
practice


5


Low-end learners (J, S, G)- need to order their pictures in the
correct order
High-end learners (M, MR, J)- can write their own narrative story
of a seed


6


Low-end learners (J, S, G)- 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 (M, MR, J)- may pick 2 different plants to
compare if they would like


7


Low-end learners (J, S, G)- 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 (M, MR, J)- can research different
environments and write up plant preferences based on the
environments


8


Low-end learners (J, S, G)- Allow them to bullet examples of
how they use plants everyday
High-end learners (M, MR, J)- They can make their own
story book about how they use plants everyday.


9


Low-end learners (J, S, G)- have one in each group with 2 on-
level or advance learners
High-end learners (M, MR, J)- allow them to add more examples
of different parts of the plant on their assessment


10

Low-end learners (J, S, G)- work at table with low end
learners to bullet their story during practice; read the
assessment aloud for low-end learners





EL Accommodations


Lesson Title

Objective

Presentation of the
Content


Practice
Activity

Assessment

Living vs.
Nonliving


The
students
will create a
picture to
include
examples
of 3 living
things and
3 nonliving
things and
categorize
them as
living or
non-living
with 100%
accuracy.


pictures, written
examples, verbal
explanation

Students will
take a walk
outside as a
class and
each student
will write
examples for
living and
nonliving
things in a
chart.

draw and
label and
picture



Give EL students the
two categories on
different index cards
with pictures under
each categories of
examples for each;
watch a video on living
and nonliving things


EL students
can work
with a
partner to
identify living
and
nonliving
things; they
can draw the
pictures
instead of
writing the
names

Students
may use an
online
translation
tool to find
the names of
their
examples to
label their
pictures

Parts of a
Plant


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

video, verbal
explanation, pictures,
PowerPoint

Students will
work with
partner cut
out the parts
of a plant
and glue
them

label a
picture
roots,
stems,
leaves, and
flowers with
100%
accuracy.

together in
the correct
order and
label the
parts.

Give EL students
translation cards with
the parts of the plants
in their language and
in English prior to the
lesson.


EL students
will work
with high-
end or on
level learner
to build and
label their
plant.

EL student
may use
translation
card to label
their plant

What do
Plants Need


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


visual, examples,
verbal explanation

The students
work in
groups and
move to
different
stations to
figure out
what is
missing in
each station
to keep the
seed from
growing.


worksheet
with
scenarios
and students
must figure
out what is
missing



Give EL students
vocabulary on picture
cards before lesson

EL students
work with
group and
verbally give
answers for
what is
missing in at
each station;
the students
may have
access to
their picture
cards

worksheet
just needs to
have the
word of what
is missing in
the scenario;
scenario will
be read
aloud

The Jobs of
the Parts of a
Plant

When given
a diagram
of a plant,
the student
will match
the function
with the
correct
plant part
with 80%
accuracy.

visuals, written
definitions, verbal
explanation, video,
song
The students
will work in
pairs to
create their
own plant
and write the
functions
beside each
part of the
plant.
match the
function with
the correct
part

Give EL students
picture cards of the
functions before the
lesson; allow students
to explore
www.sciencekids.co.nz
prior to the lesson;
have students watch
video on functions of
the parts of a plant.


EL student
will work in
pairs and
verbally tell
her partner
to functions
of the parts
of a plant.

student will
have
assessment
read to them

Life Cycle of
a Plant


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.


visuals, written
explanation, verbal
explanation

The students
will glue the
pictures of
the stages of
a life cycle in
the correct
order and
write what is
going on in
each stage.

create a
booklet with
stages in life
cycle of plant
sequence
and labeled



EL student can explore
plant life cycle
activities on
www.turtlediary.com

EL student
will glue
pictures of
the life cycle

pictures
need to be
sequenced
correctly and
prior to the lesson;
watch a video before
the lesson

of a plant in
the correct
order and
verbally tell
teacher the
sequence.

contain basic
knowledge of
what is going
on in the life
cycle of a
plant

How Plants
Differ


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.


visual, verbal
explanation,
PowerPoint

The students
will complete
a worksheet
on how
plants are
similar and
how plants
are different.

Venn
Diagram



EL students will watch
video before the
lesson.


EL student
will have
worksheet
read aloud.


Venn
Diagram
needs to
contain basic
info (only
needs to be
basic words
or phrases)


Plant Needs
and their
Environments


The student
will match
the correct
climate with
the plants

verbal explanation,
written explanation

The students
will work
with a
partner to
hypothesis a

matching
plants
preferences
with
enviroment
preferences
4 out of 5
times.
plants
preferences
based on the
environment.




EL students will
receive picture cards
of environments before
the lesson.


EL student
will work
with partner
and
verbalize the
plants
preferences
based on the
environment.


student may
have
assessment
read aloud

We Need
Plants


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


read aloud, visual,
verbal explanation

The students
will take a
walk outside
and write
down
examples of
how they
see plants
used in their
environment.

write a
paragraph
with 3
supporting
details



EL student will watch a
video before the
lesson.

The student
may draw
picture
example and
verbally tell
what each
picture is.


may bullet
examples,
only need to
be one word
or short
phrases

Parts of
Plants We
Eat


The
students
will classify
10
examples
of fruit or

visual, verbal
explanations, visual
examples

The students
will work
with the
group to
categorize
the fruits or

categorize
pictures
vegetable
with correct
part of the
plant with
80%
accuracy.

vegetables
with the part
of the plant it
comes from.





EL students will
receive picture
vocabulary cards
before the lesson with
common fruits and
vegetables.


The EL
student will
work in
group and
verbalize
what group
the fruits or
vegetables
belong to.

may use
picture
vocabulary
from
beginning of
unit to help
with
classification
of pictures


Reviewing
the Plant

The
students
will identify
all the parts
of a plant,
their
functions,
and life
cycle of
plant with
at least
80%
accuracy.


verbal explanation,
written explanation,
pictures, sequencing

The students
will write a
story
retelling the
entire life of
a plant. The
story must
include the
plants
needs,
plants life
cycle, plant
parts, plant
preferences,
and what the
plant is used
for at the
end of its
lfie.


multiple
choice and
fill in the
blank

EL student will watch
video reviewing
everything about a
plant and look over the
picture vocabulary
cards from the whole

EL student
will bullet the
information.

Assessment
can be read
orally to the
student and
may use
picture
lesson.

vocabulary
cards