Maja Pehrson

EDUC 555
Roots Unit (1st Grade Lea Elementary)
Why should scientists keep detailed observations? (lesson plan for
3/17/15)
Goals/Objectives:
Students will understand why it is important for scientists to record
detailed observations of what they are studying.
Students will build on their knowledge of the structure of roots through
careful observations.
Standards:
PA Core Standards English Language Arts
Writing
CC.1.4.1.B
Identify and write about one specific topic.
CC.1.4.1.C
Develop the topic with two or more facts.
Next Generation Science Standards:
All organisms have external parts Plants also have different parts
(roots, stems, leaves, flowers, fruits) that help them survive and grow.
(1-LS1-1)
Patterns in the natural and human designed world can be observed,
used to describe phenomena, and used as evidence. (1-LS1-2)
Materials:
Smartboard
Stickers
Science notebooks
6? plants (most likely carrots) that will be placed at each table
Classroom Arrangement and Management Issues:
The lesson will begin with students sitting on the carpet in their
regular carpet spots. Before we do the sticker activity, I will model how
to do it with Ms. Labolito. I will then emphasize to students that they
are describing the object on the sticker, not telling their partner what it
is. I will ask a volunteer to explain why this rule is so important (i.e. if

not followed it gets in the way of learning- students wont learn how to
make detailed observations by blurting out what the object is).
Students can begin activity once stickers have been placed on their
forehead and their partners forehead.
When we regroup students can keep the stickers on themselves
as long as they do not become a distraction to our learning. After
debriefing, I will give clear instructions for writing in science notebooks
(1. Open to next clear page, 2. Date, 3. Illustrate, 4. Write 5
observations, 5. Check- would someone who isnt able to see the carrot
be able to picture it by reading these observations?). I will ask a
couple students to repeat the directions back to the class to make sure
they know what they are doing. Students will be reminded how to
interact with the plants (be gentle- important because plants are
fragile living creatures, allow everyone at the table to get a chance to
hold the plant). Students will be able to go back to their table to begin
writing once I have handed them their notebook. When done, table
captains will collect the science notebooks and everyone will come sit
on the carpet to share.
Plan:
The Hook [5 minutes]
1. Today we are going to be looking at roots and recording
observations again (students will have had a chance on Monday
to interact with the roots and draw an illustration and write one
observation in their science notebooks). What do we already
know about roots? The other day we looked at carrots, drew a
picture of them, and wrote down an observation. Someone
remind me, what is an observation? What were some of the
observations we made? Which part of this plant is the root?
(Discuss whole group, have a carrot up front for students to refer
to) What were some of the questions we asked about roots
yesterday that we want to answer?
[5 minutes]
The Body of the Lesson [45 minutes~ with transitions]
1. Today we are going to write observations of our plants again,
but this time make sure that they are very detailed. Explain to
students that the goal of the lesson is to consider why it is
important for scientists to record detailed observations. Ask
students to pick an item. Model whole group how we could
describe the object in detail. Model strategies (What does the
object look like? What color(s) is it? What does the
top/middle/bottom look like? What shape(s) is it? What does it
feel like?)
[5 minutes]

2. Explain sticker game (each student will have a sticker placed on

their forehead, and their partner has to describe it in detail so
that the student can correctly guess what it is). Model game
with Miss Labolito.
[3 minutes]
3. Students will play the sticker guessing game.
[7 minutes]
4. Debrief game whole group. (Did you guess right? What did your
partner do that was helpful? What did you think about when you
were describing the sticker? What strategies did you use?)
[5 minutes]
5. Transition to seats to draw one detailed illustration and write
detailed observations of plant. Teacher will circulate and ask
follow up questions to observations to elicit more detailed
responses.
[10 minutes]
6. Debrief whole group (What did you observe? Did you observe
anything similar to what we learned on Monday about roots? Did
you notice anything that we didnt talk about on Monday? Were
you able to answer any of our questions? Did you think of any
new questions about roots? Record on chart from Mondays
lesson)
[15 minutes]
Closing
1. Look at what we added to chart. How were we able to learn
more information about roots? (direct students to importance of
detailed observations)
[5 minutes]
Assessment:
Students will be assessed on their written work. (Are their illustrations
and observations more detailed than they were the day prior?) Class
discussion (Are students able to identify new information learned about
roots? Think of any new questions?)
Anticipating Students Responses and Your Possible
Responses:
Students will need guiding questions to help expand on their
observations and make them more detailed. Students may be
confused why were writing observations again (assuming students will
already have written down at least one observation on Monday).
Students may also need to be reminded to write facts and not opinions
(the carrot is orange vs. the carrot looks yummy).

Accommodations:
Students of all levels will benefit throughout the lesson from
direct modeling of activities and thinking aloud strategies. Going over
prior knowledge at the beginning of the lesson will help students
connect what we are learning to what they have already learned. The
purpose of the lesson will be outlined at the beginning to prep students
for what they need to focus on. Visuals will be used throughout the
lesson, and students will be able to interact with the plants and engage
in experiential learning. Students will benefit from practicing the skill
with a partner first (especially students who do not participate in large
group discussion). I will make sure lower level students are paired with
higher students. Students will transition back and forth from the
carpet to keep them from getting restless.
While students are writing, I will check in with students whose
earlier work shows they need help (if their initial observations from the
other day were unclear/inaccurate/lacking). I will check in with
Samaj/Shahd/Ousmane and have them tell me their observations
(which I will make a note of in case they do not get them all written
down in time). Check in with Jaden before writing, discuss what writing
should look like (start at the beginning of the page, etc.) to avoid
tantrum over sloppy work. Ask his ideas first, have him write them one
at a time (I think work may be sloppy because his brain is coming up
with ideas faster than he can write). If higher level students are done
early, they can come to the carpet and read their observations to a
friend. The other students can ask questions about their observations
and point out if they think anything is missing.