Capstone Into PDF

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Teacher Work Sample
Plant Unit
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Spring 2017
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Christine M. Crowe
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Table of Contents
Appendices...3
Part I: Setting and Context 4

Community Context ............................... .4
School Culture..................... .4
Classroom Environment ...............................................6
Part II: Unit Topic and Rationale...7
Part III: Standards, Goals, and Objectives Alignment Chart......8
Part IV: Assessment Tools (Pre-, Post and Instructional)10

Pre Assessment................. 10
Post Assessment................................................................................................11
Instructional Assessment.......................11
Part V: Instruction and Management Plan...12

Summary12
Overview of Unit...12
Lesson Samples.........15
Part VI: Assessment Data and Analysis.83

Pre and Post Assessment Grading Criteria and Scoring....83
Student Growth Graphs......84
Pre and Post Assessment Results...85
Data Discussion.................86
Part VII: Student Teaching Experience Reflection.......87

Instruction................................................................................................87
Planning...................................................................................................87
Collaboration...........................................................................................87
Classroom management............................................................................88
References..90
2
Appendices
Plant Presentation PowerPoint- Plant Presentation.pptx (PBL presentation- Lesson 12)
Grading rubric for the student's Educreations presentations. (Lesson 16)
Score Unsatisfactory Satisfactory Outstanding

(1) (2) (3)
Topic Included name of the Included name of the Included name of the
report. report and students report, students names,
names and a picture
Supporting Detail Included detail, not Included accurate Included accurate detail,
accurate detail and a picture picture, and chorally read
the slide
the slide
the slide
Conclusion No conclusion Conclusion sentence Conclusion sentence was

listed and a picture of listed, a picture of the
the group was group was present, and the
included sentence was chorally read.
Total Group Score
3
Setting and Context
Community Context: Windsor, CO
Tozer Primary School is located in the town of Windsor, CO and is part of the WeldRE4
district. WeldRE4 serves both Windsor and Severance. Windsor is considered a rural area,
although it is rapidly expanding its infrastructure and population. According to the 2010 census,
the population of Windsor was 18,644 and had grown to 21,751 by 2014. The percentage of
population change since 2000 is +113.7%. The population of Windsor is 85.7% White only,
9.7% Hispanic, 1.7% Asian only, 1.5% is two or more races, .6% is American Indian or Alaska
Native alone, .5% is Black alone, and .1% of the population is considered other race alone.
Outside resources include a public library, a newly updated Recreation Center, public swimming
pools, dozens of parks, lakes, three other public elementary schools that serve the same age
range, within the city limits, and a multitude of Christian churches that are highly involved in the
community. The estimated median household income in Windsor is $93,384, which is high
above the national average. Tozer is near the low-income housing apartments and takes in the
school aged children, preschool-2nd, who live in those apartment. Although Tozer is located in
Windsor, district lines extend into the West part of Greeley and take in a large population from
the neighboring town. (Demographics, n.d)
School Culture
Tozer serves 450 children from the community, ages 4-8. Preschool and full day
kindergarten are tuition based, while half day kindergarten, 1st grade, and 2nd grade are free and
public. Tozer feeds into Mountain View, which serves students for the rest of their elementary
school careers. Tozer is a Project Based Learning (PBL) community, which is meant to promote
collaboration, communication, technology, and critical thinking. Tozers student population
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consists 1.5% Black, 21% Hispanic or Latino, 1.5% Asian, .04% Native American or Alaska
Native, 74% White only, and 0% Pacific Islander. The percentage of the student population on
free lunch is 22.39%, while 5.32% receives reduced lunch. Roughly half of the students in the
elementary age grades (kinder-2nd) take the bus to and from school. There is an afterschool
program run through the school by a local daycare. This program is not free, or run by Tozer
staff. The P.E teacher offers a free morning gym time, a couple days out of the week. There is
also book club that meets for fifteen minutes before school begins, and fifteen minutes after
school lets out, to help students catch up or get ahead on their assigned reading. The book club is
free for students and is run by Tozer staff. (Tozer, n.d)
Tozer has many positive reward systems in place to encourage and acknowledge positive
behaviors as well as academic achievement. The American Reading Company curriculum was
recently implemented throughout the elementary schools in the district. The curriculum requires
students to read two steps, or 30 minutes, a day at home, including weekends. Students are also
asked to complete two steps throughout the school day. Huge stars are hung in the main hallway
with numbers that represent the number of steps reached. When a student reaches the next 100
level of steps, they go to the office and their picture is taped on the star to represent their
achievement. Another school-wide reward system is the good choice token. These tokens are
given to students when they show exemplary behaviors. When a student receives a token they get
to put their name in a jar for weekly prize drawings. They also get to vote on the next themed
day at school. There is a rocket by the office where students place their tokens; one side has one
theme, the other has another theme. Each token counts as a vote for that theme. When the rocket
is full, the idea with the most votes is implemented within the week. Most classrooms at Tozer
use a clip chart to assist in classroom management. Children get to clip up for making good
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choices, and are asked to clip down when they make a bad choice. The top of most clip charts in
the school is positive parent contact, while the very bottom of the chart is negative parent
contact.
Classroom Enviroment
There are 22 students in Mrs. Ecclestons first grade class. Seven of those students are
female, 15 of the students are male. In January, 75% of the class was below grade level in
reading. Currently, 50% of the class is below grade level in reading, with hopes that that number
will continue to decrease. Students 10 and 17 are on school-wide behavior plans. Students 11,
16, and 19 are English Language Learners (ELL). Student 2 is currently being assessed for
attention deficit hyperactive disorder (ADHD). Student 20 is on an Individualized Education
Plan (IEP), for a developmental delay. Students 7 and 8 qualify for services in either receptive or
expressive language and speech, but both parents have refused services. Student 16 is currently
going through the Problem Solving Team (PST) process, after being in all tier two interventions
the school offers, and showing an inadequate amount of growth. Half of the class is in tier two
interventions (Title One) in reading or math, while many are in both. There are four students (11,
13,19, 23) in enrichment math, and one student (student 23) in enrichment reading.
The classroom environment is very structured to meet the needs of its population. The
class can quickly get out of control and takes a while to refocus. Because of this, unstructured
activities are kept to a minimum. The clip chart is used within the classroom to monitor behavior.
Mrs. Eccleston uses love and logic to reward and give consequences. Expectations are clearly
stated, and students are given one warning before they are asked to move their clips down. Every
day, all students start on Ready to Learn. The first tier down is labeled Think about it and the
one below that is Parent Contact. If a child makes it to parent contact, they are required to stay
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in for last recess with their heads down, and their parents are contacted. The tier above Ready to
Learn is Good Day. Above that is Outstanding, and above the word outstanding are stars. If
a child makes it to the stars, their parents are contacted for good behavior. In a typical week, the
class has three volunteers come in, two of whom are parents and the third is a local retired man
who volunteers in all the Tozer classrooms. Two volunteers come in on Tuesday mornings, and
another comes in on Thursday mornings.
Unit Topic and Rationale
I chose to do my capstone on the Plant Unit. Tozer recently implemented a new reading
curriculum which needs to be followed with fidelity, in order to understand its effectiveness.
Therefore, I could not choose to do my capstone on reading. Tozer also has a set math
curriculum which would be difficult to change. I was asked to choose between writing or
science. I chose science because there is a longer period allotted in the day for science, and
because it is easier to implement multiple subject areas into science.
First Grade Life Science standards state that students must have a basic understanding
that; 1. Offspring have characteristics that are similar to, but not exactly like their parents
characteristics, 2. An organism is a living thing that has physical characteristics to help it
survive. Thinking about those standards, I could easily see how standards in math, writing,
technology, and social studies could be intertwined in lessons to meet the Life Science standards.
Another reason I chose the plant unit is because plants are an important part of our
everyday lives. Plants give us food, oxygen, shelter, clothing, and many other necessities. It is
important that children understand the significance of plants, so that they feel moved to care for
them. To care for them properly, students must understand that plants are living organisms and
require certain things to survive. This unit aims to help students discover the importance of
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plants and how to best care for them in their community. With spring approaching as the unit
builds, students will be able to watch plants in the world around them, while we are learning
about them in the unit! The plant unit is also a nice lead up to the animal unit, which students
will complete last quarter. Plants have simpler lifecycles, structures, and functions, and will help
students better understand animals, when the unit is taught.
Unit Standards, goals, and objectives
Unit Goals Unit Objectives Unit Standards
Students will understand that At the end of the unit, Reading, Writing,
we use a specific method students will have a Communicating 4.
when answering questions in basic understanding of Research and
science the scientific process.
Reasoning 2. Purpose,
Students will
recognize scientific information, and
vocabulary such as questions about an
hypothesis, issue are essential
experiment, and steps in early research
conclusion. Mathematics 4.
Students will conduct Shape, Dimension,
an experiment using
and Geometric
the scientific process
Students will measure Relationships 2.
their plant daily and Measurement is used
compare their plants to compare and order
growth to other objects and events
groups plants
Students can differentiate Students can sort Science. 2.2 An

between living and nonliving picture cards into organism is a living
things living vs. nonliving thing that has
Students can describe
physical
three attributes of
living things -move, characteristics to
grow, reproduce. help it survive
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Students understand that Student can identify
plants are important to our two uses for plants in
everyday lives their everyday lives-
oxygen, food,
clothing, building
materials, etc.
Students understand that Students can Science. 2.2 An

plants are living things that identify/label the parts organism is a living
have specific parts that of a plant-roots, stems, thing that has
function in different ways to leaves, flowers physical
help it survive Students can orally characteristics to
describe the function help it survive
of a root- anchor the Science 2. Life
plant and absorb Science. 1. Offspring
nutrients from the have characteristics
ground that are similar to but
Students can orally not exactly like their
describe the function parents
of a stem- hold up the characteristics
plant and draw Reading, Writing, and
nutrients from the Communicating
roots up to other parts Standard 4. Research
of the plant
Students can orally and Reasoning 1.A
describe the function variety of resources
of leaves- make food leads to locating
for the plant, information and
photosynthesis answering questions
Students can orally of interest
describe the function
Reading, Writing, and
of flowers- make
seeds to make more Communicating
plants 2.Purpose,
Students can describe information, and
what seeds are questions about an
Students can describe issue are essential
how seeds travel steps in early research
Students will work in
Social Studies.
groups to create an
Standard 4. Civics 1.
Educreations
Effective groups have
presentation to
responsible leaders
demonstrate their
and team
knowledge of how
members
seeds travel or the
Oral Expression and
parts of a plant
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Students can explain Listening. Standard 2.
the basic lifecycle of a Verbal and nonverbal
plant language is used to
Students can name express and
three conditions a receive information
plant needs to
grow/survive
Assessment tools
Pre-Assessment
The pre-assessment for the plant unit is a paper that simply asks students to write what
they know about plants. The paper is split into four sections, one which says, plants give us,
which aims to get an idea of the childrens understanding of the importance of plants in their
everyday live. The next section says, the parts of a plant are, which aims to assess whether the
children know the parts of a plant. The third section states plants need, which is meant to
assess the childrens understanding that plants need certain things to survive. Finally, the last
section says, plants can, which is meant to assess the childrens understanding of living vs.
nonliving.
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Post Assessment
The post assessment has the same front page and looks to assess the same elements as the
pre-assessment. However, the post assessment has a second page, which is a plant diagram with
arrows to specific parts of the plant. For the post assessement, I did not have the students fill out
the box which states the parts of a plant are. Instead, I had them label the parts of a plant on the
second page.
Instructional Assessments
Throughout the unit, I used a variety of assessments tools. I used exit slips, informal
observation, rubrics for projects and presentations, and collected and graded student work.
Examples of the instructional assessments can be found at the bottom of each lesson plan below.
Each lesson lists a specific assessment tool and the assessment data can be found at the bottom of
each lesson, in the mini reflection.
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Instruction and Management Plan
The unit begins with the planting of our PBL grass. Each first-grade class is responsible
for conducting an experiment on the needs of a plant. The subjects the first-grade classes chose
this year are; type of soil, amount of water, type of liquid, amount of light, best temperature, and
type of fertilizer. Mrs. Ecclestons class was responsible for figuring out which type of liquid
helps plants grow the best. At the end of the plant unit, each first-grade class presents their
conclusion on the variable they studied and the other classes take notes. After they have all of the
information they need to care for a plant, students plant the three sisters (beans, squash, and corn
seeds) and use their knowledge to raise these plants at home! There is also a field trip at the end
of the unit, where students get to explore the gardens at spring creek and learn more about caring
for plants!
Plant Unit Overview
Lesson 1. Introducing the Scientific method 2/27/17

o Introduce students to the Scientific method
o Scientific method song
o Introduce vocabulary such as hypothesis, procedure, conclusion
Lesson 2. Introducing the PBL 2/28/17

o Explain the PBL to the class
o Plant grass seed
o Choose liquids and assign groups- cola, coffee, water, gatorade, tea, lemonade,
salt water
o Write out our question, hypothesis, and procedure- whole group
Lesson 3. Living vs. Nonliving 3/1/17

o Pre assessment
o Student will partner up and use picture cards to classify things into categories-
living vs. nonliving and discuss results whole group
o Define attributes of living things- whole group
o Groups water their grass seed with their assigned liquid with Ms. Crowes help
Lesson 4. The Purpose of a Plant 3/2/17

o Discuss the importance of plants in our everyday lives- whole group
o I can eat a whole plant activity- in pairs
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o Students create their flower flap information charts- individual
o Groups water their grass seed with their assigned liquid with Ms. Crowes help
Lesson 5. How Seeds Travel 3/3/17

o Read Planting the Wild Garden by Kathryn O. Galbraith
o Discuss ways in which seeds travel- whole group
o Complete the Seeds Travel Packet- individual
o Groups water their grass seed with their assigned liquid on their own
Lesson 6. Seeds Continued 3/6/17

o Watch a time-lapse of a mung bean germinate
o Discuss what a seed is and what it needs to begin growing- germination- whole
group
o Lima bean dissection- partners
o Will a bean grow in a Ziploc bag experiment- whole group
o Groups water their grass seed with their assigned liquid on their own
Lesson 7. What are Roots? 3/8/17

o Label roots on a diagram and discuss their purpose (anchor the plant and absorb
nutrients from the ground)- whole group
o Watch the roots PowerPoint presentation that shows different root systems
o Fill out the roots section of flower paper- modeling Ms. Crowes on the projector
o Root experiment- whole group
o Students measure and water their grass and record their data in liquid groups
Lesson 8. What are stems? 3/9/19

o Label roots and stem on a plant diagram and discuss the importance of stems
(hold up the plant and bring nutrients up from the roots to other parts of the
plant)- whole group
o Students fill out the stem portion of their flower paper- table groups
o Students conduct the carnation experiment- table groups
Lesson 9. What are leaves? 3/10/17

o Label roots, stem, and leaves on a diagram and discuss the purpose of leaves
(make food for the plant, photosynthesis)- whole group
o Play photosynthesis song
o Students fill out the conclusion portion of the stem experiment- table groups
o Students fill out the leaf portion of the flower paper
Lesson 10. What are Flowers? 3/13/17

o Label roots, stem, leaves, and flower on a diagram and discuss the importance of
flowers (reproductive part of a plant)- whole group
o Play time-lapse of flowers blooming
o Flower dissection- small groups
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o Students fill out the flower portion of their flower papers and turn them in
Lesson 11. Lifecycle of a Plant 3/15/17

o Watch time-lapse video of a plants lifecycle
o Discuss the video using the paper plate lifecycle of a plant
o Draw a diagram for students to label the parts of the lifecycle- whole group
o Students create their own paper plate plant lifecycle spinners- individual
o Post assessments
Lesson 12. Starting the PBL Presentation 3/16/17
o Look at all the data collected and draw conclusions- whole group
o Create a presentation, as a class, fill out the question, hypothesis, and procedure
portions
o Liquid groups create their own slides- small groups
o Practice the presentation- whole group
o PBL Presentation 3/20/17- students take home the three sisters this day as well
Lesson 13. Introducing Educreations 3/16/17

o Watch educreations videos to get students excited
o Introduce topics and assign groups
o Teacher models report plan T***C
o Students work in groups on their plans
Lesson 14. Educreations 1st Drafts and Edits 3/17/17

o Students write their first drafts- small groups
o Students edit with Ms. Crowe
Lesson 15. Educreations Final Drafts 3/20/17

o Teacher models what final drafts should look like
o Students work in groups to create their final drafts
o Teacher gives a tutorial for how to use Educreations on the Ipads
o Students create their Educreation videos in groups
Lesson 16. Build a Plant with Friends- Unit Conclusion 3/21/17

o Watch the Educreation videos- whole group
o Review what it means to be a good leader and team member
o Students work in pre-assigned groups to create a plant and label its parts
o Field Trip to The Gardens at Spring Creek 3/22/17
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Lessons
Title: Introducing the Scientific method Lesson #: 1 of 16
Content Standard(s) addressed by this lesson:

4. Research and Reasoning 2. Purpose, information, and questions about an issue are essential
steps in early research
Understandings:
To solve and draw conclusions about wonderings we have, we need to use a system that can be
repeated for the same results.
Inquiry Questions:
b. Analyze and interpret data about the needs of plants and animals (DOK 1-2)
Evidence Outcomes:
Every student will be able to:

I can: At the end of the lesson, I will be able to recognize the parts of the scientific method.
This means: I can look at pictures of the scientific process or look at the words like hypothesis,
and with guiding, be able to describe what it means and why its important.
List of Assessments:
Exit slip that answers the question what is the scientific method?
15
Planned Lesson Activities
Name and Purpose of
Lesson What is the Scientific Method?
Approx. Time and 40minutes
Materials Materials: white board, markers, projector
Anticipatory Set Discuss what the students already know about what it means to be a scientist.
The video will help them understand the stages of the scientific method.
http://www.bing.com/videos/search?q=scientific+method+song&&view=detail&mid=B860751D82720730
4B47B860751D827207304B47&FORM=VRDGAR
Procedures Teacher Actions Student Actions

Teacher will open the door to let the students in Students will come in from recess and find a sit spot.
from recess. As they come in, the teacher will say (1minute)
come in, hang up your jackets, and find a sit Students will answer the question with their knowledge of the
spot in front of the rocking chair. (1minute) scientific method. (1minute)
Teacher will ask the question has anyone ever Students think of a wondering they have and tell a partner.
heard of the scientific method? (1 minute) (2minutes)
Teacher will answer the question the scientific Students share their wonderings with the class. (1 minute)
method is what scientists use to answer their Allow 30 seconds for the students to think about what the
questions or wonderings. Can anyone think of word hypothesis could mean, and another thirty seconds for
what a scientist might be wondering about? the students to share their thoughts with the group.
What do you wonder about? Often, scientific Students will share how they made hypotheses on Friday
wonderings start with I wonder what would when they guessed about whether the paper towel would get
happen if Now think of your own wondering wet, or stay dry. (1 minute)
Hold your thought in your head and when you Children raise their hands and answer what the variable was
have your wondering, share it with the person that we changed on Friday on their experiment. (1 minute)
closest to you. (2 minutes) Students will answer the question what did we do after we
Teacher asks does anyone want to share their observed tilting the cup? (1minute)
wondering? and allows a couple children to Students watch the video. (3 minutes)
share their wonderings. (1minute) Students write their exit slip (3 minutes)
Teacher says you just did the first part of the Students pack up and get ready to go home (2 minutes)
scientific method! The first part is asking a
question. (put up question card)
The second part of the scientific method is
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making a hypothesis. Hypothesis is a big word;
does anyone know what is means? Call on
students to guess what hypothesis means, allow
two or three guesses and then move on.
(1minute)
Answer what a hypothesis is (put up hypothesis
card) a hypothesis is an educated guess about
what the answer to our wondering is (use an
example from the students wondering to make a
hypothesis with the class, make sure to
extenuate the word educated and give an
example of a bad hypothesis, as well, to
illustrate the point that there needs to be a
reason you are making that guess). (2-3minutes)
Now illuminate the fact that they made a
hypothesis on Friday with the paper towel
getting wet or not. Allow the students to share
how they made hypotheses that day. (1 minute)
Move on to the next step of the process, the
experiment. (put up the experiment card) The
next step of the process is testing our
hypothesis. To do this we need to conduct an
experiment, just like when you put the cup down
in the water on Friday, you were testing to see if
the paper towel would get wet! For an
experiment, we need to have a constant and a
variable. A constant is something we do not
change, like the amount of water in the bowl, or
type of cup or paper towel. What we do change
is the variable. What did Mrs. Baker change the
second time we did the paper towel experiment?
We changed how we put the cup in the water,
we kept it straight the first time, and the second
time we tilted it, which let the air out. That
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brings me to the next part of the scientific
method, observing and recording. We observed,
or watched what happened when we tilted the
cup vs what happened when we pushed it
straight down. Then what did we do? (5
minutes)
Allow time for the students to think about what
we did next. (1 minute)
We made a conclusion! That means we talked
about our results and concluded that the water
was stopping the water from touching our paper
towel the first time, and when we tilted the cup,
the air got out and the water was able to soak
our paper towel. (2 minutes)
Now we are going to watch a video that talks
about what we just learned about, the scientific
method!
Play video (3 minutes)
Explain the PBL (8-10 minutes)
For the next couple weeks, we will be using the
scientific method to answer the question what
type of liquid makes a plant grow the best the
other first grade classes will also be answering
questions about what helps plants survive. We
are going to be starting our experiment
tomorrow morning! I am going to assign you
groups and your group and a liquid and your
group will be responsible for answering whether
your liquid is best for plant survival. It is
important that we follow the scientific process
so that our results can be replicated if someone
decides they dont believe us. Start thinking
about your hypothesis tonight, and we will begin
our experiment tomorrow!
18
Tell the students to go back to their seats, where
they will find a purple piece of paper. Tell the
class that they need to write why the scientific
method is important on their slip and bring it to
me as an exit slip before they get packed up to
go home.
Closure We will come back whole group and discuss why we need to know what the scientific method is. I will tell them
that for the next couple weeks, we will be conducting an experiment of our own, and that, to have repeatable
results, we will need to use the scientific process to conduct our experiment.
Differentiation Modify: The pictures and video will help children visualize the scientific method. They may draw a
picture of the scientific method as their exit slip.
Extend: The new vocabulary will be a challenge for many of the students. I will encourage those who
need an extension to use the new vocabulary in their exit slip.
Assessment
Exit slip: What is the scientific method?
19
Post Lesson Reflection
The students were able to write parts of the scientific method down on their exit
slips. The objective was to introduce the students to the scientific method, and have
them recognize its importance. I believe this was met. It was not expected that the
students would be able to list the order of the scientific method, but to recognize the
term, or to recall the general process.
Although the lesson met the designated objectives, if I were to do it again, I
would make it more hands on. Some of the students were very engaged, but others had
a hard time with all of the vocabulary. If I teach this lesson again, I will still do the whole
group instruction with the video and discussion. However, I would add another element.
I would split the children into groups; one for question, one for hypothesis, etc. I would
then have them discuss what that means, then put have the kids order themselves in
the classroom to solidify that the scientific method is a process.
Throughout the unit, the students will be using the scientific method to conduct
experiments. First, I will guide them through the process, then they will work in groups
to conduct their own experiments.
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Title: Introducing the PBL Lesson #: 2 of 16
4. Research and Reasoning 2. Purpose, information, and questions about an issue are essential
steps in early research
2. Life Science. 2. An organism is a living thing that has physical characteristics to help it
survive
Understandings:
a. Participate in shared research and writing projects (CCSS: W.1.7)

Identify a clear and significant purpose for research
1. Ask testable questions about the needs of an organism. (DOK 2)
2. Predict the outcome for an organism if a need is removed. (DOK 2-3)
Inquiry Questions:
1. What is the purpose? Is the purpose clear? Is the purpose important in relation to the
question at issue?
2. What is the question at issue? Is the question important and related to the purpose?
3. Is the information being gathering important to the question at issue and purpose?
Evidence Outcomes:

I can: With teacher guidance, I can write a question and make a hypothesis.
This means: I understand that a question and hypothesis are components of the scientific
method.
Students will have a question, hypothesis, and procedure written for their experiment.
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Name and Purpose of Lesson
Writing our PBL hypothesis
Approx. Time and Materials
20minutes
Materials: projector, experiment packet for each student and one as a model
copy, pencils, markers
Anticipatory Set Recall that yesterday, we discussed the scientific method and that we would be
using it for our PBL unit on plants.

Teacher says put your snacks and book Students will put their snacks and book
boxes away and go stand behind their boxes away and stand behind their desks.
chairs. Students participate in GoNoodle brain
GoNoodle brain break- Cookie Boogie (1.5 break to get their energy out before they
minutes) start the lesson.
Teacher says, alright, now that we got our Students sit down and take three deep
wiggles out, take a seat in your chair, and breathes.
take three deep breaths to get ready to Delivery helpers pass out packets and
learn. students put their name on the packet.
Delivery helpers, please come pass out Students share their responses. (1 minute)
these packets, and make sure everyone Students copy what the teacher writes on
gets one. her example packet into their packets.
Teacher says does anyone remember (10minutes)
what we talked about yesterday in
science? (allow 1 minute for the children
to think and share)
All the first grade is thinking about the
question what do plants need to
survive?
Our class is going to answer the question
what type of liquid makes plants grow the
best? As a class, we are going to write
down our question, make a hypothesis, and
write down how we are going to do it, our
22
procedure!
You know we are going to grow plants
using different liquids, so what do you think
the question we are answering is? (allow a
minute for the students to think of a
question)
Our wondering is we wonder if plants will
grow with any liquid, or is water is best?
(write We wonder is plants will grow with
any liquid, or if water is best? on the
overhead packet for the kids to copy)
*Repeat the same procedure for hypothesis
and procedure sections of the packet. *
(Hypothesis: we think water will be the
best.
Procedure: 1. Get into groups of three or
four. 2. Pick a liquid. 3. Put soil in our milk
carton. 4. Put grass seed on top of the soil.
5. Cover the seeds with soil. 6. Water with
our liquid every day.)
Closure To close the lesson, I will let the students know that we just completed three parts of the
scientific method. I will then ask the class what three parts we just completed and wait
for the children to respond with question, hypothesis, and procedure (insuring that the
scientific method posters are out for the class to reference). Then I will tell them that as
our plants grow, we will be completing the remaining steps of the scientific method, with
the final step being; sharing our results with all of the first grade!
Differentiation Modify: I will highlight long words for my IEP student to trace over in her booklet.
Extend: I will encourage advanced students to come up with their own way to
phrase our responses.
Assessment The students will complete the question, hypothesis, and procedure sections of
their scientific journals. I will informally assess the students' understanding
through our closing conversation.
23
The students were able to complete their sections of the journals, and seemed
to understand that we are completing the scientific process with our plant experiment.
However, some of the students still seem lost when it comes to the vocabulary of the
scientific method, I will continue to reinforce this in future lessons. The student work
samples below are good representations of how the students did on this assignment.
If I were to teach this lesson again, I would allow the students more time to
process the information. We only have 15-20 minutes allotted for writing time, so I felt
somewhat rushed to get the first three sections completed. Also, we had to plant the
plants the day before, before the students knew what we were even doing. It would
have been better to space out these sections and complete them while we were
completing that portion of our process.
We will continue to use the scientific method to complete mini experiments
throughout the unit; to reinforce the process, familiarize the students with vocabulary,
and to teach the significance of the plant parts.
24
Title: Living vs. Nonliving Lesson #:3 of 16
Science. 2.2 An organism is a living thing that has physical characteristics to help it survive
Understandings:
In order to understand what helps an organism survive, we must first understand the difference
what is living and what is non-living thing.
Inquiry Questions:
1. What helps a specific plant or animal survive?
Evidence Outcomes:
a. Identify organisms and use evidence based scientific explanations for classifying them
into groups (DOK 1-3)
I can: By the end of the lesson, I will be able to classify things based on scientific reasoning.
This means: I can put my cards into groups based on the knowledge I have on what makes a
thing living, as well as prior knowledge.
Informal observation of the individual pairs' card sorts.
25
Classifying living vs. non-living
Approx. Time and Materials 30 minutes
Materials: classification cards ( one set for each pair of students, and one for the
teacher), pocket chart, white board, marker
Anticipatory Set To focus student attention, I will remind the students that we have a big unit
coming up on plants and animals. In order to get to those things, we need to be
able to differentiate between living and non-living things. Then I will start the
discussion on what it means to be living.
Have the students come in and find a sit Students come in and find a sit spot. They
spot by the rocking chair. Ask them the think about the question being asked and
question "what makes something living?" raise their hand if they have any ideas on
(record student input on the whiteboard) what makes something living. (5minutes)
guide them to move, grow, reproduce, After the discussion, they will head back to
eat/drink) (5minutes) their seats and partner up with the student
Ask the students to then head back to their sitting across from them . (1minute)
seats. Tell them that they are going to be Students sort their cards with their partner
getting a deck of cards with pictures on and watch as the group called on sorts it in
them, and that they are going to work with front of the class to see if they agree. (2
a partner to sort the cards. minutes) Students will repeat this process
Teacher says "sort the living from the non- for the rest of the questions.
living" (give the students one minute to The students can raise their hands and
discuss with their partner and separate share other ways they think the class could
their cards out) sort their cards. (10 minutes)
"Can I have a pair come up and sort mine Students take pre- assessment (7 minutes)
for the class to see?" (call on two kids from
the class to come up and sort the cards on
the pocket chart while you recap what it
means to be living- move, grow,
reproduce.) Have the group that came up
explain why they sorted the cards the way
they did. Now have the groups take the
26
non-living items out of their decks. Ask how
else the cards could be sorted. Repeat the
process for the following questions and
whatever sorts the students come up with.
(10 minutes)
-plants vs. animals
-tree vs. non tree plants -flowering vs. non
flowering
-Conclude the lesson and give the students
their plant pre assessment to understand
what the students' prior knowledge of
plants. (7 minutes)
Closure At the end of each classification, we discuss why we moved certain items into one group
and not the other.
Differentiation Modify: I will pair my students who are lower with my higher performing kids for
pairing.
Extend: Ask the students to come up with more ways we could sort our decks.
Assessment
Informal observation of the individual pairs' card sorts.
27
The students were able to classify their cards and assess the characteristics of
each classification we found. I walked around and assessed how the pairs were
classifying their cards. All of the groups were able to create two decks of cards; a deck of
nonliving items and a deck of living items. The further we got into classifications, some
pairs would have a couple cards placed in the wrong deck. However, after having groups
come up and explain, everyone was able to see the rationale behind why cards were
placed in specific groups.
The lesson went really well, I do not think I would change anything about the
instruction of this lesson. If I had more time, I would put more cards in each deck to
keep the game going longer, as the kids were very engaged.
At the beginning of the next lesson we will review the three qualities of living
things and move on to discussing the parts of a plant.
Student teaching- picture sort.docx - picture sort cards used for the activity
28
Title: The purpose of a Plant Lesson #: 4 of 16
2. Life Science. 2. An organism is a living thing that has physical characteristics to help it
survive
Understandings:
Plants are important to our everyday lives.
Inquiry Questions:
Why are plants important?

What do plants provide for us?
Evidence Outcomes:
I can: By the end of the lesson, the students will be able to identify two reasons why plants are
important in our everyday lives.
This means: Each student can identify two uses for plants in their everyday lives.
Student samples will be collected to assess understanding.
29
I can eat a whole plant!
Materials: spinach, celery, sunflower seeds, broccoli, carrots, "I can eat a whole
plant" worksheet.
Anticipatory Set Ask the question what is the purpose of plants?

Students and teacher will discuss what a plants purpose is. The teacher will write
down student ideas.
Teacher will direct the students to come in Students will come in and find a sit spot.
and find a sit spot in front of the rocking (2minutes)
chair. Students will discuss why they think plants
Teacher will then say, yesterday we are important. (3-5 minutes)
started talking about plants. Why should Students listen as the teacher goes through
we care about plants? What is the purpose the list that they made together (5
of plats? (allow 3-5minutes for discussion, minutes)
writing down students thoughts) Students go back to their seat (1 minute)
If discussion does not bring up food, Delivery helpers will pass out both papers,
materials, energy, and oxygen; share those making sure each child gets one of the
with the class. (2minutes) horizontal papers, and each pair gets a
Go through each relevant idea students vertical paper. (2minutes)
brought up. Be sure and reiterate the fact One person from each table will come up
that plants give us oxygen, energy, and grab one bag for each group at his/her
materials, and food! (5minutes) table. (2 minutes)
Now tell the class to go back to their seats, Students will work together to place the
call delivery helpers to pass out papers. Tell piece where they belong on their diagram
the class that they will be getting a paper page. After they have all the pieces placed,
that says we can eat the whole plant on they can eat the snack and write down
the top. Instruct them to write their what each piece is on their horizontal page.
names at the top of the horizontal paper, (10 minutes)
but that they will be working on the vertical Students create their flower flap charts,
paper with a partner. cutting, placing, and pasting the pieces
Call one member of each table to come up where they are instructed to place them.
30
and grab baggies for each group at his/her When students are finished, they place
table. Instruct the students to work in pairs their flower in their yellow folders and wait
to place the pieces. When they have all the to be dismissed for the day. (10 minutes)
pieces placed, they can eat the snack, and
fill out the horizontal page. Teacher can
model how she wants this done on the
overhead projector. (10 minutes)
As students finish, draw their attention
back to you . Let them know they will be
creating a flower flap chart where they will
be writing all the information they will be
learning about the parts of a plant. Tell the
students that they will need a to come up
as they finish and pick out one of each of
the pieces of pre-traced paper, model
cutting, and gluing for the class then walk
around and assist as needed. (10 minutes)
After they finish, instruct the students to
start cleaning up, color their charts, and
bus and daycare kids to get ready to go
home.
Closure
Have table groups share two reasons why plants are important.
Differentiation Extend: If students start to finish early, tell them to write other uses of plants on
the back of their paper.
Modify: Partner work allows those who need extra assistance to receive help.
Teachers will also float around and provide extra assistance to those who need it.
Assessment
Student work will be collected. The front of the page will list which part of the plant
each snack item was, while the back will have two reasons why plants are
important.
31
Students were able to identify what parts of their snacks were which parts of the
plant. Most of the students were able to write two solid reasons why plants are
important in our everyday lives on the back of their papers. Student work samples
below demonstrate the students' abilities to differentiate what their snack components
are and two reasons why plants are important to us.
A lot of the children are pulled out during science time to receive special
services, and tend to come in confused. I need to have something planned for them to
do when they come in. They do not have enough time to complete the activity, nor do I
have the time to repeat everything. Next time, I will have them pair up with a buddy and
have that buddy recap what we learned.
The next couple of lessons focus on the individual parts of a plant, now that they
understand the plant's importance. We will begin with how seeds travel, then talk about
seeds, roots, stems, leaves, and flowers.
32
Title: How Seeds Travel Lesson #: 5 of 16
Standard 2. Life Science. 1. Offspring have characteristics that are similar to but not exactly like
their parents characteristics
Understandings:
1. Diversity or variation exists within populations of living organisms.
Inquiry Questions:
In what ways do offspring resemble their parents?
Evidence Outcomes:
I can: By the end of the lesson, I will be able to identify three ways in which seeds travel.
This means: I can describe three different ways in which seeds travel.
Use evidence to analyze similarities and differences between parents and offspring in a variety of
organisms including both plants and animals (DOK 1-2)
33
Name and Purpose of Lesson How seeds travel
Approx. Time and Materials 40minutes

Materials: "Planting the Wild Garden" white board, markers, seed travel
packets(1per student)
Anticipatory Set Sitting whole group, I will ask the students what they know about how plants grow
in different places. How do they get there? I will record their responses on the
white board and ask them to listen while I read "Planting the Wild Garden" for
more ideas.

When the students come in, I will have Students will come in and find a sit spot in
them find a sit spot in front of the rocking front of the rocking chair. (2 minutes)
chair. (2 minutes) Students share their ideas about how
When everyone is seated, I will ask the plants grow in different places (2 minutes).
students what they know about how plants Students will listen to "Planting the Wild
grow in different places. How do they get Garden" and pay close attention to ways
there? I will record their responses on the seeds travel in the book. (13minutes)
white board and ask them to listen while I After reading the book, students will share
read "Planting the Wild Garden" for more other ways that seeds travel. (3 minutes)
ideas. (15 minutes) Students will go back to their seats and fill
After finishing the book, have the students out the how seeds travel packets. (15
share what they learned about how seeds minutes)
travel. Teacher will record their responses
and reference the pictures in the book to
help students visualize (3 minutes)
After we review how seeds travel, students
will go back to their seats, and fill out the
how seeds travel packet.
Closure We will come together whole group and discuss some ways in which seeds travel.
Differentiation To modify: Students will be allowed to work with friends at their tables to help
them with their packets.
34
Extend: Students will be invited to draw some more examples of seed travel on
the back of their packets.
Assessment
Student samples will be collected and assessed on completion.
35
Students were able to identify three ways in which seeds travel. Many of the
students were able to identify ways in which seeds travel before even reading the book.
More uncommon ways in which seeds travel were what students learned, such as
explosion. To assess if the students met the objectives, I collected student samples and
looked for three drawing that accurately describe ways in which seeds travel. The
student samples below demonstrate an understanding that seeds can travel in many
different forms. Most of the class had samples similar to the samples below.
The lesson went well and objectives were met. However, it would have been
interesting to show a video of a seed travel to reinforce the idea.
We will review how seeds travel and discuss a seeds purpose in the next lesson.
36
Title: Seeds Continued Lesson #: 6 of 16
Science. 2. Life Science. 1. Offspring have characteristics that are similar to but not exactly
like their parents characteristics
Understandings:
Diversity or variation exists within populations of living organisms.
Inquiry Questions:
1. In what ways do offspring resemble their parents?
Evidence Outcomes:
I can: I can tell a partner what seeds are, after the lesson is over.
This means: I understand that seeds are baby plants, and will grow to look like their parent
plants.
a. Use evidence to analyze similarities and differences between parents and offspring in a
variety of organisms including both plants and animals (DOK 1-2)
37
Name and Purpose of Lesson Purpose of Seeds

Materials: Lima bean seeds soaked in water (one per student), seed dissection
worksheet (one per student), overhead projector, pencils, ziplock bag, paper towel
Anticipatory Set To get the students excited, I will play a time-lapse of a seed germinating on the
overhead projector.

After the video is complete, I will ask the Student will watch the video and think
children what they think we are learning about what they are going to be learning
about today. I will acknowledge their today. (2 minutes)
responses and guide it back to seeds!(2 Students will tell the teacher what they
minutes) already know about seeds. (2 minutes)
Allow time for students to share their Students will receive a lima bean and a
knowing about seeds. Record what they dissection sheet. (2 minutes)
know on the whiteboard (2minutes) Students dissect and label the parts of a
Highlight correct responses and get to the seed alongside the teacher (5 minutes)
point that seeds are baby plants and have Students think about the question- will a
all of the plant parts inside them. Now seed germinate in a plastic bag taped to
allow students to go back to their seats, the window? And come up with a
have delivery helpers pass out seed hypothesis at their table. Students share
dissection sheets, and teachers helper pass their hypothesis with the class and vote on
out lima beans. (2 minutes) which one they like the best. (3 minutes)
We will do the dissection whole group, Students fill out the scientific method sheet
asking the students to find and label the for the germination experiment (5 minutes)
parts of a seed alongside me. (5 minutes) Students will water in their plants in groups
After the dissection is completed, we will as the class fills out their scientific method
talk about germination, and what a seed sheets.
needs to germinate. -soil, water, warmth
Then I will pose the question- will a seed
germinate in a ziplock bag taped to the
window? (allow time for students to think
and respond)
38
Ask each table to think about a hypothesis
and share it with the class. Vote on which
hypothesis the class would like to go with
(3 minutes)
As a class, they fill out a scientific method
sheet for the experiment and conduct the
experiment. (5 minutes)
Closure We will go back to the experiment at a later date and fill out the rest of the scientific
method sheet.
Differentiation Modify: Students may draw pictures of the procedure instead of writing it out.
Extend: Invite students to phrase the words in their own way.
Assessment
Student lima bean dissection papers will be collected, and scientific method
sheets will be completed and collected at a later date.
39
Student samples demonstrate that students know that a seed is a baby plant,
and that seeds become adult plants when they receive water, soil, and warmth to start
the germination process. We came up with a hypothesis for the seed germination
experiment together and many students believed that the plant would not grow
because it isn't planted in soil, demonstrating their knowledge of what a seed needs to
grow. Others argued that the paper towel would work. After voting, the class came up
with the hypothesis "we think it will grow." Below are some student samples of the lima
bean dissection, a picture of our lima bean after it germinated, and the experiment
worksheet we filled out whole group the day we conducted the experiment, and the day
we came back to check our results.
We will come back to the germination experiment at a later date, and retouch on
what a seed is in later lessons. The next four lessons focus on each part of a plant (root,
stem, leaves, and flowers) and what they do for a plant's survival.
40
Title: What are roots? Lesson #: 7 of 16
2. Life Science 2. An organism is a living thing that has physical characteristics to help it
survive.
Understandings:
Different parts of living things serve different functions, to help an organism survive.
Inquiry Questions:
Evidence Outcomes:

I can: By the end of the lesson, I will be able to identify what function roots play in a plants
survival.
This means: I understand that roots anchor a plant into the ground, and absorb water from the
ground.
c. Use direct observation and other evidence to support ideas concerning physical
characteristics that help plants and animals survive. (DOK 1-3)
41
Name and Purpose of Lesson What are roots?

Materials: three paper towels, rice, three plastic cups, water, food coloring, a
scientific method sheet for each student, a projector, a screen, and flower flap
books for each student.
Anticipatory Set
To grab the students attention, I will ask the question, what are roots? We will
discuss a roots purpose and why plants need roots to survive.
Teacher will open the door to let the Students will come in, put their things
students in and say put your jackets and away, and sit down in their seats. They will
recess things in the closet, then quietly waitwatch the germination video until everyone
at your seat for directions! As you are in seated and ready to learn. (2minutes)
getting seated, I will play the germination Students raise their hands to respond to
video we werent able to watch yesterday. the question what are roots, and how do
(2minutes) they help plants survive? (3 minutes)
Students listen as the teacher recaps all of
After the video ends, switch the screen their ideas and brings them to the main
back to the projector and quickly transition idea that roots anchor plants into the
to roots. Pose the question what are roots, ground, and absorb water for a plant to
and why are they important to a plants drink. (2 minutes)
survival? Allow student input, writing their Students look at and comment on the root
responses down on the overhead projector. systems being displayed. (2 minutes)
(3 minutes) Students get their flower paper out of their
After input, the teacher will acknowledge yellow folders. (1 minute)
all the ideas the students had, highlighting Students copy the teachers model on the
those that pertain to the objectives. The overhead projector. (5 minutes)
teacher should draw all ideas back to the Students finish up and put their papers
purpose of roots in a plants survival. back into their yellow folders. (1 minute)
Repeatedly say, roots anchor a plant, and Two students will be called on to pass out
absorb water, from the ground, for the scientific method sheets to each table.
42
plant to drink. (2 minutes) Children will participate in the brain disco
Pull up pictures of poor root systems to video. (2 minutes)
demonstrate how important roots are in Students consider the question and come
anchoring plants, and helping them get the up with a hypothesis. (1 minute)
nutrients they need. (2 minutes) Students copy down materials and
Teacher instructs the students to pull out procedure. (2 minutes)
their flower paper, so we can fill in the Students observe as the experiment occurs.
roots section as a class. Allow time for the Students fill out the remainder of the
students to get these out of their yellow scientific method paper and turn it into the
folder. (1 minute) basket.
Teacher models what she wants the Students will watch the video, and water
students to write on their papers using the their plants. (3 minutes)
overhead projector and her copy of the
flower paper, and leaves it up on the
projector for students to copy. (5 minutes)
Teacher says as you finish up, please
quietly put your flower page back into your
yellow folder, as we will be needing it again
tomorrow. Please be respectful of those
still working by sitting quietly while you
wait for directions.
Call on two students, who are finished and
are waiting quietly, to pass out scientific
method sheets to each table.
When everyone has their paper put in their
desks, tell the class that we are going to do
a quick brain boost, then do an experiment!
Play the disco brain video (2minutes)
Now that we know the function of roots, I
have something to show you. Show the
students the paper towel plants and ask
the question, which plants roots will do a
root job the best? Ask the class to come
up with a hypothesis, and vote. Afterwards,
43
write the hypothesis on the model for the
class to copy. Fill out procedure and
materials whole group, then conduct the
experiment. (8 minutes)
Explain to the class that they are going to
finish their hypothesis sheets in their
groups. While students are filling out their
hypothesis sheets, play the root video that
discusses roots. Call students plant groups
back to water their plants. (3 minutes)
Closure. Video: Plant roots- types, function-lesson-

Differentiation Modify: Write the words in highlighter on the students papers who struggle to get
the word copied in time, or who struggle to see the overhead projector.
Extend: Invite students to use their own wording when writing down the function of
roots. Invite them again, to come up with their own hypothesis for the scientific
method portion of the lesson.
Assessment Each student will write out the scientific method sheet and their flower paper, their
responses on each of these will be collected for assessment.
44
The students achieved the lesson objectives, and each student accurately filled
out the experiment worksheet. Below is a student sample. Almost all of the samples say
the same thing, as we worked on them whole group.
My mentor teacher observed this lesson and concluded that I was doing too
much of the work and not making the students think hard enough. She suggested that if
I do this lesson again, have each table group perform the experiment in groups and do
not give the students as much guidance in completing the scientific method form.
Another suggestion she had was moving the plant watering portion of the day to a more
natural transition time, right after last recess.
I will begin each of the following lessons by having the students collect data and
water their plants, then meet me up at the rocking chair for a quick recap of what plant
parts do, before we move on to the next part of a plant.
45
Title: What do Stems do? Lesson #: 8 of 16
survive.
Understandings:
Inquiry Questions:
Evidence Outcomes:

I can: By the end of the lesson, I will be able to identify what function stems play in a plants
survival.
This means: I understand that stems hold up the plant, and bring nutrients to other parts of a
plant.
c. Use direct observation and other evidence to support ideas concerning physical
characteristics that help plants and animals survive. (DOK 1-3)
46
Name and Purpose of Lesson What does a stem do?

How long do you expect the activity to last and Carnation flowers, colored water, whiteboard, markers, scientific method sheets
what materials will you need? (one per table)
Anticipatory Set Whole group we will review the parts of a plant we have already discussed (roots)
and label them on a drawing recapping that roots anchor and absorb nutrients.
Then I will ask what part they think we will be discussing today. And take
knowings about stems from the class.

I will tell students to come in, measure their Students will come in, measure their plants,
plants, record their data and find a sit spot. record their data and find a sit spot. (10
(10 minutes) minutes)
Whole group, we will review the parts of Students will share their knowings about
a plant we have already discussed roots and stems, and wonderings as well.
(roots) and label them on a drawing (3 minutes)
recapping that roots anchor and absorb Students will connect their stem knowledge
nutrients. Then I will ask what part they to their own PBL plant. (7 minutes)
think we will be discussing today. And Student think pair share a hypothesis about
take knowings about stems from the the posed question. (1 minute)
class. (3 minutes)
Students will go back to their seats and
We will then discuss that stems are like
start filling out the stem section of the
straws for the plant, and bring the
flower sheet. One student from each table
nutrients up from the roots and
distribute them to other parts of the will go over to Ms. Crowe's desk, fill a cup
plant, they also hold up the plant. We with water, out food coloring in to make
will tie it back to their plant PBL the color of their table, place the carnation
discussing that the lemonade group's inside, and go back to their table. This
plant it bringing lemonade up through student is responsible for the procedure
the roots, into the stem and distributing portion of their scientific method sheet. (5
the nutrients around the plant. (7 minutes)
minutes) In their table groups they will fill out their
Teacher will say "now that we know methods/ procedure, materials, hypothesis,
what stems do, I have a wondering. I question portions of their scientific method
47
wonder what will happen if I put a white sheets. (15 minutes)
carnation in colored water. Knowing When students finish, they can finish filling
what you know about stems, what are out the stem section of their flower sheets.
you hypothesis?" (allow 1 minute for
students to think pair share about the
posed question)
Tell the class that we are going to
conduct an experiment on this
wondering. In their table groups, they
are going to get a scientific method
sheet, a carnation, a cup full of their
table colors water color, and in groups
they have to fill out the materials,
procedure, wondering, hypothesis
sections and tomorrow they will fill out
the rest. (15 minutes)
When students start to finish, remind
them to finish filling out the stem portion
of their flower papers.
Closure As students are writing, call on table groups to share their hypothesis and explain why
their thinking.
Differentiation Modify: stay close by groups with students who need more scaffolding, to simplify
the thinking of the group.
Extend: Challenge students to think of what would happen in the roots were still
attached to the flower and stem.
Assessment
Student work will be collected and assessed.
48
Students were able to identify the purpose of stems and the role they play in a
plant's survival. They were also able to fill out their scientific methods sheets in their
table groups. I collected student samples and looked for accuracy and completion of the
entire sheet. Many of the groups completed the whole thing, some groups had students
who get pulled out for enrichment leave, who tend to carry the group, so their
experiment worksheets were not completed. However, they were able to orally explain
the components their worksheets were missing.
Students will continue to learn about the parts of a plant, and recap the parts already
discussed.
49
Title: What do leaves do? Lesson #: 9 of 16
survive.
Understandings:
Inquiry Questions:
Evidence Outcomes:

I can: By the end of the lesson, I will be able to identify what function leaves play in a plants
survival.
This means: I understand that leaves hold a plants nutrients, and do a process called
photosynthesis.
c. Use direct observation and other evidence to support ideas concerning physical characteristics
that help plants and animals survive. (DOK 1-3)
50
Name and Purpose of Lesson What do leaves do?

Leaves, warm water, rock, magnifying glass
Anticipatory Set Whole group we will review the parts of a plant we have already discussed (roots,
stems) and label them on a drawing recapping that roots anchor and absorb nutrients,
and stems hold up the plant and bring nutrients to other parts of a plant. Then I will ask
what part they think we will be discussing today. And take knowings about leaves from
the class.

While the students are at last recess, the teacher will Students will come in, measure their
need to take a leaf from a live plant and place it in plants, record their data and find a sit
warm placing a rock on top to keep it submerged, and spot. (10 minutes)
place it in the sun. Students will label the parts of a plant
Teacher will call the class in from last recess, remind we know already and discuss their
them to water their plants and record their data, importance to the plants survival.
ensuring that everyone from their liquid group is They will then guess what part of the
finished before they find a sit spot. (10 minutes) plant we are talking about today, and
When most of the class is on a sit spot, whole share what they know about leaves.
group we will review the parts of a plant we have (10 minutes)
already discussed (roots, stems) and label them Students listen to the photosynthesis
on a drawing recapping that roots anchor and song twice, the first time to listen,
absorb nutrients, and stems hold up the plant and second time they can sing along. (5
bring nutrients to other parts of a plant. Then I will minutes)
ask what part they think we will be discussing Students go back to their seats and
today. And take knowings about leaves from the
work in table groups to fill out the
class.(10 minutes)
leaves section of their flower paper. (8
Teacher will stress the importance of leaves in the
plants food making and storage process, called minutes)
photosynthesis. She will then play the Students work in table groups to fill
photosynthesis song to help the children out the results and conclusion
understand the new vocabulary. 1st time is just for portions of the carnation experiment
listening, second time they can sing to it. from the day before, and examine the
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https://www.youtube.com/watch?v=C1_uez5WX1o flower and the changes the colored
(5 minutes) Write the word photosynthesis on the water made to the flower. (10
board for correct spelling. minutes)
Send students to their seats to fill out the leaves When tables finish, students can come
section of their flower papers. Walk around and assist over in small groups to look at the
students when needed. (8 minutes) breathing leaf from the experiment
When students finish, bring the carnations back to the set up earlier. Students will look for
student tables and instruct them to fill out the results bubbles forming on and around the
and conclusion sections of their scientific method leaf, which demonstrate
sheets from the day before. (10 minutes) photosynthesis and the release of
When tables finish, call students over in small groups oxygen!
to look at the breathing leaf from the experiment set
up earlier. Instruct the students to look for bubbles
forming on and around the leaf, which demonstrate
photosynthesis and the release of oxygen!
Closure Call on students to recap what leaves do for the plant.
Differentiation Modify: Teacher will float around during the process and assist students who need extra
support.
Extend: Challenge students to think about what leaves do for us, and why some people
say we should talk to our plants to help them grow better.
Assessment I will ask the students what leaves do during the closure and informally assess their
answers.
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Most students seemed to grasp the idea that leaves do a process called photosynthesis
to make food for the plant. The students I called on in the closing, were able to tell me
that leaves make oxygen. The first child I called on could not remember the name
photosynthesis, until another student started singing the photosynthesis song. Some
students focused more on what leaves do for us, which is make oxygen, and less on
what they do for the survival of a plant.
If I were to teach this lesson again, I'd stress that we are learning what leaves do for the
plant, and focus less on what they do for us. It is important that students understand
that plants give us oxygen. However, the objective was to identify what function leaves
play in a plant's survival.
We will continue to review the parts of a plant and their functions.
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Title: What do flowers do? Lesson #: 10 of 16
Science 2 Life Science 2 An organism is a living thing that has physical characteristics to help it
survive
Understandings:
Different parts of living things serve different functions, to help organism survive.
Inquiry Questions:
What helps a specific plant or animal survive?
Evidence Outcomes:

I can: By the end of the lesson, I will be able to identify the purpose of a flower in a plants
survival and reproduction.
This means: I can write or say what flowers do for plants.
Use direct observations and other evidence to support ideas concerning physical characteristics
that help plants and animals survive (DOK 1-3)
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A flower's purpose.
Approx. Time and Materials Flowers, flower dissection worksheets (one for each student), projector,
whiteboard, markers, pencils
Anticipatory Set The teacher will play a time-lapse video of flowers blooming while the students
are finishing their data collection, to get the students thinking about flowers.
https://www.youtube.com/watch?v=xW_AsV7k42o#action=share The teacher will
call on students to label the parts of a plant, which we have already discussed, on
the whiteboard. Next, she will ask if the students can explain what each part does.
After a few responses, the teacher will ask the students what they think they will
be learning about today, to which they will likely respond with flowers. They will
share with thoughts on what they believe a flower does.
Teacher will open the door from recess and Students will come in, measure their plants,
remind the children to get into their liquid record their data, water their plants, then
groups, measure their plants, record their take a seat by the rocking chair. (10
data, water their plants, then have a seat minutes)
on by the rocking chair. The teacher will When their entire group is finished,
float around the classroom and assist students will find a sit spot and wait quietly
groups, reminding them of how much time for the other children to join and watch the
they have remaining. Play the flower video flower time-lapse.
for those sitting on the carpet. (10 minutes) Students will raise their hands and identify
When most of the children are sitting by the parts of a plant. When a student is
the rocking chair, the teacher will draw a called on, they will go up to the board and
plant on the white board and ask the write the name next to the part. (2minutes)
students to identify each part (provide a Students will raise their hands and explain
word bank on the board to promote correct the function of each part of the plant.
spelling). (2minutes) (2minutes)
After all the parts are identified, the Students will say that we have not
teacher will briefly ask the students to discussed the flower yet. The students will
explain the function of each share their idea on what a flower's purpose
part.(2minutes) is in a plants survival. (3-5 minutes)
After all of the parts have been described, Students will listen while the teacher
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ask the students which part we haven't explains that flowers are for making seeds
discussed yet. Ask them what they believe and plant reproduction. Students may raise
the flower's function is. (Allow up to 5 their hands to ask questions or give their
minutes for discussion.) input. (2 minutes)
Explain that plants need flowers to The students will go back to their seats and
reproduce, or make more plants. The write in the flower section of their flower
flower is what creates fruits and seeds paper. They may talk at their table group
which help the plant grow in other areas or call on the teacher for assistance if
(remind children of the how seeds travel needed. (5 minutes)
lesson). (2minutes) As a class, we will look for each part of the
Instruct the students to go back to their flower and label it on our papers. (10
seats and write in the flower section of minutes)
their flower paper. They may talk at their Delivery helpers will collect all of the
table group or call on the teacher for papers and turn them into the basket.
assistance if needed. (5 minutes)
Teacher explains that the class will be
doing a flower dissection together, to look
for the different parts of the flower. Each
table will get a flower to dissect. Explain
that each student will be expected to turn
in their own copy of the paper, even though
they are working as a group. (10minutes)
At the end, delivery helpers will collect all
of the papers and turn them into the
basket.
Closure As the delivery helpers are collecting the dissection papers, the table groups will quickly
discuss, once again the purpose of a flower. Whichever group comes up with the correct
answer first, will all get to move their clips up. This will help the teacher understand if the
students achieved the learning objective, and also give students another chance listen to
the information.
Differentiation Extend: Students will be working in groups, those who finish first will have the
opportunity to assist other students.
Modify: The teacher will pair struggling students with a buddy. For my IEP
student, I will write the flower section in highlighter for her to trace.
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Assessment The teacher will be checking for understanding orally throughout the lesson, as
well as collecting the flower flap book at the end of the unit, and the flower
dissection at the end of the lesson.
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The lesson objectives were met during this lesson. The students could indentify
that a flower is the reproductive part of the plant, and were able to find the parts of
their flowers during their dissections. Student samples below show students flower
dissection. The other samples show the flower flap papers the students have been
working on the entire unit. The students have been comparing answers in groups, so
most of the students have one of the answers on the samples below.
Some students seemed to be confused by the fact that flowers attract bugs and
wrote this as the main purpose of a flower. I will need to address this during the next
lesson.
We will review the all the parts of a flower at the beginning of the next lesson
and clear up some confusion with the flower's purpose.
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Title: Lifecycle of a Plant Lesson #: 11 of 16
Science. 2. Life Science. 1. Offspring have characteristics that are similar to but not exactly like
their parents characteristics
Understandings:
Diversity or variation exists within populations of living organisms.
Inquiry Questions:
1. In what ways do offspring resemble their parents?
Evidence Outcomes:

I can: I can make a lifecycle plate spinner, and tell the story of a plant, by the end of the lesson.
This means: I understand that seeds germinate and become seedlings, become adult plants,
produce seeds, and the lifecycle starts all over again.
Use evidence to analyze similarities and differences between parents and offspring in a variety of
organisms including both plants and animals (DOK 1-2)
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Name and Purpose of Lesson Lifecycle of a plant

Materials: Paper plates, brads, lifecycle worksheet
Anticipatory Set To begin, students will gather in front of the rocking chair and I will ask the class
what they know about a plant's lifecycle. I will record what their thoughts on the
whiteboard and then show them my plant lifecycle plate spinner. We will go
through the process, using my plate as a model.

Teacher will let the class in from last recess Students will come in, water their plants,
and instruct them to water their plants, record their data, and find a spot in front of
record their data, and then find a sit spot in the rocking chair. (10 minutes)
front of the rocking chair. (10 minutes) Students will share what they know about
Teacher will record what the class says a plants lifecycle. (1 minutes)
about a plant's lifecycle. (1minutes) Students will watch as the teacher goes
Teacher will go through the plants lifecycle through a plant's lifecycle using the plate
using her premade plate as a prop. (5 as a prop. (5 minutes)
minutes) Students will come up and draw the parts
Next the teacher will informally quiz the of the plant lifecycle on the board and
class, calling on students to come up and explain the life stages.(2 minutes)
draw the parts of the plant lifecycle on the Students will make their own lifecycle
board and explain the life stages. (2 spinners. (15 minutes)
minutes) Post assessment (7 minutes)
Teacher will instruct the students to head
back to their seats, as they will be making
their own plant lifecycle spinners! Teacher
will come around with supplies for each
student to make a spinner. Teacher will
circulate to assist students at this time(15
minutes)
Post assessment (7 minutes)
Closure Students will pair up and go through the lifecycle with a buddy, using their plates as a
guide.
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Differentiation Modify: Teacher will float close by students who may need extra assistance.
Extend: Ask students who finish quickly to assist students who may need extra
help.
Assessment I will listen as students go through the lifecycle with a buddy. I will be listening for
accuracy and understanding of the lifecycle concept.
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Students understood the lifecycle of a plant and were able to tell their buddies
the lifecycle process accurately. I walked around and listened as students told a buddy
the life cycle of a plant. If a student made a mistake in describing the process, their
buddy was quick to correct them.
I had everything premade for the students' plate spinners. The plates were
traced, and the holes for the brads were punched. All they had to do was color, cut,
glue, and put the brad in. They could not get the brads in, so I spent a majority of my
time putting those in students' plates. If I were to do this again, I would have parent
volunteers in to help with the brads.
For the next lesson, we will begin putting all our knowledge together in a
presentation form. Below are pictures of the front and back of the spinners the students
created during the lesson today.
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Title: Starting the PBL Presentation Lesson #: 12 of 16
survive.
Understandings:
Inquiry Questions:
Evidence Outcomes:

I can: By the end of the lesson, I will be able to draw a conclusion about the liquid I used in my
experiment.
This means: I understand that the liquid I used to water my plant, effected the way it grew.
c. Use direct observation and other evidence to support ideas concerning physical characteristics
that help plants and animals survive. (DOK 1-3)
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Name and Purpose of Lesson Concluding the PBL

Materials: Chromebooks (one per liquid group)over head projector, post
assessments (one per students)
Anticipatory Set We will quickly review what we've been learning about plants the last two weeks.

Instruct students to come in, collect their Students will come in, collect their final day
final day of PBL plant data, water their of PBL plant data, water their plants, and
plants, and find a sit spot. (10 minutes) find a sit spot. (10 minutes)
We will quickly review what we've learned Students will go back to their seats and fill
about plants the last couple of weeks. (2 out the post assessments on their own. (10
minutes) minutes)
Instruct delivery helpers to pass out folders Students will provide input as we create
and post assessments, everyone else will our PowerPoint presentation together. (5
head back to their seats. minutes)
After the post assessments have been One student from each group will get their
turned in, we will create a PowerPoint Chromebook and the rest of the class
presentation to present our data filling out period will be spent working on the group's
the question, hypothesis, and procedure individual slides in their groups. They will
sections together. (5 minutes) need to include five things- a graph of their
I will instruct one student from each group data, a picture of their plant, a picture of
to get their Chromebook and the rest of the the group, an image of the type of liquid
class period will be spent working on the they used, and a sentence about how their
group's individual slides in their groups. liquid worked. (20 minutes)
Teacher will circulate and assist groups as
needed. (20 minutes)
Closure We will go through the presentation together and practice who will say what during out
presentation to the other first grade classes.
Differentiation Modify: Student groups have been assigned with strong leaders paired with lower
students.
Extend: Those who showed leadership throughout the project will be asked to
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speak in front of the whole first grade during presentation day.
Assessment
The final presentation will be used to assess understanding.
65
Students were able to organize their thoughts into a presentation and seemed to
understand that the type of liquid they used to water their plants effected how the
plants grew, and why. To assess whether students met the objectives, I looked at the
slides they created in their liquid groups. Below is a link to the slideshow we created,
containing slides each group made on their own. I looked for the content I asked the
students to include in their slides and assigned a point to each component- a graph of
their data, a picture of their plant, a picture of the group, an image of the type of liquid they
used, and a sentence about how their liquid worked.
If I were to teach the lesson again, I would give the children more time to
complete their individual slides. It took longer than I anticipated. They were able to
finish, but we had very little time for practice.
The next step is presenting our findings to the rest of first grade. Every first
grader will receive a paper that asks for the best conditions for plant survival. Our class
did type of liquid, so after we present the other classes will write in that water is the
best liquid to water plants with. Other classes did type of soil, light, temperature, etc.
Below the presentation link are student samples from the PBL presentation. They
recorded the conclusions from each 1st grade class's presentation.
Plant Presentation.pptx
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Title: Introducing Educreations Lesson #: 13 of 16
Reading, Writing, and Communicating Standard 4. Research and Reasoning

1. A variety of resources leads to locating information and answering questions of interest
2. Purpose, information, and questions about an issue are essential steps in early research
Understandings:
1. Researchers analyze critical questions and locate resources to answer the questions.
2. Readers use text features to help them before they begin reading.
3. Readers ask questions while they read to stay focused and help clarify thinking.
Inquiry Questions:
1. What resources can students use to answer the question?

2. Why is it important to ask clear questions?
Evidence Outcomes:

I can: By the end of the lesson, I will have used my resources to come up with a plan that
answers to one of the questions.
This means: I can use reasoning, resources, and prior knowledge to answer questions.
a. With peers, use a variety of resources (direct observation, trade books, texts read aloud or
viewed) to answer questions of interest through guided inquiry
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Introduction to educreations
Approx. Time and Materials
20minutes
Past science materials, paper, pencil, overhead projector
Anticipatory Set
To open, the teacher will tell the students the objective of the unit; to create an
educreations presentation that answers one of the following questions.
1) Should I talk to my apple tree? (leaves, carbon dioxide, oxygen,)
2) Did someone plant every plant in Windsor? (how seeds travel)
3) Will a seed grow in my shoe? (seeds)
4) If I hug a tree, will it fall over? (roots)
5) Can I eat every part of a plant? (I can eat a whole plant)
6) Is my couch alive? (living vs. non-living)
Begin by telling the student that they will Student will read along as the teacher
be continuing report writing. Tell them that reads the questions above. (2 minutes)
they are going to be using the information Students think about how they would
they've been learning in science to help answer the questions presented.
them answer one of the questions listed Students will watch as the teacher guides
above. them through the planning process (2
The teacher reads the questions above, minutes)
reminding the students of the lesson they Students will get into their assigned
can think back to, to answer the question. groups. (1 minute)
(2 minutes). Students will begin researching and
After reading the questions, ask the planning. Each group is responsible for
students to quietly think about what turning in a planning page by the end of
knowledge they have to answer the the writing block. (15 minutes)
questions. (1minute)
The teacher guides the class to think about
past lessons, and come up with the topics;
plant lifecycle, parts of a plant, living vs.
nonliving, how seeds travel, parts of a
seed, and parts of a flower. The teacher
68
will tell the students that these are the
topics they can choose to write their
reports on. Teacher will put the students
into pre-assigned groups. (5 minutes) Tell
the students they will need to research and
create a T *** C plan with their groups
today. Give them a quick model of how to
complete their plan, then allow the rest of
the time for students to work in groups. (15
minutes)
Closure Teacher will collect a planning page from each group and remind the students that they
. are going to begin writing their rough drafts on Tuesday.
Differentiation Modification: I will try to steer struggling students toward the more simplistic
questions, and remain close to their group to offer support when needed.
Extend: I will challenge advanced children to come up with four or five stars,
instead of just three.
Assessment
I will review the planning sheets handed into me at the end of the lesson.
69
Students were able to begin research and start their projects. They demonstrated
effective team work and strategy while researching. I walked around and asked groups
how their group was working, they were very honest and we worked together to
problem solve when there was a problem. I collected their planning sheets and gave
analyzed them on a scale of Not Satisfactory up to Outstanding. The first sample shows
outstanding work, as the group went beyond what was asked of them and has 4 *'s in
their plan as well as the T and C. The second sample is shows unsatisfactory work, as the
group did not stick to one of the listed topics and their plan is all over the place. The
second group sat with me and we reviewed expectations, they will be redoing their plan
during writing tomorrow.
I didn't have much time to model the process. However, the students have used
the T *** C planning sheet previously, and did not need much support.
Next time, the students will continue to work on their planning sheets and begin
their first drafts. By the end of the lesson, the students will have a completed
presentation to present in front of the class.
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Title: Educreations 1st Drafts and Edits Lesson #: 14 of 16
Social Studies. Standard 4. Civics 1. Effective groups have responsible leaders and team
members
Oral Expression and Listening. Standard 2. Verbal and nonverbal language is used to express and
receive information
Life Science. Standard 2. An organism is a living thing that has physical characteristics to help it
survive
Understandings:
Groups work as a team toward a collective goal.

Good leadership skills involve being able to plan, collaborate, investigate, listen, and problem
solve.
Plants are living organisms and each part serve a different jobs to help a plant survive.
Inquiry Questions:
How do you know if you are a responsible team member?

What are the parts of the plants, what are their jobs?
Evidence Outcomes:

I can: I can work with my team to create research and create a presentation.
This means: I am being an effective team member, using what my role, and working with my
team to create a report on one of the topics listed.
Demonstrate the ability to be both a leader and team member (DOK 1-3)
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups. (CCSS: SL.1.1)
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Name and Purpose of Lesson 1st Drafts and Edits

Chromebooks, plant books, and other plant research materials
Anticipatory Set We started working on the educreation reports yesterday. Explain to the students
that they will need to get into their educreation groups, and that they will need the
T***C plans they wrote out yesterday.

Model how to write the 1st draft, using the Students will work in their educreation
T***C template the teacher modeled the groups to write their first drafts and then
day before.(5 minutes) get their drafts edited by the teacher
Instruct the groups to begin working on before moving onto their finals. (15
their first drafts, and to bring the drafts to minutes)
me to edit with the group before moving
onto the final draft. (15 minutes)
Closure Tell the class that tomorrow they will be creating their final written drafts and begin their
educreation slide shows.
Differentiation Modify/ Extend: Students are in groups that consist of leaders and children who
tend to need more scaffolding.
Assessment
First drafts will be collected.
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Students were able to finish their 1st drafts and have them edited by me. Most
of the students were able to work well in their groups. Two groups struggled to work
together, but eventually got their work done. All of the reports had the main
components in them and most are ready to begin their final drafts tomorrow. To
evaluate how groups worked with their members, I observed how they solved problems
that arose in their groups. To evaluate the 1st drafts, I collected them and scored them
as I scored the planning sheets; on a scale of unsatisfactory to outstanding. Below are
student samples. The first one is satisfactory. The second is outstanding, as they went
above what was asked of them.
Next time, students will create a poster with what they want in each of their
slides, they will listen as I teach them how to use educreations, then they will create
their electronic presentation.
Title: Educreations final drafts Lesson #: 15 of 16
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members
receive information
survive
Understandings:

solve.
Inquiry Questions:

Evidence Outcomes:

I can: I can work with my team to create research and create a presentation.
This means: I am being an effective team member, using what my role, and working with my
team to create a report on one of the topics listed.
with peers and adults in small and larger groups. (CCSS: SL.1.1)
74
Name and Purpose of Lesson Educreations final drafts and presentations

Materials: Ipads (one per group), students' first drafts, poster board folded in 6ths
(one per group, and one for example)
Anticipatory Set Students will be reminded of their educreations projects and how we need to finish
those.

I will pull out an edited first draft report Students watch as the teacher models how
about plants and model how I want the final she wants the final draft set up (5 minutes)
drafts to look (every box is a slide) first slide Students work on their final drafts in
is introducing the topic and who made it, groups (15 minutes)
next slide is the topic sentence, each one of Students listen to the educreations tutorial
the *'s gets its own slide, and the final slide is (5 minutes)
the conclusion with picture of the group. When a groups final draft is completed
Each box should have exactly what the group and has been okayed by the teacher, they
is going to draw and say on it. Teacher can begin working on their educreations
passes out poster board for groups to slideshow. Students must be respectful of
complete their final drafts. (5 minutes) other groups working and be completely
Teacher circulates while students work on silent when another group is recording.
their final drafts (15 minutes) (20minutes)
When it seems like groups are starting to
finish, teacher will give a quick tutorial on
how to use educreations. (5 minutes)
Instruct students who are finished with their
final draft to begin their educreations
slideshow. Walk around and assist as
needed, help students with the recording
process, quieting the class when a group is
ready to record. (20 minutes)
Closure We will watch the presentations whole group tomorrow.
Differentiation Modify/ Extend: Students are in groups that consist of leaders and children who
75
tend to need more scaffolding.
Assessment
We will review the presentations as a class the following day. I will look for
components I required in the presentations.
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Students were able to work in teams to complete their projects. I did scored the
finals in the same way I scored the groups planning sheets and the 1st drafts; on a scale
from unsatisfactory to outstanding. All of the groups worked well and achieved an
outstanding or satisfactory on their final presentations. Written out presentation form
samples can be found below. Links to the groups final presentations can also be found
below in lesson plan 16.
Half of the children got pulled out for reading intervention halfway through the
educreations portion and a lot of the groups were left with only one or two students to
finish. If I were to do it again, I would redistribute the students in interventions to help
with the load of work.
Tomorrow, we will watch all of the videos whole group and do another team
building/ science themed activity to conclude the plant unit.
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Title: Build a Plant with Friends Lesson #: 16 of 16
members
receive information
survive
Understandings:

solve.
Inquiry Questions:

Evidence Outcomes:

I can: I can work with my team to create and label parts of a plant, after listening to my peer's
presentations.
This means: I am being an effective team member, using what I learned, and working with my
team to create a plant and label and describe the function of its parts.
With peers and adults in small and larger groups. (CCSS: SL.1.1)
78
Name and Purpose of Lesson Building a plant with friends

Cut-out hands to make the plant
Descriptive Labels
Projector and educreation videos
Anticipatory Set
To grab the students' attention, I will tell the children that we are going to be
watching the educreation videos they have been working on. I will let them know
that they need to be paying close attention to what their classmates say in the
videos, because they are going to be working in groups on a project, after we've
watched all the videos. The project is going to be using some information from
one of the video's subject.
Teacher will open the door from last recess Students will come in, put their things
and say "put your things away and go find away, and find a sit spot in front of the
a sit spot in front of the rocking chair." (5 rocking chair. (5 minutes)
minutes) Students listen as the teacher gives
Once most of the class is seating in from directions. (2 minutes)
the of rocking chair, begin the lesson by Give the students 30 seconds to ask
telling the class that "we are going to be questions.
doing a few things this afternoon, and the Students walk back to their seats and wait
last thing is really fun, so I need you to quietly for the first video to start. After the
really work hard and follow directions." first video, kids who were sitting quietly will
"The first thing are going to do is watch the be allowed to move their clips up. Those
educreation videos you all worked so hard not paying attention or goofing off during
on! They are awesome and I'm so excited the video may be asked to move their clips
for you to see what your classmates have down.
done! While those videos are playing, I Students will raise their hands to share a
need you to be paying super close something they liked about the video. (10-
attention, because the second thing we are 15 minutes)
doing today is working in groups on a Students respond to what the parts of a
project and you are going to need to use flowering plant are. (30seconds)
79
information from the videos to help you!. Students work together to make a plant
Does anyone have any questions?"(2 1/2 and label its parts. (10 minutes)
minutes)
"Alright, when I say go, I need you to walk
back to your seats and sit quietly while I
start the first video. Go!" (Go walk over and
start the first video, allow kids who
followed directions well to move their clips
after the first video.)
Allow children who sat quietly and were
attentive during the first video to move
their clips up. Remind those who were
being disrespectful during their classmates
video that their classmates worked really
hard to make their presentation and that
misbehaving during the video is not
showing their classmates respect. Invite
them to make a better choice during the
next videos and to move their clips down.
After each video, invite the class to share 3
positive things about the video. Repeat the
process for each video (10-15)
After the last video, tell the class that it's
time for the activity portion. Tell them that
you will be putting them into groups, but
first, they will need to listen so that they
know what to do. "You will be getting a
bag with cutout hands in it, and in your
groups, you need to figure out how to
make a flowering plant using all of the
parts. Who can tell me what the parts of a
flower are? (allow 1 minute for responses)
Awesome! So you'll need to make sure your
plant has roots, a stem, leaves, and a
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flower. After you put your flower together,
you are going to label the parts using the
cards I will pass out. Designate one of your
team members to cut out the cards, and
read them together so you can all figure
out where they go!" (1 minute)
Walk around and assist/ assess students as
they work in their groups (10 minutes)
Closure
Invite the students to walk around and look at their classmates flowers.
Call them back to whole group to discuss any discrepancies within the class on where the
labels go parts of a plant. If there are no discrepancies, call on students to answer what
the parts are and what function they serve.
Differentiation Modify: Place struggling students in groups with strong leaders and helpful team
members.
Extend: Invite students to flip the description cards over and write the plant parts
name and description of what it does in their own words.
Assessment
To assess students ability to work in a group, I will informally observe the
students as they work in their plant groups. To evaluate the students' listening
skills, I will watch them as they are watching the videos and working with their
groups. To assess whether the students know the parts of a plant and how they
help the plant survive, I will look for how they put their plants together. I will be
grading their Educreation presentations using a rubric I created.
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The students worked effectively together and every group was able to finish the task.
There were some minor hiccups playing the videos. The presentations were graded
using the rubric below. Most groups received an outstanding on this assignment.
Effective group work was assessed based on observation and completion of the hand
print flowers. If I were to do it again, I would set the videos up during last recess so that
we would not waste time.
This lesson was the conclusion of the plant unit. Students will be going on a field trip in
tomorrow to the Gardens at Spring Creek to learn more about plants.
Link to presentations
https://www.educreations.com/lesson/view/the-parts-of-a-
plant/43749234/?s=635jDW&ref=link
https://www.educreations.com/lesson/view/the-parts-of-a-
plant/43748642/?s=1LZpNq&ref=link
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Assessment Data and Analysis
Pre and post assessment grading criteria and scoring
To score the pre and post assessments, I assigned a point value to each correct response. I
looked for students to give two accurate resources that plants give us. Examples of resources
could be food, oxygen, wood, clothing, etc. Each response would count as one point. For the
parts of a plant section, I was looking for roots, stems, leaves, and flower. This section was
worth four points, one point for each correct response. In section three, plants need, I was
looking for three things; water, sun, and soil, or any variation of those terms. Each one was
worth one point. The last section, plants can assesses the students understanding of what all
living things do. For this section, I was looking for move, grow, and reproduce, or a variation of
those terms. Each correct response warranted a point. In total, the pre-assessment was worth 12
points. The post assessment was graded in the same manner.
Pre and Post Assessment Results
The graph below shows the scores each student received on their pre and post
assessments, as well as each student's gain score. The numbers along the X axis represent the
students number. The numbers on the Y axis represent the points assigned to each answer on the
assessment, up to 12. The blue bar indicates the number of correct responses the student had on
their pre-assessment. The red bar represents the number of correct responses the student had on
their post assessment. The green bar shows the positive difference between the students pre and
post assessments.
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Assessment Data
14
12
10
Points Earned
0
1 2 3 4 5 6 7 8 9 10 11 13 16 17 18 19 20 21 22 23
Student Numbers
Pre Assessment Post Assessment Growth
Figure 1 Assessment Data

The graph below shows the average amount of growth within each population. I divided
the class into four groups; the top 25th percentile, those that fall into the top 50th percentile
which does not include the top 25. The next group is those who fall into the top 75 percentile, not
including the top 50%. Lastly, those who fall in the lowest 25th percentile.
The top 25% are the highest achieving students in the class, in all subject areas. Many of
these students are in enrichment. This population tends to have grades ranging from Outstanding
through Satisfactory+. The data shows that the average amount of growth within this group is
five points. The next group of students (top 50%) is the second highest achieving quarter of the
class.
This group of students is high achieving, but not across subject areas. These students tend
to receive Satisfactory+ or Satisfactory grades on most assignments. These students are not in
enrichment classes, but tend to do well on assignments in the classroom. The average point
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growth within this group is a 6.4, demonstrating that they grew an average of six and a half
points from their pre test, to their post test.
The next quarter of the class (top 75%) are students who do average, or slightly below
average in their studies. Many in this group receive tier two interventions in either math or
reading. These students tend to score Satisfactory or Satisfactory- on class work. The graph
shows that this population grew by an average of 4 points, from a seven on the pretest to an
eleven on the post test.
The final percentile is the lowest achieving group in the class. This population includes
those in two or more tier two interventions. Student 20, who is on an IEP, is also included within
this population. This group tends to struggle turning in their work and receives a range of
Satisfactory to Unsatisfactory across subject areas.
Top 100%
Top 75%
Growth
Post test average
Top 50% Pre test average
Top 25%
0 2 4 6 8 10 12 14
Figure 2 Data by groups
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Data discussion
The data demonstrates that all students achieved a higher score on their post assessments
than their pre assessments. Results show a pattern of growth in the student's learning. This shows
that all students achieved growth.
There are a few discrepancies in the data collection. Student three is the only student who
shows no growth. However, student three did not do worse, the student simply got the same
score on both the pre and post. If one looks at figure 1, they will notice a few missing scores.
Students 11 and 19 have missing data. This is because these students are pulled out for math
enrichment during the science period twice a week. They are also pulled for ELL services
during the science block, randomly throughout the month. Because of this, it was hard to get
these student to take both the pre and post assessments.
Student 8 is pulled out for Accelerated Reading (AR) during the science block four days
a week. Due to this, he missed the pre assessment. His growth seems significant because he only
took the post assessment. This means his growth is a six point difference, even though he only
scored a six on the post assessment. Student 20 receives Special Education services four days a
week during the science period. Her data is skewed in a similar way to student 8. Student 1 was
out of town during the first week of the unit and missed the pre assessment.
Instructional assessments show that the students who lack the pre or post assessment data,
do not lack the knowledge. These students were able to perform at an average, or above average,
range when they were in class for science.
Overall, students show growth when one compares their pre and post assessment scores..
Since the assessments were tailored to assess Unit objectives, the data demonstrates that
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objectives of the Unit were met, and students came out of the unit with a grater understanding of
plants.
Student Teaching Experience Reflection
Student teaching at Tozer taught me a number of things about instruction, planning,
collaboration, classroom management, and about myself. Throughout the semester, there were
countless opportunities for me to try new things and grow as an educator.
Instruction
Prior to teaching at Tozer, I had the opportunity to teach at a number of other schools
including: Shepardson, the Early Childhood Center, and O'Dea. All of these schools used very
different instructional models. Shepardson was very good at inquiry based instruction. The ECC
was awesome at using very hands on and exploration based instruction. O'Dea was great at using
small group and individualized instruction within their kindergarten population. At Tozer I
learned how to incorporate a multitude of instructional styles. I tended to use inquiry to get the
students thinking, then whole group instruction to give directions and model expectations, and
finally allow the students to engage in a hands on project while I walked around and assisted
students who were struggling. I also got a lot of practice individualizing student work and in
small group instruction. The American Reading Company Curriculum is great at grouping
students and assigning them a reading level. From there, teachers must create activities for
students to do within their zone of proximal development. This meant creating games, lessons,
resources, and small group activities, for each child's or children's specific reading level.
Planning
This semester has taught me the importance of planning ahead, but also being flexible in
your planning. The amount of times I had to adjust a lesson during my student teaching due to a
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behavior problem, fire drill, the story teller coming in, etc. are immeasurable. Teaching this
group of students taught me that it is important to have a fully planned day, but that you have to
be willing to modify it when things come up, while still meeting the lesson objectives.
Collaboration
Teaching at Tozer taught me that collaborating with other teachers/administrators and
parents is essential. There were many times when I had concerns about specific students, and
discussing strategies with their parents and other staff members was a great way to help students
meet goals. I was also involved in many Multi Tiered Systems of Support (MTSS), Problem
Solving Teams (PST) meetings throughout the semester. Overall, I learned that in order to get
students to achieve to the best of their abilities, it takes a team, collaboration and lots of
communication!
Classroom management
This class really pushed me in terms of classroom management. I am generally a very
soft spoken person, and this group of children did not respond well to this. I worked a lot on
having a strong "teacher voice" throughout this semester. I am also a very patient person, but
found myself having to push through lesson because the class was getting away with little things
and I was not redirecting them.
I adopted a love and logic model for classroom management, where I learned how to set
very clear expectations, and have consequences for those who did not follow expectation. I used
the clip chart in my classroom. The first couple weeks of having full control of the class, clips
were moving up and down like crazy. Eventually, students stopped testing me, and I was able to
teach without redirecting every couple of seconds. I added rewards on top of positive parent
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communication, for students who made it to the stars on the chart, and added staying in with
your end down at last recess, for students who made it to negative parent contact.
Philosophy
Student teaching did not change my philosophy of teaching, simply how I implement it in
the classroom. I still believe that every child is capable of learning and that they bring unique and
important experiences to the classroom. I still believe it is an educators responsibility to instill in
the students a desire to learn and model being a lifelong learner. I have always wanted to create a
safe, welcoming, and loving environment for students, and still do.
What has changed is implementation. I used to believe that students would only want to
learn if school was very freeing and explorative. Some populations cannot handle excitement,
crafts, and super hand on activities. With this population, I had to be very consistent and to the
point in my instruction and be very clear that we would only get to do the fun things if we got
our work finished. I could not even tell the class about exciting things too far in advanced,
because they would not be able to control themselves or stay focused on other parts of the day if
I had.
This class did not change my teaching philosophy, but it reminded me that educators
have to be mindful of the populations they are working with, and modify how they implement
their philosophies to meet the needs of the students in their classes.
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References
Demographics | Windsor, CO - Official Website. (n.d.). Retrieved April 19, 2017, from
http://windsorgov.com/251/Demographics
Tozer & Mountain View Two Schools, One Learning Community. (n.d.). Retrieved April 19,
2017, from http://tzmv.weldre4.org/
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Part I: Setting and Context 4

Part II: Unit Topic and Rationale...7

Part III: Standards, Goals, and Objectives Alignment Chart......8

Part IV: Assessment Tools (Pre-, Post and Instructional)10

Part V: Instruction and Management Plan...12

Part VI: Assessment Data and Analysis.83

Part VII: Student Teaching Experience Reflection.......87

Plant Presentation PowerPoint- Plant Presentation.pptx (PBL presentation- Lesson 12)

Grading rubric for the student's Educreations presentations. (Lesson 16)

Score Unsatisfactory Satisfactory Outstanding

Conclusion No conclusion Conclusion sentence Conclusion sentence was

Total Group Score

Community Context: Windsor, CO

the neighboring town. (Demographics, n.d)

collaboration, communication, technology, and critical thinking. Tozers student population

free for students and is run by Tozer staff. (Tozer, n.d)

attention deficit hyperactive disorder (ADHD). Student 20 is on an Individualized Education

another comes in on Thursday mornings.

Unit Topic and Rationale

because it is easier to implement multiple subject areas into science.

characteristics, 2. An organism is a living thing that has physical characteristics to help it

students better understand animals, when the unit is taught.

Unit Standards, goals, and objectives

Unit Goals Unit Objectives Unit Standards

Students can differentiate Students can sort Science. 2.2 An

Students understand that Students can Science. 2.2 An

each lesson, in the mini reflection.

Plant Unit Overview

Lesson 1. Introducing the Scientific method 2/27/17

Lesson 2. Introducing the PBL 2/28/17

Lesson 3. Living vs. Nonliving 3/1/17

Lesson 4. The Purpose of a Plant 3/2/17

Lesson 5. How Seeds Travel 3/3/17

Lesson 6. Seeds Continued 3/6/17

Lesson 7. What are Roots? 3/8/17

Lesson 8. What are stems? 3/9/19

Lesson 9. What are leaves? 3/10/17

Lesson 10. What are Flowers? 3/13/17

Lesson 11. Lifecycle of a Plant 3/15/17

Lesson 13. Introducing Educreations 3/16/17

Lesson 14. Educreations 1st Drafts and Edits 3/17/17

Lesson 15. Educreations Final Drafts 3/20/17

Lesson 16. Build a Plant with Friends- Unit Conclusion 3/21/17

Title: Introducing the Scientific method Lesson #: 1 of 16

Content Standard(s) addressed by this lesson:

Every student will be able to:

Procedures Teacher Actions Student Actions

Content Standard(s) addressed by this lesson:

a. Participate in shared research and writing projects (CCSS: W.1.7)

Every student will be able to:

Procedures Teacher Actions Student Actions

Content Standard(s) addressed by this lesson:

1. What helps a specific plant or animal survive?

Every student will be able to:

Informal observation of the individual pairs' card sorts.

Content Standard(s) addressed by this lesson:

Plants are important to our everyday lives.

Why are plants important?

Student samples will be collected to assess understanding.

Anticipatory Set Ask the question what is the purpose of plants?

Content Standard(s) addressed by this lesson:

1. Diversity or variation exists within populations of living organisms.