Name: Montana Lucier Date: 2/6/19 Wednesday Day 2 Time: 10:10-10:30

Big Idea/Topic Plant Structures & Functions Grade/ Subject 3/ Science

CPALMS/ Resource link
https://www.cpalms.org/Public/PreviewStandard/Preview/1651
http://www.cpalms.org/Public/PreviewStandard/Preview/1657
Lesson Structure: Whole Group Instruction/ Independent work
Standards: (CCSS/NGSSS)
SC.3. L.17.2 Recognize that plants use energy from the sun, air, and water to make their own food.
SC.3. L.14.1 Describe structures in Plants and their roles in food production, support, water and nutrient transport, and
reproduction

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will record observations in their plant observation journal.
Students will work independently in their science books on pages 127-129.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will write observations in their plant observation journal and responses in their science books. Students will read

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
Carbon Dioxide (include hyperlinks to videos & websites)
Photosynthesis
Cones
Energy Observation Journals (19)
Flowers “Elevate” Science Workbooks (19)
Function Pencils
Leaves Teacher Resource:
Needles https://www.livescience.com/51720-
Roots photosynthesis.html
Seeds
Spores
Stems
Structure
H.O.T.S. Graphic Organizer/Thinking Map:
Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Why do you think that people thought plants ate soil?

Label the plants’ needs on the diagram.
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: (Link to Prior . B: n/a
Knowledge) . I: n/a
T: Go ahead and take out your plant observation journals. 1 min A: n/a
Yesterday we started our lesson by planting a mystery plant .
and observing initial observations about it. .
Instructional Steps: . B: Monitor Yenziel and work with him to
T: I want everyone to talk with your table group make a . complete observation form. Ensure as we
prediction about what they think they will see when they . are going through the workbook that he is
check in on their plants. Once your group has finished, give . following along with the class. Allow him
me a thumbs up and I will come by to hear your prediction. . to preview the reading beforehand.
Once I approve your group, walk over to your plant and 8-10 I: n/a
record what you see. In your observations, tell me if your min A: n/a
predictions were correct or incorrect and tell me why. Each .
group will have two minutes to make observations. Once .
your time is up, you will have no more than five minutes to .
write your observations. If you want to add a picture of what .
you see when you complete your observations, you can do .
so! If you finish early, take out a read-to-self-book. .
.
(Provide support to EL Yenziel to ensure success in .
recording observations. Monitor class to evaluate on-task- .
behavior.) .
.
T: Please put your observation journals away and take out 10
your science workbooks and turn to page 127. min
(Go through pages 127-129 with students reading and .
answering questions as a class.) .
.
T: Why do you think that people thought plants ate soil? .
T: Label the plants’ needs on the diagram. .
.

Closures Pacing ESOL Support

Content: Great job with your observations and your hard . B: n/a
work in your workbooks. Tomorrow we will be doing . I: n/a
another observation of our mystery plants and an experiment . A: n/a
.
to learn more about plant structures.
1 min
.
Procedural Closure: Please put away your science .
notebooks and I will call the quietest table to line up for .
specials. .
.
.
.
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)

Independent: n/a N/A

Supported: n/a

Participatory: n/a
Assessment of Student Learning: (congruent with instructional
objectives)

Objective 1: Students will complete observations of their plants

and fill in observation journals.

Objective 2: Students will read and answer questions in the

“Elevate” science workbook.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

Today we were able to begin the mystery planting experiment!! The students were incredibly engaged and enjoyed
the mystery aspect of the project. We were incredibly lucky to have enough seeds for each student to plant their
own plant. I added a “materials manager” for each group to aid with collecting materials for their table. This
individual was chosen because they were elected by their peers for working hard and being on task. Because this
person was elected by their peers, this proved to be a sought-after position and seemed to be a great way to reward
those that were working hard. It was also impactful because students chose it themselves, rather than it being
something that I designated.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

If I were to reteach this lesson, I would include more direct instruction during planting. This would be effective in
challenging students to think more about the process of planting, what we needed to use during the planting, and
what seedlings need to survive. The lesson was effective in that students were able to explain what they were doing
and why, but I think that adding in direct instruction could have made that even more effective. Students thoroughly
enjoyed getting their hands dirty and liked the idea of the plant being their responsibility. Adding the materials
managers helped to reduce the mess that would have occurred if students all went for their materials at the same
time. Additionally, I filled the cups with dirt prior to the lesson which helped reduce the amount of soil being
handled by the students and ultimately reduced the amount of soil that ended up on the floor after the lesson. The
tool v. toy conversation helped to remind students that their materials were part of the experiment and were meant
to be handled responsibly. This reminder helped students to be successful in managing their behavior responsibly.