Melanie Post

Kindergarten
Literacy, Arts, Science
4/30/19
9:30 am

1. Essential question
 What is needed for a plant to grow?

2. Standards:
 K-LS1-1. Use observations to describe patterns of what plants and animals (including humans)
need to survive.
 W.K.7 Participate in shared research and writing projects

3.

Learning Objectives Assessments

Students will be able to identify what The teacher will collect students drawings of their
items/ sources are needed for plants to plants to see if they drew what they will need to make
grow. their plant grow.

4. Materials
 Cups
 Water
 Soil
 Seeds
 Paper
 Anywhere Farm by Phyllis Root

5. Pre lesson assignment/ prior knowledge:

 Students will be aware that flowers typically grow outside and must be
planted to grow.

6. Lesson beginning
 Students will be brought to the carpet for a read aloud. The teacher will read
Anywhere Farm by Phyllis Root. The teacher will pause throughout to ask
students questions and allow them to be interactive.
7. Instructional plan:
 The teacher will discuss with the students what is needed for plants to grow.
 The students will turn and talk and come up with ideas where they could plant
flowers near their house.
 Next the students will listen to the directions of what they are doing next.
Students will be planting their own seeds for flowers to grow. At each table they
will already have a cup with their name on it and soil with scoops in the middle.
 Students will go back to their seats and fill all of their cups to the line were they
tape is with the soil from the center of the table.
 The teachers will walk around and place seeds in each of the students cups.
Students will then get to place a few more scoops of soil on top.
 When their seed is planted they will put their cups on the window ledge.
 Next the teacher will review with the students what their plants will need to grow.
 Students will assist the teachers in cleaning up each of their tables. They will then
get their paper for the closure.

8. Closing
 Students will receive a paper which has two sides to it. They be instructed to draw
on one side what they just did, what their cup looks like at the current moment.
Then the other side they will draw what they predict it will look like after.

9. Questions
 What do plants need to grow?
 How can we help our plants grow?
 What should our picture look like? How do we know what to draw on the
prediction side?
 Why do some places make a better spot for plants versus others?

10. Differentiation
 Students who struggle to come up with their prediction will be prompted and the
teacher will give assistance.
 Gifted students will be told to write a sentence about their plant on the bottom of
the paper.

11. Transitions
 Students will be called to the carpet by table number.
 Students will be dismissed back to their table by the animal they choose to write
about.

12. Classroom management

 Students will be reminded of the carpet rules while learning on the carpet.
 The teacher will ask students to repeat the directions back to the class before
dismissing them from the carpet.
 The teacher will wait to give directions or teach for the students to all be paying
attention.