Pre/Post Test Question(s)

Goal/Objective

*Lesson Outline

Assessment of learning

Method of Differentiation

1, 2, 19, 20

Science Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.02 Observe and describe how environmental conditions determine how well plants survive and grow in a particular environment.

Outdoor Adventure

• Students will complete a KWL chart of what they know and what they want to know using sticky notes and chart paper.

• ×           The teacher will introduce the concept of development by asking students how they have changed or grown over time. (The teacher will give an example to begin)

• Students will identify the characteristics of living things, explore the differences between living and nonliving things and explore how organisms respond to their environments. The students will identify these things by going outside and finding these characteristics in nature. 

• Students will make notes of these characteristics in their journals when they are found. 

• Journal entry concerning how you could find out if something is a living thing.  Journal question:  Why it Matters 1-2 pp. 9

• Advanced Learner::  This lesson is suited for an advanced learner because in requires abstract thinking in that the learner must think beyond the obvious. 

• English Second Language  Student will use picture where necessary to express what he needs to say with words.  Student will also be paired with a buddy while outside to aid in understanding of assignment. 

1, 19, 20

Science Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.02 Observe and describe how environmental conditions determine how well plants survive and grow in a particular environment.

What do living things do to stay alive?

• The teacher will review the four characteristics of living things with student participation.

• Students will draw four pictures of living things, one in each circle of the four-circle diagram. 

•   Teacher will do this on the overhead with the students. 

• Outside of each circle the student will tell how each living things is different from the other.  In the center circle that was created, students will write two ways they are alike. 

• Students will be assessed on their understanding shown on the assigned worksheet   

• Gifted Students:  students might put together a simple report on ways that the living and the nonliving environment interact with each other, such as beavers using mud and dead twigs to build their homes. 

• English Second Language:  More time will be given for writing if needed.

3, 9, 21

Science Goal 1: The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.01 Observe and measure how the quantities and qualities of nutrients, light, and water in the environment affect plant growth.

1.06 Observe, describe and record properties of germinating seeds.

Do you have a green thumb?

• The teacher will help students brainstorm a list of what plants might need to be healthy.

• The teacher will lead a discussion on what plants need to grow.

•   Students will predict what might happen if a plant gets too much or not enough water, soil, or sunlight, put a plastic bag or plastic film over it, use coke instead of water?

• Ways to test variables that might affect plant growth will be discussed.

• Students will be divided into pairs to form a hypothesis and a way of testing that hypothesis

• Students will write an explanation statement in their science journals explaining what they are doing in their experiment and what they think their experiment will show. 

• Over the next couple weeks students will keep track of their plants growth (height of each plant, appearance of the leaves, size of stem, color, etc.)

• Anecdotal records of student participation

o        Students will be marked against a checklist for being on task, task completed, directions being followed, records being kept, can explain when asked what they are testing and why, sticking with their experimental conditions, etc.

•   Students will keep and maintain a journal through this unit that will be checked periodically and graded at the end of the unit.

• Students unable to complete the project in writing will be encouraged to talk about what is happening with their plants once a week with a peer tutor.  

• English Second Language:  Directions can be explained by the teacher or an assistant, but the best case scenario would be explanation by a partner.  Any vocabulary will be explained one-on-one if needed. Student will be allowed to draw pictures of his plants to be assessed instead of writing daily observations.   

• Gifted Students: Student will write about an extension experiment that she would perform if she were to continue this experiment or what she would do differently and why.  This requires higher level thinking.    

6, 7, 13, 23, 24, 25

Science Goal 1: The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

a.       Growth.

b.        Survival.

c.        Reproduction

1.06 Observe, describe and record properties of germinating seeds.

Bean Dissection

• The teacher will have sprouted beans in bags before the lesson. 

• The teacher will tie the various stages of development of these seeds in with the life cycle of seeds.  The students will keep an eye on these seeds to see what happens to them in the days to come. 

• Teacher will distribute materials and have students draw the bean seed in their journals as it appears before the dissection.  The teacher will then discuss some of the students observations. 

•   Students will begin the dissection with teacher guidance. 

• The teacher will discuss the function of each of the tree main parts of the seed (cotyledon, seed coat, and embryo). 

• The teacher will use an egg for a comparison visual aid.

•    Students will keep and maintain a journal through this unit that will be graded periodically and at the end of unit.

• Students will write a short description of the functions of the various parts of the seed.

• Advanced Learners:  This lesson is suited for an advanced learner because in requires more advanced thinking in that the learner must think about what is not present and must think abstractly. 

• English Second Language:  Student will point to each of the seed parts for which the teacher/assistant gives a general description.  This is how this students understanding will be assessed.  Student will also be assessed through an observational checklist that records participation.  

10, 12

Science Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

Growth.

Survival

Reproduction

1.06 Observe, describe and record properties of germinating seeds.

See a plant, now see two

• The teacher will review how seeds grow into plants.

• The teacher will introduce other ways that plants reproduce, other than seeds.

• Ask the class if anyone has ever grown anything without a seed such as a potato. 

• Various items will be on front table that were not grown from seeds. It will be asked how students think you would get a new plant to grow from each of these plants. 

•   From these items, tubers, bulbs, and spores will be introduced. 

• The teacher will show a PowerPoint on various reproductive methods of plants other than seeds.

• Students will create a bulletin board of various plants and vegetables that reproduce from methods other than seeds.  They will either draw the pictures.  Beside each of the pictures, students will write what the picture is what category/method it falls under. 

• Advanced Learners:  students will as many things as possible of   various things that will grow from bulbs, tubers, cuttings, spores, or cones. 

• English Second Language:  Student will be assessed on his knowledge of this lesson by cutting examples of bulbs, tubers, and spores from a magazine.

3, 9, 17, 21, 22

Science Goal 1:

The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.01 Observe and measure how the quantities and qualities of nutrients, light, and water in the environment affect plant growth.

1.02 Observe and describe how environmental conditions determine how well plants survive and grow in a particular environment.

1.04 Explain why the number of seeds a plant produces depends on variables such as light, water, nutrients, and pollination.

1.06 Observe, describe and record properties of germinating seeds.

What makes a healthy plant?

• The teacher will have various fruits and vegetables on the table.  She will ask the students what they all have in common.  (All of these things require specific things to grow and be healthy)

• Students will make comparisons to the things that they need to grow and be healthy.

• Students will share what has been happening in their plant investigations. 

• The teacher will ask students why they think they got the results they did. 

• The teacher will refer back to the chart made in lesson 3

• The teacher will talk about roots, leaves, and stems as the plant parts that provide for these needs. 

•   Students will do a kinesthetic experiment on how plants need space to survive.  They will stand far away from each other and slowly move into a tighter circle with the teacher in the middle as the parent plant. 

•   The teacher will discuss why plants need space. This involves the competition for resources, roots, leaves, and stems.

• In case results for most of the class are not in the teacher will have pictures of healthy and not healthy plants. 

• Students will keep and maintain a journal through this unit that will be graded periodically and at the end of unit.

•   Students will complete a Need to Plant Part Chart

o       Walk around and observe

o       For one match have students write a sentence explaining their thinking since this requires some higher order thinking. 

o       Ask students what they have learned if time allows.

•   Advanced/Gifted Learners:  students will think of plant that have special adaptations in the given plant parts that allow the plant to survive in harsh conditions. 

• English Second Language: Student will work with a partner/ peer tutor to do the assessment and be given extra time.  Directions will be given one-on-one with the student for the assessment.  The assessment will also be modeled. 

3, 4, 8, 15, 16, 18

Science Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.01 Observe and measure how the quantities and qualities of nutrients, light, and water in the environment affect plant growth.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle

including.

Growth.

Survival.

Reproduction

Computer/Technology

Goal 3:  The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

3.04 Identify, discuss, and use multimedia to present ideas/concepts/information in a variety of ways as a class.

But What Makes a Plant Grow? – Photosynthesis

•     The teacher will lead a discussion on the role of the leaf in producing food so that a plant has energy.  Draw a model of this on the marker board.  Students will be taking notes in their journals

• The role of sunlight, CO2, O2, sunlight/energy, water, and what chlorophyll is will be explained through this demonstration. 

• Students will act out the process of photosynthesis

o       Each student will have a part to play (CO2, O2, sunlight, chlorophyll, etc.)

o       Badges will be drawn at random letting each student know what part he or she will play in the classroom play. 

• Students will complete a diagram of the process of photosynthesis.  This drawing will be evaluated using a teacher-created rubric.  The rubric will include whether or not the student completed the assignment, whether or not the concept of plants obtain energy from sunlight was obtained.

•   English Second Language:  Students will be provided with a buddy to work with and extra time.  Student will label only main parts of process using a photosynthesis poster with the various parts labeled for guidance. 

• Advanced Learners: The student will write a summary statement of the process of photosynthesis explaining its function. 

11

Science Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

Growth.

Survival

Reproduction

Leaf Magic

• The teacher will ask students what   they remember about our lesson on photosynthesis

• The teacher will review the role of chlorophyll.

• Students will hypothesize about what happens to this chemical and the cells that produces it as winter nears and why. 

• Lead a discussion about why the leaves change colors in the fall.

• Students will participate in an experiment that will show students the colors that re masked behind the green color of the chlorophyll.  Leaves are covered in alcohol and strips of coffee filter paper will absorb the alcohol.  On the filter paper the various colors of pigment in the leaves should be revealed. 

• Students will draw a picture of their leaves in their journals and record their observations. 

•   When the leaves change students will go outside and find a leaf that matches that like they used in their experiment to see if the color matches that that was found in the leaves during the experiments

• Students will discuss in their science journals what they predicted, what they observed (draw pictures), and what they learned from their experiments

• Advanced Learners:  Student will in a summary statement link the photosynthesis process and why leaves change color in the fall. 

• English Second Language: This lesson is adapted to this student, as well as the rest of the class.  For this student, this lesson provides a hands-on, concrete approach to learning that will enable him to grasp the concept through an experiment in a tangible way with real-life plants.     

5, 14

Science Goal 1:

The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

Growth.

Survival

Reproduction

1.05 Observe and discuss how bees pollinate flowers.

Flower Power Dissection

• The teacher will hand a flower to each student and ask for general observations. 

• Students will write a general description in their journals. 

• The dissections will begin and students will locate, identify, and describe, the function of flower parts.  (pistal, petals, stigma, etc.)

• The idea that flowers make seeds will be the focus.

• Students will tape parts to construction paper.  Students will write the plant part’s names on construction paper and write a sentence on the function of each.   These will be graded against a rubric.

• English Second Language:  Student will identify the basic plant parts such as, root, leaf, stem, and petal. 

• Advanced Learner:  Student will write a paragraph describing pollination in her journal. 

6, 11, 13, 14, 17, 22, 23, 24, 25

Science Goal 1:

The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

Growth.

Survival.

Reproduction

1.06 Observe, describe and record properties of germinating seeds.

Language Arts

Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.

 4.02  Use oral and written language to:

°         Present information in a sequenced, logical manner.

°         Discuss

°         Sustain conversation on a topic

°         Share information and ideas

°         Recount or narrate

°         Answer open-ended questions

°         Report information on a topic

°         Explain own learning

4.09  Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).

The Life Cycle of a Plant

•           Students will review KWL chart and fill in what they learned.

•         Teacher will read Read From Seed to Plant by Gail Gibbons

• Review the life cycle of plants, letting the students tell you what they know by acting it out with their bodies.

• Students will pretend they are a seed planted deep in the ground. They will write a journal entry about what it feels like to go through the life cycle.

• Encourage students to be specific and describe yourself. What do you look like at each stage of the life cycle?  For instance, describe roots, shape, and color. Have students describe how it feels to have insects and the wind spread their seeds so that more of them can sprout up elsewhere (depending on the type of plant they are).

• Students will give their book a title.  The students' books will focus on the growth of a seed into a plant.  Students are to illustrate their books.

• Teacher will listen and observe children sharing their books.

• Students books will be assessed against a rubric

•   English Second Language:  Students who have difficulty in writing will be given the option of recording their book on tape or creating a wordless picture book. 

• Advanced Learner:  Student will include pollination in her book.