Melissa Addyman

03/18/2024

Name: Melissa Addyman Grade/Subject: Kindergarten/Science Date: 03/10/2024

1. Texas Essential Knowledge and Skills (TEKS): (C2)

§112.11. Science, Kindergarten, Adopted 2017.

(10) Organisms and environments. The student knows that organisms resemble their parents and
have structures and processes that help them survive within their environments. The student is
expected to: revised August 2022 12
(B) identify basic parts of plants and animals;
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Students will be able to correctly identify the basic parts of a plant and correctly label a graphic
organizer.

3. SMART Objective(s): (C3)

After looking at a real plant and its parts and creating an
anchor chart as a whole group, students will work in groups of
three to use materials provided and a blank plant outline to
create a plant with the four basic parts, then label the parts of
Essential Question: the plant correctly with 80% accuracy.
Essential Question: What are some different kinds of plants?

4. Central Focus The purpose of this lesson is to give students an interactive,

(C4)
hands-on activity to help them learn to identify the parts of a
plant. The lesson will give them a real perspective of what the
How will this lesson link with parts look like on an actual plant. After seeing a real plant and
other lessons in the unit? their parts, the hands-on activity will give them a chance to
put their new knowledge in action by creating and labeling a
plant and its main four basic parts. After this lesson, students
Learning Targets
will be able to identify the parts which will be important as we
I CAN statements that learn how plants go from seed to mature plant.
Clearly show alignment with
TEKS
I can identify and correctly label the four basic parts of a plant.
5. Academic Language (C5)

Language Function (an active verb that students will use to

demonstrate their learning in the assessments; some examples are-
explain, describe, predict, summarize, compare, evaluate, interpret,
Academic language represents justify):
the language of the discipline
that students need to learn and
use to engage in the content Students will be able to identify and correctly label the four
area in meaningful ways. basic parts of a plant.

There are 4 language demands

to consider as you require
students to read, write, speak, Vocabulary (words, phrases, and/or symbols that are used within
listen, demonstrate and disciplines):
perform.

Label, Roots, Stem, Leaves, Flowers

Discourse (Structures of written and oral language, how will they

talk, write, and participate in knowledge construction: discussions,
reports, essays, multi-media presentations, performance):

Students will engage in a classroom discussion as we look at

the real plant and go over the parts. Then students will work
in groups of three where they will talk and discuss with each
other how to create their plant and label it.

Syntax (The set of conventions for organizing symbols, words, and

phrases together into structures, e.g., graphic organizers, formulas,
charts, language rules, outlines, graphs, tables):

Students will use a blank plant outline (graphic organizer)

which they will use to create their own plants and label the
 parts.

6. Targeted Language Supports Language Function (How will you help them demonstrate the DO
(C5) verb?)
The resources, representations, I will help students correctly label and identify the four basic
and strategies you will provide to parts of a plant by reviewing the parts beforehand, providing a
help students understand, use, graphic organizer with the outline of a plant, and having the
and practice the concepts and
four parts listed on a board and word wall where they are
language they need to learn
easily visible to students.
within the discipline

Site the researcher’s name as

you refer to the strategy. Vocabulary Strategies - (GO TO Page)

1. A vocabulary strategy I will use for new vocabulary will be

to discuss the words as a class, then add the words to our
word wall.

2. Another vocabulary strategy I will use to reinforce new

vocabulary will be a word game. With students on the
learning carpet, we will play a game where I will place
pictures of the parts of a flower in the four corners. I will
call out a word – stem, root, leaves or flowers – and have
students choose which corner to go to.

Discourse strategies - (GO TO Page)

-Write: Students will write the four basic parts of a plant as they
label the plant they create. The words will be available for them to
look at on the word wall and the anchor chart that we created
together.

-Talk: We will have a whole group discussion as we examine a real

plant. I will lead students through the discussion by asking leading
questions. Once students are paired up, they will have discussion
amongst themselves within their groups. As they do this, I will walk
around and guide discussion with questions and instruction.
 Target Language Supports:

Opportunities for interaction: I will place students in groups as often

as feasible. This will allow ELL students to practice speaking and
interacting with students in a smaller group where they may be less
likely to be embarrassed. It also gives all students in the group a
chance to discuss their thoughts and ideas as well as listen to
others’.

Syntax - (GO TO Page)

1. As a class we will create an anchor chart that students can refer

to as they work in their groups.

2. Students will use the graphic organizer of the plant outline to

label the parts of the plant.

Making Content Comprehensible (R9)

Kindergarteners are learning to read and write, so I will review the

parts in simple terms and through interactive activities. They will be
writing the parts of the plant but will have anchor chart available for
them to refer to.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:

Assessment(s) must be aligned My formative assessment will happen as I walk around the
to the TEKS, class as the students are working on their activity. This will
and objectives. give me a chance to ask them questions and take anecdotal
notes on each student. I will be able to tell which students
might need more targeted instruction and if there are parts
the majority of the class is struggling with.
 Summative:

My summative assessment will come when I give students a

blank plant where they will independently need to label the
four basic parts of a plant. The paper I give them will have a
blank plant that looks like the plant we have been reviewing as
a whole class. There will be blank lines and a word bank.
Students will need to use the words and identify the correct
line it goes on.

Assessment of your language demands:

Formative:

The assessment of the language demands will be the same as

the above formative assessment. As I walk around, I will watch
to ensure students are using the correct words on the parts
they belong with. This will also tell me if they understand what
the word label means.

Summative:

The summative assessment will also be the same as above. As

they independently fill in their worksheet of the plant, they
will need to understand and recognize the words to put them
in the correct spots.

8. Hook (C7) Hook activity (make connections to prior learning)

I will call students to our learning carpet and have a few plants
there at the front. I will ask them questions about what they
may already know about plants such as do they have plants at
Closure (C7) their homes, can they name different types of plants, are
plants living or non-living, what do they know about how what
plants need to live, do they know the parts of a plant … Then I
will move the middle of the carpet and use one of the plants
 to show students things about it such as the four basic parts.

Student Assets (C7) Closure Activity: (make connections to prior learning)

Once we have had our discussion and examined the plants, I

will use a large poster paper to create an anchor chart. I will
draw a plant and have students help me label the parts and
add other things we know and have learned about plants
under the drawing. This poster will be hung up for students to
refer to throughout the unit.

Personal assets: What students might bring to the lesson. This could
be things they know from personal experience, their family, or any
background knowledge they have about the subject.

Cultural assets: This will be what students might bring to the lesson
from their culture. Do they know words in their language for what
we are studying? Do they have different experiences with what we
are learning – this might include are, literature, and traditions.

Community assets: Community assets come from the community. If

the lesson is about plants, this might be talking about a local park or
garden within the community. It could include events and landmarks
within the community that students could be familiar with.

9. Body of Lesson/

Teaching Strategies and I DO – During the I Do portion of the lesson I will guide students in a
Learning Task(s) discussion and show them the parts of a plant using a whole group
platform. During this time I will use Marzan’s strategy of the KWL
(C9)
and discuss what students already know and what they would like
to learn about plants.

Be sure to include:

How will students learn and use

academic language?
WE DO – When it comes time for We Do, I will use Marzano’s
strategies for success and create an anchor chart with students,
 having them give me input on what to add to our chart. This part
will also include them working in cooperative groups to create and
Three higher order thinking
label a plant as I walk around and observe.
questions.

YOU DO – During You Do, I will have students complete a graphic

Marzano Strategy
organizer independently. There will be a plant with lines going to the
parts of the plant students need to know, and a word bank with the
four parts of the plant. They will color the flower and identify and
label the parts correctly.

Differentiation-(GO TO page) (Tailoring instruction to meet

individual needs; differentiating the content, process, product,
and/or learning environment):

o Second Language learners / Cultural Diversity: I will use

Tomlinson’s differentiation strategy of flexible grouping for
second language learners and cultural diversity. I will do this
by ensuring that groups will include students who are not
native English speakers, are from different cultures, or are on
differing levels. By having flexible grouping, students can
learn from each other, and no one is singled out or labeled.

o Gifted / advanced learners: Tomlinson’s compacting

curriculum will also be a strategy I will use for
gifted/advanced learners. These students will be given
alternative activities such as creating a basic plant with details
such as plants get energy from the sun, the roots absorb water
and nutrients from the soil, and showing how the water and
nutrients travel through the plant. Another possible activity
for those students could be drawing and labeling the plant
cycle with seeds, seedlings, small plant, growing plant, and
adult plant.

Technology: -(GO TO page)

With kindergarteners I would use technology to play videos for
them that match our lesson. I would show informational videos
about a plant and find some fun videos with music or fun visuals to
help them learn and memorize the information.

Marzano Strategy - (GO TO page)

One Marzano strategy I will use will be to create an anchor chart.

This chart will be made with student input, guided by me. It will be
hung up in the room where students can refer to it at any time.

Higher Order Thinking Questions (GO TO page)

1. Why do we need plants?

2. What are things a plant needs?

3. Are all plants the same? If not, what are some ways plants can be
different?

Grouping / Partnering Technique: (Hattie)

Pulling from Hattie’s research, I will group my students

cooperatively. They will work together to use the material I provide
to create a plant and label it. This gives them a structured activity to
work on where they will all be required to work as a team while still
needing to know what they are doing individually.

Potential misconceptions and your plan to address it:

Some misconceptions about the lesson could be knowing the

difference between a leaf and a flower. I would address this by
showing students a real plant and pointing out the differences
between the two. Another misconception could be that plants all
look the same. I would address this misconception through
discussion and videos. We would discuss that plants can be anything
 from dandelions they see in school fields to trees and bushes. I will
show them pictures or videos that show that plants can look
different and be big or small, but they are still plants. One more
misconception could be that plants are not living things. They don’t
talk, they don’t move like humans or animals. I would address this
by discussing what makes something a living thing.

10. Resources and materials For this lesson, we will need …

needed (C9)
 Plants to look at and examine.
 Poster paper and markers for the anchor chart.
(E7)  Materials for use in creating a plant such as pieces of
construction paper, beads, scissors, glue, pipe cleaners,
yarn, and tissue paper of different colors.
 Graphic organizers or a plant outline.
 Pencils and crayons.
For technology, we will need …

 A laptop to look up videos and pictures.

 A projector to show the pictures and videos.

(How might you differentiate materials and resources for learners

with various needs?)

Provide text-to-speech instead of pen and paper.

Provide special scissors for help with cutting.

Provide a simplified graphic organizer.

Larger crayons to grip easier.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Management 1. I plan to utilize timers, so students know when it is time to
Strategies (CBM5) start something new. I will have visual timers so students
can see them counting down.
What procedures will you 2. I will use callbacks to get student attention such as mac
employ to manage transitions, and cheese/everybody freeze.
behavior, passing out materials, 3. I will use “bubbles” for times when we need to be quiet
engagement, etc.? such as walking in the halls. I will model what bubbles are,
so students will know how to use them. (Having lips
closed and puffing up cheeks like when you blow a
Add 3 procedures bubble).
12. Academic Supports for
Students (E6)
Accommodation(s)- (A change that helps a student overcome or
What instructional strategies work around obstacles):
and planned supports, will you
1. The use of communication devices during each lesson, and
employ to meet the needs of
especially class discourse.
each student that has identified
special learning needs?

2. The use of visual aids to present and reinforce vocabulary.

3. More time given during the independent activities and the

summative assessment.

Modification(s)- (A change in what is being taught or what is

expected from the student):

1. Read about plants and have students color a picture with the
parts already filled in instead of filling in the blanks.

(E11)

2. A para will provide prompts and cues during activities.

3. The student can watch a video about plants and be presented

with simplified visuals instead of participating in the lesson.

Strategies for ELLs (strategies that support language acquisition)

1. I would explicitly review new vocabulary using visuals for better

understanding.

2. Students would practice writing out the words needed for the
activity in English with visuals available.

3. Whenever possible, place them in groups with bilingual students

or students who are patient and respectful.
 4. Have materials available in English and the student’s native
language.

5. Ensure you give students ample time and support when

answering questions, reading, or processing what is said. Repeat the
information for these students if needed.

Lesson Delivery Plan

1. Objective (Rigor) - SMART and should be visible on your board daily.

The objective for the day will be posted on our main whiteboard located at the front of the room. Since
this is for a kindergarten class, I will also orally state what we will be learning and what our objective
will be.

The objective for this lesson is… After looking at a real plant and its parts and creating an anchor chart
as a whole group, students will work in groups of three to use materials provided and a blank plant
outline to create a plant with the four basic parts, then label the parts of the plant correctly with 80%
accuracy.
 2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?
 Is your opening congruent to the objective?

 To open the lesson, I will call students to the learning carpet where I will have several plants
out. I will initially explain what we will be doing, then ask them questions. Then I will move to
the center of the carpet and introduce one of the plants and point out the parts. I will also use
this time for them to touch the plant and examine it more closely.
 To help them make prior connections, I will ask them questions such as what do they know
about plants, do they have plants at home, do they ever help their families in their gardens, can
they name some plants, do they know what the parts of a plant are called, and other questions
that will hopefully get their minds thinking and connecting to things they may already know.
 I will call the class to the learning carpet. Once they are seated, I will begin by telling them what
we will be learning (We will be learning about plants in this unit. Today we will be looking at
plants, learning the basic parts of a plant, and discussing things we already know about plants),
what their central focus will be (When you go back to your desks you will work in groups to
make your own plant as well as identify and label the parts of it).
 While we are talking about the plant, looking at one, then creating our anchor chart, I will
discuss, show, and then write the new vocabulary we will be learning. As students answer
questions, I will prompt them to use the academic words to help them become familiar with
using them. When they do their group work, I will walk around to do a formative assessment
which will include checking to see if they know the vocabulary.
 I will introduce language supports by working with the class to create an anchor chart, through
leading questions in a discussion, and providing a word bank when they are filling in their
graphic organizers.
 My opening is congruent to the objective.
 3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material? Are
the strategies you plan to use congruent to the objective?

I will do whole group instruction. I will start with introducing the topic of plants, state what we
will be learning, what they are expected to know, then move on to our activities which will
introduce the new vocabulary. I will use videos, hands-on activities, and class discussion to make
things more interesting and to help reinforce the lesson.

 Model (Routing)—Outline your I DO activities. Be sure to model the strategies and

academic language supports needed.

I will call students to the learning carpet. There I will initiate and lead a discussion about plants. I
will show them a plant and use it to teach the parts of a plant. I will introduce our new vocabulary
and allow students to touch the plant and the parts we discuss.

 Guided Practice—Students demonstrate a grasp of new learning under the teacher’s

direct supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy. Outline your WE DO activities. Be
sure to incorporate strategies and academic language supports that are needed.

I will create an anchor chart with students for them to refer to at any time. Once that is
complete, I will put students in groups of three and send them to a workstation. There they will
work cooperatively to create and label a plant using materials I have put out and a graphic
organizer of a plant outline. As they work in their groups, I will walk around to check for
understand, praise their work so far, offer any assistance if needed, then move to the next
group.
 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent
application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used.
I will have students go to their desks. There I will have them take out their pencil and crayons. I
will pass out a graphic organizer of a plant with a word bank of the basic parts. I will go over
instructions for the activity – they will put their names on the paper, use the word bank to
correctly label the parts of the plant, then they will color their plants before turning it in. The
anchor chart we created will be available for reference if students need it.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice
phase of the lesson. You may need to stop and reteach, so students practice correctly. How do
you plan to assess understanding? What HOTQs will you ask? List at least 3
I will assess for understanding as I walk around to check in on students during their cooperative group
activity.

 How will you check for understanding or reteach?

HOTQ:

1. Why do we need plants?

2. What are some things plants need?
3. How do the parts of a plant that we are learning about help a plant survive?

If I see that most of the class are not comprehending what we are learning, I will reteach the entire
lesson as soon as time permits – either right away or the next day when it is time for that material. If it
is only a few students that are struggling, I will call them to my table as a small group to discuss and
reteach the main aspects of the lesson. I will include more visual aids such as pictures and videos.
Afterward, I will have them complete another independent practice that will be used as a formative
assessment to check understanding.
4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?

I will give students a graphic organizer with a blank plant. The organizer will also have a word bank
with the four basic parts of a plant. After our whole class time and their cooperative group activity,
they will be able to correctly label the parts of the plant with the corresponding word from the word
bank. I will grade it based on labeling, coloring, and completing the organizer. They should achieve 80%
accuracy.

5. Resources - What materials will you need for a successful lesson?

Plants to look at and examine. Poster paper and markers for the anchor chart.  Materials for use in
creating a plant such as pieces of construction paper, beads, scissors, glue, pipe cleaners, yarn, and
tissue paper of different colors.  Graphic organizers or a plant outline.  Pencils and crayons.  A laptop
to look up videos and pictures.  A projector to show the pictures and videos.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?

For closure on the first part of the lesson (the I Do), I will keep students on the carpet and create an
anchor chart with their assistance. I will draw a plant and together we will label it. Then we will add
things students know or learned about plants. We can add to it throughout the unit as we learn more.