Science Topic/Content Area: Plants 1. "hat concepts#bi! ideas do yo$ intend st$dents to learn% ,.

"hat do yo$ e-pect st$dents to $nderstand abo$t this concept and be able to do as a res$lt% 3. "hy is it important or st$dents to learn this concept% &/ationale' 4. Provide an overview# e-plain what teachers sho$ld know abo$t this topic. "hat miscon1 ceptions do st$dents typically have abo$t this concept% &Lesson 2ack!ro$nd *n o'

Learning Cycle Lesson Planning Form Grade Level: Science Standards (NSES/Suns ine Standards! to "e Addressed: K SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are di erent in the way they look and in the thin!s they do Science concept&s'( Plants in how they look and the thin!s they do. Plant str$ct$res are( seeds, lowers, stem, leaves, roots, each o these plants have a $ni)$e $nction. *dea&s'abo$t the nat$re o science( +he world is $nderstandable * e-pect st$dents to $nderstand what characteristics a plant has, seed, roots, leaves, a stem, and a lower. * also e-pect them to $nderstand what a plant needs to s$rvive, s$ch as water, s$n, soil, and air. +he st$dents will be able to distin!$ish between what is a plant and what isn.t a plant. St$dents will $nderstand that plants are an important part o o$r ood system, and they will be able to relate the di erent parts o a plant to the edible plants we eat. Children need to be able to $nderstand the world aro$nd them, they need to know how o$r environment $nctions, and a very cr$cial part o that is $nderstandin! what it is and how it s$rvives. 0or e-ample, plants provide h$mans with o-y!en, protection rom the s$n, and ood. St$dents need to know abo$t plants beca$se they are an essential part o their daily environment. +eachers sho$ld know these elements abo$t plants( +he di erent parts o a plant are( leaves, roots, petals, seeds, stems, pollen, nectar, lowers. +he di erent elements a plant needs to s$rvive( water, soil, s$n, air, space. +hat we $se plants or ood a ood so$rce. /elatin! the di erent parts o a plant to the edible plants we eat. o S$n lower seeds 3 seeds o 2roccoli 3 lower o Celery stick 3 stem o Spinach leaves 3 leaves o Carrots 3 roots +ypical misconceptions st$dents mi!ht have( Plants are not alive Plants !et their ener!y rom the soil Leaves take in the water S$nli!ht keeps plants warm Engage( 2e!in lesson by e-plainin! that all the st$dents will be e-plorin! 5at$re.s Classroom and drawin! and labelin! &as best they can' whatever they think is a plant in their science notebooks. * will monitor my st$dents. observations and ill$strations thro$!ho$t the day and have short disc$ssions with each st$dent abo$t the 6plants7 they have recorded. "hen we ret$rn to the class * will have my st$dents sittin! on the carpet in a bi! circle, * will have a chart paper ready that says 6"hat is a plant%7 * will have st$dents tell me the di erent 6plants7 they drew in their notebooks, * will draw a pict$re o it on the chart paper and label it. "e will spend abo$t 14 min$tes disc$ssin! their observations and recordin! them on the chart paper. * will then ask my st$dents how they decided i somethin! was a plant, * will pose )$estions like 6did yo$ decide it was a plant i it was !reen% * it was in the !ro$nd% * it had a lower% 8tc. * will record these responses on the chart paper as well. * will save this chart paper or later $se. * will end the en!a!e phase with readin! the pict$re book How a Seed Grows written by 9elene :ordan. E#ploration( ;$rin! the e-ploration phase * will have my kinder!arteners at their tables in !ro$ps o 4, and each !ro$p will have vario$s types o plants on their tables. * will !ive the st$dents appro-imately ,< min$tes to observe these plant parts( seeds, Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

4. "hat speci ic activities mi!ht be $se $l or helpin! st$dents develop an $nderstandin! o the concept in each phase o the Learnin! Cycle%

B. *n what ways wo$ld yo$ assess st$dents. $nderstandin! or con $sion abo$t this concept%

lowers, stem, leaves, and roots $sin! ma!ni yin! !lasses, and they will record what they observe by drawin! pict$res in their science notebooks. * will rotate aro$nd to each !ro$p and ask them )$estions to acilitate their thinkin! and )$estions. =$estions to ask when rotatin! aro$nd !ro$ps( "hat part do yo$ think that is% "hy do yo$ think it is that part% "hat are yo$ noticin! abo$t the plants% "hy do yo$ think that part is that color% * will also ask them to e-plain their ill$strations to me and why they chose to draw them. +his will be when the st$dents can orm their own )$estions and disc$ss ideas. E#planation( > ter havin! st$dents e-plore the plants and recordin! their observations, we will !ather a!ain on the carpet and * will have a chart already prepared titled 6Plants7 and col$mns or 6are7, 6have7, and 6need7. * will then read the book titled Plants by ?ale Phillips Kahn, which will e-plain the basic parts o a plant and how they s$rvive. > ter readin! ask st$dents what they think plants are, to !$ide their thinkin! s$!!est words or them@ ask 6>re plants color $l% >re plants small% 2i!%7 8tc. /ecord their responses on the chart paper $nder the 6are7 col$mn, and make s$re to draw little ill$strations or the 8LL st$dents. "e will then move on to the 6have7 col$mn, * will ask st$dents what they think plants have@ to !$ide their thinkin! * will ask 6;o plants have leaves% ;o plants have lowers% Seeds%7 8tc. * will a!ain record these responses on the chart paper $nder 6have7. * will then ask st$dents what plants need, to !$ide their thinkin! * will ask 6;o plants need water% ;o plants need soil% >ir%7 8tc. "hile * am recordin! these responses, the st$dents will also be recordin! the responses on the worksheet 6plants are have need7 that has a blank bo- or them to draw a plant in &which they will do later', and then 6are7, 6have7, and 6need7 bo-es. E#tension( * will ask st$dents i they have ever eaten a plant, * will listen to their responses and i no one mentions r$its or ve!etables, * will !$ide their thinkin! that way. Once they have realiAed that r$its and ve!etables are plants, * will send them back to their tables and on their tables will be di erent parts o edible plants. * will have carrots, spinach leaves, celery, broccoli, and s$n lower seeds. +hey will also have the worksheet 6* can eat a whole plant7 with di erent bo-es labeled 6seeds, lower, stem, leaves, and roots7. +hey will then in their !ro$ps disc$ss which parts they think belon! in what plant part. > ter !ivin! them appro-imately 1< min$tes to work in their !ro$ps and a ter * will have di erent st$dents e-plain to the class why they p$t the ood in the bo-es they did. > ter havin! some st$dents share, * will show the st$dents which ood belon!s in which bo- and brie ly e-plain why. 0ormative >ssessment( * will $se the 6Plants are, have, need7 worksheet as my ormative assessment. +his will allow me to see that my st$dents $nderstand the characteristics o plants and what they need to s$rvive. * will also pay close attention to the st$dents as they are e-plorin! the plants by askin! them )$estions, listenin! to their disc$ssions, and lookin! at their ill$strations. S$mmative Evaluation( Cy s$mmative assessment will be the worksheet 6"hat do plants need%7 o a plant, and di erent parts will be need labeled, a ter labelin! &the best they can' they will answer the )$estion 6"hat do plants need to !row%7 by circlin! the di erent pict$res.

D. "hat materials# e)$ipment are needed to teach the lesson%

Science notebooks Chart Paper How a Seed Grows written by 9elene :ordan Eariety o plants or st$dents to e-plore o 0lowers o 0erns o Spider plants o ?rass o >ny other plants Plants by ?ale Phillips Kahn 8dible plants Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

F. /e erences &Please list all reso$rces cons$lted in developin! this orm'

o S$n lower seeds o 2roccoli o Celery o Spinach o Carrots 6* can eat a whole plant7 worksheet 6>re, have, need7 plant worksheet 6Plants7 6are7 6have7 6need7 headin!s 2lank labeled plant pict$re &s$mmative assessment' "hat do plants need worksheet &s$mmative assessment' Plants are, have, need worksheet and headin!s( http(##www.!olden!an!kinder!arten.blo!spot.ca#search#label#Plants Plant pict$re blank( http(##learnin!to!ive.or!#lessons#$nit4F#lesson,.htmlGhando$ts "hat do plants need worksheet( http(##en.islcollective.com#worksheets#searchHres$lt% Eocab$laryH0oc$s38nvironmentIpa!e31<

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

Plants are have need headings:

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

Are, have, need plant worksheet:

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

Summative assessment plant picture:

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

Summative assessment what do plants need worksheet:

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!

Adapted $rom t e Content %epresentation Tool (Loug ran& 'ul all& ( )erry& *++,!