EDUC 474 LESSON PLAN
Candidate Name:
Yamina Flores-Aguilar, Emily Veeser, and Sharon Walters
Date:
11/08/16
Lesson Title: How Plants Grow
Grade Level: Second
Type of Lesson: Inquiry
Content Area: Science
Content Standard:
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water
to grow.
ELD Standard:
Collaborative-Expanding- Contribute to class, group, and partner discussions by
listening attentively, following turn-taking rules, and asking and answering questions.
Lesson Objective:
Students will be able to describe and understand how different elements affect plants
growth.
Driving Question:
What do plants need to grow?
Assessment Plan (formative & summative):
-Formative assessment: T. will observe students presenting their groups project. T. will
observe students during the presentation and throughout the experiment to see that each
student had a role in the investigation. Also, to ensure students are grasping the concept.
-Summative assessment: Students will be planning a second experiment using the other
element. Students will be given a worksheet and about 45 minutes to plan a second
experiment on their own. The worksheet requires students to plan the experiment as well
as reflect on the previous one and see what went well and what they would do different in
the future.
Assessment Accommodations (formative & summative, per focus student):
-Formative
English language learner: I would work with this student to aide the student in preparing
their portion of the presentation. This way I can see what they understood and help them
prepare their oral speech so that their affective filter lowers.
Student with ADHD: We would provide a graphic organizer shaped like a flower. The
student would write different facts they learn from the other groups presenting. This
would allow the student to remain engaged.
-Summative:
English language learner: Because much of the assessment requires CALP language
skills, I would allow an aide in the classroom that spoke Spanish. The aide could assist
the student in completing the worksheet. This way the student can explain what they
know in their native language and they can transfer this to the worksheet.
Student with ADHD: We would break the exam into smaller chunks so that the child can
remain focused. Also, we would provide an environment that would be distraction free.
INTO (intro event or hook, driving question)
-Time lapse video on growing plant
http://ca.pbslearningmedia.org/resource/tdc02.sci.life.colt.plantsgrow/from-seed-to-flo
wer/
Class discussion on on what S. saw in the video.
The T. will present the class with real plants in different states. One plant with yellow
leaves, one plant which is drooping, one plant in good health, one plant with brown
leaves etc.
- Class discussion on different state of plants.
Driving Question: What do plants need to grow?
THROUGH (cycle of inquiry, formative assessment/checking for understanding)
- Teacher will display a picture file of various flowers growing in different ecosystems.
(see attached) T. will go over each picture with the S. discussing the differences they see
and how the plants are surviving in such ecosystem.
-T. will introduce the project by explaining the steps they are to take. Reviewing the
steps prior to starting gives the students an idea of what is expected of them.
1) Each group will get to choose a plant and develop a plan to determine what plants
need to grow. They will only be allowed to measure with one element.
2) Come up with a hypothesis.
3) Test their plan/hypothesis.
4) Make observations and record data on such observations. Each student is
responsible for recording their own data (Cameras will be allowed to document).
5) Analyze their data.
6) Share results with the class.
-Prior to each group selecting a plant, the T. will have the students brainstorm a plan on
what they will be doing to determine what plants need to survive.
-Once S. have written up their plan, S. will use that plan to come up with a hypothesis of
what they think will happen to their flower.
- Once T. has reviewed each group's plan and hypothesis, each group will be allowed to
pick a flower of their choice. Each S. will be asked to write a description of the flower in
their journal.
- S. will begin their observations immediately and do so for the next couple of weeks. During the first thirty minutes of science, the S. will test their plan according to what they
previously agreed on, observe and record, as well as discuss what they observed.
-Once the S. have concluded their plan they will analyze their results.
-As a group, they will present their results to the class in the format they desire. Each
student will have a role in the presentation.
CFU/ formative assessment
BEYOND (application or presentation of learning, summative assessment)
Students will be assessed based on their ability to plan and conduct an
investigation. Students will be asked to conduct an investigation to measure the
other element. Using a given worksheet the student will be planning a new
investigation to measure the other element.
Students will also reflect on their prior investigation to see what went well and
what they would do differently. This assessment will give the teacher insight on
their ability to plan and conduct an experiment effectively.
PICTURE FILE
Source: 25 Cents FC
Source: Winfried Bruenken
Source: Jeffrey Pang
Plan and Conduct a New Investigation
You are going to conduct an investigation to measure the other
element (water or sunlight) in our last experiment. Use this
worksheet to plan the new experiment.
Name:______________________________________________________
What element am I measuring?
My prediction (hypothesis):
How will I measure ______________?
Step 1
___________
___________
___________
___________
___________
___________
___________
Step 2
___________
___________
___________
___________
___________
___________
___________
What went well with the last
experiment?
*Image retrieved from CC0 Public domain.
Step 3
___________
___________
___________
___________
___________
___________
___________
What will you change with this new
experiment and why?
Example of a Flower Graphic Organizer
Write a fact from each group presentation on each of the petals.
