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Observation 2

This lesson plan outlines a 45 minute lesson for 3rd and 4th grade students about seeds. Students will read an informational packet about seeds, ask questions to deepen their understanding, and conduct a seed growing experiment. They will then create a handwritten book demonstrating what they learned about seeds. The lesson aligns with science, reading, and writing standards and utilizes various materials. Students will work in a whole group setting and be assessed based on their ability to sequence events and identify cause and effect relationships using a graphic organizer.

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88 views

Observation 2

This lesson plan outlines a 45 minute lesson for 3rd and 4th grade students about seeds. Students will read an informational packet about seeds, ask questions to deepen their understanding, and conduct a seed growing experiment. They will then create a handwritten book demonstrating what they learned about seeds. The lesson aligns with science, reading, and writing standards and utilizes various materials. Students will work in a whole group setting and be assessed based on their ability to sequence events and identify cause and effect relationships using a graphic organizer.

Uploaded by

api-296414448
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Student Teacher:_Naena Bland_____________________ Date:___1/17/18_____________

Subject: Reading, Science, Writing Lesson Topic: All About Seeds

Grade: 3/4 Length of class: 45min

Learning Objective (performance, conditions, criterion):


Students will read a packet about seeds and ask critical questions to gain deeper
understanding and to practice comprehension strategies. Students will also be able to apply
their knowledge to an experiment about growing seeds. The final criteria is that students
will be able to utilize their new knowledge and write a handmade book on seeds.
Student Friendly Objective:
Students will use the information from the readings and apply it in the seed growing
experiment. Students will also be able to create a hand written book to demonstrate their
new information about seeds.
Utah Core Standard Alignment:
Science: Standard 2
Students will understand that organisms depend on living and nonliving things
within their environment.
Objective 2
Describe the interactions between living and nonliving things in a small
environment.
b. Predict the effects of changes in the environment (e.g., temperature, light,
moisture) on a living organism.
Reading: Informational Text Standard 1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Writing Standard 2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a.
Introduce a topic and group related information together; include illustrations
when useful to aiding comprehension.
Core and Supplemental Materials:
Teacher Materials: Student Materials:
Informational packet on seeds Science journals
Poster sized- sticky notes Seed packet

Context for Learning:


Organization of the Whole group instruction- 15 students
students (e.g., small
groups, whole group,
partners)
Pre-Lesson Assessment Verbal questioning- parts of the seed, are they living, what do they
Data provide for others, etc.

IEP Goal Links -Close range and loud/clear speaking voice- some students have a
(Also describe individual hearing impairment
student modifications & -Read at an average reading pace for understanding and example
accommodations)
of how reading should sound
-Provide ample time for understanding
-Allow help to individuals who have a difficult time writing

Pre-Instructional Set: (Approximately 3 minutes)


Gain students’ attention Ask for students to put down their reading books #/minutes
(Activity and Script) We began to talk about sequencing yesterday- we are
going to continue that, and use it with our knowledge (30 seconds
to 1 minute)
of seeds
Inform students of “We are going to learn how different things in the #/minutes
learning objective(s) world around us effect seeds and how they grow.”
(30 seconds
to 1 minute)
“This is important to “We need to know all we can about what effects seeds #/minutes
know because…” to know the best ways they grow.”
(Informed instruction) (30 seconds
to 1 minute)

Preparing students for instructional content: (Approximately 6 - 15 minutes)


Pre-requisite skills to Discuss what sequencing is, and use the sequence #/minutes
review, if applicable written on the board
(2 to 5
minutes)
Review of prior Where do seeds come from? #/minutes
knowledge, if Why do we use seeds?
applicable Ask a general question to the group- “What do you (2 to 5
minutes)
know about seeds?”

Vocabulary to pre- Baby plant, seed coat, food, oxygen/air, stem, roots #/minutes
teach, if applicable
(2 to 5
minutes)

Instruction: (Approximately 20 to 40 minutes – depending on length of class)


Explicit Modeling of “We are going to read a story about seeds. You all #/minutes
Skill (what cognitive previewed the book a few days ago. Within this book
steps should the are many examples of sequencing and cause and effect
students be using to and we are going to write them down and discuss
successfully perform them.” I will begin to read the book “The Tiny Seed”
the skill?) and stop at the first page and write what happened
(10 to 15
(I DO IT) with the seeds first. We will discuss that nothing else minutes)
had happened, and it is the very first thing and how
the story begins. Students can write and draw a
picture for the first event that happens.
Guided Practice The next page will contain another event that happens
(WE DO IT) in the story. “What happened on this page?” student
responses will vary, but they will be able to tell what
happens next in the story. This is part of the middle of
the story.

#/minutes

(5 to 25
minutes)
Strategies to check for Student verbal responses
understanding Sequencing/Cause and Effect graphic organizer

Independent Practice On the following pages, we will stop the reading and
(YOU DO IT) provide time for students to write down/draw the events
on each pages(s).

This will lead to discussion about cause and effect as well


later on.
If needed, how will you address re-teaching of specific skills.
Beginning, middle, and end of a story/writing

Assessment:
Concrete and tangible Sequencing/Cause and Effect graphic organizer
assessment to know
whether students have
met learning objective

Closure: (1 – 5 minutes)
Organization/transition Students will put their organizers into their folders, #/minutes
routines (e.g., put put them into their bins, and put their bins on the
assignments in folders, shelves. They will remain in their seat/near their tables
prepare for bell, until dismissed.
transition to next (1 – 5
lesson/activity minutes)

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