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Lesson Plan Format

Name: Pam Miller Big Idea/Essential Question/Lesson Focus: What do organisms need to grow? Subject: Science Grade/Students Involved: 1-2 Date Written: 10/14/13 Date Taught: 10/15/13 Time Needed for Lesson: 30-45 min. Academic Standards: 2.4.2.1.1: Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways. Learning Objectives: A. Content: Students will be able to write an observation about the seed and use that observation to draw a conclusion about organisms or what will happen to the seed. B. Academic Language Needs: I can use conjunctions such as because, so, and, to write an observation about the seed and use that observation to draw a conclusion about organisms or what will happen to the seed. Previous Learning: observations of different kinds of seeds (from previous lesson), scientific writing using data collected from previous lesson, making a scientific illustration Assessment Tools: A. Formal: Writing with sentence stems in journals to assess ability to generate observations. B. Informal: Observations during work time and discussions to assess observation skills and use of academic language. Provisions for Individual Differences: Teachers will write part of or all of the sentences for Students with limited English skills. Resources and Materials Needed: Teachers: sentence stems to be projected on Promethean Board, Teacher science journal Students: science journal

Instructional Strategies and Learning Tasks Introduction 1. Remind students of observations and drawing that they made in the previous lesson. . Instruction Gather students in the front of 116. Remind students that scientific writing is about turning observations and data into writing, i.e. complete, readable sentences. As a group complete the following sentence stems using the drawing in the Teacher journal. a. I observed _____ on the inside of my seed. b. I also noticed ____________. c. I think ____________. d. I think this because _____________. Tell students that it is their turn to write using their observations. Hand out science journals and display sentence stems. Walk around helping student complete sentence stems. Encourage them to use their illustrations to write the sentences.

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Closure 8. Gather students in the front of 116 and show 2-3 examples. 9. Remind students to later in the day look at their baggies containing the lima beans to see if anything has changed. Reflection: A lot of students still need practice with this kind of writing. Eventually, students should be able to draw a conclusion from their observations (I think) and support it with reasoning (I think this because). A handful of students were able to do this with the data that they gathered in the previous lesson, but most of the students in both classes needed support in completing the sentence stems. For many students this was a new way of thinking and a new approach to science, so learning how to think like a scientist and write like one are two separate though connected skills that we will help students develop in future lessons. One improvement that I could have made was in completing the sentence stems. I asked for volunteers for each sentence stem and then clarified and modeled how to finish the sentence if students were not on the right track. It would have worked better to ask for volunteers and discuss the first two sentences and model the second two.