Lesson Plan #1 Format TE804 SS14

Daily Lesson Plan #1

Teacher: Megan Peters Date submitted: 2/1/14

Overall lesson topic/title: Plant Needs Content GLCEs and NGSS Practices for this lesson: -L.OL.02.14- Identify the needs of plants. NGSS Planning and Carrying out Investigations (conduct an investigation in collaboration with peers).

Rationale: It is essential that students understand what plants need and why they need them. Like humans, plants have needs too in order to survive. It is important that students have experiences with plants in order to understand why they have these needs. Learning about plants is important when understanding the world around them and life cycles within it. When caring for their own plants at home, students need to understand what plants need so they can provide the needs to insure the plants growth and healthiness. Materials & supplies needed: Four small annual plants and prediction worksheet

Procedures and approximate time allocated for each event Introduction to the lesson: In the beginning of the lesson I will explain
to the students that we will be learning about what plants need. But before I teach them about this concept I will ask the students what people and plants need to survive. I will connect this to the previous lesson, which was an introduction to plants. I will also connect to their prior knowledge about what they need to survive. Then I will move into them discussing what plants need and if these needs are different or similar to what humans need. I will provide a healthy plant to help them visualize a plant and its possible needs. Students will share their ideas with their Science Team and their ideas will be shown on the board with sticky notes. After the students discuss and decide what plants need I will ask them why plants have these needs. I will engage them in the lesson by explaining that we have three plants and we are going to take away a need and see what happens to the plant as a result. (15 minutes)

OUTLINE of activities during the lesson

-Discussion: Students will sit in their Science Teams facing each other at their tables. Ask students, What do people need to survive? and students will share their ideas with each other. When they come to a decision on what they believe people need the leader will place their answer on a sticky note on the board . Following this I will share all of the groups ideas and as a class they will decide what the actual needs are. The teacher will then ask, What do plants need to survive? and the students will share their ideas with each other. When they come to a decision on what they believe plants need the leader will place their answer on a sticky note on the board. Following this I will share all of the groups ideas

How is this lesson differentiated based on information gained from the pre-assessment/science talk? In the pre-assessment, my students didnt explain why plants need water and sunlight. I will expand their thinking and ask them why they have these plant needs. This experience will provide them more reasoning. During the discussions I will have my students grouped in their science teams and they will first talk as a group and then I will pick one person from the group to share with the rest of the class. This will allow non-participants to feel more comfortable sharing with a smaller group of students. With my student with mild autism I will be checking in on him on if he agrees or disagrees with other student ideas. He has a difficult time explaining so a thumbs up/thumbs down technique will involve him in the discussion.

and as a class they will decide what the actual needs are. After students decide together what plants need, the teacher will ask why they need it. All students are expected to participate in the discussion (listening, discussing, asking questions, etc.). The discussion is student center, but I will guide it with questions when needed. (15 minutes) -Plant without a need: With the three needs that they discussed, I will explain that we will be doing an experiment to figure out if the plants need them. Science teams will be combined for this experiment. One group wont be given water. Another group wont be given air and it will be sealed tight in a plastic bag. The last group won be given any light and will grow in a dark place. There will also be a plant that will be given all of the needs. Students will place their plant accordingly. (10 minutes) -Prediction: The prediction worksheet will be distributed to each group. Students will then record the needs that their plant will be receiving and the need they will not be. Then students will write and draw their prediction on what their plant will look like in two weeks. Students will be recording predictions in their groups. All group members need to agree on the prediction. (10 minutes)

During the lesson I will be located closely to the students with more difficult behavior issues so I can attend their issues when needed.

Closure for the lesson At the end of the lesson, I will gather the
students at the carpet. I will have the students reflect on the days lesson and what they think will happen to a plant that doesnt have a need and why they believe their prediction. When they give their predictions I will ask why they think that will happen. I will then explain that in two weeks they will be observing these plants again. (5 minutes)

Formative assessment:

Throughout my lesson I will be assessing their responses and ideas about plant needs. At the end of the lesson I will be asking several questions about the predictions they gave for their plant and why they gave them. The answers to this short discussion will be used for my formative assessment. This lesson will guide my instruction for the lesson where they observe the plants again.

Differentiation during assessment: During the discussions I will have my students grouped in their science teams and they will first talk as a group and then I will pick one person from the group to share with the rest of the class. This will allow non-participants to feel more comfortable sharing with a smaller group of students. With my student with mild autism I will be checking in on him on if he agrees or disagrees with other student ideas. He has a difficult time explaining so a thumbs up/thumbs down technique will involve him in the discussion. During the lesson I will be located closely to the students with more difficult behavior issues so I can attend their issues when needed.