Lander University Lesson Plan

Teacher Candidate: Morgan Chambers

Subject/Grade: Kindergarten/Science

Lesson # 2
Date and Time of Lesson: 10/28 10:15 A.M.

Learning Objective:
The student will be able to discuss and label the life cycle of a plant (pumpkin).

Alignment with Standards:

K.L.2A.1: Obtain information to answer questions about different organisms found in the environment (such as
plants, animals, or fungi).
VAK-6.1: Identify connections between the visual arts and content areas across the curriculum.
Developmental Appropriateness or Cross-curricular connections:
Cognitive- The students will need to have a background on plants and how plants grow, as well as being able
to follow directions.
Physical- The students will be sitting during this lesson, but they will be working with their hands to create
their life cycle booklets.
Social- Students will communicate with peers about the life cycle of the pumpkin plants. They will share with
each other events that take place in the life cycle.
Emotional- All students will be actively engaged in the lesson and have the opportunity to express their artistic
ability.
Assessment(s) of the Objectives:
Lesson Objective

Assessment of the Objective

Use of Formative
Assessment

Students will have an

understanding of the life cycle
of a plant (pumpkin).
K.L.2A.1

Pre- As a class, we will discuss

the life cycle of plants and read
a book about the life cycle of
the pumpkin.
During- As a class, after
reading, the students will
construct the life cycle of the
pumpkin using the posters of
each stage of the life cycle.
Post- Students will construct
the life cycle of the pumpkin
booklet and label each stage.

The data received from

this assessment will help
to guide further
instruction on plants and
life cycles, as well
following directions. Any
areas of weakness will be
reviewed.

Accommodations:
Students who may finish early will be allowed to pick a lesson and begin working once their booklets have been checked.
Students who may not finish in the designated time will be able to finish their work during work time later in the day.
For the ESOL learners, they will be allowed to sit near the teacher during instruction so that they can visually see the
things being discussed when they are pointed to on the board. Since the hands-on work done during this lesson is
individual, the teacher will be able to work one on one with students during portions of the lesson if needed. The
student with cerebral palsy will be allowed to work with his shadow if needed.

Lander University Lesson Plan

Materials:
Pumpkin Pumpkin book
life cycle of the pumpkin cards
booklets for students
pencils
scissors
crayons/colored pencils
stapler
Procedures:
Motivation techniques- To gain the interest of the students will be bring out the pumpkin that we have
been using during lessons and to walk the line and discuss the field trip they will be taking to the
pumpkin patch the next day.
Grouping- As a multi age class, all the students will be together for this lesson instead of split into
groups based on age.
Instructional Strategies- 1. As a class, we will discuss what the students know about the life cycle of a
pumpkin and then read the book Pumpkin Pumpkin. 2. After reading, the students will place the life
cycle posters in order to show the life cycle of the pumpkin. 3. After creating the life cycle with the
posters, each student will construct a booklet for the life cycle of the pumpkin.
Probing questions- What does a pumpkin grow on? What are the stages in the life cycle of a
pumpkin? What color is a pumpkin in its final stage?
Lesson closure- Students will construct booklets which will depict the life cycle of the pumpkin plant.
Once completed, the students will turn in their booklets and being working on a lesson, if time allows.
Activity Analysis:

Activity 1- Following the reading, as a class, the students will use posters of the stages of the life cycle of the
pumpkin and put them in order to show the correct life cycle sequence. This activity supports the lesson
objective because it allows the students to construct the sequence of the life cycle on a bigger visual scale. This
activity also stems from the students characteristics and need to interact and collaborate with their peers, since
this is a whole group activity the students will be allowed to do so. Since this activity is done with posters, the
use of technology is not needed, but this activity could be modified to be done on a smart board.
Activity 2- After activity 1, each student will construct a booklet of the life cycle of the pumpkin and label each
stage. This supports the lesson objective because the students will be putting the life cycle of the pumpkin in the
correct sequence as well as labeling each stage. This activity stems from the students characteristics because
many of the students enjoy coloring and they will be coloring the pages of their booklets to help depict the life
cycle. This activity also supports the students needs to work on correct form with writing their letters, because
the booklets has the labels for the life cycle written in the dash tracing font which enables the students to trace
the correct form of the letters in the labels. For this activity the use of technology will not be used because each
student will be constructing their own individual booklet.

References:
Titherington, J. (1986). Pumpkin Pumpkin: Hong Kong: South China Printing Company LTD.