USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider

Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL SC.4.L.16.1 Identify processes of germination and seed dispersal in flowering plants.
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what, How are seeds dispersed?
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e., By the end of this lesson students will understand how seed dispersal works and how
"C: Given a sentence written animals collect the seeds that disperse.
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group

future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following The students have been working on parts of the plant as part of their science unit. As we
questions: move past vocabulary we are learning how plants begin their journey through seed
Why are you teaching this dispersal and germination.
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will I will know students have mastered these objectives by:
you know students have
mastered your objectives? Formative: Students will write a brief statement and share with a partner what they think
seed dispersal is.
Address the following: Summative: Students will complete a conclusion based on what they saw, what it was
What formative evidence like for animals, and a new definition of seed dispersal using what they saw when they let
will you use to document the balloon go.
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group

What Content Knowledge

is necessary for a teacher
to teach this material? The content knowledge necessary for the teacher to know is what seed dispersal is and
how it works.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

How will you ensure The background knowledge for the students is they have to understand what wind is,
students have this what a seed is, and how seeds travel.
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?
Some misconceptions a student might have are:
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group

*What seed dispersal means

*How seeds are transferred
*That they are going to be able to pick up all of their seeds.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided For this lesson I am using scaffolding. I am first showing the students a video to guide
release, 5 Es, direct their wonderings about seed dispersal, then I am allowing them to conduct an
instruction, lecture, experiment on seed dispersal, and finally I am letting them write their thoughts about
demonstration, partner word, seed dispersal and how they think it works based off of their experience.
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to

address the following: Materials Needed:
What Higher Order Balloon
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Science
4th
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Name: Cait Snider
Group Date of Lesson: 03/08/17
Size:
Whole
Group
Seed
Science Notebook
Tape
Pencil
Step-By-Step:
1. Have the students write their first thought on what they think
seed dispersal is in their science notebook.
2. Have the students turn and talk to their shoulder partner
about their definition of seed disposal.
Play Video: http://laughingsquid.com/amazing-slow-motion-footage-of-exploding-
plants-as-they-burst-open-to-disperse-their-seeds/
3. Have students take notes and pause video to allow students
to ask questions.
4. Tell the students that we are going outside to conduct an
experiment and to bring their science notebook.
5. Give each students one balloon filled with seeds to blow up
6. Give students a piece of tape for their hand.
7. Tell students that they can blow up balloon but do not let it go
yet.
8. Have students let go of the balloon.
9. Tell the students that they are now animals and that they
need to collect the seeds.
10.Have students come back inside and put conclusion question
on the board.
11.Allow students to reflect on what happened when they let go
of the balloon to the seeds, why animals might have a hard
time collecting seeds, and their new definition of seed
disposal.
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group

What will you do if a student struggles with the content?

I will help this student by using guiding questions to promote their thinking.

What will you do if a student masters the content quickly?

Have them reflect from an animal standpoint and write which animal they would rather
be when faced with the task of collecting seeds.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
Different types of plants, flowers, and trees are everywhere and each thing has seeds
that disperse. Students will learn how certain animals may carry seeds to their native
plants and trees.

If applicable, how does this lesson connect to/reflect the local community?

The students will learn about local plants and trees and which animal or thing disperses
their local seeds.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

I will have these students research about different animals rolls in collecting seeds and
what plants seeds they are delivering. Then I will have them reflect on why they chose
the animal they did.
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group

How will you differentiate instruction for students who need additional
language support?

I will work with these students one-on-one when they are writing their conclusions.

Accommodations (If T and K receive extra time on assignments.

needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? *Tape
Why did you choose these *Balloons
materials? Include any *Seeds
resources you used. This can *Computer
also include people!) *Speakers