6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Lisa Hamilton Lesson Title: All about Seeds

Date: March 23, 2017 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s): Strand: Science inquiry and application. Topic: Inquiry. Sub-Domain: Explore objects, materials and events in the environment.
Strand: Science inquiry and application. Topic: Inquiry. Sub-Domain: Make careful observations.
Strand: Science inquiry and application. Topic: Inquiry. Sub-domain: Pose questions about the physical and natural environment.
Strand: Government. Topic: Civic Participation skills. Sub-Domain: Demonstrate cooperative behaviors and fairness in social interactions.

Pre-assessment of current knowledge: After doing a whole class aggregation sheet I found some students will be able to observe a situation and make
predictions and will be able to state solutions to simple problems.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s): The student will be
able to...
Explore objects in the environment
by looking at different types of
seeds and what they are used for.
Make careful observation as to
which seeds they think will sprout
first.
One Assessed Developmental
Skill:
Cognition/General Knowledge
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will have the students keep a plant journal and have them
draw which seeds they think will sprout first. This will help
them with making predictions. Next week, we will look to
see which seeds sprouted and talk about why which ones
have and which ones took longer or have not sprouted yet.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will be using a checklist for each of the standards and
notating which students met the standards and which ones
did not.
Academic Language: Sprouting, seeds, soil, flowers, plants
Procedural steps:
1. First, I will have the teacher split the class up into
groups of 4 or 5 students. Each group with a teacher
will have about 10-15 minutes per activity and then
rotate. The First group will read Rooting for You.
2. Second group will have a sensory bin with potting
soil, flowers, and gardening tools to simulate planting
a garden.
3. Third group will do the seed sprouting experiment.
During this group, I will take an aluminum cake pan
and line it with a damp paper towel, next I will have
students place the different types of seeds on the
damp paper towel. I will then have them make
predictions as to which seeds will sprout first. Then I
will have them draw it in their plant journal.
4. Group number four will look at seeds again a review
from last weeks lesson and sort them according to
their type and will talk about what kinds of seeds they
know or have seen. Then they will draw this in their
plant journal.

Authentic Materials: (Describe authentic real life, hands-on

materials.)
Seeds, potting soil, non-hazardous gardening tools, and
flowers, aluminum cake pan
 6/12/2013
Early Childhood Education
Learning Experience Plan

Safety Considerations:
Choking if seeds get put in mouth
and swallowed.
Playing too rough with gardening Adult Roles:
tools. Each teacher will be responsible for their group and help to
Potting soil in the eyes facilitate the different activities.

Resources & References:

Sprouting Seed Activity- http://www.housingaforest.com/sprouting-seed-activity/

Experiments with Plants By: Salvatore Tocci
Rooting for You By: Susan Hood

Reflection: (What have you learned about your students? How will this inform future instruction?)

For the most part, I feel like the lesson went well, but there are a few changes I would implement. The seed experiment was engaging for the students, but the only
thing I would do differently would have less types of seeds. Instead of having eight different kinds, I would do four. It was hard trying to keep all the seeds
separated and knowing which ones were which. Also, having that many seeds were distracting from the main point of the lesson, students were more worried
about getting a chance to handle all the seeds and cared less about picking seeds they thought would grow first. One other problem we ran into was having to go
back and forth between the tables to get the plant journals for each group, which took time away from the experiment. Other than that, I would do this lesson again
with these modifications. I learned my students need a lot of stimulation to stay engaged, and need to be kept focused. This will help my future instruction by
making sure each of my students needs are being met, and that they are staying engaged. I would keep doing groups or round robins; the students enjoyed being
able to learn in different ways and the groups were only 15 minutes, which was enough time to keep them engaged.