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Term III Lesson Plan Template

Subject: Science Tentative Lesson Date: November 16

What
In this science lesson, a group of 6 students will observe seeds from five different fruits.

The lesson will begin by activating students background knowledge by talking about a pumpkin

seed. The pumpkin seed is an entry point that allows all students to share because students have

prior experience with pumpkins seeds through a mini-unit on pumpkins, and having just carved

jack-o-lanterns for Halloween. I will pass the pumpkin seed around to the students, and have

each of them say one attribute of the pumpkin seed that they observe. After students have

identified aspects of the pumpkin seed such as color, size, shape, or patterns on the seed, I will

explain that they will be looking closely at other fruit seeds to see what they notice. Before

starting the students on the main task, I will go over how to use the tools and what each fruit is.

Students will work in pairs to extract seeds from fruit halves. After students have

extracted seeds from all the fruits, and have time to examine them, I will give each student a seed

observation notebook where they can draw their seeds. During both the extraction and drawing

stage of the lesson, students will be encouraged to discuss what they are noticing with their

partner. After students are done drawing, I will bring them together for a whole group discussion

about their observations. For the closure, I will explain that one way scientists make sense of

their observations is by creating groups of similar things. I will ask students if they can think of

ways that we could group our seeds based on what they have in common. For each attribute that

the students identify, I will write up on chart paper the seeds that fall into each category. At the

end of the lesson, I will reiterate to the students that making observations and classifying are

important skills that scientists use to help us understand our world. I will push their thinking by
saying that when scientists finish experiments, they can use questions that came up to create their

next experiments. I will record students questions and wonderings about seeds, so that students

can have a starting point for future investigations of seeds. Commented [BN1]: I like this closure.

How
This lesson encourages student driven learning by allowing students to recognize

differences and similarities between seeds through their own observations and discoveries.

During the opening, students will use their prior experience with pumpkin seeds to talk about

seed characteristics. This will allow students to practice their own observational skills without

me telling them specifically what to look for. For the main task, I chose to have students extract

the seeds from the fruits as opposed to just giving students the seeds because students will gain

more information about seeds by seeing where in the fruit they are, and differences in the

number of seeds a fruit can have. Although the main focus of the lesson is for students to notice

similarities and differences among different fruit seeds, students can also practice close

observational skills by investigating if there are differences between seeds from the same fruit.

The drawing of the seeds will require students to pay close attention to details; I will support this

by encouraging to use their magnifying glasses to examine designs or patterns on the seed shell.

As students are working in their pairs, I will be circulating and asking students open-ended Commented [BN2]: Their ability to observe, and their
ability to draw in great detail may not match!
questions such as, What are you noticing about the seeds? and What strategies are you using Commented [RME3]: Thats okay, I just want to push them
a little more than just drawing a brown circle

to closely observe?. During the closing discussion students will have the opportunity to share

their discoveries with their classmates. This will help foster collective group knowledge because Commented [BN4]: Are you planning to collect this
knowledge in some way?
students can add more details to their peers observations. Students will be able to continue to Commented [RME5]: I am not because I believe that in this
lesson, students listening to one another will be enough

develop their classifying skills by designing the categories to group the seeds. Commented [BN6]: I like what you say about adding to
other students comments. Do you have a match between #
of students and # of fruits so that each child can go first
once?
Why
In science class so far, the main focus has been the 5 senses as outlined by the SDP

kindergarten curriculum guide. Additionally, because kindergartners go on a field trip to the

pumpkin patch in October, time in science class has been carved out to develop and investigate Commented [BN7]: Puns are unavoidable in science.

questions about pumpkins. This lesson draws on both of those science focuses because students

will have to use their senses to observe, and the students will have some knowledge of pumpkin

seeds that they can use as a starting point for this seed investigation. By rooting this lesson in

familiar concepts, all students will be able to access the content. Commented [BN8]: In fact, this is application of skills
developed in the other two segments.
This lesson will allow students to engage with an activity like true scientists. Observing

and classifying are two foundational science process skills that students need to develop in order

to think and act as scientists. This lesson simulates the work of real scientists because the

students are in charge of gathering the information and constructing their own understanding of

the findings.

The lesson falls under the Life Science Disciplinary Core Idea, From Molecules to

Organsisms: Structures and Processes, that is outlined by A Framework for K-12 Science

Education. Within the Framework, LS1.A: Structure and Function addresses the overarching

question, How do the structures of organisms enable lifes functions?. By the end of 2nd grade,

students should understand that plants have different parts such as roots, stems, and seeds, that

help them survive, grow and produce more plants (Framework p. 144). The next component idea,

LS1. B: Growth and Development of Organisms, also addresses the role of seeds in a plants life

cycle. students will be looking at seeds, they may begin thinking about what role a seed plays in Commented [RME9]: Changed from citing NGSS

the life cycle of a plant and begin to formulate foundational questions that address the standard.

Students will engage in the science and engineering practice of analyzing and interpreting data.

In kindergarten, Analyzing data progresses to collecting, recording, and sharing observations.


The lesson requires students to analyze the data they collect by drawing out their observations,

communicating their recordings to their peers, and using those observations to find and describe

patterns. The Cross Cutting Concept, Patterns, is a key component of this scientific practice.

After observing, students will look for patterns in order to place seeds into groups of similar

attributes. Students may formulate questions about why seeds are different colors or sizes. Commented [BN10]: This is actually a very interesting
question. There are several excellent childrens books about
seeds. See if Erica will allow you to borrow some from the
Goals/Objectives SWBAT use their senses (sight and touch) in order to observe PAS library to have in the room.
and describe seeds from a variety of fruits Commented [RME11]: Ok!
SWBAT classify seeds based on similarities and differences in
color, shape, or size

Standards Science Process Skills:


- Observing
- Classifying
Cross Cutting Concepts:
- Patterns
Science and Engineering Practices
- Interpreting and Analyzing Data
Disciplinary Core Idea:
- LS1: From Molecules to Organisms: Structures and
Processes Commented [BN12]: Yes, your ideas, here and above, are
great. I just prefer that you cite the Framework (above) since
NGSS tends to mash them together, rather than allowing the
Materials and Pumpkin Seed teacher to decide how to link them as the Framework does.
Preparations Fruits (precut in half for easier student access): apple, orange, Commented [RME13]: From the Framework: LS1.A:
kiwi, avocado, and pepper Structure and Function
(4) Toothpicks LS1.B: Growth and Development of Organisms
(4) Plastic Spoons Commented [BN14]: So four children? Five children? How
(4) Magnifying Glasses many fruits?
Sandwich Bags to hold Tools Commented [RME15]: After speaking to my CM I decided
to do the lesson with 6 students, so 6 toothpicks, 6 spoons, 6
Chart Paper and Markers magnifying glasses
Colored Pencils
Regular Pencils
Graphic Organizer for students to draw seeds
Paper Towels

Classroom Arrangement The lesson will take place in a conference room so that the
and Management Issues students participating in the lesson will not be distracted by
things going on in the hallway. The conference room has a
large rectangular table that students will be seated at. I will sit
two students on one side of the table and two on the other so
that when the activity begins students can be put into partners
without anyone having to move seats. I will assign students
their seats to ensure compatible partner groups. Pencils and
colored pencils will be in the middle of the table for students to
use when they are ready. This is how these materials are
accessible to students in the classroom.
Prior to the lesson, I will put together the kits that will include
two toothpicks, two plastic spoons, and two magnifying glasses.
I will go over ways to use the three tools in the kit: magnifying
glass to be able to look more closely at seeds, spoon and
toothpick to dig/scrape seeds out of fruits before passing out
kits to the students. The kits will not be passed out until right
before the students need them to decrease distraction. I will also
pass out to each pair of students apple, orange, kiwi, yellow
pepper, and avocado. If a student is not using the tools in a safe Commented [BN16]: OK this answers my question. 5
or appropriate way, I will have them assist and discuss with fruits, to each pair.
their partner without using the tools. Because we will be
working with food, I will explain that since the fruits are being
used for science they cannot be eaten.

Plan Hook (3-5 minutes)


- Hook - Show students pumpkin seed and ask if they know what
- Body it is, and how they know that it is a pumpkin seed to
- Closure activate prior knowledge
- Pass pumpkin seed around and have each student say
one attribute (Possible responses: its white, its big, its
flat, its round at the bottom)

Plan (30 minutes)

- Today, we will be looking at seeds from other fruits


and seeing if we can make observations about them like
we just did we the pumpkin seed. To observe things, we
have to use our senses. Who can remind us what our
senses are? What senses do you think we will be using Commented [BN17]: You know, if you ask what they think
today to make observations about our seeds? We will then every answer is correct. If you want them to answer this
question accurately you might ask Which senses will we be
be looking at seeds from these fruits (I will hold up each using? Smell could get complicated they will smell the
fruit and students can call out the name of the fruit if fruit, but does the seed really have that smell?
they know it. I expect the only one that none of the Commented [RME18]: Noted: question will be phrased as
students recognize is the kiwi.) what sense will we use to make observations about the
seeds?
- Go over how students will be working in pairs and how
to use the tools. How might you use these tools to help Commented [BN19]: Be ready for the argument that the
pepper is a vegetable.
get the seeds out? (After hearing student responses, I
Commented [RME20]: Hmmm... true, I will brainstorm
will make sure that I remind students that these tools are possible responses for if this comes up
just to be used in the ways discussed. No poking other
students, no putting tools in your mouth) Commented [BN21]: And fingers are allowed too, right?
- Students will be instructed to work on one fruit at a Feeling the shape of the seed is much more effective than
just touching it with the spoon or tooth pick.
time, observe the seeds, and place them on their paper
Commented [RME22]: Agreed! Fingers/hands will be
towel before moving on to the next fruit discussed as the 4th tool that students can use when
- After students have been able to extract seeds from each examining the seeds
fruit, I will use our class call and response Hands on Commented [BN23]: Consider having the actual work done
top, everybody stop to regain their attention. Now that in a paper plate.
we have taken some seeds out of these fruits, we are Commented [RME24]: Paper towels replaced with paper
going to record what we notice about these seeds. I am plates
going to give each of you a sheet to draw out the seeds Commented [BN25]: Maybe AFTER wiping their hands?
you have collected. Commented [RME26]: Yes! And I will instead use our
- After students have drawn their seeds, we will clean up countdown strategy to regain attention just in case students
our materials hands arent clean or they have tools in their hands, so they
wont have to put their hands on top of their heads
Closure (10 minutes)
Commented [BN27]: Yes, you dont want them to handle
- Have students share out their observations the paper and pencils when their hands are full of fruit juice
- One way that scientists make sense of their either. This might be a time for some wipes.
observations is by putting things in groups. How could Commented [RME28]: Wipes will be added to my
we group these seeds? materials list
- Record student grouping on anchor chart Commented [BN29]: You or an observer might photograph
- Record any questions that students may have about the seeds and/or seeded fruits, first.
seeds for future investigations Commented [BN30]: good
Assessment of Goals - Student drawings of seeds
- Student sharing observations
- Group discussion on grouping seeds
Anticipating Student What am I supposed to be looking for Tell me some of the
Responses things you notice about the seed
I anticipate color will be the first characteristic that students
sort seeds by. If they are having trouble thinking of another I
will remind them to think back to the pumpkin seed
introduction. What did we say about the pumpkin seed. Do
you notice any of those attributes in the new seeds?

Accommodations If a pair is finished extracting seeds, I will have them discuss


differences between seeds that they got from the same fruit or
asking them to begin thinking about what seeds from different
fruits have in common.

When students finish their seed drawings, they can try writing
some of their observations such as seed color.

Inquiry Focus
By hearing what students are noticing as they work, I will be
able to hear from all the students as opposed to the ones that
consistently volunteer to share. My hope is that if students share
with me first, when we have our closing discussion I can
prompt them to participate by saying, This student made an
interesting observation about By working in pairs, students Commented [BN31]: I appreciate all of the cuing here.
will be able to share all their observations and thinking.