Classroom Communities Part 5: Final Lesson Plan and Reflection t

Lesson Template:
Brainstorm 3 questions that you would like to investigate with students about the topic your
lesson is going to be exploring?

1. How can we design a fence to keep unwanted creatures out of the garden?

2. What are some ways we can improve fence design?

3. What is the life cycle of a plant?

Highlight your favorite question.

Part 2: Funds of knowledge

Thinking about your students funds of knowledge connected to this topic that you have
explored in your science talk and other classroom community assignments.
What funds of knowledge Where did they learn that How did you learn about
did the student(s) share? knowledge? that fund of knowledge?

They know that plants die Watching plants die I heard my students talking
about it during the science
talk

They know that plants need From their garden, the school During the science talk
water, seeds, and sunlight to garden
grow

One of my students loves to From their life During my one on one

dance interview

My students like to draw Probably from an early age During my one on one
but I have seen a lot of it in interview and just watching
the classroom what the students pick at the
centers

Part 3.
Brainstorm: what would you want your students to learn from a science standpoint
connected to this question?
I would want them to know what the stages of the cycle are
I want them to know what some of the terms are
I want them to be able to come up with ideas for what can grow

Lesson Plan Template

Learning Goal:
From the list above, what science idea
are you most interested in exploring with
your students? Write it as a learning
goal.
Students will be able to list the stages of the plant life
cycle. They will be able to show that parent plants
produce the seeds to ensure the next generation of plants
survive

Make sure it:

describes what students should know
& be able to do____
is actionable____
is measurable____
is visible____
Includes an NGSS
science/engineering practice ___

Performance Expectation(s):
Find the performance expectation that
most closely
aligns.(https://www.nextgenscience.org/s
earch-standards) This alignment may
not be perfect, and you will not teach all
of the performance expectation in one
lesson. Take no more than 5 minutes for
this.
1-LS1-2 From Molecules to Organisms: Structures and
Processes
Read texts and use media to determine patterns in
behavior of parents and offspring that help offspring
survive.
1-LS3-1. Make observations to construct an evidence-
based account that young plants and animals are like, but
not exactly like, their parents.
The shape and stability of structures of natural and
designed objects are related to their function(s). (1-LS1-1)

Patterns in the natural and human designed world can be

observed, used to describe phenomena, and used as
evidence. (1-LS1-2),(1-LS3-1)

Science/Engineering Practice: Main practices are:

What practice are students going to use Obtaining, evaluating, and communicating information
in your lesson? Looking for patterns
Note: it does not have to be the practice
listed in the aligned performance
expectations. Those are suggestions.

Overview of the activity: Make sure In this lesson, students are being asked to apply their
the activity aligns with expanded knowledge to what they have observed in the world
outcomes: around them. I will introduce them to some potentially
1.What will students know and do with
new vocabulary but they have all demonstrated
science (knowledge and skills)?
2.How will students be recognized for experience with the different sections of the life cycle.
the expertise?
3. How will students have opportunities
to take action with what they have
learned in combination with other funds
of knowledge?

Leveraging Funds of Knowledge:
How will you leverage your students
funds of knowledge during this activity?
In the movement portion students will be able to bring
their interest in dancing (the movements will kind of be
like dancing) and use the energy they have to complete
the activity. Then they will be able to bring in examples
that they have seen at home. They will also be able to
draw, I will show them how I might draw the different
stages

Background Information
Key ideas & terms used in the lesson
In this lesson, students will be creating a life cycle map.
Key terms:
Seed-very first seed. It is what will become the plant
Seedling-a seed that has just sprouted
Maturing plant-it grows leaves
Flowering Plant-it produces flowers and seeds

As a group make sure you can answer
yes to these questions, then check
in with instructor
Do the learning goals, performance expectation and
overview align?
Are the community connections clear and strong?
The activity overview provides opportunities for
expanded learning outcomes.
There are specific strategies listed for eliciting and
leveraging students funds of knowledge?

After consulting with an instructor, plan the minute-by-minute plan for your lesson.

Materials Needed: Physical supplies:

Materials: toolboxes

Handouts: life cycle handout

Procedure

Time What you and the students will do Anticipated challenges + ways to
Make sure it is clear how you will BEGIN and WRAP address them
UP the activity!

0-5 Introduce the challenge. I want everyone to give my
two thumbs up if youre ready to listen. So we have
talked a lot about what plants need to grow and how
they grow. Today I want to talk about the plant life
cycle. I know a lot of you have seen how this
Some students might get confused
by what we are doing and just think
we are sharing what plants need. I
want them to do the thumbs up to
make sure they are ready
 happens! Well start by doing some plant life yoga. I
will show you all the steps we are going to do and I
want everyone to make sure they have enough space
to be safe.
5-15 Yoga Activity
-Demonstrate all the different movements and make
sure that everyone can hear what the movements are
Give a thumbs up if you know the movements,
thumbs down if you dont
So we will start at the beginning we are a (pick a
stick and ask) seed and we have just been planted so
we will crouch down in to a ball and (pick another
stick) what comes next? Seedling! So we can touch
our toes because we have begun to sprout roots.
After seedling is (pick stick) maturing plant so we
stand up, spread our roots out a little bit more, maybe
put our arms out because we are growing leaves.
15-40 Last activity/recap
Have the students write out the life cycle on the
worksheet. I will write an example sentence and have
them help me spell it out. I will start with the seed,
have them write and then come back to hear what to
write for the seedling and so on with all the different
stages
This is where we would stop in an
elementary classroom. See the I-
Engineering lesson template to see how
we would teach part two of this lesson.
Did you include: What you will do___
What students will do___
Review with the students after the
first demonstration
Review one more time if anyone
gives a thumbs down, but ask
another student to show/tell them
what it is
During the activity, the kids might be
distracted and excited by the
movements. I will try and ensure
that everyone has adequate space
and stays in their original
designated spot
IF they seem to master to concept
easily I can have them tell me what
stage happens BEFORE
Some students will struggle to write
neatly. I will try and make sure I am
monitoring a student who works at
an average pace so i am not
rushing and am not waiting for a
really long time.
I will be walking around to make
sure they understand the activity
 How much time you need____

Teaching strategies for Have a thumbs up rule

your activity to reach all Have as many students contribute as possible
learners