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Author: Katy Schooler
Date created: 04/07/2018 5:49 PM PDT ; Date modified: 04/07/2018 6:20 PM PDT
General Information
Grade/Level Grade 2
Subject(s) Science
Topic or Unit of Study Plants
Time Allotment 30 minutes
Home languages
English, Spanish, and Russian
present
Emerging: 4
English language levels Expanding: 2
present Bridging: 5
NonELs: 9
Materials and Technology
Technology
styrofoam cups
seeds
Materials
scientist books
labels (water and sunlight, no water, no light, no water or sunlight)
Sources
Content and Assessment
Concepts Creating a hypothesis and developing an experiment.
CA Next Generation Science Standards (2014)
Standards Grade: Grade 2
Standard: 2LS21. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Students will be able to create a hypothesis determining which plant they think will grow the most and why.
Objectives
What resources do plants need to grow?
Students will be assessed on whether or not they accurately wrote a hypothesis. They must have what plant they think will grow the most and
Assessment/Rubrics
why.
Literacy Skills
Reading Students will be reading the focus questions on the page.
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Writing Students will be writing their hypothesis and observations of the plant, as well as filling in the blanks on the word bank page.
Students will need to accurately listen to directions in order to prevent messing up their experiments. Students will also listen to other students
Listening
share their hypotheses.
Speaking Students will be speaking with their group as well as speaking to the whole class when sharing a hypothesis or asking a question.
hypothesis: a prediction that can be tested by an experiment
Vocabulary
Classroom Management Details
Students will be placed at their desks for the intro part of the lesson and then will be sitting with their groups when putting their plants
Room Arrangement(s)
together.
Student Groupings Students will be in groups of 5 to plant their plants.
Other Reminders none
Instructional Model: Direct Instruction
Procedure
I will gain the student's attention by letting them know they are going to become farmers today. I will describe what we are going to be
learning about an doing over the next few weeks.
Focus/Motivation
Next, I will ask the students to repeat the lesson's objective and then turn to a partner to discuss what they think plants need to grow and
(Open)
why.
I will have a few students share their responses.
I will then model each and every step of what the students will be doing.
planting 4 plants and making sure to label the plant a different number and put their group names
drawing and writing an observations about their plant
Development (Body)
Next, I will place the students in their groups and distribute materials to each group. Students will be able to start planting.
Once students are finished, they will be instructed to complete the fill in the blank page on their own. We will review it once everyone has
finished.
To close the lesson, I will instruct students how to create a hypothesis. Students will write down their hypothesis in their science notebooks
Closure (Close) after they have stuck their focus question sticker on their page.
Once everyone has written their hypotheses, I will have a few students share what they wrote.
Universal Design for Learning (UDL) Considerations and Differentiation
Students can be provided with a printed list or review of directions of how to plant the 4 plants if needed.
Hands on activities were included in this lesson to help meet the needs of all different learners.
If needed, students can dictate their hypothesis to the teacher and the teacher can write it down for them.
Think pair share was implemented in order to get students working together to come up with ideas and hear others’ perspectives.
This way, students are more comfortable when it comes time to sharing their idea.
UDL and DifferentiationFor students with behavior problems/needs, an outline of expected behavior can be printed for the student along with pictures to
keep behavior controlled during table group time.
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For students with any speech need or English Learners, a tape recorder can be used for them to record sharing their hypothesis
and picture that they can play for the class.
For English Learners, a sentence frame will be provided:
Modifications for
Plants need _________________ to grow because _______.
English learners
Hypothesis: I think that plant #_ will grow the most because ______.
Modifications for
see above
special learning needs
Modifications for gifted none
Final Thoughts
1. Introduction of plant unit
2. Repeat objective and discuss with partner what plants need to grow.
3. Model process of planting and writing observations
Summary 4. Place students in groups and have them plant
5. When finished planting and making observations, students will complete fill in the blank page independently
6. Model creating prediction
7. Students will create their prediction on their own and a few students will share.
Author's Comments &
Reflections
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