ECED 429 Lesson 3

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Teacher Candidate: Gabrielle Gregorie Subject/Grade: Science Grade 1

Lesson #: 3 Date and Time of Lesson: November 4th, 2013

Learning Objective: Students will be able to recall the basic needs (5) of a plant for energy, growth, and sustainable
life (including air, water, nutrients, space, and light.)

Alignment with Standards:

Standard 1: The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments. (Life Science) 1-2.1 Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth. Visual Arts III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Students will: A. Create artworks that express their personal experiences. B. Describe their personal responses to various subjects, symbols, and ideas in artworks.

Developmental Appropriateness or Cross-curricular connections:

It is essential for students to know that plants have basic needs that provide energy so the plants can grow and be healthy. In kindergarten (K-2.1), students recognized the needs of organisms (including air, water, food, and shelter). In 2nd grade (2-2.1), students will recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection. Students will take this information and expand their knowledge of basic needs of plants in 3rd grade (3-2)

Assessment(s) of the Objectives:

Lesson Objective Students will be able to recall the basic needs (5) of a plant for energy, growth, and sustainable life (including air, water, nutrients, space, and light.) Assessment(s) of the Objective Pre- Prior to teaching the lesson, students have knowledge on the basic needs of a plant. When students are gathered for the activity, begin by asking students the things they can remember about plants: What do they need? How do they get the things they need? Etc. This is to determine what students can recall about basic needs and/or if the content needs to be reviewed. Anecdotal notes and comments are recorded to assess students ability to recall the basic needs of a plant prior to the lesson. During- During the lesson, preUse of Formative Assessment The data collected from assessment is useful to inform future instruction. Students recall this knowledge they learned in kindergarten, but will not expand knowledge of plants again until third grade. The post assessment allows the students two forms in which the can express their knowledge (drawing and writing) and allows me to judge the overall knowledge of the class on Plants. Future lessons on plants will not be taught until students are able to

ECED 429 Lesson 3 planned questions will be asked as the activity progresses. Guided discussion and events that happen to our flowers should help students recall knowledge. When factors of nature such as wind or rain are implemented on our flowers, students should gradually understand what the things are that plants need for survival, and what happens if these needs arent met. Anecdotal notes and comments are recorded on students participation, engagement, and recollection during the lesson. Post- After completing the activity students will have a class discussion and turn their recalling of knowledge on plant needs into illustration. The students will be given a paper with a place to draw and write a sentence. Students drawings should include a form of water, plenty of space, the sun, open air, and grass. Students should also write a sentence about the 5 basic needs of a plant: A plant needs Completed illustrations and sentences will be used to assess students recollection of the basic needs of plants. recall their basic knowledge. Assessment of lesson provides me with data to base the class standing on the instruction at hand.

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Accommodations: Accommodations will be made for these students in order for them to succeed in the
lesson. For my students with learning disabilities, I will help guide them through the activity and directions they do not understand. This way I can help guide them and reassure that they understand the purpose of the lesson. Allowing students a few times to practice the poem and casually guided instruction, helps in a successful lesson. Overall, I will cater to all students needs and accommodations to the best of my ability to provide every student with a beneficial lesson on recalling the basic needs of a plant.

Materials:
Large brown flowerpot made out of bulletin board paper Masking tape (to tape flowerpot down onto the rug) Spray bottle of water Drawing and sentence paper Pencils, crayons, colored pencils, markers Poem Visual for Smart Board

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Procedures:
1. Students will gather on the carpet around a large flowerpot made from brown bulletin board paper that is taped to the rug. Ask students to explain what is on the rug. What is it used for? Inform students that we will be doing an activity using this flowerpot, but first we have to learn a poem: The sun shines, the wind blows, the rain falls and the little seed grows! Display the poem on the Smart Board, and read it aloud to students. Then ask students to read it with you. Practice a few times if needed, and leave visual on the Smart Board for the remainder of the lesson. Explain to students that during this lesson, we are going to recall what we know about the basic needs of a plant for survival. As we read the poem, chosen students will become a seed in the flowerpot and grow into a blossomed flower. 2. Chose a student to be the first seed in the flowerpot. The class will read the poem aloud as the student grows from a small balled up seed, to a tall flower. After the third seed has bloomed, fan the flowers in the pot to act as wind. The flowers closest will feel the breeze, but flowers on the outside of the pot might not feel the fan. This allows students to visualize some plants receiving different effects of nature than others. After the fourth seed has bloomed, spray the flowers with water to act as rain. This shows students that only some flowers receive proper water. Flowers on the outside of the pot might not feel the mist of water at all. As more flowers bloom, the amount of space becomes cramped. The pot is not adequate for sustaining five flowers due to lack of air, water, nutrients, space, and light. After completing the activity and class discussion, students will recall their knowledge on the basic needs of a plant. 3. While students and class participate in the activity, questions will be asked to help recall their knowledge on plants. After activity is complete, students will discuss what the basic needs are. If we used the spray bottle that only some of the flowers got, what were we giving the plants? Water. Ask students to hold up one finger for water. As more flowers bloomed in our flowerpot, they became cramped; imagine a family of five people living in one room. What was there not enough of that our flowers needed? Space. Ask students to hold up another finger for space. When we plant our flowers in the ground, or soil, they grow roots that soak up needed energy from the earth, what is this? Food, nutrients. Ask students to hold up a third finger for nutrients. Just like something we need everyday to survive, plants are taking in oxygen all around them. What is this basic need? Air. Ask students to hold up a forth finger for air. Lastly, we know that our plants need to be watered and receive ______ everyday to help them grow. What is it? Sunlight. Ask students to hold up their fifth finger for sunlight. We now know the five basic needs of a plant for energy and growth: 1. Water 2. Space 3. Nutrients 4. Air and 5. Sunlight. 4. Students will be asked to share any questions, experiences, or comments on the basic needs of plants and what knowledge they could remember. They will discuss how the needs of a plant are the same and different compared to our needs. Discussion will also be held on why plants need these five specific things, and how they are used. 5. Students will return to their desk where they will be given a paper to draw a picture and write a sentence. Students will draw a picture illustrating the five basic needs of a plant, and write a sentence: The five basic needs of a plant arePlants need Students completed drawing and sentence will be used to assess their recollection of the basic needs of a plant. Drawings should contain the sun, grass, plenty of space, open air, and a form of water.

Activity Analysis:

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Seeds in a Flowerpot Activity The Seeds in a Flowerpot activity has been modified from the Population Connection activity to incorporate an exciting way to recall information on plants. Different situations throughout the activity allow students to recall basic needs: not enough space in the flowerpot, not feeling the wind or water. Students also have the poem to recite as a seed blooms into a flower, which also helps with recollection. I will have students participate in activity that are focused and engaged, but also can use this activity for the students who are often distracted. Allowing them to participate in a role of the lesson promotes positive behavior and respect, as well as engaging their interest. Technology will be implemented in this lesson to provide a visual of the poem students recite as our flowers grow. The poem will be open on the Smart Board for the entire activity, allowing all students to use it for a reading reference. Drawing and Sentence Activity - After the lesson, students will use their recollection of the basic needs of a plant to draw a picture and write a sentence about the topic. This activity allows students to express their knowledge through drawings, symbols, and words. It also provides a final product that allows assessment of students knowledge to be observed. Many of my students have strong interest in art and writing, and this activity allows them to provide evidence in a fun way instead using of assessments or tests. It also provides the student with a visual of the 5 basic needs of a plant. No technology will be used in this activity because students will be creating their own artwork on provided paper.

References: Population Connections Crowding Can Be Seedy activity SC Science Standards

ECED 429 Lesson 3 Pre Assessment:

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What can students recall about plants, and the basic needs of plants prior to the lesson/activity?

Notes:

Comments:

During Assessment: Are students engaged and participating during lesson/activity?

Through guided instruction and discussion, what recollection do students have of basic needs of plants: Water: Sun: Air: Space: Nutrients: Notes: Comments:

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Example of Writing Paper: Name:______________________________ Date:______________________ Folder#:__________