Running header: LESSON ANALYSIS DECOOKBOOKING

Miss Hernandez
Lesson Analysis Decookbooking
University of South Florida

LESSON ANALYSIS DECOOKBOOKING

Introduction
This particular science lesson plan is part of a unit plan I am completing as part of an
ESOL 3 assignment, so it wasnt hard to find a lesson I actually liked and would include in my
classroom. Decookbooking was something I had never heard of until I came to this class. I
always thought lesson plans were just that, plans. They were set-up in a particular format that
was simple enough for anyone to follow, yet complete in what the lesson carried out.
I do have to admit that this has taken me a while to try and comprehend since this is very
new to me, and I never got to teach a science lesson during my past two internships. I do believe
I would have used a cookbook lesson plan if Id been able to teach a lesson to my class. Its
online, many teachers have used it in the past, and it goes along with wherever my students
currently are in the curriculum map.
The lesson that I chose is off Scholastics, Get to the Root of It! It is targeted for PreK
Kindergarten, but could be adapted to even Grade 2.
Science content
Content usually falls into the major areas of: life science, Earth/space science, and
physical science as mentioned in A Leg (or Three) to Stand On (Weinburgh, 2003).
This particular lessons content falls under Life Science since students would be learning
about parts of a plant. In the previous lesson leading up to this one, students spent approximately
two weeks studying about seeds and their function. In this lesson, students learn that roots are
essential to the growth of plants. The lesson does support the following as stated by NSTA:

LESSON ANALYSIS DECOOKBOOKING

Use observations to describe patterns of what plants and animals (including humans)
need to survive. (K-LS1-1)
Standards wise, the lesson plan does fit into Kindergarten science based on what the

NSTA states Kindergarteners should be learning in Life Science. However, the lesson itself
does not go into detail as far as the content is concerned until the teacher explains how all the
parts of a plant work together.
Science Process Skills
In order to draw conclusions about natural phenomena, elementary children in the
primary grades must be good at the basic skills of observing, recording, communicating,
classifying, measuring, inferring, and predicting (Weinburgh, 2003).
The lesson plan states that students will be using the following process skills: recognize,
observing, exploring, recording, and understanding. The class will be working with flowering
plants and in pairs. The students are to recognize the parts of the plant, such as the roots, stem,
leaves, and flowers. From there students are to observe how each part of a plant and explore
how they work so that the plant can grow. Upon observing, students will be recording the
information they have collected from their plants. After they have completed their lesson,
students will be able to understand how the parts of a plant cooperate together so that their host
can grow.
After reading the lesson over a couple of times and jotting down my own questions, I
have come to the conclusion that this lesson plan is not inquiry-based. It is more of an activity
than actually doing an investigation on plants and their roots. Yes, it is a lesson for
Kindergarten and they do need guidance with regards to new science elements they may not have

LESSON ANALYSIS DECOOKBOOKING

had the opportunity to learn about either at home or in Pre-K. I do believe that instead of the
lesson being broken up into two parts with 3-5 steps in each, it should be simplified to make it a
smoother investigation for a Kindergarten class. Like I said previously, this is a follow-up
activity after the class has learned about seeds and how they are responsible for creating new
plants.
The Nature of Science (NoS)
In analyzing the lesson plan, I see it falling under both Science Demands Evidence and
Science Explains and Predicts from the chart that we did during week 3. In the lesson, there is no
concrete evidence that the students are to report as their conclusion upon investigation with the
plant(s). Students are to solely observe one plant with roots and one without them for one science
period. Thats not sufficient with the students actually learning, because to me theyre not doing
any. The class as a whole is to discuss the role of roots, along with the different parts of a plant.
As for the second NoS, the students receive no warm-up or preview about roots. Students
will have no understanding of how the cycle of a plant works after the seedlings sprout and start
to grow (previous lesson). How are students, Kindergarten since the lesson is targeted towards
this grade level, supposed to grasp the concept of plants and the roles of the parts if they do not
know this important process? I think the lesson is lacking much when it comes to structure and
the information needed to make those connections.

Reference
Weinburgh, M. (2003). A Leg (or Three) to Stand On. Science and Children, 28-30.

LESSON ANALYSIS DECOOKBOOKING

Modified Lesson Plan

*Modified parts will be in pink!
Lesson: Get to the Root of It!
Grade: PreK Kindergarten
Overview: Using a real plant, students will explore the parts: roots, stems, leaves and flowers.
They will learn about the functions of these parts. Students will make a diagram of
the plant and label the parts.
Objective: Students will be able to
1) Recognize that roots, stems, leaves and flowers are parts of plants.
2) Observe and record the different parts of a plant.
3) Understand how the parts work together to help the plant.
4) Record their observations and data throughout a 2-week period.
Materials

2 flowering plants in clear plastic cups

o 1 with roots
o 1 without roots
2 cups of water (half full) per group, one for each plant
Chart paper (Post-It Super Sticky), 1 sheet per group
Plastic tray for each group
Magnifying glasses for each student
A flowering plant (from a flower pack) for each pair of students
Water tray for each pair of students
Paper plate for each pair of students
Two potted plants: one with a cutting (stem and flower without the roots) stuck in the soil
and one with roots
Chart paper
Markers
Drawing paper for each student

LESSON ANALYSIS DECOOKBOOKING

Pencils or pens
Crayons

Set Up and Prepare

Have group leaders gather the following supplies (prepared in advanced)

o Flowering plants
o Cups of water
o Magnifying glasses

1)
2)
3)
4)
5)

Lay out newsprint on the tables.

Fill water trays for partners.
Set out magnifying glasses.
Set out plants from plastic container, but leave soil around roots.
Establish science partners. I would be doing this through the Popsicle System: each
students name is written down on a Popsicle stick and all put in a cup. Pull 4 sticks out
to create a group, the first name being the group leader.

Directions
Part I
Step 1: Create your groups using the Popsicle System and send them to their group area. Have
team leaders collect their group supplies for their table. Explain to class what theyll be
investigating both sets of plants with their team. 2 members will work with one plant
with roots, the other 2 will work on the plant without roots.
Gather the students in a circle and tell them that today we are going to look at the four parts of a
plant. Show the students two potted plants: one with a cutting (stem and flower without the
roots) stuck in the soil and one with roots. Ask the students to gently push on the plants as they
are passed around and observe what happens (plant with the cutting in soil falls over). Ask why
one plant falls over and not the other. Tell them that one of the four parts of a plant they will be
looking at today is called a root. The roots hold the plant in place and bring water and food (or
minerals) from the soil to the plant.

LESSON ANALYSIS DECOOKBOOKING

Step 2: Have team leaders pass out drawing paper and pencils for their members, as they will be
drawing their observations as they work on their plants. Students are to carefully take
out their plants from their cups and observe the parts that make up each one. Each set of
students will share with the other how their plant looks like, later drawing both plants on
their paper and labeling the parts they see. Each set will discuss with their partner what
parts of the plant they have and what they believe each part does. As they are working,
they are encouraged to show in their drawings how each part of their plant works to help
them grow. Once they are done working with their plant, they are to carefully replant
them in the cup. Teacher will help out if students are having difficulty.
Tell the students that they are going to get a chance to look at the roots of a plant with a science
partner. One partner will hold the plant while the other washes the dirt away. Each partner must
be gentle so that the plant does not break. When the plant is cleaned, lay it on the plate and
examine the roots with the magnifying glasses.
Step 3: You may choose to do this part outside because of the mess. Distribute materials. Send
the science partners to their seats to wash the roots and observe their plant.
Part II
Step 1: After all teams have completed their drawings and have discussed with their partner,
they are to share their findings with the other members working on the other plant. All
members of a team will discuss what they find similar and different from both sets of
plants. All team members will make their own Venn-Diagram with drawings and short
phrases comparing the two plants. Once all groups have completed their diagrams,
students will be asked to volunteer and share with the class what they observed with

LESSON ANALYSIS DECOOKBOOKING

plants and what they found both similar and different between their set of plants.
Teacher will make a new diagram on Post-It Super Sticky paper and have it on display.
Ask the science partners to gather on the carpet in a circle with their plant and magnifying
glasses so they can look at their plant while you discuss the parts. While they are gathering,
collect the water and newsprint. Ask what they noticed about the roots. How did they compare to
the roots of the seeds they had grown in the cup in Lesson One? Ask one of the students to draw
the plant that they observed on chart paper. Make sure the student includes the roots, stem,
leaves and flower.

Step 2: After comparing both plants, have your students share what they believe each part of the
plant does in order to help it grow. As a class, have your students predict which one of
the two plants will grow the most? As your students prompt to the one with roots, have
them share why they believe such based on what they have learned previously about
plants. Make a tally chart on another piece of Super Sticky to display how many votes
each plant gets.
Ask students to point to the roots of their plant. Label the roots on the chart. Ask students if they
know the other parts of the plant. Some students may know the names, while some will not.
Label the other parts: stem, leaves, and flower. While you label, ask the students to point to that
part on their own plant. Explain the function of the parts. Stems carry water and food from the
roots to the leaves. They also hold the leaves up to get the energy from the sun. Leaves are the
food factory for the plant. They take the water and minerals from the soil and combine it with the
sunlight energy and carbon dioxide from the air to make food for the plant. Explain how animals
breathe out carbon dioxide to give to the plants, while the plants give off oxygen for us to

LESSON ANALYSIS DECOOKBOOKING

breathe in. Lastly explain that although the flowers are beautiful to look at, the real purpose is to
make fruit and seeds.

Step 3: Pass out 2 pieces of masking tape to each team leader and have the groups write their
team name on each to label their plants. Students are to select an area on the window sill(s)
where their plants will be able to gather sunlight. The groups will be observing, recording,
analyzing, and reporting on their plants for a 2-week period. Upon the two weeks, they are to
share which of their plants grew the most and explain why (one has roots that helps drink up
water for the plant, the other one doesnt have roots).
Tell the students that now they will have an opportunity to draw a diagram of their plant and
label the parts. Send the science partners back to their tables to complete their diagram and label
the parts. Encourage students to color their pictures.

Step 4: Gather the science partners together to share their diagrams.

Step 5: Replant the flowers in a large pot or flowerbox to enjoy outside. When the flowers die,
dry them and save the seeds so the children can see from where they come.
Evaluation
1) Did the student make an accurate drawing of the plant?
2) Did the student label the parts?
3) What kind of emergent writing is apparent? Students will be encouraged to write,
but it is not a requirement.
4) Was there enough time for students to be successful?
5) What would I do differently? How will I do this next time?
Assessment

LESSON ANALYSIS DECOOKBOOKING

10

Student participation, observing how they work, collection of both their drawings and
diagram, and sharing during class discussion.
Observe how students work with their science partner and how they label their diagram.