Teaching Work Sample Amanda Erickson Life Science/ Relationship Between Plants and Animals Madison Elementary School Second Grade Fall 2016

Teaching Work Sample
Amanda Erickson
Life Science/ Relationship between
Plants and Animals
Madison Elementary School
Second Grade
Fall 2016
TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE AND LESSON PLANS
Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
Student Work Document (All student work examples should be in a
separate folder with each document properly labeled)
DATA ANALYSIS AND RECOMMENDATIONS
Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS
Example: Letter to parents
Example: Website posting regarding unit
CONTEXTUAL FACTORS
Return to To C
Community- Madison, SD
The community of Madison, South Dakota is a rural farming town that always seems to
be growing. It is located in Lake County and it is in the eastern part of South Dakota. As of 2014,
Madison consists of around 7,126 people. Although ninety-six percent of Madisons population
lives in the city instead of the country, it is still considered a rural community. With a population
of around seven thousand, there are many ethnic backgrounds that make up this number. The
ethnicity that makes up most of Madisons population is Caucasian, with 91.9 percent of the
community. The next leading percentage is two or more races, which makes up about 2.6 percent
of the population. The rest of the population is made up of African American, Hispanic, and
Asian ethnicities with a percentage of around 2.0. The American Indian ethnicity only makes up
0.1 percent of the population. According to the 2013 records, the estimated per capita income
was around $22,375. The estimated median household income was around $37,988 and the
number of people under the poverty line was 23.3%. The community of Madison has many
stores, gas stations, a community center, a swimming pool, daycares, and several different
schools and preschools. The schools that make up this community are; Madison Elementary,
Madison Middle School, Madison High School, Madison Christian School, and St. Thomas
School.
District/School- Madison Elementary School
The Madison School District is a progressing school district that has eighty-one teachers,
five administrators, and eight school service specialists. One hundred percent of the classes
taught in the school district are taught by highly qualified teachers, whose average number of
years of experience is around sixteen years. Most of the instructional staff have their bachelor's
degree, while around 40% have their masters. According to the Madison Central School District
Report Card, there are around 1,135 students and 85.54% of these students attended school 94%
or more of the enrolled days. The student population consists of mostly Caucasian students, with
a small percentage of African American, American Indian, Hispanic, and Asian students. There is
also a very small percentage of Multi-Racial students. Out of all these students, around 12% of
them have a disability, 1% are English Language Learners, and around 29% are economically
disadvantaged.
Looking back at the scores from last year for the Madison School District, 600 students
that made up grades 3, 4, 5, 6, 7, 8, and 11 took the state assessments. These students were tested
in math, reading, and science. The math results for last year were; 18% in Level 1(Below Basic),
32% in Level 2 (Basic), 30.67% in Level 3 (Average), and 19.33% made it to Level 4 (Above
Average). The scores for ELA with the same 600 students were; 15.33% in Level 1, 20.33% in
Level 2, 37.50% in Level 3, 26.50% in Level 4 and 0.33% of the students were not tested. In
science, only 262 out of the 600 students were tested. 3.44% were below basic, 19.08% were
basic, 65.27% were proficient, 11.83 were advanced, and 0.38% were not tested. The Madison
Central School District did a great job with scores last year, student achievement for the ELA
assessment was 60.57% proficient and the student achievement in math was 51.49% proficient.
The school district is very good about keeping parents and community members informed
of what is going on within the district. Madison Central has its own website, but there are also
separate websites for each school; Madison Elementary, Madison Middle School, and the
Madison High School. Monthly newsletters are posted on the website to help keep everyone
informed. The district also uses Parent Portal. This system allows parents and students to stay
updated with grades and assignments throughout the week. Madison Centrals food services offer
free and reduced lunch for families and students that qualify. The elementary school also has a
backpack program for families in need. On Fridays, students are given nonperishable items to
take home to their family for the weekend. The school does not have an after school program for
students, but the Madison Community Center does. Buses take students to the community center,
where students stay until parents get off work to come pick them up. For sport related activities,
the middle school and high school offer sports like; football, basketball, tennis, cross country,
track, gymnastics, golf, wrestling, and volleyball. Students can also join non-sport related
activities like band and choir. The Madison Central School District offers a lot of programs for
students, so no matter what they are interested in, they can find something to join.
Classroom- Second Grade
I had the privilege of being placed in a second grade classroom in the Madison
Elementary School District. There are four second grade classes. The class that I was placed in
has twenty-two students, eight boys and fourteen girls. Twenty-one of the students are Caucasian
and one of the students is Hispanic. The room has plenty of space for desks, a small classroom
library, the teachers desk, and a table for small groups. Students desks are arranged into three
separate pods. The first pod has seven students and their desks are right by the door of the
classroom. Students desks face each other and one student is placed at the end of the group to
face the full pod. The other six desks are tilted at an angle so no one's view is blocked. The
second pod is in the middle of the room. All eight desks are faced toward one another but every
student can see the board from where they are sitting. The third pod is farthest from the
classroom door. There are seven students in this pod, just like pod number one, one student is
placed at the end to face the rest of the group. The other six students face each other and their
desks are tilted at an angle so they can see the board. There is a strategy behind these pods, each
group has students who excel at reading and who struggle with reading, this way no one pod
excels over the rest.
Students have to work together in order to be successful. Students work well within their
pods and a lot of their assignments can be done in their pod clusters. Students know what is
expected of them while they are working in their pods because these rules and routines were
discussed the first week of school. Classroom rules for independent work time, group work, and
whole group work are also posted around the room for students and the teacher to refer back to.
In this classroom, there are no students starting on an IEP for the beginning of the year.
Instead, students receive Title 1 services for more help in either math or reading. Two students go
to Title for reading and one other student goes to Title for help with math. These students receive
services for 15 minutes every day of the week. Students are slowly transitioning from being first
graders to now being second graders. First grade to second grade is a big jump for children, and
these second graders are quickly finding out that a lot more is expected of them this school year.
Implications for Instruction

Every student in this second grade class has a different learning style, but this classroom
is set up in a way that all needs of every student can be met. For the eight weeks I taught, I made
sure to look for struggling students and help them in any way that I could. For example, I had
two students who went to Title I for reading, so during large group lessons and assignments I
would make sure to go to those students desks and read each individual question for them. For
small group or partner assignments, I made sure to pair these students up with strong readers. In
these settings, my struggling readers seemed to thrive.
For math, I knew that one of my students was going to Title I for more help, so during
math lessons I made sure to focus some of my time on this specific student. The second grade
teacher does math groups for math time. Students are put into groups of seven, seven, and eight.
One group plays a math game, the other group does independent work at their seats, and the third
group is at the back table with the teacher. Each group has fifteen minutes to work at their
specific station and then they rotate until they have been to each station. When this student came
to the back table to work with me, I made sure to keep this student on task and keep up a speed
that he/she could work with. This student did well at the back table with me but really seemed to
struggle during independent work time. I would check their assignments after the math class, and
if they did not understand a math concept I would have them stay in for extra help. Extra help
time took place during their recess. Some days it was a few students and others it was half the
class. I made sure to help all of my students.
With so many different learning styles I also made sure to include hands-on learning
opportunities, engaging videos, short stories and books, and also simple worksheets to bring in
different forms of learning. The hands on activities really seemed to help students who learned
through doing. The hands on activities were included in math, science, and spelling. For students
who learn by visual examples I used short stories that related to our science topics and I showed
real life examples for reading lessons. For students who learn visually and verbally, I used
interactive videos and also teacher led lectures. These activities were used in science and
reading. Students who use logical learning really thrived during our math problem of the day.
Students solved a math problem and were asked to come up in front of the class and explain how
they solved the problem. These students enjoyed coming up and sharing their explanations. They
always had their hands high up in the air when it was time to share. Students who learn through
social interactions also thrived in this classroom. Desks were set up into pods and groups so
students could work easily together when given the time. This second grade classroom is a great
place where every student can feel confident enough to grow and learn.
GOALS AND OBJECTIVES

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Life Science: Relationship between Plants and Animals

Unit Standards:
Science Standards
2-LS2-1 Plan and carry out an investigation to determine if plants need sunlight
and water to grow. (SEP: 3; DCI: LS2.A; CCC: Cause/Effect)
2-LS2-2 Develop a simple model that mimics the function of an animal in
dispersing seeds or pollinating plants. * (SEP: 2; DCI: LS2.A, ETS1.B; CCC:
Structure/Function)
2-LS4-1 Make observations of plants and animals to compare the diversity of life
in different habitats. (Systems) (SEP: 3; DCI: LSD4.D; CCC: Systems)
2-PS1-1 Plan and carry out an investigation to describe and classify different
kinds of materials by their observable properties. (SEP: 3; DCI: PS1.A; CCC:
Patterns)
ELA Standards
2.RI.3 Describe the connection between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text.
2.RI.8 Describe how reasons support specific points the author makes in a text.
2.SL.1 Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
2.SL.2. Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
2.W.3 Write narratives in which they recount a well elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
2.W.8 Recall information from experiences or gather information from provided

sources to answer a question
Unit Goals:
After the unit, students will be able to number the plant life cycle in the correct order
from 1 to 6 with 90% accuracy.
After the unit, students will be able to explain what the word germination means and
what the purpose of a seed is with 90% accuracy.
After the unit, students will be able to describe the three things that plants need to grow
and can explain what would happen to a plant if they did not get those three things with
90% accuracy.
After the unit, students will be able to look at pictures and choose animals that help
pollinate and move seeds with 90% accuracy.
After the unit, students will be able to state the three specific ways that seeds travel with
90% accuracy.
After the unit, students will be able to choose which habitat a butterfly lives in when
given pictures with 90% accuracy.
Lesson Objectives:
Lesson 1: Using what they know from the story, students will be able to use evidence
from the text to support their reasoning of why plants need sunlight and water to grow
with 90% accuracy.
In a large group setting, students will be able to discuss with classmates and the teacher
reasons why plants need sunlight, water, and soil to grow with 90% accuracy.
Lesson 2: Using their knowledge from the From Seed to Plant book, students will
perform an experiment to see if plants need water, sunlight, and soil to grow.
Using their observations week after week, students will be able to answer the question of,
do plants need water, sunlight, and soil to grow 90% accuracy.
Lesson 3: Students will use their knowledge from their own experiences with plants to
write down their predictions as a pod cluster of what is going to happen to our plants
living in the different conditions with 90% accuracy.
After the lesson, students will write down one thing they learned and one thing they still
wonder about their plants with 90% accuracy.
Lesson 4: Using what they saw during their second observation, students will fill out a
gather, reason, and communicate worksheet to explain what is happening with their
plants with 90% accuracy.
After observing their plants, students will be able to have an educated discussion with the
class and the teacher about what is happening to their seeds with 90% accuracy.
Lesson 5: Using sequencing words, students will use their knowledge to put the plant life
cycle in the correct order with 90% accuracy.
Using the numbers 1 through 6, students will be able to use their knowledge from the first
worksheet to correctly order the plant life cycle on the short assessment with 90%
accuracy.
Lesson 6: Students will watch the movie Magic School Bus in a Beehive and using the
information from the movie students will be able to describe the habitat bees live in with
90% accuracy.
After the movie, students will also be able to state how bees relate to us as humans and
also our environment with 90% accuracy.
Lesson 7: By using three different colors of KoolAid, students will mimic and then orally
explain what is happening to the pollen with 90% accuracy.
After the activity, students will be able to explain how this KoolAid activity relates to
bees and pollination with 90% accuracy.
Lesson 8: After listening to the story Flip, Float, Fly students will participate in a class
discussion with classmates and the teacher with 90% accuracy.
After listening to the story, students will be able to help categorize their answers into the
three different ways seeds travel with 90% accuracy.
Lesson 9: Using their knowledge on how seeds travel and the seeds observable
properties, students will sort seeds and explain the reasoning behind it with 90%
accuracy.
In a large group setting, students will present to the class how they sorted their seeds with
90% accuracy.
Lesson 10: Using the Plickers app and answer cards, students will be shown 10 quiz
questions with pictures of the three ways seeds can travel and they will answer them
correctly with 90% accuracy.
LESSON PLANS
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Lesson Plans
Science Lesson 1
Why do plants need water, soil, and sunlight?
Name: Amanda Erickson
Grade Level: 2nd grade
School: _Madison Elementary__
Date: 9-1-16
Time: 2:30 -3:00
Reflection from prior lesson:
This lesson is the first science lesson of the year for the second grade students. For
students to be successful in this lesson, they will have to recall concepts that they have
learned in the previous year. Students may also use their own personal experiences to
help answer questions and to make predictions.
Lesson Goal(s) / Standards:
2-LS2-1 Plan and carry out an investigation to determine if plants need sunlight and water to
grow. (SEP: 3; DCI: LS2.A; CCC: Cause/Effect)
2.RI.8 Describe how reasons support specific points the author makes in a text.
2.SL.2. Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Lesson Objectives:
Using what they know from the story, students will be able to use evidence from the text
to support their reasoning of why plants need sunlight, water, and soil to grow with 90%
accuracy.
In a large group setting, students will be able to discuss with classmates and the teacher
reasons why plants need sunlight, water, and soil to grow with 90% accuracy.
Materials Needed:
Book- From Seed to Plant By: Gail Gibbons
Anchor chart
Markers
Contextual Factors/ Learner Characteristics:
This second grade classroom consists of twenty-two students, eight boys and fourteen
girls. All students are present during our designated science time. Students are working
hard on simple writing and reading tasks. Students are slowly transitioning from being
first graders to being second graders. This second grade class has a lot of good readers
and students really seem to enjoy reading tasks. Only three students are being pulled out
for Title services, one student for math and two students for reading. These students miss
fifteen minutes of class time every day for their services, but they only miss a little bit of
independent reading time. Students who struggle with reading tend to need directions and
some information read to them. One student is an English Language Learner.
A. The Lesson
1.
Introduction (include time allotment)
getting attention
How many of you have gardens at home?
Does anyone have trees by their house?
Can you believe that the veggies you eat and that the trees you stand under came
from just one tiny little seed?
Isnt that amazing??
(Show students the seeds and garden veggies)
relating to past experience and/or knowledge

I am sure all of you have seen a seed before. Lets use what we know from our
own real life experiences to learn more about how seeds become plants.
creating a need to know
Today we are going to read the book From Seed to Plant.

Our big question for this book is Why do plants need water and sunlight to
grow? (WRITE ON ANCHOR CHART)
Today we are going to have to use evidence to show how we know that plants
need water and sunlight.
Does anyone know what the word evidence means?
(WRITE EVIDENCE ON ANCHOR CHART)
Evidence means finding proof- it means that we can use things we
know to prove that our answer is correct
sharing objective, in general terms

After we are done reading the book From Seed to Plant we will answer the big
question shown on the anchor chart. So while I am reading be looking for some
evidence (or proof) that we can use to answer our big question.
2.
Content Delivery (include time allotment & instructional methodologies)

(20 minute)
Start reading From Seed to Plant
Pg., 3 & 4 Ask students if they have seen any of these seeds or plants before
Pg. 8 Write the word POLLINATE on anchor chart
What does the word pollinate mean?
Pollination happens when bees or other animals help pollen move from one part of a flower to
another. When this happens new seeds begin to form

Pg. 13 Close the book and ask students what are some ways that seeds can travel
Wind
Water
Animals/ humans
Pg. 17 GERMINATION
That is a big word, can anyone tell me what they think it means?
Compare this to when students get too big for their clothes.
Germination- is when a seed gets too big for its coat and it breaks open and starts to grow under
ground
Finish the book

3.
Closure (include time allotment)

Second graders all of you did a great job listening to our story today.
Lets look back at our Big Question
(Why do plants need sunlight and water to grow?)
Who can raise their hand and answer this question for me?
Write down what students say
Open book and go back and see where it says those answers in the book. Cross out any answers
that do not show up in the book.
Second graders you did a great job using evidence to help me answer our big
question for today. We are going to revisit this book tomorrow so be thinking
about what we learned today.
B. Assessments Used
Ongoing observations
Student participation in chart activity and whole group discussions
C. Differentiated Instruction
Students who need some extra help or who did not participate in the class discussion will
meet with me at the back table to discuss the lesson.
I will go back through the book and help them recap what we discussed in the lesson
D. Resources
South Dakota Common Core State Standards
Book- From Seed to Plant By: Gail Gibbons
Anchor Chart
Science Lesson 2
Garden in a Glove
School: _Madison Elementary
Date: 9-6-16
Time: 2:30-2:45

Student will have already listened to the story From Seed to Plant By: Gail Gibbons.
They will use their knowledge from this story to determine if the seeds they are growing
really do need water, soil, and sunlight to grow.
2-LS2-1 Plan and carry out an investigation to determine if plants need sunlight and
water to grow. (SEP: 3; DCI: LS2.A; CCC: Cause/Effect)
2.W.8 Recall information from experiences or gather information from provided sources
to answer a question.
Lesson Objectives:
Using their knowledge from the From Seed to Plant book, students will perform an
experiment and use their observations to determine if plants need sunlight, water, and soil
to grow with 90% accuracy.
Using their observations week after week, students will be able to answer the question of,
do plants need water, sunlight, and soil to grow 90% accuracy.
Materials Needed:
Life of a Plant Poem
Document Camera
Computer
Smart Board
Soil
Baggies
Bean seeds
- Plastic cups for water

- Window area and a dark closet or area
- Science Journals
- Crayons
- Pencil
- Prediction page

This second grade classroom consists of 22 students, 8 boys and 14 girls. All students are
present during our designated science time. Students are working hard on simple writing
and reading tasks. Students are slowly transitioning from being first graders to being
second graders. This second grade class has a lot of good readers and students really
seem to enjoy reading tasks. Only three students are being pulled out for Title services,
one student for math and two students for reading. These students miss fifteen minutes of
class time every day for their services, but they only miss a little bit of independent
reading time. Students who struggle with reading tend to need directions and some
information read to them. One student is an English Language Learner.
A. The Lesson
1.
Introduction ( 5 minutes)
getting attention
Second graders today we are going to do a fun experiment to see if plants really
do need water, sunlight, and soil to grow. Everyone is going to get a chance to
plant a seed today and then we are going to watch our plants grow and document
what we see.

Before we get to all that fun, we have to talk about what we learned in our last
lesson.
Looking at our anchor chart what reasons did we come up with for why plants
need sunlight, water, and soil?
(Discuss their answers and see if students still agree with them)

Today we are going to test out our reasons. We are going to be making our own
garden in a baggy. We will be using our new science journals to write down our
observations (or what we see) each time we check our plants. After days and
weeks of observing, as a class we are going to decide if plants really do need
water, soil, and sunlight to grow.

Our goal for today is to plant our gardens and record our first observations in our
journals. Second graders I want all of you to remember that our plants are going
to take some time to grow, so the pictures we will be drawing today will only be
the seed in the soil.
2.
Content Delivery (20 minutes)
Before we get started with our garden in a glove I want to read a poem with all of you.
(Chorally read the poem- Life of a Plant) (project it up on the
smartboard using the document camera)
This poem does a great job of listing the steps of how a seed turns into a plant. I wanted to read
this with all of you today because after we plant our seeds today we will be watching our seeds
grow and then recording our observations in our new science journals.
We will look back at this poem at another time, but for now lets put it in our poem folder so we
can find it when we need it.
For our garden in a glove experiment, every pod is going to have different conditions in which
their seeds will be living in

Pod 1 you will have all conditions. You will have water, sunlight, and soil.
Pod 2 you will only have two conditions. You will have water and soil, but no sunlight. We will
put your seeds in the closet in the back of the room.
Pod 3 you will have two conditions as well. You will have soil and sunlight. Your seeds will not
be watered.
-
I am going to hand out our science journals so we can put the correct labels in them. But before I
hand those out, everyone needs to put our big question on the first page.
(Show students how to do this on the document camera- First
page- Why do plants need water and sunlight to grow?
On the next page we need to have Pod label 1- hand out label. After that we need to put pod label
2 on the back of the pod 1 page, now we need to put pod label 3 on the very next page.
(SHOW STUDENTS WHAT THEIRS SHOULD LOOK LIKE)
Now that we have our science journals ready to go we can start our garden in a glove experiment
I brought baggies full of soil for everyone. Each one of you will get a baggie with your name and
pod number on it. You need to plant your seed in the soil and if your seed needs water you will
get a plastic cup with water in it.
The next thing we need to do once you have your seed planted is to draw a picture of what it
looks like today in your science journals
Please make sure to use crayons and not markers. Markers will bleed into the next pages.
(demonstrate by drawing the seed in the soil under Pod 1 in
example journal) (use document camera to demonstrate)
-Second graders make sure that you are writing down your observations in
the right section. (your pod number)
-After you are done writing and drawing your observations go look at the
other pods seeds and draw your pictures under the correct pod number
3.
Closure (5 minutes)
Second graders all of you did a great job today planting your seeds and getting your first
observations in your science journals.
Now we are going to put your gardens in the spots that they need to go.
Pod 1 your seeds will go out by the window in the hall
Pod 2 your seeds will go in the back closet
Pod 3 your seeds will go on the side window of our classroom
Every couple of days were are going to take some time during recess to look at our seeds and
record our observations.
You have a sheet on your desk to fill out, you need to make a prediction about the plants in your
specific pod. Remember the conditions that your pod has and use those to make your predictions.
B. Assessments Used
On-going observations
Science journals
Gardens in a glove
Prediction Worksheet
Students who need a little extra help can come work with me at the back table
Directions will be read out loud to students who struggle with reading
D. Resources
http://www.agintheclassroom.org/TeacherResources/InterestApproaches/Garden%20in
%20a%20Glove.pdf
Lesson Plan 3
Garden in a Glove Observations
School: Madison Elementary
Date: 9- 8-16
Time: 2:30-3:00
Student have already planted their pea and bean seeds in their specific pods conditions.
Students have talked about what can happen to plants when they do not get the things
they need to survive.
2.W.8 Recall information from experiences or gather information from provided sources to
answer a question.
2-LS2-1 Plan and carry out an investigation to determine if plants need sunlight and water to
grow. (SEP: 3; DCI: LS2.A; CCC: Cause/Effect)
Lesson Objectives:
Students will use their knowledge from their own experiences with plants to write down their
predictions as a pod cluster of what is going to happen to our plants living in the different
conditions with 90% accuracy.
After the lesson, students will write down one thing they learned and one thing they still wonder
about their plants with 90% accuracy.
Materials Needed:
Computer
Document camera
Smartboard
Seed bags from lesson 3
Science journals
Pencil
Exit Slip

A. The Lesson
Introduction (5 minutes)
getting attention
Second graders we are still focusing on our big question
Who can help remind everyone of our big question for our science unit?
(Why do plants need water, sunlight, and soil to grow?)
1.
We planted our seeds the other day and each pod had different conditions, so
today we are going to look for some changes in our plants

Remember that this experiment is going to help us answer our big question

Today we are going to be looking at our plants and documenting what we see, but
first we need to make some predictions.

During our lesson today we are going to make predictions about each pods
plants, and then we are going to take some time to observe them and write down
what we see.
2.
The other day all of you had a chance to plant some pea seeds and also some bean seeds.
Not every group had the same conditions for their seeds to live in.
Let's look at pod 1s conditions in our journals (Soil, water, and sunlight)
Let's look at pod 2s conditions in our journal. (soil and water)
Let's look at pod 3s conditions in our journal. (soil and sunlight)
I am going to hand out a sheet for each pod cluster.

(HANDOUT WORKSHEET)
After looking at each pods conditions, lets make some predictions about our plants growth
As a pod cluster I want you to decide if pod 1 will produce a healthy plant with the conditions
they were given.
-
Explain to me why your pod thinks that it will be a healthy plant or why it will not be a healthy
plant. You need one leader that is going to write down what your group thinks.
Pod 2- look at pod 2s conditions and make another prediction

Pod 3- do the same thing for pod 3
-
Second graders this group activity should not take us very long so I am going to give everyone 6
minutes to get this worksheet filled in.
Time starts now!
(I will be walking around making sure groups are staying on task and
answering any questions that arise. )
Our time is up, so wrap up your last thoughts and we are going to share our answers quickly,
Pick a group to share.
Ask students if they had the same thing (Thumbs up/ thumbs down)
Ask another group to share
Ask for agree and disagree
Boys and girls how does this relate to us as humans? I want you to think about yourself and what
would happen to you if you did not get the necessary things that you need.
(Have 3 students share their thoughts)
Let's relate that back to our plants, we will be observing each pods plants and I want you to think
about what will happen to their plants if they don't have all three conditions.
Before we start observing, I am going to model what it should look like.

(I am going to start on Pod 1 and write down Day 3- I planted mine like all of you
did on Tuesday. I'm looking at mine from day 3 after planting)
(Show students my plant under the document camera)
I am noticing. Write what I notice
(I am going to think out loud- I am looking for evidence of plant growth
(My plant germinated) (Did all of my plants germinate) (I don't see any
activity- no sign of growth)
(I am also explaining how to observe the seeds without disturbing them.)
As you can see I am not shaking the bag, I am not pushing my neighbors to get a chance to look
at the seed, and I am writing down exactly what I see as quickly as I can. Please do not touch the
bags, you are just looking.
There are 3 stations, each pod is going to get a chance to go to each station and make their
observations. Make sure you write day 3 under each pod observation. Spell the best you can and
use your clipboard as a surface to write on. There should be no messing around, we are looking
at the seeds and then writing our observations as quickly and quietly as we can.
-You may visit with your pod, but these conversations need to be about your seed
only!
You can decide as a group what you see, but everyone needs to have something in their journals
for each station. Make sure to write small because we will be observing our plants many more
times.
Be thinking like scientists do- did all 4 of your seeds grow? Are all the plants the same size or
height?
(P1 with Day 3, P2 with day 3, P3 with day 3)
(Pod 1 will go to their seeds first, pod 2 will go to theirs, pod 3 will go to theirs.
P1 will go to P2, P2 will go to P3, P3 will go to P1 and then they will rotate again)
Second graders, I am going to give you three minutes at each station before we need to rotate.
(3 minutes at each station, set timer)
3.
Closure (5 minutes)
Second graders your time is up. Let's go back to our seats and finish our thoughts.
So today we had a chance to see every pods plants. We did some observations and wrote what
we saw. Keep in mind that our plants are going to keep growing and every time we observe them
there might be some changes.
Who can share with me what they observed in pod 1

Call on 2 students
Who can share what they noticed in pod 2

Call on 2 students
How about pod 3?

Call on 2 students
Second graders I have an exit slip for all of you to fill out today. I want to know one thing
that we learned today from our observations, and one thing that we still wonder about our
plants we are growing.
B. Assessments Used
Exit slip- one thing I learned, one thing I wonder
Hands on
Small group
Whole group
D. Resources
Lesson Plan 4
Gather, Reason, Communicate
Date: 9-12-16
Time: 2:30- 3:00
Students have been observing their gardens in a glove after three days of growing them.
They have written in their journals what they have been observing and they are making
predictions about the pods that did not get all three conditions- soil, water, and sunlight.
2-LS2-1 Plan and carry out an investigation to determine if plants need sunlight and
water to grow. (SEP: 3; DCI: LS2.A; CCC: Cause/Effect)
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
Lesson Objectives:
Using what they saw during their second observation, students will use that knowledge
to fill out a gather, reason, and communicate worksheet to explain what is happening with
their plants with 90% accuracy.
After observing their plants, students will be able to have an educated discussion with the
class and the teacher about what is happening to their seeds with 90% accuracy.
Materials Needed:
Computer
Smartboard
Document camera
Pod Garden in a Glove
Chart Paper
Markers
Pencil
Gather, Reason, Communicate worksheet

A. The Lesson
1.
getting attention
I know that everyone is so excited to go look at our plants. It has been seven days
since we have seen them last, and I hope that today we can start to see some of the
things we have been discussing.

What are some things that we should be looking for?
(germination, sprouting, roots)

Today we are going to observe our plants, write down what we saw in our
journals, and then we are going to fill out a worksheet called gather, reason,
communicate. After we are done working on these worksheets, we will come to
the back of the room for a group discussion.

Our goals for this lesson are to observe our plants, fill out our gather, reason, and
communicate worksheet, and then come back and have a discussion about what
we saw today.
2.
Content Delivery (include time allotment & instructional methodologies)
We are going to observe our plants today the same way we did on Thursday. Every pod is going
to get two minutes to observe so that means that you need to be looking at the seeds and writing
down what you see as quickly as you can.
(Pod 1 you are going to yours first and then we will rotate, pod 2 go to yours first, and pod 3 go
to yours first.
-Time Starts Now!
Second graders our time is up. Please finish up your sentences and go back to your seats. Keep
your science journals out because you will need them for our next activity.
(Show gather, reason, communicate worksheet under document camera)
Now that we are done with our observations we are going to work on a worksheet called gather,
reason, communicate. Each one of you have been assigned a pod to do your worksheet on. You
can find this on the top left corner of your page.
(I will use my plant to do this activity and show students how they should fill out their sheet)
I want all of you to look at how I am going to fill out this worksheet. I am observing my plant
and writing down what I see in the gather column.
(Write down what I see) (color, how many are growing, germinating, sprouting, leaves)
This is how you need to fill out the gather column with the pod number you have been assigned.
Now that I am done with the gather column I can move on to the reason column,
(Show students how I would fill out the reason column) (I think my plant is. I think only
one plant sprouted ...)
All of you should fill out the reason column like I did, but for your specific pod number.
Communicate (show students how to fill this section out) (My plant did not grow because.,
My plant did germinate because. My plant will not produce flowers because.)
Now you are going to put what you think in this section.
Communicate means that you can tell me what you observed and explain why that is happening
to your plant.
I am going to give all of you 10 minutes to work on this individually. Spell the best you can,
really think about what is happening to your plants and imagine what will happen to your plant
in the future because of the conditions it lives in.
It has been 10 minutes, finish up your last thoughts.
I need everyone to meet me at the back rug.
Today we are going to chart what we have been observing. (Split chart into 3 sections label Pod
1, Pod 2, Pod 3)
Who had to gather for pod one?
Have three students tell what they gathered
(Draw what they are describing so they can see a bigger picture of it)
I want you to turn to the person you are sitting next to and discuss with them if this is what you
observed today in pod one. If you do not agree with one another explain why. (give students a
little bit of time to talk to one another)
Who thinks they observed something different? Discuss why they could have different answers
(all kind of different plants and different bags in each pod group)
(Do the same thing for Pod 2 and Pod 3)
Closure (include time allotment)
We charted what we observed today so we could compare what we saw in each pod. I want to
tell you what I am noticing, so next time we observe all of you can remember what you should
be looking for.
3.
Everyone did a great job with our group discussion. We will observe our plants in a couple more
days. I want all of you to put your science journals in your chair packs so we can find them next
time.
B. Assessments Used
Gather, reason, communicate worksheet
Large group discussion- participation
Students who struggle with reading- I will read the directions for them.
Students who struggle with working independently will be allowed to work with a partner
who has the pod same number on their worksheet
D. Resources
(Pod 1, Pod 2, Pod 3)

Name_______________________
Use your observations for the pod number you are given to fill out this worksheet.
Gather
Lesson Plan 5
Sequencing the plant life cycle
Reason
Communicate
Date: 9-13-16
Time: 2:30-3:00
Students have read the book From Seed to Plant and have planted and observed their
own plants. Students will use what they have learned from listening to the book and also
from their personal experiences to sequence the plant life cycle in the correct order.
2.RI.3 Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
2.W.3 Write narratives in which they recount a well elaborated event or short sequence of
events. Include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
Lesson Objectives:
Using sequencing words, students will use their knowledge to put the plant life cycle in
the correct order with 90% accuracy.
Using the numbers 1 through 6, students will be able to use their knowledge from the first
worksheet to correctly order the plant life cycle on the short assessment with 90%
accuracy.
Materials Needed:
Document camera
Computer
Smartboard
Life of a Plant poem
Sequencing worksheet
Glue
Scissors
Pencil
Sequencing quiz

A. The Lesson
1.
getting attention
Today we are going to be switching gears and instead of discussing our big
question again today we are going to do an activity with the plant life cycle.

Remember that poem we read a couple of days ago? Well today we are going to
look at it a little closer to see if it can help us with our activity.

Our skill for today is sequencing, which means putting things in order.

Our goal for today is to read our poem again, look for sequencing words, do our
fun activity, and then I have a short little quiz after that. I really need good
listeners today because you will have to do the quiz without your pod clusters.
2. Content Delivery (20 minutes)

Let's take out our plant poems again. (show on document camera)
It has been awhile since we have looked at it so lets read it together.

(read through it together)
I want everyone to take out a highlighter- I am going to give you 15 seconds to find it and have it
out on your desk ready to go.
(count to 15 slowly)
Looking at our poems I want to point out some words that we will be working with today.
Everyone find the word first- (students point to first)
Lets highlight it. First is a sequencing word. Sequencing is when you put things in order, so the
word first lets us know that this is what happens first and it comes before anything else.
All number words can be used for sequencing or to keep things in order. (second, third, fourth,
fifth, they let you know the order of how it happens.)
There are two other words in our poem that can be used for sequencing, can anyone find another
sequencing word?
We are looking for words that help us with keeping things in order
(let students guess) (if they cant get it- have them look in the third paragraph)
(tell students to look for the word then)
Then is also a sequencing word, lets go ahead and highlight the word then- the word then lets us
know what comes after first. So we would say first the roots grow underground, then comes the
stem that shoots out of the soil.
There is one more sequencing word that I am looking for. This word can come after then as well.
(Let students guess- give a hint- its in paragraph 3)
The word that I am looking for is next- let's highlight the word next. Next can be used in front of
then or behind then. In our poem they used it behind the word then.
Today we are going to do an activity using sequencing words. I am going to use the document
camera to model how this activity is going to work today.
(Show sequencing sentence worksheet)
For this activity we are going to be working in our pod clusters. All of you will need scissors
and glue or a glue stick. (Do not get them out right now, everyone is just watching me up here) I
will give you time to get it out once I am done.
(Have my sentences previously cut out) (Show the sequencing words
using document camera)
You will have to cut your sentences out; I already have mine cut out so I can show all of you
what to do.
Lets look at this word up here, the word we are working with is first.
Now looking at my sentences I want to figure out what the seed does first.
(Read off the sentences, show thinking out loud, have students help pick
one)
(Place sentence- the seed is planted in the soil- in the first spot)
-
Thumbs up if everyone agrees that this comes first in the plant life cycle.
You will do this worksheet in your pod clusters, please use one tiny dot of glue for your
sentences so that way if you have to switch them later on you can.
I will give you 10 minutes to work in your groups. There are only six sentences so get busy!
(Set timer for 10 minutes)
Second graders our time is up. Let's go over our worksheet and see if everyone got the same
answers.
(go over worksheet- show on document camera) (call on students to see
what they came up with)
Show correct answers on my worksheet so students can correct theirs.

3. Closure (5 minutes)
Today we worked on sequencing words and we put our plant life cycle sentences in order. I have
a short quiz that I am going to hand out because I want to see what all of you know about
sequencing and what we need to work on.
Do your very best on it and lets use what we learned today to answer the questions. I know that
all of you are very smart, so get started. You have the rest of class time to work on it, hand it in
when you are finished.
B. Assessments Used
Group activity
Plant Life cycle- sequencing quiz
I will read the directions and the worksheet sentences for students who struggle with
reading them.
Students who cannot work in groups may work independently or at the back table with
me.
D. Resources
Lesson Plan 6
Magic School Bus- Bees and Plants
Date: 9- 14-16
Time: 2:30-3:00
Students have been learning about plants and the plant life cycle. In this lesson they will
focus on habitats of bees and also their specific role in our environment to answer
questions about how bees pollinate plants.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in
different habitats. (Systems) (SEP: 3; DCI: LSD4.D; CCC: Systems)
to answer a question
Lesson Objectives:
Students will watch the movie Magic School Bus in a Beehive and using the information
from the movie students will be able to describe the habitat bees live in with 90%
accuracy.
After the movie, students will also be able to state how bees relate to us as humans and
also our environment with 90% accuracy.
Materials Needed:
Computer
Smartboard
Movie- Magic School Bus In a Beehive
Question worksheet
A. The Lesson
1.
getting attention
I want all of you to think about bees and flowers. Can you tell me how they relate
to one another?
(Let students take a guess)
Bees and plants have an important relationship with one another. Bees need
flowers to get nectar to make their food. Flowers need bees to help pollinate them.

We already know that bees are really important in the plant life cycle, Today we
are going to watch a movie that tells us all about bees and how they relate to
flowers.

Our movie is Magic School Bus movie- In a Beehive. While we are watching
make sure you are paying attention because you will have to answer two
questions at the end.

Our goals for today are to watch this short movie, fill out our worksheet, and then
have a short class discussion about what we learned.

While we are watching our movie I have two questions for all of you to fill out.
(handout worksheet and read questions) You only have two questions to
fill out so make sure you are paying attention!!
(PLAY 20 MINUTE MOVIE)
3. Closure (include time allotment)

Finish up answering those two questions.
I have one last question- What would happen to our world if there were no bees? What would
happen to us as humans?
(no food because no pollination) (all the plants would die) (animals would
die without plants)
I want you to think about that tonight while you are eating supper. Think about how important
bees really are in our lives.
B. Assessments Used
Movie questionnaire
Large group discussion
I will read questions for students who struggle with reading
I will put the movie captions up for students who struggle with listening
D. Resources
Magic School Bus Movie- In a Hive on tape
Lesson Plan 7
Bees and Pollination
Date: 9-15-16
Time: 2:30-3:00
Students will have already discussed the importance of bees in our environment. Students
have also read the book From Seed to Plant, and they will use that knowledge to
determine how bees help pollinate plants.
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing
seeds or pollinating plants. * (SEP: 2; DCI: LS2.A, ETS1.B ; CCC: Structure/Function)
Lesson Objectives:
By using three different colors of KoolAid, students will mimic and then orally explain
what is happening to the pollen with 90% accuracy.
After the activity, students will be able to explain how this KoolAid activity relates to
bees and pollination with 90% accuracy.
Materials Needed:
Computer
Smartboard
Magic School Bus Goes to Seed video clip
3 different colors of KoolAid (I used big ones so they had a lid)
Small glass of water
Q-tips
Bee Pollination worksheet
Pencils
A. The Lesson
1.
getting attention
We have been learning about bees this week, but instead of talking about habitats
today we are going to be talking about pollination
Lets think, pair, share with our pod clusters about what the word pollination
means?
(think, pair, share with your neighbors and see if you can come up with the
definition of pollination)
Pollination- when pollen is transferred from one flower or plant to another to
make a new flower

Today we are going to talk about how bees and other insects help pollinate
flowers.

We are going to watch a short video on pollination and then do a fun activity with
KoolAid to show how pollination works.

Our goals for today are to watch our video, do our fun KoolAid activity, and then
fill out our worksheets
Content Delivery (20 minutes (3 minutes per group))

So all of you told me that pollination happens when pollen is moved from one flower or plant to
another to make new seeds
2.
From our reading From Seed to Plant, does anyone remember the three ways seeds can be
pollinated?
(Wait for a response) (Wind, water, and animals/insects)
Today we are going to talk about how insects like bees help pollinate plants.
I want to show a short video clip that will explain how a bee pollinates a plant.
(SHOW VIDEO CLIP)
In that clip did anyone see any other animals or insects that could help pollinate
(Bird or butterfly)
I think this clip did a great job of showing us how pollen gets stuck to the bees leg and then
when they travel to another flower the pollen sometimes falls off and goes down the pistil of the
flower to make new seeds. (SHOW THIS WITH FLOWER ON DOCUMENT CAMERA)
Second graders, today we are going to be doing a small group activity. I will be pulling pods to
the back table with me. If you are not at the back table with me, you should be coloring your
worksheet. Please only color the first three pictures. DO NOT draw or color in the two empty
squares, those are for later.
Work at Desk
Students will be coloring and working on the bee pollination
worksheet while waiting for their and turn to come to the back table.
They will fill out the rest of the worksheet once they have finished the
activity at the back table.
Flower Microscope
Students will have a chance to look at flowers under a microscope.
Students will have a close up look at the parts of a flower. Students
will have a flower diagram right beside the microscope so they can
reference back to it when looking for the parts of the flower.
Activity at back table (WITH ME)
Today at the back table we are going to be bees. The KoolAid
represents the pollen of different flowers and the Q-tip represents the
bees legs. Our goal today is to observe and draw conclusions about
what happens when a bee travels from flower to flower and how this
causes pollination.
Directions- I will give you each a Q-tip and you will dip it in the cup
of water. Next you will take your Q-tip and proceed to go from flower
to flower when directed to. This is a fun activity but remember our
goal is to be thinking about how bees help pollinate flowers.
Doing the activity
(students travel to first flower)
(I ASK- What just happened)
Student response
(Students travel to the next flower)
(I ASK- What just happened)
Student response
(Finally students travel to last flower)
Now that you have traveled from flower to flower I want you to take your Qtip and go back to your seat and write down your conclusions on the back of
your worksheet. You can also fill out the rest of your worksheet. Do the best
you can on spelling!
(EACH GROUP GETS 3 MINUTES TO DO THE BACK TABLE ACTIVITY)
Closure (5 minutes)
Can someone tell me what we learned today?
3.
(Bees help pollinate) (prove your answers)

-
All of you did a great job with this activity!

B. Assessments Used
Kool Aid pollination hands on demonstration
Bee pollination worksheet
Student observations
Students who cannot read the directions on the worksheet can ask a neighbor for help
while I am working with small groups.
D. Resources
Magic School Bus (edited clip by me) Goes to Seed
https://www.youtube.com/watch?v=uAD46WxbQzc
Worksheet idea - Little Miss Grammar Goes to Kindergarten
http://littlemissglamourgoestokindergarten.blogspot.com/2012/05/creepy-crawlers.html
Science Lesson 8
Flip, Float, Fly
Date: 9/19/16
Time: 2:30 - 3:00
Students have discussed pollination and how it travels. Students have also discussed the
three ways seeds can travel- wind, water, and animals/humans. Students will use their
knowledge from our activities and from the reading of From Seed to Plant to discuss
how seeds can travel.
to answer a question.
2.SL.2. Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Lesson Objectives:
After listening to the story Flip, Float, Fly students will participate in a class discussion
with classmates and the teacher with 90% accuracy.
After listening to the story, students will be able to help categorize their answers into the
three different ways seeds travel with 90% accuracy.
Materials Needed:
Flip, Float, Fly book
Anchor Chart
Markers
A. The Lesson
1.
getting attention
Second graders I have another book that we are going to read today it's called
Flip, Float, Fly. Have any of you read or heard this before?
(let students answer)

We learned a little bit about seeds from our last book we read, but today we are
going to learn a lot more about seeds and how they travel.

Today we are going to read this book and then we are going to have a short class
discussion.

Our goals for today are to read Flip, Float, Fly. Learn about the different kinds
of ways seeds can travel. Then we will have a discussion, and make an anchor
chart about what we have learned.

Second graders before I start reading this book I want to make sure that everyone's ears are
turned up, everyone eyes are on me, and that everyone mouths are nice and quiet.
(Once students do these three things start reading)
2.
Read the book Flip, Float, Fly

(I will make sure to read slowly and show pictures so students can see)
Write on anchor chart (How do seeds travel?)

Have a class discussion with students about the ways that seeds can travel
go back in the book to show the pictures of what students are connecting to
Ask for specific examples of how/ why they know their specific answers
Closure (5 minutes)
Second graders that was a great class discussion. Tomorrow we are going to be looking at some
seeds and putting them in categories based on the way they travel.
3.
We will use our knowledge from today to do our fun activity tomorrow
B. Assessments Used
Student participation
Anchor chart
Students who struggle with whole group reads can read the book on their own during
independent reading time.
Students who struggle with participating in large group setting can work with me in a
smaller group at the back table
D. Resources
Flip, Float, Fly book by JoAnn Early Macken
Science Lesson 9
Seed Sort Activity

Date: 9-22-16
Time: 2:30-3:00
Students have heard the story Flip, Float, Fly. Students have discussed as a group how
seeds travel- wind, water, animals/ humans. Students will use what they have learned
from our group discussion to be successful throughout this lesson.
2-PS1-1 Plan and carry out an investigation to describe and classify different kinds of
materials by their observable properties. (SEP: 3; DCI: PS1.A; CCC: Patterns)
Lesson Objectives:
Using their knowledge on how seeds travel and the seeds observable properties, students
will sort seeds and explain the reasoning behind it with 90% accuracy.
In a large group setting, students will present to the class how they sorted their seeds with
90% accuracy.
Materials Needed:
All kinds of seeds- pumpkin, pine cones, sunflower, walnut, beans
poster board
markers
pencils
smartboard
document camera
computer
A. The Lesson
1.
getting attention
2nd graders the other day we talked about the way seeds travel. Looking at our
anchor chart who can help remind us about what we discussed?
(have students share what we learned)

We know that seeds can be moved by water, wind, and animals/humans. So using
this knowledge, we are going to be taking a closer look at some seeds to see if we
can sort them into categories.

Today you are going to get a chance to sort seeds any way your group wants to.
You need to make sure that you can explain why you sorted your group's seeds the
way you did

Our goals for today are to discuss the different ways seeds can travel, work in
your groups to sort your seeds, and then as a group you will all explain how your
group sorted your seeds.

We looked back at our anchor chart and we said that seeds can travel by wind, water, and
animals/humans. We know from our book that all seeds come in different shapes and sizes. Now
today, I am going to pass out some seeds to each one of your groups.
You will have to decide as a group how you are going to sort out your seeds
It does not matter how you sort them; no group should be exactly alike. It is completely up to
you how you want to sort your seeds.
All you have to do is explain why you sorted them the way you did
- HAVE A STUDENT OR STUDENTS REPEAT THE DIRECTIONS
(Model to students how to do this activity) (all of you will get a poster board and
some seeds. You need to decide how you are going to sort them out. Taking your
markers, you need to split the paper into your different categories. (Show how to
do that) If I want to sort my seeds by color, I might have two different categories
one for the green seeds and one for the brown. I would move them to the right
area on my sheet of paper (move seeds to correct side.) When you have all your
seeds sorted in the way your group wants them, you need to write down a name
for your categories (Write down green under green seeds)
When our time is up we are going to do a gallery walk and each group will
present how they sorted their seeds. (So when it is my turn to present I would say,
I chose to sort my seeds into green and brown because when I first looked at them
and those were the two colors I noticed)
That was my example, you will not be sorting your seeds just by green and brown
you have to think really hard about how you want to sort your seeds and your plan
has to make sense so you can present it.
-
Now that we know exactly what is expected of us, I am going to number you off by 7s. There
should be six groups of 3 and one group of 2.

Students from pod 3 will be bringing the poster board
Students from pod 2 will be bringing markers
Students from pod 1 will be bringing their pencils
-
Second grades does this mean that everyone in the classroom is bringing poster board, a pencil,
and markers?
(No) (This way we do not have 3 pieces of paper and 3 packs of markers in each
group.)
I am going to hand out your seeds and then I will set the timer for 7 minutes.
You need to get busy and start talking with your group how you are going to sort your seeds and
then start separating them into categories.

You should have your reason written somewhere on your poster and also your group members
names so when I look at it I know who was in that group and how you sorted them.
Each group is going to get a quick chance to share their reasons with the class so use your time
wisely.
(TIME STARTS NOW) (set timer for 10 minutes)
Second graders we are going to take a gallery walk around so we can have a chance to see what
each group has done with their seeds.

(Start with group one, move to group 2, and so on) (Allow every group to share)
All of you did a great job sorting and presenting your reasons why you sorted your seeds the way
you did. I think today we learned a lot about seeds and also how they can be alike or different.
Good job today second graders.
B. Assessments Used
Group posters
Group explanations
Students who struggle with reading will be placed with other students who are strong
readers
Students who struggle with speaking in front of others will be placed with students who
make them feel comfortable
D. Resources
Science Lesson 10
Plickers Quiz- How Seeds Travel
Date: 9/26/16_
Time: 2:30 - 3:00
Student will have read Flip, Float, Fly, and they have participated in a group seed
sorting project. Students have discussed the three different ways seeds can travel, and
they also understand that these seeds all look different according to how they are
dispersed.

2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing
seeds or pollinating plants. * (SEP: 2; DCI: LS2.A, ETS1.B; CCC: Structure/Function)
Lesson Objectives:
Using the Plickers app and answer cards, students will be shown 10 quiz questions with
pictures of the three ways seeds can travel and they will answer them correctly with 90%
accuracy.
Materials Needed:
Plickers account
Self-made Plickers quiz (pictures of seed dispersal with choices of wind, water, or
humans/ animals)
IPad with Plickers app for Plickers live view play
Plickers printed off coded cards (one for each student)
Smartboard to show questions on
A. The Lesson
1.
getting attention
Second graders last time we talked about the three ways that seeds can travel and
we also had a chance to play with seeds and sort them by either color, size, feel,
or how they travel. Today we are going to use our knowledge to do an activity
with Plickers.
We already know that the three ways seeds can travel are by humans/animals,
wind, and water. Today I am going to show you a picture up on the board and
using your Plickers cards you will choose a, b, or c depending on which is the best
choice for how that specific seed travels.

If you want to be successful throughout this activity I really want all of you to
look at the backgrounds behind the pictures. Do you see people or animals, how
about trees blowing in the wind, or how about water behind the given plant. This
will help you determine the best way that the given seeds can travel.

Our goal for today is to play our Plickers quiz and I want all of you to do your
very best. Look for the clues I just told you about to choose the best answer.
2.
We are going to do our Plickers activity. In order to play all of you need to hold your card with
the chosen answer toward me and the iPad so I can scan it. You cannot have your hands covering
the code on your cards. You need to hold your cards still and use both hands to hold them.
I am going to put the question up on the smartboard. I will read it to you and I will also tell you
the choices. When looking at the picture you have to decide which is the best option for how that
seed has been moved. The only choices are a, b, and c. I should not have any of you answering d
because there are only three ways that those seeds could have traveled. Be careful when
choosing, because I switched the order for your three choices on every question so you have to
pay attention.
There are only 10 questions so do your best!

(Start with question one. Read the question and read off the
choices so students know which choices are which. I will make
sure to scan everyones card and if students are taking too long I
will tell them that time is up and they need to pick an answer. I will
go on like this until all the questions have been read and
answered.)
(Students who cannot participate correctly will have to lay their
card on their desk and they will not get to continue in the game.
Students know the expectations and they need to follow them.)
(For students who continue to struggle I will read the question
again for them and give them one hint as to which clue it could be.
After that the student just needs to do their best and take a guess on
which one they think it is.)
(After each question I will pick a student to tell me the correct

answer. If this student is incorrect I will have other students help
them by explain why the other choice was the correct answer) I
will continue reading the questions and having students tell me the
correct answer after everyone has voted, until we make it through
all 10 questions.)
I am going to have all of you pass your cards up to the front and the front person will hand them
to me. All of you did a great job with this activity. Plickers is a fun way to answer questions and
to see what all of you know. Today we used pictures to show the different ways seeds can travel.
Everyone did a great job participating and I can tell that most of you know exactly how seeds can
travel.
B. Assessments Used
Ongoing observations- Plickers immediate feedback for each question- I will be able to
see which students got that question right as soon as their card is scanned.
Plickers final quiz results- result after all questions have been answered
If students are struggling with understanding the questions, I will go up to them and reread the question for them.
Students who get nervous during quizzes, I will let them retake the plickers quiz on their
own just the two of us during recess or after school. Their first score will not be counted.
D. Resources
Plickers.com
Google images
Reflection Log
Lesson 1: Plant Life Cycle
My first lesson went well. Students were very engaged by the book I picked. Students enjoyed
answering questions throughout the reading and they also enjoyed helping me fill out the anchor
chart. This lesson was a little bit over their heads because they have not learned this content yet,
but some students used their own experiences with plants to help answer the questions.
Summary of Student Progress:

During the reading, most of the students kept their
focus on the story. While asking questions, I chose
students who had their hands up at first, but when
the same students were answering I chose students
who I hadn't heard from. Students really enjoyed
telling me their answers and then seeing them up
on the anchor chart.
Were the lesson objectives met?

The lesson objectives were met by 80% of the
class. I based this number off of the
participation of the class. Only four students
out of my twenty-two could answer the
questions and help fill out the anchor chart. The
other four students, when asked could not come
up with answers and did not voluntarily
participate during the class discussion.
Instructional Decisions:
Most of my students were engaged during the
story and classroom discussion. If I saw a student
off task I would call their attention back to the
book, or I would even ask them one of the
questions to see if they were following along. This
class did a great job of staying with me and they
were super interested in the book.
Include in tomorrows lesson:

I will really make sure to get those four
students involved in this next lesson. I also will
make sure to slow down and ask if there are
any questions and if everyone understands what
the directions are.
Lesson 2: Garden in a Glove

My second lesson was a little too much for my second grade class. The reading of the poem went
really well, but the trouble started when we tried to get their garden in a glove setup along with
their science journals. I think with so many things to do, many of my students started to get off
task and became confused. Although I was leading them through the steps the whole time, some
students had difficulty trying to get their labels onto the right pages of their science journals. I
began to help these students and then soon many of my other students started to have the same
problem. Finally, I just told students to leave their science journals on their desks the way they
were so we could get to our garden in a glove activity. Things started to get better, once students
had a chance to plant their bean and pea seeds. Students became excited and started to really
listen to directions. The lesson did not end with observations, so that had to be moved to a
different day.

Students enjoyed reading the poem and they
stayed on task throughout the reading.
Students were able to follow along while
working with the science journals, but it
seemed once two of the students began to
struggle the rest of them began to give up on
pulling off their labels and putting them on
the correct page. The activity with the garden
in the glove went well and students did a
pretty good job with their prediction
worksheets. Most of the students could use
their connections from the book to know that
the plants in Pod 2 and Pod 3 would not be
healthy enough to make new plants in the
future.
Students became really helpless with peeling
off the labels, I know I had to go up to at least
eight of them to help peel off the back of the
label. Students gave up quickly and became
uninterested. I knew I had to move on to the
next activity to keep them engaged. After we
did the garden in the glove students were very
excited to make predictions and see how each
pods plants would turn out.
Were the Lesson Objectives Met?:

Yes, my lesson objectives were met but 90% of
my students. Students could state if they
thought the plant would be healthy or unhealthy
with its given conditions. Students explained
their thinking behind their given reasons. A few
students did give their predictions but did not
explain their thinking as to why their plant
would be healthy or unhealthy.
Include in Tomorrows Lesson:

I will make sure to check everyone's science
journals and make sure that they are ready for
the next time we want to observe. I am going to
slow down my lesson for the next day and
make sure students have enough time to make
their observations since we ran out of time
today.
Lesson 3- Plant Observations

Students did a great job staying on task during this lesson. They really enjoyed going around and
observing each pods plants. Although they could not see anything after just three days, students
were very excited to get a chance to see what their seeds were doing. Students did a great job
listening to the lesson and all students had an answer about something they learned today.

Students did great with the amount of time they
were given to finish their observations. There
was minimal talking and students stayed on task
the whole time. Students did however struggle
with being detailed during their observations.
Most students just wrote nothing no growth.
I really wanted them to be specific: No growth
meaning that none of the four plants are
growing. I cannot see the seed in the soil
because it is too far down, etc. Students were
very engaged and did enjoy filling out the exit
slip.

My lesson objective was met by 90%. All but
two students got full points on this worksheet.
When filling out this exit slip, students could
state something that they learned today and
something they still wonder about their plants.
I made sure to manage the time for my students.
I would tell them when they had a minute left
and also when they had thirty seconds left. I
made sure to warn students so they could finish
their thoughts and collect their materials to
move on to the next pod. Students did a great
job of managing time and I think giving them
advance warning really helped. Students stayed
on task, but I would keep reminding them that
three minutes does not give them much time to
chat with their partners.

I will have to model how to be more detailed
when observing my own plant. I need to make
sure to write exactly what I see and use many
words to help describe my observations.
Lesson 4: Gather, Reason, Communicate

This lesson went pretty well. Some of my students really struggled with the reason part of the
worksheet, but once I explained it again they seemed to understand what I was looking for.
Student did a great job staying on task and working independently. I saw some asking others
questions, but once their question was answered they got right back to work. I think it really
helped the students that I modeled what their worksheets should look like before I handed the
worksheets out.

While working on the worksheet, most students
knew exactly what I was looking for and got to
work right away. Other students had some
questions and needed me to explain the task
again. Overall, students did a pretty good job
with the gather, reason, and communicate
worksheet.

No, students did not meet the lesson objective.
Students were assigned to different pods and
they had to use the knowledge about plants and
their needs to come up with reasons as to why
their plants will be healthy or unhealthy. Only
77% of my students could meet my objectives.
Students really struggled with this worksheet
because they could not explain their reasoning
behind their observations.
For the students who became off task, I called
their names to bring their attention back to me.
For the students who talked to their neighbors
and were distracting others, I went around and
tapped their desk. This let them know that they
needed to get back to work.

I need to make sure that students understand the
directions before I set them loose. I will make
sure to check for understanding throughout my
next lesson. While walking around, I will also
make sure to check students work to see if they
are on track.
Lesson 5- Sequencing
My fifth lesson went great. Students did a great job cutting out the different steps and gluing
them on in the correct order. They also did a great job working in their pod clusters. Students
checked to make sure that everyone in the group followed along throughout the activity and
when we went over it as a class, only two students made a mistake on their worksheet. Students
however could not carry over this activity to the short assessment. On the assessment students
must have hurried through it without even reading the steps and must have thought that they
were in the same order as their worksheet.

Students did a great job with the worksheet. It
seemed like they really knew and understood the
steps in the plant life cycle. Sadly, as soon as I
handed out the quick assessment students began
to guess and make huge mistakes. I felt like
some students just wrote down a number
because some had two 3s or two 4s on their
worksheet. Students could not carry over the
sequencing activity to the sequencing
assessment.

My first lesson objective was met by 95% of my
students. Only one student made a simple mistake
and switched two of the sentences.
I really made sure to remind students to stay
focused within their pod clusters and also to
make sure everyone was on the same question.
Students tend to move on when others are not
ready so a nice reminder always makes them
look around to see who is not done. Students did
a great job working with their groups and they
seemed to really enjoy the cutting and glueing
activity.

I will go over their tests with them tomorrow and
explain to students that they really need to read
through the test. Putting numbers down just to be
done is not okay. I will not take up my science time
to go over their quizzes with them, instead I will
do it right away in the morning before morning
meeting.
My second objective was not met. Students made

huge mistakes in the assessment and they clearly
did not read the steps. It looked like they just put
numbers down without looking. The lesson
objective was met by 45% of the students. I am
concerned about their test scores, but I know that
the students know this information because they
proved it to me in our activity.
Lesson 6- Magic School Bus In a Beehive

My sixth lesson went very well. Students were very engaged during the twenty-minute movie.
They were quiet and the whole time they were paying attention because they knew I had two
questions for them to answer at the end of the video. After the video, students did a pretty good
job answering the questions.
Students were engaged throughout the whole

lesson. They seemed to enjoy the video and they
payed attention because they knew questions
would be given at the end. Students filled out the
questions using the designated time. Students did
struggle with the question what habitat do bees
live in, some just put a beehive. A beehive is
where they live, but I was looking for the answer
a forest, or a meadow, a field, anywhere close to
flowers.
Yes, the lesson objective was met by 90% of

students. Students could explain a bees
habitat, but some were not as specific as I
wanted them to be. They just put hive as their
answer and got half off. The last question
asked was about why bees are so important.
Students who put they make food for us and
could explain that they pollinate plants got full
points, and those who just mentioned making
food were given a half a point.
Students did a great job staying on task.

Everyone was quiet during the movie and
everyone sat in their desks, so all could see the
screen. I would remind those students who
needed a reminder of being quiet but most of the
students did that on their own.
I will make sure that students understand how

important bees are to our environment. They
pollinate all kinds of flowers which make fruits
and veggies for us.
During work time I made sure to let students

know when our time was winding down. I gave
them enough time to finish the worksheet but not
enough time where they could visit with their
neighbors. I would remind students to stay on
task when I needed to.
Lesson 7: Bees and Pollination (Supervisor Visit)

My seventh lesson went just fine. The weather that day was rainy, so students had to stay inside
for all the recesses. Instead of doing a group station of looking at the pollen under the
microscope, I used this time to have them come back one at a time to take a look. This activity
was then pulled from my original lesson plan for that day. Once my lesson started, students
seemed very engaged. Students were asked to think, pair, share with their neighbors. They did a
great job staying on task. After that I tried to get the pollination video going. It took way more
time than I expected because there had been some technology problems at the elementary earlier
that week. Students were pretty patient while I was fumbling around to try and get the video to
show up. I tried explaining the video while the volume was down, but finally the volume kicked
in and the students could watch the video. Trying to get the video going wasted some of my time
so I had to explain the worksheet quickly so I could get going on our activity. The activity was
fun for students but some of them were just focused on the KoolAid and trying to eat it. After I
called them back to the task at hand, most students could explain what was happening with the
KoolAid and how it related to pollination. The worksheet was a little bit harder for students
because my explanation got cut short, but I made sure to explain it once again to struggling
students.
Students seem to be very engaged throughout the

lesson. They were excited to participate in the
KoolAid activity but sometimes got distracted
instead of understanding the whole point behind
the KoolAid activity. Students regained focus
after I reminded them what this activity was
really all about. The worksheets were hard for
some students, but after I explain each step in the
KoolAid activity and then brought it back to their
worksheets students began to understand.
The lesson objectives were not met in this lesson.

Students really struggled putting their hands on
experience into words. Students did a great job
explaining what was happening to the KoolAid
pollen throughout the hands on demonstration, but
they could not relay this information on their
assigned worksheets. Students confused the steps
on the worksheet and could not explain how the
bee pollinated the plants. This lesson objective was
only met by 80% of the students.
I made sure to refocus students who were off
task. I also made sure to call students back to
attention if they were in their desk or messing
around with their neighbors.

I need to make sure all students understand
directions before moving on. I also want to make
sure that all students are with me and understand
the lesson I am teaching.
Lesson 8- Flip Float Fly

My eighth lesson went really well. Students enjoyed listening to the Flip Float Fly book.
Students could relate to it because we have learned about some of the topics the book talked
about. Students did a great job with the anchor chart, and they enjoyed explaining to me how
seeds can be moved. This lesson was great, students loved the book and they enjoyed helping me
make the anchor chart. Some students did not volunteer to answer, but I made sure to call on
them when they had an idea and I gave them plenty of time to think before having them answer.

Students were engaged, most students did a
great job listening. Students were also very
helpful when it came to making the anchor
chart. They enjoyed seeing their ideas up on the
board. Students did a great job of staying on task
throughout the lesson.

Yes, my lesson objective was met by 90% of my
students. Only two students did not participate in
the anchor chart because they could not think of
something to add. The rest of the students did a
great job coming up with ideas and they also did a
great job of combining their ideas into the three
different categories of how seeds can travelanimals/humans, wind, and water
I made sure students were paying attention while
I was reading. I would remind them nicely by
calling their name and asking if they are with
me. I also made sure to try and include
everyone. Students who were more shy I would
call on them and give them plenty of time to
think before answering. Only two students did
not come up with a way that seeds could travel
after given plenty of time to think.

I will really make sure that the two students who
could not think of anything are put into a group
that will allow them to use their ideas. These
students are quiet and shy, so when grouping
them for the next lesson I will take that into
consideration.
Lesson 9- Seed Sort

My ninth lesson went so much better than I could have ever hoped for. Students loved the
activity and they worked together to sort out the seeds they were given. I could not believe how
well these students did with the time they were given. They were engaged, they enjoyed the
activity, and they actually got the concepts I was looking for. The gallery walk went very well
too, students were respectful of one another and the group explanations were great. Students
could explain why they grouped the seeds the way they did, and some of them mentioned how
they are different because of the way they can travel.

Student did a great job staying on task with
their groups, and if I happened to remind them
they would get back to work right away. I
could see that students were working together,
and if they disagreed they solved the problem
on their own. Students seemed to enjoy the
activity and I think it gave them a great
chance to see how all seeds can be different.
Students also liked having a chance to speak
and listen to the other groups. It gave them a
chance to understand why those groups sorted
the seeds in the way they did.

Yes, both of my lesson objectives were met by
100% of the class. Students sorted the seeds into
correct categories based on their own thinking
and they also did a great job presenting and
listening to other groups.
When students would get off task within their
groups I would nicely remind them to stay on
task and to focus on sorting their seeds as a
group. I would also remind students of their
volume in the classroom. Some groups were
so excited and having fun that they were
unaware of their volume. I would go up to
those groups and let them know that they are
distracting other groups because their voices
are getting too loud. While others were
presenting I also reminded the rest of the class
that we need to be quiet and be good listeners.

I want to make sure that students understand that
seeds are not exactly alike, and their size and
weight have a purpose for one of the three ways
that specific seeds can travel.
Lesson 10- Plickers Quiz -Ways Seeds Move

My last lesson went very well. Students had fun taking a quiz using the Plickers app. They were
engaged and most of them could answer the questions correctly. Some students were confused by
the pictures but they also were not looking at the backgrounds to help them choose their answer.
Some students just chose an answer and turned toward me without thinking about what the
question was asking.

Students were engaged and enjoyed taking the
quiz using the Plickers app. Students did a
pretty good job of staying focused and most
students followed my instructions to look at
the backgrounds before choosing an answer.
The students who listened were very
successful throughout this quiz and the
students who chose to just pick an answer were
not as successful.

Yes, my lesson objective was met by 90% of the
students. After looking at all of their scores in the
Plickers data base, most of my students got a
90% or above for a final score.
Students had a hard time keeping their cards
point toward me. They loved moving them
around and playing with them. This made it
hard for me to scan, but I reminded them that
we need both hands on the cards at all times
and they must be pointed toward me. Students
stayed on task, but some needed to be
reminded. I would call out their name and they
knew right away how they needed to fix their
behavior.

This is my last lesson for my students, but before
they take the posttest I will make sure to recap
the whole unit for them.
ASSESSMENT
Return to ToC
Pre-Assessment
Ongoing Assessment
Lesson 1- Whole Group Discussion
The assessment that I chose to use during my first lesson was a whole group discussion with an
anchor chart to write down our ideas. Students listened to the book From Seed to Plant. After I
read the book, I put a question up on the anchor chart. Why do plants need water, sunlight, and
soil? Students had a chance to discuss their ideas with the class and also with me. After listening
to all of their ideas we came up with three ideas that combined everyone's idea into three
categories. 1. Seeds need water to soften its coat 2. The plant needs all three things so it can grow
3. The plant needs sunlight to make food. Out of my twenty- two students, only four could not
come up with an answer to the big question. This means that my lesson objective was met by
80% of my class. I really tried to get everyone to participate but some of my students are very
shy and were not ready to join in the class discussion.
Lesson 2- Prediction Worksheet
The assessment that my students had to finish for my second lesson was a prediction worksheet
about each pods plants. Each pod had different conditions in which their plant could live in.
Students in pod 1 were given all conditions- soil, water, and sunlight. Students in pod 2 were
given two conditions- soil and water. Students in pod 3 were given two conditions- soil and
sunlight. Using their knowledge about plants, students had to make predictions about each
different pods plants. Students had to state whether or not they thought the plant would grow in
that specific condition and then they had to explain their reasoning. My lesson objective was met
by 90% of my students. Only two students did not come up with an explanation as to why or why
not their plants will grow healthy and strong.
Lesson 3- Exit Slip
Students were given an exit slip assessment for my third lesson. All but two students met my
lesson objective. So my objective for this lesson was met by 90% of my students. All students
could fill out and describe one thing that they learned after observing their garden in a glove. The
next question had students write down one wonder about their plant. Every student could write
down one thing that they wondered about their plant. Most students wondered if their plants
would even grow.
Lesson 4- Gather, Reason, and Communicate Worksheet
In my fourth lesson, students filled out a gather, reason, and communicate worksheet. Students
had to use their knowledge from their plant observations to explain why their plant was growing
the way it was. Students had to look back at what conditions their plants had to live in and then
explain how those conditions could affect the plant's growth. After students wrote down their
reasoning, they could move on to the communicate category. In this section students had to use
full sentences to communicate what will happen to their plants with the given observations and
reasons. Students really seemed to struggle with this objective, because only 77% of them could
meet the given objective. I think this assessment was a little too difficult for students and they are
used to doing everything in a group setting, so doing assignments individually was a struggle.
Lesson 5- Plant life cycle Sequencing Assessment
Students were given a fun sequencing activity before their assessments were given. Students had
to cut out and glue the steps of the plant life cycle in the correct order from 1 to 6 to get full
points. All but one student got full points for this activity. After this fun activity, students were
given the plant life cycle assessment. Students were given boxes by each step, using their
knowledge from the activity they had to number the steps in the correct order from 1 to 6. The
assessment did not go as well as the activity. I felt that the students did not connect their previous
knowledge to this assessment. 45% of my class met my objective, the rest of the students began
mixing up steps, or just writing the numbers 1 through 6 without even reading the questions. I
know my students knew this information because all but one did the activity correctly. I think
students were just trying to hurry up and get done before the bell rang.
Lesson 6- Bees in a Beehive Worksheet
For my sixth lesson, students were given a two question worksheet as an assessment after they
watched the Magic School Bus in a Beehive movie. Students did very well with this assessment,
and 90% of them met my lesson objective. The worksheet asked students to describe a bees
habitat. Most students wrote down beehive or a forest, while other students were very detailed
and described a large meadow with lots of flowers in it. The second question asked students why
bees are so important. Students responded with that they make honey which is food for humans
to eat, but some students surprised me by putting that they pollinate flowers that could grow
fruits and vegetables. My students enjoyed the movie and they did very well on this simple
assessment.
Lesson 7- Bee Pollination Worksheet
In this lesson, students were given an opportunity to act out pollination with three different
colors of KoolAid. After this activity, students had to go back to their desks and fill out a
pollination worksheet that asked questions about what they had just participated in. This
worksheet asked for two steps in the pollination process. The first question asked what happened
after the bee landed on the flower and the second question wanted to know what happened to the
pollen after the bee flies off to a different flower. Although this worksheet was not very
challenging, students seemed to struggle a bit with it. While doing the activity I asked students to
explain to me what was happening to the pollen and also what was happening when the bee
moved to the next flower. Students participated and could answer all of my question, but when it
was time to write it down on their worksheets, some found that difficult. This was the reason
why my lesson objective was only met by 80% of my students.
Lesson 8- Large Group Anchor Chart
The assessment I used in this lesson was an anchor chart. After I read the book Flip, Float, Fly
to the class, we had a discussion about seed dispersal. All students were given the opportunity to
be a part of the class discussion. Only two students could not think of different ways that a seed
travels. The rest of my students were very focused and helped me come up with ideas of the
different ways a seed can travel. After we had a large list, I asked students to help me put those
words into categories. A lot of my students could see where I was going and they helped mix and
match some of the answers to move them into the categories I wanted. As a large group everyone
agreed that the three categories were wind, water, and animals/humans. In the end, my lesson
objective was met by 90% of my students.
Lesson 9- Seed Sort Poster
The seed sort poster was a great assessment for students because it really let me see how their
group thought while they were sorting their seeds. This assessment was fun and everyone
participated, so my lesson objective was met by 100% of the class. In order to get full points,
students had to arrange their given seeds into different categories and label them. One student
from the group also had to present the information to the class while we were doing a gallery
walk. This assessment was a great activity for the students and it helped them learn that seeds
come in all shapes and sizes.
Lesson 10- Plickers Quiz
The assessment I used for this lesson was on an app called Plickers. It is an interactive quiz tool
that lets students use coded cards to show their answers while I scan with the IPad. This tool let
me see which students got the question right or wrong right away. It also let me look at the
results at the end of my ten question seed dispersal quiz. The students found this assessment to
be fun and engaging, and most of them did really well on it. My lesson objective was met by
90% of the class. I used the data from the Plickers website to see which students knew the
material and which ones had a hard time with the questions.
Post Assessment
Post assessment was the same assessment give for the pre-assessment.
Link to Student Work Folder

https://drive.google.com/open?id=0B9UmyjLbsGsKa2RiTXZMZEhwNDA
For student work, I used the names student 1, student 2, and student 3 on every piece of
work in the folder. Student 1 represents the student who scored the highest on the assignment,
student two represents the students who fell in the middle, and student three represents the
student who scored the lowest. For every piece of work a different student in the class was
chosen, so student 1-3 does not stand for only three students in the second grade. I made sure to
pick a different student for each assessment based on their percentages on the given work.
DATA ANALYSIS AND RECOMMENDATIONS

Return to ToC
Individual Students
All twenty-two students in the second grade classroom took part in my teaching work
sample science unit. This science unit focused on the plant life cycle, germination, pollination,
seed dispersal, and habitats. The pre-assessment and post assessment were exactly the same.
There was a total of ten questions, but some questions were worth two or more points, depending
on what the question was asking. This assessment included questions of multiple choice, short
answer, and ordering using numbers. Students were also asked to circle the correct pictures to
show their understanding of the given question. Out of twenty-two students, eighteen scored
higher on the posttest than the pre-test. One student did score higher on their pre-test than their
posttest, but this was because they missed a whole page on the exam. Three students scored
exactly the same on the pretest and posttest. However, one of these students led the class with
100% on both assessments. The eighteen students who increased their scores went up anywhere
from one point to a total of twenty-nine points. The majority of the class proved to me that they
did learn a lot from this unit and that they could increase their pretest scores.
Whole Class
This graph shows the scores of the class as a whole for both the pretest and the post-test.
This data is broken down into individual questions and concepts from the pre and posttest. I took
the total number of students who answered the question correctly. I think this data does a great
job of showing how many students understood the concepts of questions one through ten before
the unit and then how many students understood the concepts after the unit. There was growth in
every single concept, but the two that showed the most growth were germination and the three
ways of seed dispersal. I was very surprised with how many students understood the concepts
like pollination and habitats before the lesson. With this information I knew that I did not have to
reteach these concepts. Instead I had an opportunity to go into greater detail and discuss these
topics at a higher level. This second grade class worked really hard throughout my science unit
and I enjoyed watching them learn and grow throughout my teaching.
Recommendations
This unit was very fun to teach and I really enjoyed all of the projects and assignments I
had the students participate in. One thing that I would like to change in my unit would be to add
more technology. These second grade students loved the Plickers activity, and I think I could
have brought that in more. This Plickers app would have been great for quick formative
assessments, but it would have taken time out of my unit to show students how to use the answer
cards correctly. If I would have had more time, I would have brought in the Plickers app more
than once.
I think IPads would also have been a fun improvement. I did find some interactive plant
and pollination apps that I would have loved to use, but of course they were around $2.00 per
app. With these prices, I could not bring this activity into the classroom like I had wished. One of
the apps that I thought would have fit into my pollination lessons was Seed Cycle. This app lets
students plant their own virtual flowers and gardens. Once they have their seeds planted, students
can watch as their plants grow. After their plants are fully grown, students get to help bees
pollinate their plants. This app also has the feature of read- to- me, where the app actually reads
the informative text to students. Through this app, students are able to simulate plant growth, bee
pollination, and they have a chance to learn scientific vocabulary. Although I could not bring this
app into my own unit, if I could do it all over again I would find a way to bring this app to my
second graders fingertips. I think this app would have been a great addition to my pollination
lesson.
SUMMARY OF STUDENT PROGRESS

Return to ToC
Example: Letter to parents
Dear Parents or Guardians of Student 1,
Your child has been participating in a life science unit for about four weeks now. This
unit focused on many concepts that included; the plant life cycle, plant needs, pollination, seed
dispersal, and habitats. At the beginning of the unit, students were given a pretest to see what
information they already knew and what they needed to learn. Your child scored a 71% to start
the unit off. This grade did not go in the gradebook; it was only used as a base to see where your
child needed more support.
In the unit, each concept had at least two or three lessons that went along with them to
make sure that students understood the content. Each lesson also had an assessment that went
along with it to check for understanding. Your child participated in a plant experiment to see if
plants really need all three conditions to live. Pod one was given all three conditions; soil, water,
and sunlight. Pod two was only given two conditions; soil and water, while pod three was given
only soil and sunlight. Throughout the experiment, students made predictions and then observed
each pods plants throughout the unit. All observations were recorded in a science journal so
students could go back and use that information for assignments.
Hands on activities, videos, and short stories were also brought in to help students relate
to the unit concepts and standards. Your child participated in a fun hands-on activity during the
pollination lesson. Students were given wet Q-tips to act as a bees leg and then they were asked
to dip it in three different colors of KoolAid to show how pollen moves from one plant to
another. Magic School Bus videos were also brought in to teach pollination and habitats. Short
stories like From Seed to Plant and Flip, Float, Fly were read to students in two lessons to
create a whole class discussion.
After the unit, your child was given the same assessment to see what they learned
throughout the unit. Your child had amazing growth, starting at a 71% and then jumping all the
way up to 100%. Your child also showed the most growth out of the other twenty-two students in
the second grade classroom. As a teacher, I am very proud of your child and the work that they
put in throughout the unit. It was an amazing experience to watch your child grow and learn. I
know that you are as proud of your child as I am!
Sincerely,
Ms. Erickson
Example: Website posting regarding unit

Teaching Work Sample Amanda Erickson Life Science/ Relationship Between Plants and Animals Madison Elementary School Second Grade Fall 2016

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Teaching Work Sample Amanda Erickson Life Science/ Relationship Between Plants and Animals Madison Elementary School Second Grade Fall 2016

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Teaching Work Sample

Implications for Instruction

GOALS AND OBJECTIVES

Life Science: Relationship between Plants and Animals

2.W.8 Recall information from experiences or gather information from provided

Introduction (include time allotment)

relating to past experience and/or knowledge

creating a need to know

Today we are going to read the book From Seed to Plant.

sharing objective, in general terms

Content Delivery (include time allotment & instructional methodologies)

another. When this happens new seeds begin to form

Finish the book

Closure (include time allotment)

Reflection from prior lesson:

- Plastic cups for water

Contextual Factors/ Learner Characteristics:

relating to past experience and/or knowledge

creating a need to know

sharing objective, in general terms

Content Delivery (20 minutes)

their seeds will be living in

Contextual Factors/ Learner Characteristics:

relating to past experience and/or knowledge

creating a need to know

Content Delivery (20 minutes)

Let's look at pod 2s conditions in our journal. (soil and water)

Let's look at pod 3s conditions in our journal. (soil and sunlight)

I am going to hand out a sheet for each pod cluster.

Pod 2- look at pod 2s conditions and make another prediction

Before we start observing, I am going to model what it should look like.

(P1 with Day 3, P2 with day 3, P3 with day 3)

Who can share with me what they observed in pod 1

Who can share what they noticed in pod 2

How about pod 3?

Contextual Factors/ Learner Characteristics:

Introduction (include time allotment)

relating to past experience and/or knowledge

creating a need to know

sharing objective, in general terms

Content Delivery (include time allotment & instructional methodologies)

(Show gather, reason, communicate worksheet under document camera)

It has been 10 minutes, finish up your last thoughts.

I need everyone to meet me at the back rug.

(Pod 1, Pod 2, Pod 3)

Contextual Factors/ Learner Characteristics:

relating to past experience and/or knowledge

creating a need to know

sharing objective, in general terms

2. Content Delivery (20 minutes)

It has been awhile since we have looked at it so lets read it together.

Everyone find the word first- (students point to first)

Show correct answers on my worksheet so students can correct theirs.

relating to past experience and/or knowledge

creating a need to know

sharing objective, in general terms

2. Content Delivery (20 minutes)

(PLAY 20 MINUTE MOVIE)

3. Closure (include time allotment)

relating to past experience and/or knowledge

creating a need to know

sharing objective, in general terms

Content Delivery (20 minutes (3 minutes per group))