Bachelor of Education, Primary Education (EPR) EPC3903

Student Teacher Science Lesson Planning Template - EPR 3903

Student teacher name: MST name: School name:

Nahla Ali Jaclyn Hummel The WellSpring School private
school
Date: Class & grade: No.Ss
4th of March, 2017. Grade 3 Students 23 Students
Monday Section 1
Unit: Lesson: Time from: 1:20 PM
Pennsylvania Curriculum Connected lesson To: 2:00 PM
Standards Unit 2 Theme: Life Cycle of Plant. 45 minutes
Lesson 5
PURPOSE Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before? (LOs and SOs)

- By the end of the lesson, students will be able to recognize the importance of seeds and how
seeds are growing.
- Students will identify the stages of Plant life cycle after the exploration stage (experiment
part).

GROUPING: What is the group size? How is every student going to be able to participate? Will you be
differentiating and how?

1. The grouping strategy used will be flexible grouping which is putting High, medium and low
learners together. Each week the students have different seating arrangement.

2. Students firstly, will have whole class grouping during the engagement stage. Students will listen
to the teacher explanation when she is going to explain what we have to do in groups. I will direct
them by giving them the cards (include procedures). Students will participate individually when
they will focus on the engaging part.

3. Then, students will work together in exploration stage which they are going to follow the direction
on the card. Student will work individually and they are going to the experiment by themselves. In
this way, student will participate in assessing and the stage after exploration. (formative
assessment)

4. Lastly, 3rd graders will be in plenary and they are going to observe the slideshows in Whiteboard.
Students will share their new topic of the science lesson today in pairs (2).
Materials:

teacher books None - Pennsylvania Curriculum Standards

student book(s) - Students have a notebook that they can put all the activities
sheets in it and important notes related to science.
 Bachelor of Education, Primary Education (EPR) EPC3903

worksheets/ papers - Procedures Card:

- Plant Life Cycle Worksheet:

Hint: the activity question will be given orally which is:

Draw the stages of the plant and put the number in the stage.
Look at which stage we are now and draw the seed growth.

Expectation: Students will draw the first two parts of the plant which is
only seeds poured with water.

teacher materials - Data Show Power Point.

- Procedure Card.
- Lesson Plan sheets.
- Reinforcement stars/points/clips.
student materials/ - Experiment tools:
manipulatives - Plastic cups.
- Water.
- Cotton.
- Seeds.

- Worksheet paper:
- Plant Life Cycle.
- Colored pencils to color the seed.
 Bachelor of Education, Primary Education (EPR) EPC3903

technology Data show which will be used for showing slides in the beginning of
the class.
other Picture of tools:

Key terms with definitions (and pictures if appropriate):

word glossary definition image

Plant GROW To increase by natural development, as

any living organism or part by
assimilation of nutriment; increase in
size or substance.

Life Cycle The continuous sequence of changes

undergone by an organism from one
primary form, as a gamete, to the
development of the same form again.

Seeds The fertilized, matured ovule of a

flowering plant, containing an embryo
or rudimentary plant.

Sunlight The light of the sun; sunshine.

Students Prior Knowledge:

- In previous Monday, students have a background about The Amazon Rainforest is in
Northern Brazil and other countries in South America.
- I think this was an introduction for this Mondays lesson which is about plants and seeding.
Possible Problems :
Electricity problem (1):
 Bachelor of Education, Primary Education (EPR) EPC3903

- The Data Show may not work, so the slideshows will be printed in A3 papers and the teacher will
explain it orally and with visual pictures.
Interaction problem (2):
- Students may not like the flexible grouping, and maybe they could not work and play together.
Management problem (3):
- Students may not listen to the teacher and distract other students by chatting with them or
whispering.

Solutions for the Possible Problems:

Solution (1):
- Addition plan B which is A3 papers and laminated pictures of lesson.
- Teacher will orally explain for students and they will take notes normally.

Solution (2):
- Student (a) which does not like to interact or he is embarrassed, will convert his place that he is
feels comfortable with student (b).

Solution (3):
- The teacher will remind students about the classrooms rules at the beginning of the class. I will
use my mentor classroom management strategies. I will use the whole class individual and I will
apply my consequences in the classroom if one student are not listening at all.
Misconceptions:
- Students may not be able to get concept of procedures cards so I convert the complex word
procedures with steps, or directions to follow which will let students feel like it is an
accommodation for them.
Solutions of this misconception:
- I will orally simplify the words if learners have difficulties in reading the cards.

Misconception (2):
- Students may not get the point of the life cycle.
Solution (2):
- I will explain the meaning of the key terms that we are going to do. I will exemplify and give real
instances to make it easy for learners to recognize the meaning.
-
Solutions for other Misconceptions:

- I will write the sentences or the words that students need to write down in their activity
worksheet.
 Bachelor of Education, Primary Education (EPR) EPC3903

Lesson Schedule
Purpose /
Teacher (activity + exact instructions you intend to give) Student (what they do)
Phase objective of Time
the activity
In the first stage of science lesson Recognize 10
(ENGAGEMENT PART): - Students the topic minute
- The teacher will use the open- will discuss of plants s
ended questioning stategy. what did and seeds.
Example of question asked: they have
1. What do you think the plants been already Identify
need to survive? know what does
2. How plants grow up? recognized plants
3. Do you think plants need about plant needs to
something else that we life cycle. survive and
forget to tell each other? how it is
- Students growing up.
- Teacher will have a presentation will have a
that will use it after questioning chance to
them (The Facts about plants predict.
growth)
- Hint: I will not show students the - Students
life cycle of plants because they will interact
Engage
will be able to do the whole and ask
things. So, I decide to let them teacher
explore through the next stage questions
by doing the experiment. besides
teacher
questions.

- Students
will try to
recognize
the purpose
of
PowerPoint
facts about
plant
growing and
what does it
needs..
In this stage (MOST IMPRTANT Students will work Students 15
STAGE) exploration and investigation: alone or individually will minute
and they will create investigate s
Explore
- The teacher will have a small talk their own bean how the
for about 2 minutes about the seeds growth with plant will
materials and procedures that cotton. grow up
 Bachelor of Education, Primary Education (EPR) EPC3903

students must use for with

experiment. Each student will cotton.
have his own
- The teacher will make sure that material like, plastic Students
students safety is good. cup, seeds, sharing will apply
- The teacher will tell students the water together.. and
steps (procedures) of etc. observe
experiment. the needs
Students will start of seeds to
- The teacher will simplify the over the activity by be mature
procedures when she is going reading the plant by
around the groups. procedures and giving her
observing the water and
Procedures: materials needed. put it in
the window
Each pair will have side.
one procedure
sheet.

Students will ask

teacher if they do
not identify the
Materials: meaning of some
words.

Students will label

their plastic cups.

The procedures is
that:
Follow the direction:
1. Put the cotton in
the plastic cup.
2. Add 3 or 4 pieces
of beans seeds in the
cup.
3. Pour little water in
your cup.
4. Draw how your plant
looks like.
5. Label your plastic
cup with your name.
6. Wait for it until
next week and look at
the plant growth.

All suppliers
materials for
 Bachelor of Education, Primary Education (EPR) EPC3903

students to do the
experiment will be
provided during the
science class.
This is the stage that the teacher have Students are Students 5
the opportunity to have a quick and expected to: reflect minute
important talk: from the s
- Collect the experiment
- The teacher will discuss with data from that they
students after they do the the did, the
experiment: What does the engagement needs of
seeds need to grow and looks like stage and plant
plants? facts and growth.
- The teacher will explain the apply it in
importance of each factors this stage.
needed for plant growth such as:
1. Sunlight. - Students
2. Water. respond to
3. Soil (we used cotton instead the
of soil) questions
given for
them orally
Explain by raising
their hands
and give
good, proper
answers.

- Students
will have a
background
about the
plant growth
now. So
students will
be able to
solve the
worksheet
drawing.

The teacher will give students the I expect students Students 10

worksheet already in explores stage. to: will solve minute
Elaborat
the s
e
The teacher will tell students draw the - Draw the worksheet
first stage of the plant life cycle as they first stage drawing.
 Bachelor of Education, Primary Education (EPR) EPC3903

can see now from their planting: of plant

- The teacher expects students to growth life By the end
draw a seed. cycle. of the
- The teacher will make sure that - Students lesson,
the students put the proper will be able students
drawing in the right number or in to predict will be able
the sequence. what will go to
- She will explain that students to happen recognize a
could write word, sentence, or next when step of
hint that reminds them about the the seed is plant
plant life cycle. nutrient. growth
- Students which is
may ask the the first
teacher how one and
it will predict for
become the next
bigger by step.
days.
Students
will discuss
their
thoughts
about how
the seeds
shape will
look like
after we
pour it
with water
and put it
in front of
sunlights.
1. The teacher asks students Students are Students 5
about the impact of seeds in expected to: will be able minute
planting. to give a s
1. Students feedback
2. The teacher will ask students will discuss and their
what they learned today in in whole point of
science lesson. class what view about
Evaluate
does seeds the lesson
3. The teacher may ask student if do in the of today
they enjoy doing the planting. (plant life
experiment or not. Student is cycle)
expected to
4. The teacher will give students say that the Students
opportunity to explain their seed is the will think
 Bachelor of Education, Primary Education (EPR) EPC3903

logic thinking about planting. basic of the for

plant life further
5. The teacher will ask students cycle. future
how they work today in science (next step)
class. 2. Students of plant.
will give
their point Students
of view will be able
about the to assess
science their
lesson of knowledge
today, what about
did they plants and
learn. have a
good brief
Example: I informatio
have been n about
learned that plants
plant needs needs to
water, grow up.
sunlight, and
soil to grow
up.

3. Students
will say if
they like the
lesson
today, which
part they
enjoyed
doing it.

Attachments:
Copy of procedures PowerPoint materials needed - Worksheet.
Pictures of students materials.
Pictures of slideshows.
Pictures of teaching parts explanation, and direct student.