Teacher

Candidate: Chelsea Ansari Date: 4/24/17

2016-2017 LESSON PLANNER

Part 1: Classroom Information
Grade: K Content Area: Life Science
Group Size: 32 Lesson Length: 40 minutes

Student Context:
Identified Student Needs Accommodations During Instruction to
Support Student Needs
Students with Special Needs None
(IEP and/or 504)
Students with Specific One student ELL whose first Visual supports
Language Needs (ELL) language was Thai
Students with Other Learning
Needs (Behavior, Struggling
Reader, Struggling Math)

Part 1: Planning for the Lesson
A: Standards

i. Key Content Standard:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need
to survive.

ii. Related ELD Standard (must be included when using an ELA Standard):

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will create a flow map that represents the different parts of a plant and discuss how each
part works to keep the plant alive during a plants life cycle.

ii. Language Objective (transfer this from "Incorporating Academic Language"):
The students will explain the function of a plants parts using prepositions such as by.

C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Students follow along and can respond
Questions asked as the book Sunflower correctly to question about the plant parts
Helpers is read-aloud to students using their prior knowledge and information
read from the text.
Students are asked questions as they create Students can respond correctly to question
their flow maps about the plant parts and their functions
 using their prior knowledge and information
read from the text.

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)

The flow map activity where students create a flow map of all the plants parts and assemble it
to represent the plants life cycle, will serve as the written assessment. Students will need to
follow directions, writing and drawing the plant parts in the correct sequence. The plant parts
should be spelled correctly and students should be able to discuss the role/job of each plant
part and note the cycle in which a plant develops from a seed which then produces more
seeds (life cycle).

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
Green construction paper cut into strips, partitioned into 6 parts prior (1 for each student)
Paper foldable book, Sunflower Helpers from the previous lesson (1 for each student)
Parts of a Plant song print-out
Book From Seed to Plant
Smartboard for read-aloud

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a hook, AND 2) let students know what the objective of the lesson
is.
Remind students of what theyve been learning about plants and their different parts
Project and Read-aloud the mini book Sunflower Helpers they assembled and colored the
day before. Have students follow along
Tell students the lesson objective: Students will create a flow map that represents the
different parts of a plant and discuss how each part works to keep the plant alive during a
plants life cycle.
Display and review the plant parts model

Body of the Lesson (25 min): Describe step-by-step what the teacher and the students will be doing
during the lesson.

Parts of a Plant Song (5 min)
Introduce the song Parts of a Plant
Sing song and ask students if they song sounds like another song theyve heard before
(Wheels on the Bus). Tell students its a connection! Hold of the hand signal for connection
Have students repeat of you, singing and demonstrating the hand motions
Ask students what the song is describing
 Tell students they will get their own print out of the song that they can take home

Flow Map Activity (20 min)

Introduce flow map activity
Tell students they are going to organize and discuss the different parts using a flow map!
Give students the green strips which should be partitioned into 6 parts. Tell students they are
using green paper to since green represents life and they are creating a flow map that can
help them understand parts of a plant, a living organism!
Have students number each square in the top left hand corner of each square. Direct students
draw lines to divide the squares where the folds are
Using just a pencil, have students copy you as you write Seed at the bottom of the first box
and draw an image of a seed
o Ask: Think about what some of you observed with your seeds yesterday. What grows
out of the seed first and acts like an anchor to the plant?
In the second box, write roots and draw a simple image of roots
o Ask: What do the roots do for the plant? Whats their job?
o Ask: what direction do the roots grow in?
o Ask: what grows up out of the soil from the roots?
In the third box, write stem and draw an image of a stem
o Ask: do stems grow up or down?
o Ask: What does the stem do? Whats their job?
In the fourth box, write leaves and draw a 2 leaves
o Ask: What do the leaves do? Whats their job?
In the fifth box, write flower a draw a flower
o Ask: what comes from the flower? (seeds)
Ask students what patterns they see and lead them to observing the plant life cycle
Tell students they will leave the 6th box blank and they will make their flow maps to connect in
a circle so that they can represent a plants life cycle
Staple the strip into a circle so students can see the flower then produces seeds and the life
cycle of a plant
Support: students need additional visual support during the reading and writing activity will be
guided by the teacher using the document camera. Students can refer to their own copies of
Sunflower Helpers and the other books they keep with them about plants in their book
bags. In addition, students can refer to the visual model of the plant and its parts at the front
of the class during the activities.

Homework (if you are assigning homework, what will it be?): NONE

Closure (10 min): Describe how you will prompt the students to summarize the lesson and restate the
learning objective.

 Read From Seed to Plant aloud to the students. Connect the flow map and students previous
understanding of what plants need to grow, as the book is read
End by asking students what other connections or patterns they noticed about the book(s),
the song, and the flow map activity

Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.

Students create a flow map of the different parts of a plant and discuss how each part works to
keep the plant alive.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Explain.

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: seeds, roots, stem, leaf, flower, plant life cycle, pollen

Syntax1:
Discourse2: Prepositions such as by
The stem gets water to the leaves by sucking up water like a straw.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.

The students will explain the function of a plants parts using prepositions such as by.

5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?

1
Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2
Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Instruction Guided Practice Independent Practice

Teacher will model how The teacher asks students Students explain on their own,
students should and can to explain out loud or to a the roles of the various plant
explain plant parts. partner, providing verbal parts, using visual guides as
Teacher uses visual guides guidance as need. Teacher needed.
such as the book and plant uses visual guides such as
model as support. the book and plant model
as support.