Carmona 1

Alyssa Carmona
Investigation: Outdoor Plots
Grade Level: 3
Science and Language Arts

1.1 Integration of Learning Outcomes

Students will participate in a science inquiry within the frame of exploring small outdoor
plots.
Students will work cooperatively and respectfully with one another throughout the
inquiry investigation process.
Students will create a rubber band book upon completing the inquiry investigation
process.

1.2 Standards
4.1.3.A The Environment: Differentiate between the living and nonliving components in
an environment.
4.1.3.F Science as Inquiry: Ask questions about objects, organisms and events.
CC.1.4.4.A Informative/Explanatory: Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
CC.1.5.4.A Comprehension and Collaboration - Collaborative Discussion: Engage
effectively in a range of collaborative discussions on grade-level topics and texts,
building on others ideas and expressing their own clearly.

1.3 Anticipatory Set

1. Before the students enter the classroom, the teacher will make a few inconspicuous
changes to the room. For instance, the teacher can: turn the classroom carpet
around/upside down; slightly change the position of his/her desk; rotate the classroom
clock; remove a few small classroom posters; etc. The teacher should focus on making
changes that are small enough to be overlooked, but big enough to be noticed. As the
students come into the room, the teacher will play off of whether or not the students
notice these changes.
a. If students do not begin noticing the changes, the teacher will prompt them to do so:
Boys and girls, while you were gone I made a few different changes to the things
around our classroom. They might be hard to find, but I think that if you look
closely you will be able to see them! The teacher will then give students a moment
of time to look around the room and locate the changes that were made. As the
students become excited, and are able to find the things that are different all around
the room, the teacher will bring the class back together. He/she will then begin: Boys
and girls, I am very impressed with your ability to notice the small changes that I
have made to our classroom while you were gone! You see, it is very easy to overlook
the little things that we pass by and see every single day. We are so used to seeing the
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things that we see, that we dont always stop to actually notice and pay attention to
them. But today, we are all going to practice noticing the little things in our work as
scientists!
b. If students do begin noticing the changes upon entering the classroom, the teacher
will not need to prompt them to do so. Instead, he/she can just begin with the same
explanation as above: Boys and girls, I am very impressed with your ability to notice
the small changes that I have made to our classroom while you were gone! You see, it
is very easy to overlook the little things that we pass by and see every single day. We
are so used to seeing the things that we see, that we dont always stop to actually
notice and pay attention to them. But today, we are all going to practice noticing the
little things in our work as scientists!
2. The teacher will then continue: In just a few moments, we are all going to head outside
and begin investigating plots of land. Now, these are plots of land that we pass by every
single day! But today, we are going to spend time studying them like the careful scientists
that we are. You are going to be working in your usual groups, and each group is going
to be given a plot of land to study. You are going to pay attention to the things that you
see, feel, and smell, and with your group members you are going to answer the days
essential question: What are the characteristics of our plot? As you study your plot and
work to answer the essential question, you are also going to use the graph paper that I
am going to give you to illustrate all of the living and nonliving elements that you find.
And, since we want to practice noticing the little things, you should include as many
details in your drawing as possible, and use labels to show what you are depicting. As
you are outside investigating your plots, you will also be using your individual class iPad
to take pictures to document your experience. You can take pictures of your plot, and you
may also choose to take pictures of your group members in action as they are
investigating.
3. At this point in time, the teacher will instruct the students to line up so that they can begin
heading outside. As the students line up, they will stop by the class iPad cart in order to
obtain their individual class iPad.

1.4 Procedures
1. Once the teacher leads the students to the outdoor study area, he/she will have each group
of students (4-6 students per group, based on students regular/most recent science
groupings) select their plot. Each plot is 3 x 5 in size, and will be roped off with
wooden slats and twine/yarn (this would have already been done by the teacher
beforehand).
2. Already placed near each plot, the students will find the investigative materials needed
for the days inquiry experience. These materials are:
a. Clipboards (one per student)
b. Graph paper with marked section corresponding to the size of each plot (24 x 40
units on the graph paper will represent the 3 x 5 plot)
i. One sheet will be needed per student; these sheets will already be attached
to the clipboards
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c. Notetaking/Data sheet containing questions/prompts for the students to

consider/think about/remember as they study their plots:
i. Todays essential question: What are the characteristics of our plot?
ii. What can I see? Feel? Smell?
iii. What are the living and nonliving elements in our plot?
iv. Did I draw and label them?
v. Did I notice the little things and include lots of details?
1. There will also be empty spaces on this sheet for students to record
their observations
2. One sheet will be needed per student; these sheets will already be
attached to the clipboards (behind the graph paper)
d. Extra sheets of paper for additional notes that the students may wish to take
(already clipped behind the notetaking/data sheet)
e. Pencils (one per student)
f. Colored pencils (one box per group)
g. Tools for investigating:
i. Plastic spoons (one per student)
ii. Plastic trays (at least one per group)
iii. Paint brushes (at least two or three per group)
iv. Magnifying glasses (one per student)
3. Before having the students begin, the teacher will go over these materials, and again
briefly explain to the students what they are to do:
a. Alright, scientists! Now that each group has selected their plot, we can begin
investigating!
b. Remember that your job today is to closely study your plot in order to answer
your groups essential question: What are the characteristics of our plot?
c. You can think about what you see, feel, and smell to help you focus on those small
details.
d. You can use the spoons, trays, and magnifying glasses at your spot to help you
investigate, but dont be afraid to also use your hands!
e. As you investigate your groups plot, you will each use your own sheet of graph
paper to draw and label all of the different living and nonliving elements that you
find (teacher will hold up an example see attached file).
f. You will also find a notetaking/data sheet clipped behind your graph paper with a
list of questions to help you remember what to think about as you investigate your
groups plot (teacher will hold up an example see attached file). This sheet
should be used to record your written observations. If you need more room to
write, feel free to use the extra sheets of paper attached to your clipboard.
g. And, last but not least dont forget to use your individual class iPad to take
pictures that document your experience as you investigate your plot!
h. Once we conclude our investigation, we will share our findings with one another,
and later on, when we head back inside we will use our collected information
to write our very own rubber band books!
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4. Okay, thats enough of me talking! Does anyone have any questions before we begin?
The teacher will allow for students to ask any questions that they may have. Once all
questions have been asked and answered, the investigation will begin.
5. Alright, boys and girls, it is time for us to begin our work as scientists! Go ahead and get
started with your group, and I will be around to check in.
6. At this point in time, the teacher will allow the students to begin, and he/she will make
his/her way around to each of the groups, constantly moving from one group of students
to the next. Once the teacher has checked in with each group of students, he/she will
begin the circulation process again.
a. Role of the teacher during the inquiry investigation: As students are engaged
in the inquiry investigation process, the teacher will circulate around the outdoor
area to each of the different groups of students. In doing so, he/she will be using
his/her own class iPad to take pictures of the students as they work with their
groups to investigate their plots. The teacher will also be checking in with the
students in order to ensure that they are not having any difficulties. If/when any
difficulties do arise, the teacher will work with the students in order to solve the
issue(s) at hand. In addition to this, the teacher will be asking a variety of
questions in order to assess student understanding, and facilitate and promote
additional thinking. Following are some sample questions:
i. How is your investigation going?
ii. What has been most difficult for you so far? Why?
iii. What has been your biggest problem/challenge so far? How did you/how
do you plan to solve it?
iv. Which findings have you considered so far?
v. What observations have you been making?
vi. What do you think your most interesting finding has been so far? Why?
vii. What are some of the things that you have seen?
viii. What are some of the things that you have felt?
ix. What are some of the things that you have smelled?
x. What living elements have you found?
xi. What nonliving elements have you found?
xii. Have you noticed any patterns?
xiii. What similarities can you find in your observations?
xiv. What differences can you find in your observations?
xv. What are some characteristics you would associate with your plot so far?
Why?
7. As the end of the science inquiry experience draws near, the teacher will visit each group
of students and ask them to share their answer to the essential question. At this time, the
teacher will ask each group of students to share the characteristics that they believe
describe their plot. In doing so, the teacher will also ask the students to share what
specific details/findings led them to this conclusion.
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8. Once all groups have completed the science inquiry experience and have shared their
individual findings (the characteristics that they believe describe their plot, as well as the
specific details that led them to this conclusion) with the teacher, the teacher will have
each group of students pair up with another group of students in order to share their
findings/discuss their experiences. At this point in time, the teacher can ask the groups to
discuss items such as:
a. The characteristics they would associate with their groups plot
b. Why they selected those characteristics
i. The specific findings that led them to their conclusion
c. The elements each group found that were similar/different
i. For example: what they saw, felt, and smelled; the living and nonliving
elements of their plot
d. The similarities/differences among their drawings
e. The challenges they faced/successes they had as a group
f. Their overall thoughts about the inquiry experience
9. During this sharing portion of the lesson, the teacher will be circulating around to each of
the groups, mainly to listen in, and ensure that meaningful conversations are taking place.
He/she should allow the students to do the talking.
10. Once individual groups have paired up with one another in order to share their
findings/discuss the inquiry experience, the teacher will bring the class back together as a
whole in order to provide closure for the days lesson.
a. It is also during the closure portion of this lesson that the teacher will provide a
transition to the ELA component/extension of this lesson.

1.5 Differentiation
Students with significant ELA deficits: These students will be given the opportunity to
orally record the content of their books before having to write them. Depending on the
exact student and his/her abilities, the teacher could make use of one of two different
options. The first option would be having these students strictly record an oral telling of
their book, and then write the book while listening to this recording. The second option
would be to have these students use speech-to-text in order to record a written (rather
than oral) version of their book. Students for whom this option is more appropriate would
then read over the resulting text, and subsequently transfer it to the pages of their book.
As part of this differentiated assignments requirements, these students will still be
required to include all of the components contained within the writing checklist. The way
in which they do so, however, will be different. Rather than strictly having to write, these
students will be receiving another level of support. While these students will still need to
engage in the process of writing, they will have opportunities to engage in the processes
of speaking, listening, and reading beforehand.
Students with exceptional ELA strengths: These students will be given the opportunity
to write their books from a perspective other than their own. While the other students in
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the classroom will be writing their books from their own perspective (as the
scientist/investigator), these students will be able to write from the perspective of one of
the living elements found within their plot. For instance, if a student found a worm in
their plot, their rubber band book could be written from the point of view of the worm.
As part of this differentiated assignments requirements, these students will still be
required to include all of the components contained within the writing checklist. The way
in which they address these components, however, will be different. While these students
would still be required to incorporate the same information, they would be doing so in a
different way. With this assignment option, another layer would be added to the base
task.

1.6 Closure
1. In order to provide closure for this inquiry experience, the teacher will facilitate a whole
group discussion, allowing the students to do most of the talking and build off of one
anothers ideas.
a. During this time, the teacher will ask students to discuss:
i. The days essential question (What are the characteristics of our plot?)
ii. What it was like for them to study their plots
iii. How they felt about trying to pay extra close attention to the little things in
their work as scientists
iv. What they feel they were able to learn from the inquiry experience
2. Following this wrap-up discussion for the days inquiry investigation, the teacher will
have the students line up, and the class will head back to the classroom. Before having
the students line up, the teacher will instruct them to gather all materials from their area
(except for the wooden slats and twine/yarn used to rope off each plot) in order to bring
them inside.
3. Once the students have made it back to the classroom, the teacher will introduce the ELA
component of the lesson: Okay, boys and girls As part of our work as scientists
investigating the little things today, we are going to publish our findings. As I mentioned
to you earlier, we are going to use the information we collected during our inquiry
experience to write our very own rubber band books!
a. This will not be the first time that the students have written in the form of rubber
band books. Thus, the teacher will not need to review this process. However, the
necessary steps have been detailed below:
i. To obtain 8 book pages (or 4, depending on whether or not the last
recommended optional step is followed), take one sheet of paper.
ii. Fold the paperThis step will vary, depending on the way in which the
student would like his/her book to be laid out/stand up.
1. Option #1 (will result in a book that is wider than it is tall): Fold
the paper long ways/vertically. Then fold it short
ways/horizontally.
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2. Option #2 (will result in a book that is taller than it is wide): Fold

the paper short ways/horizontally. Then fold it long
ways/vertically.
iii. Repeat these first few steps with additional sheets of paper as desried.
iv. Layer the folded sheets of paper (if using more than one) on top/inside of
one another.
v. Use a rubber band to bind the pages together. Do this by wrapping a
rubber band along the folded edge (side).
vi. Recommended optional step: Take a scissor and cut along the folded
edges (top or bottom) of the book. This will result in more available book
space/usable pages, and can cut down on the number of sheets needed per
book.
4. Although we worked in groups to investigate, we are going to be writing our books
individually, and there are certain components that you will need to address. Lets review
them together.
a. At this point in time, the teacher will give each student a writing checklist (see
attached file) that he/she will use to review the required components of each
rubber band book with the students. While this information will be in the form of
a checklist, the required components include:
i. The characteristics associated with the plot they studied (Did I include the
characteristics of my plot?)
ii. The reasoning behind the selection of those characteristics (Did I state
why/which findings led me to select those characteristics, and why they
make sense?)
iii. What they saw, felt, and smelled (Did I include what I saw, felt, and
smelled?)
iv. The living and nonliving elements from the plot they studied (Did I
include the living and nonliving elements of my plot?)
5. Upon reviewing the required components of the writing piece, the teacher will have the
students begin working on their rubber band books. He/she will also remind students to
use the data they collected during the inquiry experience to help them as they write.
He/she will then individually meet with students who have exceptional ELA strengths
and significant ELA deficits, in order to inform them of their differentiated ELA
assignments. (Refer to the differentiation portion of this lesson plan for a description of
what these assignments will entail).

1.7 Formative/ Summative Assessment of Students

Once students have completed the inquiry investigation process and have completed their
rubber band books, all materials will be collected and assessed by the teacher. Using the
following rubric, the teacher will assess students collected data sheets (graph paper,
notetaking/data sheet, and any extra pages used), as well as their rubber band books (and
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writing checklists). For the group interpersonal skills component of the rubric, being that
there is no physical product, the teacher will rely on his/her observations and anecdotal
records. The teacher may also supplement the information available for assessment via
students physical data sheets and rubber band books with his/her observations and
anecdotal records (i.e. from students responses to teacher- or peer-generated questions).
Regarding the ELA component for which the assignment has been differentiated, the
teacher will not need to completely change his/her assessment by altering the components
that will be assessed. This is due to the fact that although this assignment has been
differentiated all students will still be required to include all of the components
contained within the writing checklist. The way in which this is being done, however, will
be different. Thus, the teacher may still wish to slightly differentiate his/her assessment for
these students, in order to account for the variables that have been modified.
1 2 3
Student Does Not Student Meets Student Exceeds
Meet Expectations Expectations Expectations
Science Inquiry Observations, Student conveys new Student demonstrates
Experience recorded data, and knowledge built exceptional focus on
drawings offer little through investigation. the science inquiry
insight. Details are Observations are processes.
missing from data accurate with Observations reveal
sheets. The student important details connections the
does not engage conveyed through student makes to
effective science notes, drawings, and prior investigations.
process skills. conversations. Observations in the
Student is able to form of notes and/or
demonstrate critical drawings are highly
thinking and detailed. The student
reflection skills. is able to share
insightful
conversation about
the investigation.
Group Student is frequently Student participates Student exhibits
Interpersonal Skills off-task, and may be fully in the group exceptional
argumentative with tasks. The student interpersonal skills
team members. demonstrates and is skillful in
Listening, problem appropriate elevating the
solving, and verbal interaction through performance of other
and non-verbal skills successful listening, group members.
do not match problem solving, and Leadership skills
expected outcomes use of negotiating. convey respect for
needed to be a The student supports others while keeping
successful group the groups direction the group well
member. and focus. focused on the
essential question.
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ELA Component Student does not Student creates a Student creates a

create a rubber band rubber band book rubber band book
book upon upon completing the upon completing the
completing the inquiry investigation inquiry investigation
inquiry investigation process that addresses process that addresses
process that addresses all of the required all of the required
all of the required components. The components, in
components. The components are addition to
components are not addressed via a components that were
addressed via a product that has been not explicitly
product that has been written in the correct required to be
written in the correct format, and from the addressed. All of the
format, and is not correct viewpoint. components (both
written from the explicitly required
correct viewpoint. and not) are
addressed via a
product that has been
written in the correct
format, and from the
correct viewpoint.

1.8 Materials/Equipment
Wooden slats and twine/yarn (used by the teacher to rope off the plots before the lesson
begins)
Individual class iPads (one per student, and one for the teacher; obtained before heading
outside; used to take pictures that document the inquiry experience)
o These will also be needed during the ELA portion of this lesson by students who
have significant ELA deficits (in order to record the content of their books before
engaging in the process of writing).
Clipboards (one per student; already placed near each outdoor plot)
Graph paper with marked section corresponding to the size of each plot (24 x 40 units on
the graph paper will represent the 3 x 5 plot) see attached file
o One sheet will be needed per student; these sheets will already be attached to the
clipboards placed near each outdoor plot
Notetaking/Data sheet containing questions/prompts for the students to consider/think
about/remember as they study their plots, and record their written observations
o One sheet will be needed per student; these sheets will already be attached to the
clipboards (behind the graph paper) placed near each outdoor plot see attached
file
Extra sheets of paper for additional notes that the students may wish to take (already
clipped behind the notetaking/data sheet)
Pencils (one per student; already placed near each outdoor plot with the clipboards)
Colored pencils (one box per group; already placed near each outdoor plot; used to detail
graph paper drawings)
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Tools for investigating (already placed near each outdoor plot)

o Plastic spoons (one per student)
o Plastic trays (at least one per group)
o Paint brushes (at least two or three per group)
o Magnifying glasses (one per student)
Writing Checklist (one per student; distributed before the teacher reviews the required
components of the ELA portion with the students; used by students as they engage in the
writing process) see attached file
Rubber bands (one per student; distributed after the required writing components have
been reviewed; used by students to assemble their books)
Blank sheets of thick paper for rubber band books (two sheets per student; distributed
along with rubber bands)
o The teacher will also place extra sheets of this paper in a pile on the student
resource table in the classroom. This way, extra sheets of paper will be available
for students as needed.
Scissors (one pair per table/student, depending on classroom resources; used to create
more available book space when assembling rubber band book)
Lesson Plan Rubric (one per student for use by the teacher throughout/after the lesson to
assess the students)

1.9 Technology
Technology will be incorporated into this lesson via the usage of the individual class
iPads. Each student will be using his/her individual class iPad in order to document the
days inquiry experience. As students work within their groups to investigate their plot,
they will be able to not only take pictures of their plot and findings, but also of their group
members in action. During the investigative portion of the days lesson, the teacher will
also be taking pictures of the students as he/she makes his/her way around to each of the
groups. After the completion of the days lesson (i.e. at the end of the school day), the
teacher will get the images taken throughout the inquiry experience developed. The next
day (i.e. during morning meeting, or as a precursor to the next days science lesson
[depending on the lesson]), the teacher will have students collectively create a class
collage. This collage can not only be displayed for all to see, but can also help students to
reflect on the importance of their collective work and inquiry experience.
Individual class iPads will also be used by students with significant ELA deficits during
the ELA portion of this lesson. Whether it is more appropriate for these students to
initially create a strictly oral recording/representation of their book, or a written version
via speech-to-text (see differentiation section), they would be able to use their individual
class iPads to do so.

2.1 Reflection on Planning

This was a really thought-provoking and intense lesson plan to design. Its only the second
inquiry-based science lesson Ive ever created, and when creating my first one I
already had so much of a head start, being that it was based on a lesson that had already
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been developed. Thus, it was quite a different experience this time around. Although there
were certain points in time during which I found creating this lesson to be challenging, I
am proud of the final result. One point during which I was stuck when writing this lesson
plan was when I had to come up with an anticipatory set. After much thought and
deliberation, however, I feel that I was able to come up with something that was not only
relevant to the days lesson, but that would also initially engage students and heighten
their senses.
I also feel that this lesson has other positive aspects due to the fact that it contains an
inquiry experience that will allow students to be active and work cooperatively with one
another. And, in spite of the fact that students will be working in groups, each individual
student who participates in this lesson will have the opportunity to be an active participant
throughout. In addition, I think that this lessons connection to ELA is one that is
purposeful and that students will enjoy. Overall, though, I believe that this written lesson
plans positive aspects are related to the amount of details that I tried to include.
When writing this lesson plan, I found it really helpful to obtain feedback from my peers.
When you are all wrapped up in your own thoughts and ideas, it can be hard to make even
the smallest of decisions. So it was highly beneficial, I think, to get others thoughts and
perspectives.
Regarding lesson planning aspects that I would like to keep in mind/work on in the future,
I can think of a few. For one, I want to continually make an effort to include lots of
details/really think through things when planning for lessons. I think that this is a
beneficial practice when lesson planning, and it is one that I would like to continue
engaging in, and become more skillful with.
In addition to this, I would also like to improve my abilities to write inquiry-based science
lesson plans in general. As stated previously, this is not an area in which I have much
practice, but it is something that I would like to improve upon. When given an inquiry-
based idea for a science lesson plan, I feel that I tend to have a hard time getting started.
Once I get my thoughts flowing, though, its not as troublesome as it first seemed. Thus, I
feel that the more practice I get with writing such lesson plans, the more effective I will be
able to become.
Lastly, as I move forward, I do not want to lose sight of the importance associated with
getting others thoughts and perspectives. This is such an important aspect of lesson
planning, but more importantly it is such an important aspect of the teaching
profession.

2.2 Reflection on Instruction

This lesson was not taught.