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Purpose: The student will examine a plant life cycle and traits and the career of a botanist and
answer questions related to the topic.
Lesson Topic Question(s): What questions do you have about a plant growing?
What do botanists need to know about plants?
Teacher: After watching the video, what did you notice about the plant growing?
Students will be led through a discussion where they will brainstorm with a shoulder partner what they
notice about the growing plant. After a proper wait time, they will be called on by popsicle sticks to
share out what they notice. The teacher will write these on an anchor chart. The teacher will then repeat
this process with “I wonder” statements, asking the students what they are wondering about the plant
life cycle. These “I wonder” statements will also be written on the anchor chart as students share their
wonderings.
Teacher will check understanding by walking around during discussion time and listening to group
discussions taking place. Teacher will also check understanding by student responses to “notice” and
“wonder” statements.
Transition- Now that we have brainstormed plant life cycles, we are going to learn about a career whose
job is to study plant life cycles, let’s read together…3…2…1…
Stage 2: Explain Concept Development in Two Steps
Step one-Teacher- “Why would the career connection be a botanist? (students will brainstorm with their
shoulder partner again and be called on by popsicle sticks) Answer-botanists help plants grow
What do botanists need to know about plants? (students repeat brainstorm) Answer-how they grow, what
they need, how to tell if they are sick, how different plants are different
2nd Step:
Explain to students that botanists learn everything about plants, their structure, how they grow, what they
eat, how different types of plants are different. They also learn about the things that plants need to grow
strong and healthy.
Next, students will answer the questions on page 128 in the Be a Scientist Notebook.
Stage 3: Extend
Students will answer the questions- What are the seeds of a live oak tree called? And What helped the old
tree get healthy? They will work with their table groups and clothespins will be given to a group with the
correct answer.
Closure: Today we learned about the life cycle of plants, brainstormed our observations and questions,
learned about the career of a botanist and applied our learnings to an oak tree. We can apply our
learnings to any plant in the future and make inferences about other plant life cycles.
Evaluation Teacher will do a majority of evaluation by listening to student discussions. The teacher
will also check in with table groups to make sure they have corrected answers during written questions.
Differentiation:
In this class, there is a student who cannot read at the same level as other third graders and has a hard
time writing. Per the students IEP, the teacher will read him the questions during the independent work
and write the answers for him.
Citation: “Science in our World”. McGraw-Hill. (n.d.)