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Slide 1: Science Lesson Planner: Mariateresa Terrezza Title of Lesson: Plants Need… What? Title of Unit: Basic Characteristics and needs of a plant Subject: Science Grade: 1 Timeframe: 40 minutes 10 minutes/ for 5 days Investigation Standard(s) Life science: S1l1 Students will investigate the characteristics and basic needs of plants a) Identify the basic needs of a plant ( air, water, light, nutrients) b) Identify the parts of a plant- root, stem, leaf and root Characteristics of Science: Investigating living organisms and essential needs of living. Content: Students will investigate and predict the basic needs and parts of a plant. Students will identify and create a plant model. Students will work cooperative together at tables to explore essential needs and parts of a plant. Students will conclude the lessons by correctly labeling the four essential parts of a plant and four basic needs with no error. Essential Question: What do plants need to live? Plants have how many parts? How will plant parts help plants grow? Hook/Activating Strategies (Engagement) Lesson will be launched through inquiry and investigation. First students will be asked; How would you take care of a plant? Second, as a whole group, students will investigate and predict the best way to care for a plant. Students will investigate two different controlled variables to care for a plant and keep a running record for five days. Students will check if their predictions were correct at the end of five days. Students will see which variable was better choice. Hook/ concept: Good Morning… I am holding in my hands two similar plants. I will pass them around for everyone to see. I would like to know, How would we care for these two plants? I would wait to hear a response from the students and write the correct response on the board. I will list the response 1. Air, 2. Water, 3. Light and 4. Nutrients. I would continue inquiry by asking why these four responses are essential to the plant. Where can we find these essential needs? Investigation: T: Today, each table will have two plants that they are responsible for. The first plant will be labeled water. The second plant will be labeled no water. Each group will give one plant 1table spoon of water each day for five days. The other plant will get NO water for the five days. Let’s go head and create a label for each plant, be creative so you can identify your table’s plants. I will pass out two sheets of paper for each group. T: Where is a good place to place our plants? Good answer by the window. Why? That’s where the sun is. Great! T: When you finished place your plants by the window remember to have the plants labeled. Now we are going to make a check list for the days of the week: Fold your paper in half long ways. Write the days of the week on the left and on top write water and no water. I will write it on the board. Each day you water your plant you write yes. The plant that gets no water you write no. Everyone is responsible to keep a log for each day. I will have a chart by the plants to display whose turn it is to water the plant in their group.
Slide 2: Prediction: What do you predict will happen to the two plants? Discuss it in your table groups. I will come around to hear your table’s prediction. The plant that gets water will stay the same and grow. The other plant will die. Which plant will change? The plant that gets no water. T: We have brilliant predictions. For the next four days, each table group will work on our plant investigation and mark the check list, and water the one plant. At the end of the week we will check everyone’s prediction by observing what we see. Key Vocabulary/Accelerating/Previewing: I will introduce new vocabulary words on place them on our word wall. Please repeat them after me. Light Stem Soil Leaves water Roots seed Teaching Plan and Strategies: Exploration: Students will individually create a model plant out of clay, paper, sticks and other art material to make a model plant. Each table has a supply of art material; I would like you to create your own model of a plant. You may use clay, paper, sticks and other art material to make a model plant. You may begin. I will set the timer. {I will give students 15 minutes to work on their model and take note on what students have prior knowledge of plant parts.} All of the models look wonderful! Can someone tell me the different parts of their plant? {I will go around the room and listen to students responses, then use a diagram and label stem, leaves, roots, and seeds as different parts on the board so the students can visually see the separate parts.} Earlier we learned about what a real plant needs to live. Does anyone remember? Response: Air, water, Nutrients, Light. Exceptional! How do you think the plant parts help them get what they need? As a whole group we will investigate the cause and effects of these four essential needs. 1) Procedure: We will work in a whole group answering the four essential reasons why a plant grows and what parts my help the plant. I will ask the question to help whole group discussion and give clues to help with answers. 1) Why do plants need air? Plants need air to live and grow. Plants use gases from the air to make food. Who else needs air to live? We need air. What part of the plant helps get air? The leave. 2) Why do plants need water? A plant needs water to move food to all parts. Plants take in water from the soil how? By the root… bring in the water in. 3) Why does a plant need nutrients? Plants need food to grow Soil. Is a plant always a plant? What is it before it’s a plant? seed 4) What would happen to a plant that did not have light? The light helps the plant grow and stay health. The leaves may help because the sunlight hits the leaves. 5) What are the four essential needs of a plant: Plant needs light, air, water and nutrients. 2) Activity Sheet: Students will complete a graphic organizer stating the four needs of a plant and the four parts of a plant. I will be handing out an activity sheet I need you to cut out the four boxes below the
Slide 3: dotted line that has the picture of the watering can, stems, light and leaves and place them in the missing boxes. Remember the four essential needs of a plant and the four parts that a plant has. You made a model of a plant today. 3) Key Questions: • • • • How does, a plant makes his own food? What are the needs of a plant? What anchors a plant? What makes a plant stand tall? 3. Explanation: The graph organizer will prompt the student’s explanation. Students will explain why they answered their question. What are the four basic needs of a plant? Student response: Why do we need that? 1. 2. 3. 4. Water Sunlight air nutrients Can you name the parts of a plant? Students Response: What is the purpose of the part? 1. 2. 3. 4. Leaves :photosynthesis plants are able to make sugar inside Stem: Support. Transfer of nutrient Roots :anchorage; uptake of water, Seed: flowers hold seeds Last question how can you tell if a plant is getting what it needs? Students’ response may vary. This section should include: 1) Discussion Plan: T: I plan to lead discussion and teaching through “inquiry” to engage students in hands on approach with instructor support and coaching at all appropriate levels in my classroom. Students will learn specific content by doing and engaging to drive inquiry. I will emphasizes and generate question to help assist students to refine their skills to meet academic understanding of specific content. My lesson will reflect the nature of inquiry by displaying and demanding respect for diverse ideas, abilities, and experiences. I will model the right attitudes, and values of scientific inquiry. I will encourage students to wonder, use curiosity as a guide, and enable students to have significant voice collaboration among students and fellow classmates.
Slide 4: 2) Concept Building: The essential concepts of this lesson are about Plants. T: The first concept, Plants like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal temperatures in order to grow and reproduce. For the most plants, these needs are summarized as light, air, water, and nutrients. The second concept, Plants have specific parts that help meet their needs in different environments in different ways, since the quantity or quality of resources varies from one ecosystem type to another. In order to appreciate the complexity of natural communities and students need to understand the basic needs of living organisms and how these resources are obtained. • Roots Functions :anchorage; uptake of water, minerals, and other • Stem : support transport of water and nutrients • Leaves photosynthesis plants are able to make sugar inside • A flower is where seeds are found. By understanding both concepts it enables students to understand the bigger idea of how the environment affects each living thing. That each individual has a responsibility to take care of them self and the world around them. 3) Teacher's Guide: The lesson can be broken into two days because there is a lot of information to cover. Also the opening activity takes five days to see results. If it’s possible maybe have a plant in the class that has not been cared for to use as an example and bring in a health plant. Students can point out differences between the two plants. 4) Extension: In class we were able to observe how plants may grow. We found out Plants characteristics and basic needs of plants by observation. Students were able to explore the important of basic needs and the effects when some of these needs were removed; the plants began to look sick and dying. All living things must meet their basic needs or they will not be healthy. Students where able to think and share about the following questions and can you think of any other living things that might need food, water, sunlight to live. What will happen if it doesn’t rain? How will plants get the waters they need? What happens if it rains too much? Do you have basic needs to grow? What if the basic need of food was taken away? Today we learned about the needs of living things especially plants and important parts of a plant. Those living things have similar needs. 5) Evaluation: the Primary Grade Self-Evaluation Teamwork Rubric is used to measure student performance against a pre-determined set of criteria, a rubric checklist was created with corresponding scoring scale; Each box contains essential criteria for a task and appropriate levels of performance for each student. The rubric is scored from lowest being a seed to highest being a flower. The max points are 5 points and lowest 0. For example, the following rubric (scoring scale) covers the research portion of the lesson and classroom participation: students will be evaluated by a five pointes rubric system indicating participation in classroom activities and ability to listen and follow direction. Differentiation
Slide 5: Students may be unfamiliar with words that are being used. Students who need reinforcement and enrichment of lesson concepts will be able to use index cards with pictures and names to assist understanding. The use of other visual clues will be used to assist students need and understanding. When discussing Cause/ effect I will hold up similar prompts to assist students understanding. Words like water, soil. Light and nutrient will be on cue cards with pictures. Materials: • 10 plants 2 for each group • Crayons • White paper • Graphic organizer • scissors • glue • Art supplies • 5 Plastic cup • 5 measuring TPS spoon
Slide 6: Students name: Lesson: Plants needs Total Points______/5 Informal Assessment: Primary Grade Self-Evaluation Teamwork Rubric As a team member I: ___let my partners do all of my work [.0] ___did not help my partners [.0] ___did not listen to class discussion [.0] _____did not share my ideas [.0] _____did not help the group solve problems [.0] As a team member I: ___let my partners do some of my work [.5] As a team member I: ___did all of my work [1pt] ___only helped my partners when they asked ___helped my partners [1pt] me [.5] ___had trouble staying quietly listening to ideas [.5] _____shared one idea [.5] ___listened to class discussion partners’ [1pt] _____shared my ideas [1pt] ______waited for my group to solve most problems [.5] ____helped my group solve problems [1pt]
Slide 7: Activity Sheet: Graphic organizer Plants Name: __________________ Date: _________________ Direction: Cut below and glue in the missing needs of a plant and plant parts. Plants Needs: Glue in the missing squares Light Air Water soil Plants Parts: Glue in the missing parts leaves Stem Roots seeds -----------------------------------Cut place------------------------------Below and Glue above in the right
Slide 8: Water leaves Light Stem MT: 2010