Professional Documents
Culture Documents
Date: 2/12/15
Science Standards
Life Sciences
2. Different types of plants and animals inhabit the earth.
As a basis for understanding this concept:
c. Students know how to identify major structures of
common plants
and animals (e.g., stems, leaves, roots, arms, wings,
legs).
ELA Language Standards for Grade Level
Decoding and Word Recognition
1.15 Read simple one-syllable and high-frequency words
Vocabulary and Concept Development
1.17 Identify and sort common words in basic categories.
Listening and Speaking Strategies
1.1 Understand and follow one- and two-step oral directions.
Cog. Taxonomy
Remember, apply, analyze
DOK Levels
Level 1 Recall, label
Level 2 Display
Materials
Parts of a Flower Chart
Parts of a Flower Graphic Organizer
Parts of a Flower Cut & Paste Organizer
practice sheet
Computer and speakers for YouTube video
https://www.youtube.com/watch?
v=sXrnHff2Kjc
Teacher Reflection
What do you anticipate to be a problem for specific
students?
Extension:
Based on data/evidence, what are the next steps for future
lessons?
ELD Objective
Some students may struggle to complete the graphic
organizer if they do not have proper word recognition of the
vocabulary.
The next steps for this lesson are for the teacher to expand
on what each part of a flower is responsible for, leading into
a science lesson about flowers.
Content Objective
Students may struggle to learn the new vocabulary and
may need to have them taught with the words in their
native tongue.
What would likely go well? Why?
Students will likely enjoy the topic of parts of a flower
because it is something that each of them has experienced.
I think the students will enjoy the graphic organizers