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Lesson Plan Format Form

First Name

Last Name

Email

Date

Malie

Koehler

maliesk@hawaii.edu

November 5, 2015

Semester

Year

Grade Level/Subject

Lesson Duration

3 (Fall)

2 (2015)

First Grade/ Science

45 minutes

Title
Seeds, Seeds, Seeds!
Central Focus (Enduring Understandings)
A description of the important understandings(s) and concept(s)
In this lesson, students will learn about the life cycle of a plant, observe seeds, discuss what a seed needs to grow, create an environment in which
their seeds can grow, and then record their seeds life cycle in the weeks that follow.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and address
essential understandings, concepts, and skills
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the
skills necessary to engage in the scientific process

Benchmark SC.1.1.1

Collect, record, and organize data using simple

tools, equipment, and techniques safely

Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand the unity,
diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the
environment

Benchmark SC.1.3.1

Identify the requirements of plants and animals to

survive (e.g., food, air, light, water)

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
After this lesson, students will be able to use their senses to make observations, organize their observations, and compare their resulting data to
their initial data.
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout the
lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)
As a formative assessment, I will be watching to see how well the students can draw from each sense to make observations, to see how they
organize their data, and how they compare their results to initial predictions.
This informal assessment will be in the form of a checklist:
Student can
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Lesson Plan Format Form

_ use (1,2,3,4, all) sense(s) to make accurate observations

_ can use academic and scientific language to express observations and findings
_ can organize data in a way that makes sense
_ students can make relevant connections and see differences between their initial data/predictions and their results
As a summative assessment, I will use a rubric to grade their data collection. They will be graded on their ability to collect accurate
information/observations, record information clearly, and organize their data in a way that makes sense.
Rubric

Emerging

Proficient

Advanced

Collect, record,
and organize
data using
Benchmark
simple tools,
SC.1.1.1
equipment, and
techniques
safely

Student collects inaccurate

information. Student does not
write data clear enough to
understand. Student needs help
to organize data in a way that
makes sense.

Student collects accurate

information. Student records data
in a clear and easy to understand
way. Student organizes data in a
format that makes sense and can
be explained.

In addition to proficient work,

student makes connections
between their prediction and
results. Student makes additional
observations based on their
results.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning
Students have been learning about seeds from their garden teacher. They have learned that there are different kinds of seeds, that they can look
different, feel different, and grow different things. They briefly touched on what a seed needs to grow and flourish, so I will be touching on that as
well. A lot of what we do in this lesson will be related back to things they have learned in their garden class. I think another great connection to make
would be to their culture of living here, in Hawaii. A lot of families, especially in this community, grow their own food and have done so for many
generations. I would want to relate this lesson to the importance of knowing how to grow seeds and plants. In order to do this, we need to know
about each seed. We need to know what it needs and how to give it what it needs.
Academic Language and Language Supports
Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.
In this lesson and in the weeks following, students will be introduced to and reacquainted with the following scientific vocabulary:
Germination
Observation
Data
Organize
Record
Sprout
Nutrients
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources, 2) uses the 5E Learning Model (Engage, Explore, Explain, Elaborate, Evaluate), and 3) lists
opportunities offered for multiple modes of participation
Engage- To begin, we will learn this short song about what a seed needs to grow. This will serve as a front load into the lesson and also as a
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transition song for when we need to check on our seeds in the future.
A Seed Needs
I see you are a seed, tell me what do you need,
I need some soil to grow, and then the sun to glow,
Water to make me wet, air for my leaves to get,
Space for my roots to spread, now I'm a plant.
Explore- Students will follow my instructions to create little environments for their seeds to grow. This lesson serves as a starting point for which we
will continue on weekly to meet the SC.1.1.1 benchmark of learning how to collect and organize data.
Each student will get two seeds (in case one fails).
Students will place 2 paper towels on top of each other and wet them so they absorb the water, but are not dripping wet.
Students will place seeds in the middle of the paper about one inch apart.
Students will place the paper towels with seeds inside the gallon Ziploc bag and seal.
Students will write a sentence about their observations and draw a picture of their seeds growth.
Explain- Class will discuss what a seed needs to grow, and what we provided for our seeds to grow.
Class will think about what a seed needs to grow. A seed needs nutrients- water, warmth, and light.
Elaborate- Class will discuss what we need to continue doing in the weeks to come to maintain our seeds growth. Class will discuss briefly the life
cycle of plants so they know what to expect to see with their seeds.
Class will read a book about life cycles (on another day).
Evaluate- Students will observe & record the activity. Document their observations about their seeds in their science notebooks and draw a picture
of what their seed looks like now.
Prep.50 Paper towels (2 per student)
25 Ziplocs
12 Spray bottles
50 Lima Beans
25 Worksheets
ScriptT- Today were going to learn about seeds, what they need to grow, and were going to plant our own seeds. If we are successful, Ms. Melissa said
that we can plant our little Lima Bean sprouts in the garden here at school. First thing we need to do is find out what a seed needs to grow. What do
you think a seed needs? Turn and talk to your partner. Peanut Butters go first, then Jellies. Give me a thumb tent when youre finished.
S- Seeds need water, sunlight, etc
T- Thats right! According to our book, How A Seed Grows, a seed needs many things to grow- it needs soil, water, and sun (p. 28-29). To help us
remember this, I have a little song I want you all to learn. When we sing this song, it means its time for us to check on the seeds we will be planting
today. The song is called A Seed Needs. Listen to me first.
A Seed Needs
I see you are a seed, tell me what do you need,
I need some soil to grow, and then the sun to glow,
Water to make me wet, air for my leaves to get,
Space for my roots to spread, now I'm a plant.
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Teachers will sing the first part to let you know its time, and you will sing the rest in response. Lets try together.
T- So what does a seed need?
S- A seed needs soil, sun, water, air, and space.
T- Thats right. So I want to plant some seeds right here in our classroom, but do you think its a good idea to bring a bunch of soil in here?
S- No, its messy!
T- I agree. So I know that we can use wet paper towels as a substitute for soil, so thats what were going to do. Were going put little seeds in
between some wet paper towels and in a Ziploc bag so we can observe what happens to them. In the baggies, our seeds will have water, soil
substitute, and air. For warmth, we will put our rack of seeds outside in the sun while we are here at school. When I start to sing our song, I would
like the Jellies to get up and grab four paper towels (two for yourself and two for your partner) and one spray bottle from the sink area. Do we think it
would be a good idea to spray each other with our bottles?
S- No!
T- I agree. Please be responsible with your tools. Peanut Butters please grab four seeds (two for you and two for your partner) as well as two Ziploc
bags and then sit at your desk. We will do this together. Go ahead.
T- Now, we need our paper towels to be damp, but not dripping wet. Take turns spraying your paper towels so they wet but not dripping. Once that is
done, place your Lima Beans in the middle of your paper towel, about one inch apart. Next, put the paper towel with the seeds into your Ziploc bag
and seal. Write your name and the date on your bag and find your spot. Now, a big part of being a scientist is knowing how to observe and collect
information about things. To do this, we have observation sheets that look just like our baggies. What should we write on here?
S- Name and date!
T- Thats right. You need to write your name and the date. You also need to write one sentence about what you see happening with your seed. Has
anything happened with our seeds yet today?
S- No.
T- Yea, not really. But we can write what we did- Today I planted my Lima Bean. Next, you need to draw a picture of what your seed looks like. We
will use this type of sheet again to check up on our seeds once the start growing more. After you finish writing your observation sheet, please get it
checked by a teacher and then we will glue it into our Science notebooks.
Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
A lot of the instruction will be whole group, so to accommodate my multilingual learners, I will include pictures along with the poem, and there will be
a teacher/ tutor to aid them in specific needs (asking thinking questions, modeling, etc.).
A teacher/tutor will also be available for individual aid for the struggling students.
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson
http://www.canteach.ca/elementary/songspoems22.html
http://www.csun.edu/~aef21890/coursework/695/longitudinal_study/seed_germination.html
http://www.biologycorner.com/worksheets/germination.html
Teacher will have pictures and words for each step in the germination process.
How A Seed Grows by Helene J. Jordan
Science Notebook Entry sheets for seed observations
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Additional Lessons
Write a short description (3-5 sentences) of 2 additional lessons that would go along with your lesson (come before or after) to develop a short
unit/learning segment.
After this initial lesson, we will be revisiting our seeds to watch how they grow and document the changes we can see. This will continue as a data
collection activity for a few weeks and I am pretty sure that once it grows, they can plant their seedling into the garden (with the permission of their
garden teacher) and then plant more seeds to continue on. For additional lessons, I could have them plant different seeds, predict what they will
grow to be and then compare/contrast their results. As they observe their seeds sprouting and growing, I will read How A Seed Grows to facilitate
their understanding of plants life cycles.

v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Science Revision 8/29/15