Lessons Lesson 1

Objectives 1. Students will become familiar with the life-cycle of a plant as well as relevant vocabulary. Seed, germinate, sprout, leaves, stem etc. 2. Students will construct observation logs and have a general understanding of how to use them 1. Students will be able to complete the process of planting a seed, and use the terminology for seed, soil and roots.

Summary We went over what we know about seeds/plants. Mr. Patrick read A Seed is Sleepy; by Dianna Hutts Aston to the students. Then we went over the KWL Chart. And then had the students do a Seed Sort.

What did/didnt work Reading through the whole book did not work, they got really jumpy. What did work was asking them what they knew, they came up with a lot of different answers.

Lesson 2

2. Students will decorate and know how to use the observation logbooks
Lesson 3 1. Students will observe changes in their plants and make entries in their logbooks 2. Students will act out the life cycle of a plant 3. Students will add the following words to their vocabulary, observe, leaves, stem and sprout 1. Students will make observations of their plants in their logbooks.

Mr. Patrick demonstrated how to planted the seeds. Then asked the students what they thought was going to happen with the seeds. Finally we had them write in their log books what they did and saw.

The seeds were too small that it was tough for the students to plant them, this is what didnt work. The thing that did work was that they got to look at other seeds and fill out what plants they thought they were to.

We started off by having a small introduction of the log books again, what we wanted them to do and how. Next we had a activity were Ms. Kelsey had them act out the life cycle of a plant. Starting as a seed then growing up into a full grown plant. While this was going on Mr. Patrick was having groups at a time go and look at their plants to see any changes. Ms. Kelsey led a large group discussion and demonstration on how water travels up through a plant. As she did this I

Something that wasnt the best was taking groups at a time out of the activity. What did work was going through the lifecycle and having the students act it out.

Lesson 4

One thing that was difficult was making sure the children didnt touch the plants when showing

2. Students will identify the parts of a plant 3. Students will begin transpiration experiment Lesson 5 1. Students will learn that not all plants have to grow from seeds 2. Students will start to grow a plant from an existing plant 3. Students will learn how water travels up through the roots of a plant 1. Students will be able to describe the lifecycle of a plant using pertinent vocabulary. 2. Students will make observations of the Sweet Potatoes.

would take the table groups back to make observations about their plants and to make entries into their log books.

how the water moves through them. What did work was using the different colors to show them how the water moves. It was difficult to see what really didnt work. The different jobs went well. Overall this lesson was good.

In this lesson we reviewed how roots carry water up to the plant. The students, as table groups, planted sweet potatoes in mason jars of water.

Lesson 6

In this lesson we reviewed the vocabulary about the lifecycle of the plant. The students were then given a worksheet in which they would have to fill in missing information about the life cycle of a plant from seed to mature plant.

Something that didnt work was that some of the children had a difficulty with focusing on the worksheet. The vocab was something that did help and work, because most of them knew what each thing was.

Lesson 7

1. Students will be able to identify parts of a plants using background knowledge.

In this lesson we gave the students 6 courses of vegetables. We encouraged them to eat them then write what part of the plant they thought the vegetable was.

One thing that didnt work was that some of the students would not even touch the veggies. Having actual veggies that they could touch and see in person helped with them realizing what parts they were on a plant. What worked was being able to have one on one time with each student and get their full understanding.

Lesson 8

1. Students will be able to show us what they have learned from our lessons by filling out

This lesson started off more as a art project. While Patrick and I were taking the children out of the class to fill out the worksheets to know their

worksheets.

knowledge of the plants, Ms. Yang was conducting a art project in which they make their own plants. They used pipe cleaners, paper clips, pompoms, and construction paper.

What didn't work was not having enough time. We got through six students so Kelsey went back the next day to finish. That was the only downfall to this lesson.