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Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL SC.4.L.16.1 Identify processes of germination and seed dispersal in flowering plants.
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what, How are seeds dispersed?
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Rationale
Address the following The students have been working on parts of the plant as part of their science unit. As we
questions: move past vocabulary we are learning how plants begin their journey through seed
Why are you teaching this dispersal and germination.
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will I will know students have mastered these objectives by:
you know students have
mastered your objectives? Formative: Students will write a brief statement and share with a partner what they think
seed dispersal is.
Address the following: Summative: Students will complete a conclusion based on what they saw, what it was
What formative evidence like for animals, and a new definition of seed dispersal using what they saw when they let
will you use to document the balloon go.
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure The background knowledge for the students is they have to understand what wind is,
students have this what a seed is, and how seeds travel.
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Some misconceptions a student might have are:
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided For this lesson I am using scaffolding. I am first showing the students a video to guide
release, 5 Es, direct their wonderings about seed dispersal, then I am allowing them to conduct an
instruction, lecture, experiment on seed dispersal, and finally I am letting them write their thoughts about
demonstration, partner word, seed dispersal and how they think it works based off of their experience.
etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
I will help this student by using guiding questions to promote their thinking.
Have them reflect from an animal standpoint and write which animal they would rather
be when faced with the task of collecting seeds.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
Different types of plants, flowers, and trees are everywhere and each thing has seeds
that disperse. Students will learn how certain animals may carry seeds to their native
plants and trees.
If applicable, how does this lesson connect to/reflect the local community?
The students will learn about local plants and trees and which animal or thing disperses
their local seeds.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have these students research about different animals rolls in collecting seeds and
what plants seeds they are delivering. Then I will have them reflect on why they chose
the animal they did.
USF Elementary Education Lesson Plan Template (S 2014) Name: Cait Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 03/08/17
4th Size:
Whole
Group
How will you differentiate instruction for students who need additional
language support?
I will work with these students one-on-one when they are writing their conclusions.
Materials
(What materials will you use? *Tape
Why did you choose these *Balloons
materials? Include any *Seeds
resources you used. This can *Computer
also include people!) *Speakers