Mebratu Section 4 Msed Portfolio

Running Head: MSED Portfolio Project 1
Artifact #4: Science Unit Plan: Plants
This Science Unit Plan aligns with the following standards: Standard 4: Content
Knowledge; Instructional Practice Standard 8: Instructional Strategies. Principle 2: Educators
create, support, maintain challenging learning environments for all. They know the curriculum
and utilize a range of strategies and assessments to address differences. Writing Standards, Text
Types and Purposes W 2.2 Write informative/explanatory texts in which they name a topic,
supply some facts about the topic and provide some sense of closure; ELA Standard 1: Language
for Information and Understanding ; NYS Elementary Science Standard Strand 4.a: The Living
Environment, Indicator 3 1.b; NYS Learning Standard 4: Program Impact on P-12 student
learning and development; TEAC/CAEP Claim 1: Medaille College graduates know the subject
matter in their certification area(s), Claim 2: Medaille College graduates meet the needs of
diverse learners through effective pedagogy and best teaching practices; ISTE Standards for
Teachers 1.Facilitate and inspire student learning and creativity; 1.a. Promote, support and model
creative and innovative thinking and; International Literacy Association (ILA) Professional
Standards, Standard 1, Foundational Knowledge, Standard 2, Curriculum Instruction; CEC
Standard #2, Professional Competence; Ontario Curriculum Standards Grade 1 Science Overall
Expectations: Communication Skills Investigate needs and characteristics of plants and animals,
including humans, Specific: 2.4 investigate the physical characteristics of plants and Ontario
Teacher Practice Standards: Professional Knowledge.
Much can be learned from understanding human impact on the environment. I am
passionate about teaching my students the value of environmental stewardship through valuable
science programs. I chose to demonstrate my passion for the STEAM curriculum by including
my science unit plan on plants. It is my belief that it is never too early to teach students how their
actions can impact the plants, animals and other humans within their environment. In teaching
the students about plants and how we and the animals in our environment depend on them, I am
teaching students to respect other living things and how doing so can benefit us all. I really like
the idea of having the students plant their very own seed as part of this unit as it allows them to
see how they can care for something with a small amount of effort but garner big results. This
unit takes into account the 4 Cs of 21st century learning, Communication, Collaboration,
Creativity and Critical Thinking. I believe strongly in the ideas of educational theorist John
Dewey. Deweys views appeal to educators like myself who aim to put his philosophies into
practice. This type of classroom environment would see a focus on hands-on projects, action
learning, workshops, simulation and community based learning.
In an article entitled D is for John Dewey: His Approach To Education (2017) retrieved
from the website http://www.thepositiveencourager.global/john-deweys-approach-to-doing-
positive-work/, contributor Mark K. Smith has described John Deweys contribution in the
following way: John Deweys significance for informal educators lies in a number of areas.
First, his belief that education must engage with and enlarge experience has continued to be a
significant strand in informal education practice.
Second, and linked to this, Deweys exploration of thinking and reflection and the associated
role of educators has continued to be an inspiration. We can see it at work, for example, in the
models developed by writers such as David Boud and Donald Schn.

Third, his concern with interaction and environments for learning provide a continuing
framework for practice.
Last, his passion for democracy, for educating so that all may share in a common life, provides
a strong rationale for practice in the associational settings in which informal educators work.
My philosophy of education aligns with the philosophies of this well-known and
respected theorist as I believe in educating the whole child. I believe that students gain the most
benefit from their education by being actively involved in hands-on activities. In doing so, they
are able to translate the knowledge and information into their long term memories and will be
better able to recall it when needed because they have had a physical interaction with the concept
that they are learning.
In addition to being a hands-on and interactive leaning segment, students will be engaged
in the topic through the use of song and it is a concept that all students, regardless of socio-
economic status, race or culture can relate to because we are all humans living and interacting
with the natural environment around us.

Science Unit Plan: Plants
http://www.gettyimages.ca/detail/photo/greenhouse-royalty-free-image/172756841
By: Wendy Ward

Medaille College
EDU 500: Curriculum Planning in Elementary Education
Teacher Candidates First & Last Name: Wendy Ward

Date: August 6th, 2016
Unit Plan Title: The Life Cycle of a Plant
I. UNIT DATA:
A. Candidates First & Last Name: Wendy Ward
B. Subject/Content Area: Science
C. Grade Level (PK-12): Grade 1 (Ontario); Grade 1 (NYS)
D. Unit Topic: Plant Structures
E. Unit Title: The Life Cycle of a Plant
F. Duration of Lesson: 5 Days
Lesson Plan #1 Title: Introduction to Plant Vocabulary
Lesson Plan #2 Title: Introduction to Plant Vocabulary and Planting a Seed
Lesson Plan #3 Title: Plant Needs
Lesson Plan #4 Title: Introduction to Plant Vocabulary and Plant Life Cycle
Lesson Plan #5 Title: Vocabulary Review and Plant Growth Observations
G. Materials, including technology integration

Parts of a Plant cut and paste worksheet which includes plant vocabulary, Scissors for both right
and left handed students, Glue, White board, Post-it notes, Parts of a Seed vocabulary worksheet
Parts of a Seed pictogram, Plastic cups, Potting soil, Water, Gerbera daisy seeds, Spoons, Tray,
White board, Dry erase marker, Popsicle sticks, Name cards, Marker, Plant Needs pictogram,
Science journal, You Tube video: The Needs of a Plant (song for kids about 5 things plants need
to live) 1 minute, 12 seconds long https://www.youtube.com/watch?v=dUBIQ1fTRzI, Smart
board, Crayons, Exit slip, Plant Life Cycle cut and paste worksheet, Plant Life Cycle vocabulary
hand-out, Dry erase marker, My Classroom Garden Book booklet handouts Stapler, Bulletin
board.
H. Table of Contents
Cover Page.1
Table of Contents..2
Introduction/Significance of the Unit3
Central Focus.5
General Objectives/Expectations 5
Assessment.6
Anticipatory Set/Student Engagement...7
Classroom Management.9
Reflection..10
Culturally Responsive Teaching....10
Accommodation.10
Pre-Requisite Skills12
Anticipated Misconceptions...12
Academic Language.. 12
Lesson Plans..14
References. 66
Appendixes.... 67
Appendix A........................67
II. Unit Description
A. Introduction/ Significance of the Unit
This introduction will introduce where the unit fits into the larger picture of the curriculum as
well as the rationale/reasons that the unit was chosen. This unit plan is an important part of this
grade one Science curriculum for The Living Environment for both New York State Elementary
Science Curriculum and Ontario Elementary Science and Technology Grades 1-8 Curriculum.
As well, elements of the New York State P-12 Common Core English Language Arts Curriculum
for the K-5th grade classroom and Ontario Curriculum Grades 1-8: Learning Standards for
English Language Arts & Literacy have been included.
The grade one New York State Learning Standards for Science states that for Standard 4 The
Living Environment, students will understand and apply scientific concepts, principles and
theories pertaining to the physical environment and recognize the historical development of ideas
in science.
This includes the use of Key Idea 3 which indicates that individual organisms and species change
over time. By using Performance Indicator 3, at the end of this unit, students will be able to
describe how the structures of plants complement their environment. More specifically, based on
classroom assignments and experiments, students will be able to define and discuss through
verbal and written discourse, how each plant has different structures that serve different
functions in growth and survival (Performance indicator 3.1b).
The grade one New York State Learning Standards fits into the larger curriculum for English
Language Arts & Literacy in History/Social Studies, Science and Technical Subjects under the
Standard Strand: Language Standards K5 under the Topic of Vocabulary Acquisition and Use.
Students will define and discuss new vocabulary words introduced throughout the unit. This
ties into the following Item Number and Statement: 4. Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on grade 1 reading and content,
choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
The significance and importance of learning to the Ontario Curriculum Grades 1-8: Science and
Technology can be seen through grade one Living Environment Unit under the strand for
Understanding Life Systems, Needs and Characteristics of Living Things.
The Overall Expectation by the end of grade one, is that students will be able to:
1. assess the role of humans in maintaining a healthy environment;

2. investigate needs and characteristics of plants and animals, including humans;
3. demonstrate an understanding of the basic needs and characteristics of plants and animals,
including humans.
The overall expectation for this unit is for students to be able to investigate needs and
characteristics of plants and animals, including humans. Specific expectation 2.4 highlights that
by the end of this unit, students should be able to:
Investigate the physical characteristics of plants (e.g., basic parts, size, shape, colour)
and explain how they help the plant meet its basic needs (e.g., roots anchor the plant
and help provide the plant with food and water; some plants have brightly coloured
flowers to attract bees), using a variety of methods and resources. (e.g., direct observation
of live plants in the classroom and in the schoolyard, prior knowledge, personal
experience, diagrams and/or charts).
A further complement to this learning objective is indicated under Ontario Curriculum

Grades 1-8: Learning Standards for English Language Arts & Literacy.
Overall, it is expected that students will be able to demonstrate an understanding of the basic
needs and characteristics of plants and animals, including humans. As indicated by Specific
Expectation 2.5, students must be able to do the following:
Use appropriate science and technology vocabulary, including investigate, temperature,

hibernate, dormant, energy, and survival, in oral and written communication
Occasionally, theories and concepts undergo change but, for the most part, the basic ideas
of science, such as the cellular basis of life have proven to be stable.
Roles and responsibilities are important components of learning which is why they have been
included in the Ontario Curriculum Standards. Each of the items below is an excerpt from
Ontario Curriculum Grades 1-8: Science and Technology which related to the Unit:
Students
Successful mastery of concepts, scientific investigation skills, and technological problem solving
skills requires a sincere commitment to work and the development of skills of cooperation.
Furthermore, students should actively pursue opportunities outside the classroom to extend and
enrich their understanding of science and technology. For example, it is recommended that they
explore subject-related recreational reading materials, and be aware of scientific and
technological events happening in their community and beyond.
B. Central Focus:
Students will be able to explore the Life Cycle of Plants. Through written and verbal
discourse, students will be able to identify the parts of a seed and a plant and the changes that
occur in the growth cycle from seed to plant. Students will be able to define and discuss the
basic needs of a plant such as sun, water, air and food. This will promote the use of critical
thinking and problem solving skills.
C. General Objectives:
1. Using verbal and written discourse, students will discuss and define the following plant
vocabulary: root, stem, leaf, petals.
2. Students will be able to identify the parts of a plant by cutting and pasting the vocabulary
words onto the Parts of a Plant worksheet.
3. Students will be able to identify the location of the parts of the plant in terms of whether it is a
part of the top, middle or bottom of a plant.
vocabulary: seed coat, root, leaves, food.
5. Students will be able to identify the parts of a seed by engaging in verbal and written discourse
by referring to the Parts of a Seed pictogram and worksheet.
6. Students will be able to discuss how to correctly plant a seed.
7. Students will be able to discuss and define and sing a song about 4-5 things a plant needs in
order to grow.
8. Students discuss, define and/or draw the following vocabulary: Water, Air, Food, Sun and
Space.
9. Using verbal and written discourse, students will discuss and define the Plant Life Cycle.
10. Students will be able to identify the stages of the Plant Life Cycle by completing a fun cut
and paste activity requiring students to put the plant life cycle in correct, sequential order.
11. Students will be able to define and discuss plant vocabulary related to the Plant Life Stages.
Such vocabulary will be highlighted on a pictogram and includes the following words: Seed,
Germinating, Sprouting, Growing, Flowering.
12. Using verbal and written discourse, students will check for signs of plant growth.
13. Students will be able to recall and discuss various aspects of our Plant Life Cycle unit.
14. Students will be able to identify, discuss and define the stages of plant growth from seed to
flower by completing a My Classroom Garden Book activity.
D. Assessment
The primary purpose of assessment and evaluation is to improve student learning. Information
gathered through assessment helps teachers to determine students strengths and weaknesses in
their achievement of the curriculum expectations in each subject in each grade. This information
also serves to guide teachers in adapting curriculum and instructional approaches to students
needs and in assessing the overall effectiveness of programs and classroom practices. Ontario
Elementary Science Standards, p. 21.
1. The teacher will formatively assess the students understanding of the plant vocabulary by
pointing to the parts of the plant as seen on the white board at the front of the class and asking
the students to repeat the words together as a class.
2. The teacher will formatively asses the students understanding of the parts of a plant by
collecting the completed Parts of a Plant worksheet at the end of class and marking them,
looking for correct placement of each of the parts cut-outs.
3. After the students worksheets have been placed on the teachers desk by each student, the
teacher will formatively assess the students understanding of the parts of a plant by doing the
following: The teacher will hand out pre-written post-it notes to each student that have plant
part questions on them.
pointing to the parts of the seed as seen on the white board at the front of the class and asking the
students to repeat the words together as a class.
5. The teacher will formatively asses the students understanding of the parts of a seed by
engaging in verbal discourse as a class. Also, the teacher will formatively assess student
understanding of the parts of a seed vocabulary by asking students to raise their hands to be
elected to fill in the 4 blank name boxes on the Parts of a Seed pictogram that is displayed on
the white board at the front of the class. Further to this, the teacher will formatively asses the
students understanding of the seed parts by ensuring they have correctly traced the 4 words on
the Parts of a Seed worksheet.
6. The teacher will formatively assess the students understanding of how to plant a seed by
circulating the potting station as the students plant their seeds and engaging in verbal discourse.
singing the song on the You Tube video as a class. The teacher and students will engage in verbal
discourse after the video and the teacher will have the students raise their hands to answer
questions about what 5 things were talked about in the You Tube video.
8. The teacher will formatively assess the students understanding of what a plant needs in order
to grow by circulating the classroom as the students copy the vocabulary words on the handout,
into their science journals while engaging in verbal discourse. The teacher will also have
students write or draw one plant need on an exit slip as an additional measure of formative
assessment.
9. The teacher will formatively assess the students understanding of the Plant Life Cycle by
pointing to the six stages on a poster affixed white board at the front of the class and asking the
students to repeat the stages in order from 1-6 together as a class.
having the students correctly complete a fun cut and paste activity called Plant Life Cycle.
Students will be required to cut the six picture boxes from the bottom of the worksheet and glue
them in the correct order starting with the seed and ending with the plant in bloom.
11. The teacher will formatively assess the students understanding of the Plant Life Cycle
vocabulary by circulating the room and asking the students to define which stage applies to the
picture they are pasting onto their work sheet at that particular moment. Students will have the
Plant Life Cycle pictogram available to use as a reference.
bringing the students plants to their desks so they can check for signs of growth as well as
through discussions and journal writing. The teacher and students will engage in verbal discourse
to bring attention to signs of plant growth. Students will transcribe that progress into their My
Classroom Garden Books using pictures and plant vocabulary.
having the students correctly recall what steps are involved in the Plant Life Cycle and
expanding on that knowledge by engaging in verbal and written discourse.
14. The teacher will summatively assess the students understanding of the Plant Life Cycle by
marking their My Classroom Garden Book booklets upon completion at the end of the unit.
E. Anticipatory Set/Student Engagement
In activating the anticipatory set, the teacher will engage in verbal discourse with the students
using a fun and exciting tone of voice to ask questions and spark the students interest regarding
the first lesson topic. The teacher will have a picture of a bright, colourful flower plant on the
white board and begin by asking the students to look at that picture. The teacher will begin the
class discussion by having the students activate their prior knowledge with a discussion about
flowers.
The name of our next unit is The Life Cycle of a Plant. Today we will be looking at the Parts of
a Plant . In referring to the flower on the white board, students will be asked to name and
describe the 4 parts of the plant which will be the focus of that days lesson.
The teacher will write the students answers on the white board to give a graphic organization of
the content.
The teacher will ask open ended questions of the students to allow all students to fully participate
in the class discussion. This will enable students to express their ideas based on their own
cultural and community experiences. Such participation engages all students and promotes
respectful peer discussion and cooperation. Furthermore, such discussions will allow for the
teacher to formatively assess the knowledge and understanding of the topic that the students
already have in order to accurately build on that.
ENGAGEMENT USED THROUGHOUT THE UNIT
Each of the 5 lessons contained within this unit will be taught using a variety of instructional,
assessment, and evaluation strategies. The teacher will provide numerous hands-on opportunities
for students to develop and refine their inquiry and problem-solving skills, critical and creative
thinking skills, and communication skills, while discovering fundamental concepts through
investigation, exploration, observation, and experimentation.
A combination of teacher centered and student centered learning methods will be employed in an
effort to maintain student interest and engagement. Students will be given the opportunity to
manipulate various objects and substances during the lessons which is an effective method as
outlined in Blooms Taxonomy.
The students will have the opportunity to plant their very own flower seed on day 2. In doing so,
students learning process will align with the cognitive learning theories of David Ausubel. On
day #1, students were given a basic example of a flower or a general idea. On day #2, they will
have the opportunity to build on that general idea by narrowing focus to the specifics of planting
a seed as the first step in growing a plant. Ausubel also believed that learning becomes more
meaningful with practice. The daily assignments throughout this unit will focus on a practical,
learn by doing approach to building students cognitive abilities.
Throughout the unit, students will have the opportunity to work on hands-on activities such as
cut and paste worksheets, watch a fun video and learn a song about plant needs, plant their very
own seed and chart the growth progress in their very own booklet.
Each of the class projects tie into the New York State Elementary Science Standards
Strand: The Living Environment 4 and Ontario Curriculum Grades 1-8: Science and Technology
curriculums in helping students to learn how to demonstrate and investigate the characteristics
and needs of plants as living things.
In working with science journals and vocabulary worksheets, students will demonstrate
vocabulary acquisition and use throughout this unit which are important criteria in the NYS P-12
Common Core Learning Standards for English Language Arts & Literacy in History/Social
Studies, Science and Technical Subjects and Ontario Curriculum Grades 1-8: Learning
Standards for English Language Arts & Literacy standards.
Students will work individually but cooperatively throughout this unit in order to accomplish the
objectives. Peer helpers have been designated to assist ESL and reading IEP students if the need
arises.
As homework, students were encouraged to use their new vocabulary at home with a parent or
caregiver to explain what they were learning in their unit on plants. This is an important
component of the Elementary English Language Arts curriculum standards relating to both
NewYork State and Ontario.
At the conclusion of the unit, the teacher will summatively assess the students understanding of
the key concepts of the unit by marking the completed My Classroom Garden Book
assignment.
The worksheets are included in Appendix A.
F. Classroom Management
Respect for others is of the utmost importance in the classroom. It has been proven that if
students feel safe and secure in their learning environment, they will have greater success.
Marzano highlights the importance of cooperative learning which has been proven to have a
positive impact on overall learning. Focus should be on positive interdependence, social skills,
face-to-face interaction, and individual and group accountability.
Independence is built through clear expectations. Classroom behaviour rules, routines and
behavioural expectations were outlined and practiced on the first day of class. Students are
expected to follow these rules and respect these routines. Some classroom rules include: cues to
attend (such as clapped rhythm), procedure to clear space, guidelines for material use and clean
up, cooperative group behaviours and peer critique procedures. Occasional reminders are given
in an effort to redirect the class or student if the teacher perceives a rule or routine has been
forgotten or is being disregarded.
If a student misbehaves the teacher will address the issue immediately by using a wide variety of
verbal and physical reactions to students' misbehavior, such as moving closer to the offending
student(s) and using a physical cue, such as a finger to the lips, to point out inappropriate
behavior. The teacher will make suggestions for a more acceptable method of classroom
participation If the misbehaviour persists, the teacher will speak with the school vice principal
and/or principal. If deemed appropriate, the students misbehaviour should be addressed with the
parent(s) or caregiver(s) in order to maintain clear communication between home and school in
an effort to resolve the misbehaviour and/or its underlying cause.
Students will be expected to work respectfully with each other and the teacher. Students will be
expected to raise their hands before answering questions, listen to their peers and not attempt to
talk over another student who has not yet finished asking or answering a question. It is very
important that the students respect the personal space of others especially during times of
experiments or activities as a group. Pushing and shoving, raising ones voice or making
demands of other students will not be tolerated. Bullying of any kind will be addressed using a
zero tolerance policy.
Teacher-student relationships provide an essential foundation for effective classroom

management which is a key to high student achievement. Teacher-student relationships should
not be left to chance or dictated by the personalities of those involved. Instead, by using
strategies supported by research, teachers can influence the dynamics of their classrooms and
build strong teacher-student relationships that will support student learning. (Marzano &
Marzano, 2003).
III. Reflection
Culturally Responsive Teaching (CRT)
In the first lesson of the unit, the students are asked to discuss and define the following plant
vocabulary: root, stem, leaf, petals, using verbal and written discourse.
Students were expected to work cooperatively throughout the unit, respecting the ideas of other
students when participating in class discussions.
Students were encouraged to reflect upon their own cultures and home environments in relating
their new knowledge of plants to their own lives.
Throughout the unit, students will acquire and use new vocabulary in working through various
Parts of a Plant activities and by inferring (or making an educated guess) about their plants as
they grow. Teacher will activate students prior knowledge and build upon that by engaging in
verbal and written discourse with the teacher, their classmates and in their science journals and
written assignments.
The teacher ensured that all students were provided the opportunity to have their questions
answered throughout the unit.
The classroom teacher worked in cooperation with the AIS teacher who had familiarized the ESL
and IEP students with the vocabulary discussed in this lesson so they would be comfortable with
it prior to class. This technique would allow for those students to be more engaged in the unit and
feel encouraged to participate more during the lessons.
The biggest challenge faced when planning this unit was how much time to allot to each lesson.
Although grade one students have the ability to manipulate scissors, the cut and paste activities
may be time consuming for them. Also, their plants will take more than 4 days to grow which
presents another challenge with respect to time and the activities chosen to complement their
planting a seed project. It might be worthwhile considering having an expert from a garden
centre to come in on the first day of the unit who could assist them in planting their seeds. The
addition of two or three more days of instruction doing group activities with videos, music and
drama might help to solidify the students understanding of the topic. This would help all
students, especially the ELL and IEP students since visual aids are a definite asset for their
learning styles.
B. Accommodations
1. Provide comprehensible input for ELLs. Language is not soaked up. The learner must
understand the message that is conveyed. Comprehensible input is a hypothesis first proposed by
Stephen Krashen, (Krashen, 1981). He purports that ELLs acquire language by hearing and
understanding messages that are slightly above their current English language level. When
newcomers are assigned to a mainstream classroom and spend most of their day in this
environment it is especially critical for them to receive comprehensible input from their teachers
and classmates. If that teacher provides information by lecturing in the front of a classroom, the
English language learner will not be receiving this input. Teachers need to speak more slowly,
use gestures and body language to get across the meaning to ELLs.
2. Make lessons visual. Use visual representations of new vocabulary and use graphs, maps,
photographs, drawings and charts to introduce new vocabulary and concepts. Tell a story about
information in the textbook using visuals. Create semantic and story maps, graphic organizers to
teach students how to organize information.
3. Link new information to prior knowledge. Teachers need to consider what schema ELL
students brings to the classroom and to link instruction to the students personal, cultural, and
world experiences. Teachers also need to know what their students do not know. They must
understand how culture impacts learning in their classroom.
4. Determine key concepts for the unit and define language and content objects for each lesson.
Teachers write the key concept for a unit of study in student-friendly language and post it in the
room. New learning should be tied to this concept. Additionally, teachers should begin each
lesson by writing a content objective on the board. At the end of the lesson, students should be
asked if the objective was met. Classroom teachers also need to set language objectives for the
ELLs in their class. A language objective might be to learn new vocabulary, find the nouns in a
lesson, or apply a grammar rule.
5. Modify vocabulary instruction for ELLs. English language learners require direct instruction
of new vocabulary. Teachers should also provide practice in pronouncing new words. ELLs need
much more exposure to new terms, words, idioms, and phrases than do English fluent peers.
Teachers need to tie new vocabulary to prior learning and use visual to reinforce meaning.
Content area teachers should teach new vocabulary words that occur in the text as well as those
related to the subject matter. Word wall should be used at all grade levels.
6. Use cooperative learning strategies. Lecture style teaching excludes ELLs from the learning in
a classroom. We dont want to relegate ELLs to the fringes of the classroom doing a separate
lesson with a classroom aide or ESL teacher. Working in small groups is especially beneficial to
ELLs who have an authentic reason to use academic vocabulary and real reasons to discuss key
concepts. ELLs benefit from cooperative learning structures. Give students a job in a group.
Monitor that they are participating.
7. Modify testing and homework for ELLs. Content area homework and assessments needs to be
differentiated for ELLs. Teachers should allow alternative types of assessment: oral, drawings,
physical response (e.g., act-it-out), and manipulatives as well as modification to the test.
Homework and assessment should be directly linked to classroom instruction and students
should be provided with study guides so that they know what to study. Remember that the ELLs
in your class may not be able to take notes.
C. Pre-Requisites
1. Students should be able to work independently.

2. Students should be able to use scissors safely and independently.
3. Students should be able to follow step-by-step verbal instructions.
D. Anticipated Misconceptions
Students may not have known what some of the terms meant and therefore, been unable to
determine their location on the plant.
The teacher can clarify or correct these gaps in understanding by referring to the picture of the
flower plant on the white board and by answering students questions and listening to
observations during class discussion.
The teacher can also refer the students to their worksheets and encourage them to use
dictionaries or Google internet to searches at the computer center in the class in order to clarify
their understanding of vocabulary that was used in this lesson.
Students may have been unable to understand the sequence of plant growth in terms of what
happens at the beginning, middle and end.
The teacher can clarify this gap in understanding by having the students plant their own flower
seed and chart the growth progress in their My Classroom Garden Book booklet. Students will
then have their own reference with vocabulary and pictures to solidify their understanding of the
process.
E. Academic Language (content vocabulary, language function, discourse, syntax)
For this unit the teacher will use both Content Vocabulary and Verbal and Written Discourse as
academic language requirements. Each of these areas is vital to assist students in understanding
the language of science and how to correctly use this content-specific terminology. When
teachers empower students with command over content specific language, and students are
aware of the correct use of that language, they become subject matter experts who are both
motivated to use this language and maintain an internal locus of control over that information.
They become empowered individuals willing to take academic chances in a safe and secure
environment.
Content Vocabulary
Plant, Root, Stem, Leaves, Flower Petals, Seed, Germinating, Sprouting, Growing, Flowering,
Seed coat, Food.
Discourse
The teacher and students will engage in verbal and written discourse throughout the unit.
Students will participate in individual, peer and class discussions regarding the Unit topics.
Students will familiarize themselves with plant vocabulary through acquisition and use. Some
examples are: students will transcribe newly acquired plant vocabulary into their science
journals. Further to this, students will correctly apply the vocabulary when completing their
assignments.
As a measure of formative assessment, the teacher will circulate the class throughout the unit to
engage in verbal discourse with the students. The teacher will ask pointed questions and will ask
students to explain what they are working.
At the conclusion of the unit, the teacher will summatively assess the students understanding of
the unit topic by marking their completed My Classroom Garden Book assignment.
III. Appendix
Appendix A: See attached handouts

REFERENCES
Photo of daisy flower on cover page

http://www.gettyimages.ca/detail/photo/greenhouse-royalty-free-image/172756841
Ausubel Theorist Information.

http://www.lifecircles-inc.com/Learningtheories/constructivism/ausubel.html
Blooms Taxonomy
http://teaching.uncc.edu/learning-resources/articles-books/best-practic/goals-objectives/writing-
objectives
Educational Leadership, Robert J. Marzano and Jana S. Marzano, September 2003 | Volume 61 |
Number 1, Building Classroom Relationships Pages 6-13.
http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-
Classroom-Management.aspx
Judy Haynes. Culturally Responsive Teaching and English Language Learners.

http://www.everythingesl.net/inservices/culturally_responsive_teaching_06718.php
(retrieved July 29th, 2016).
Marzano Nine Essential Instructional Strategies.

http://www.middleweb.com/MWLresources/marzchat1.html
Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003). Classroom management that works:
Research-based strategies for every teacher. Alexandria, Virginia: Association from Supervision
and Curriculum Development Publications.
Gay, G. (2000). Culturally responsive teaching: Theory, Research and practice. New York:
Teachers College Press. Creating Meaning Through Literature and the Arts- Arts Integration for
Classroom Teachers, Fifth Edition. Claudia E. Cornett, p. 126.
Handouts and Pictograms with unnamed sources, all from Pinterest.com
Parts of a Flower picture. Photo Source: homeschoolcreations.com
You Tube video: The Needs of a Plant (song for kids about 5 things plants need to live) by Harry
Kindergartener, https://www.youtube.com/watch?v=dUBIQ1fTRzI
Source: Pinterst.com
Source: Pinterest.com. Handouts and Pictograms with unnamed sources, all from Pinterest.com
Source: Pinterest.com. Handouts and Pictograms with unnamed sources, all from Pinterest.com
Source: Pinterest.com
Source: Pinteres.com
Source
References
American Psychological Association, Coalition for Psychology in Schools and Education.

(2015). Top 20 principles from psychology for preK12 teaching and learning. Retrieved
from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Bruner, Jerome (2008, updated 2012) Simply Psychology. Retrieved from:

https://www.simplypsychology.org/bruner.html
Driscoll, A., Nagel, N. G. (2010). Pearson Allyn Bacon Prentice Hall. The Eight Intelligences.
Retrieved from: https://www.education.com/reference/article/eight-intelligences/
Dweck, Dr. C. Decades of Scientific Research that Started a Growth Mindset Revolution, (2017).
Retrieved from: https://www.mindsetworks.com/science/
Greene, Dr. R. (2017) Lives in the Balance. Retrieved from:

http://www.livesinthebalance.org/
J L, "Multiple Intelligences Theory (Gardner)," in Learning Theories, (July 17, 2014). Retrieved
from: https://www.learning-theories.com/gardners-multiple-intelligences-theory.html
J L, "Social Development Theory (Vygotsky)," in Learning Theories, July 23, 2014,

https://www.learning-theories.com/vygotskys-social-learning-theory.html
Lane, C (1991)"The Distance Learning Technology Resource Guide"

http://www.tecweb.org/styles/gardner.html
Pestalozzi, Johann Heinrich (n.d.). Retrieved from:

http://www.jhpestalozzi.org/
Maslow, A. H. A Theory of Human Motivation. Psychological Review, Vol 50(4), Jul 1943, 370-
396. Retrieved from: http://dx.doi.org/10.1037/h0054346
McLeod, Saul (2009, updated 2015) Simply Psychology. Retrieved from:

https://www.simplypsychology.org/piaget.html
McLeod, S. A. (2016). Bandura - Social Learning Theory. Retrieved from

www.simplypsychology.org/bandura.html
National Education Association An Educators Guide to the Four Cs Preparing 21st

Century. Students for a Global Society (2017). Retrieved from:
http://www.nea.org/tools/52217.htm
Skinner, B.F., Foundation (2016). Retrieved from:

http://www.bfskinner.org/archives/biographical-information/
Theory of human motivation. Maslow, A. H. Psychological Review, Vol 50(4), Jul 1943, 370-
396. http://dx.doi.org/10.1037/h0054346
Science Lesson Plan: 1
Wendy Ward
Medaille College

I. LESSON DATA:
D. Unit Topic: The Life Cycle of a Plant
E. Lesson Topic: Introduction to plant vocabulary
F. Duration of Lesson: 40 minutes
G. Materials:
Parts of a Plant cut and paste worksheet which includes plant vocabulary
Scissors for both right and left handed students
Glue
White board
Post-it notes
II. INSTRUCTIONAL PROCESS:

New York State Elementary Science Standards
Strand: The Living Environment 4
Students will understand and apply scientific concepts, principles and theories pertaining to the
physical environment and recognize the historical development of ideas in science.
Key Idea 3:
Individual organisms and species change over time.
Performance Indicator: 3
Describe how the structures of plants and animals complement the environment of the plant or
animal.
3.1b Each plant has different structures that serve different functions in growth, survival, and
reproduction.
NYS P-12 Common Core Learning Standards for English Language Arts & Literacy in
History/Social Studies, Science and Technical Subjects
Standard Strand: Language Standards K5

Grade Level: 1
Topic: Vocabulary Acquisition and Use
Item Number and Statement: 4. Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and content, choosing flexibly from an
array of strategies.
3. Ontario Curriculum Grades 1-8: Science and Technology
Overall Expectations: Communication Skills

Investigate needs and characteristics of plants and animals, including humans.
Specific Expectations:
2.4 investigate the physical characteristics of plants (e.g., basic parts, size, shape, colour) and
explain how they help the plant meet its basic needs (e.g., roots anchor the plant and help
provide the plant with food and water; some plants have brightly coloured flowers to attract
bees), using a variety of methods and resources. (e.g., direct observation of live plants in the
classroom and in the schoolyard, prior knowledge, personal experience, diagrams and/or
charts).
Ontario Curriculum Grades 1-8: Learning Standards for English Language Arts &
Literacy
Overall Expectation:
Demonstrate an understanding of the basic needs and characteristics of plants and
animals, including humans.
Specific Expectation:
2.5 use appropriate science and technology vocabulary, including investigate, temperature,
hibernate, dormant, energy, and survival, in oral and written communication.
B. Central Focus:
Students will be able to define and discuss plant life and its structures and needs for survival. .
Through written and verbal discourse, students will be able to explore the life cycle of plants,
identify the parts of a seed and a plant and the changes that occur in the growth cycle from seed
to plant. Students will be able to define and discuss the basic needs of a plant such as sun, water,
air and food. This will promote the use of critical thinking and problem solving skills.
C. Objectives:
vocabulary: root, stem, leaf, petals.
2. Students will be able to identify the parts of a plant by cutting and pasting the vocabulary
words onto the Parts of a Plant worksheet.
3. Students will be able to identify the location of the parts of the plant in terms of whether it is a
part of the top, middle or bottom of a plant.
D. Assessment Plan:
pointing to the parts of the plant as seen on the white board at the front of the class and asking
the students to repeat the words together as a class.
2. The teacher will formatively asses the students understanding of the parts of a plant by
collecting the completed Parts of a Plant worksheet at the end of class and marking them,
looking for correct placement of each of the parts cut-outs.
3. After the students worksheets have been placed on the teachers desk by each student, the
teacher will formatively assess the students understanding of the parts of a plant by doing the
following:
The teacher will hand out pre-written post-it notes to each student that have plant part questions
on them.
E. Opening/Anticipatory Set:
1. Upon entrance to the classroom, the teacher will ask the students to sit at their desks.
2. Once seated, the students will be asked to look at the picture of a flower plant on the white
board.
3. The teacher will ask the students to raise their hands if they can answer what they are looking
at on the white board.
4. The teacher will choose 2 or 3 students to answer the question since one student may answer
plant and another might answer flower etc. If a student knows the variety of flower they are
looking at, they may want to offer that as a suggestion which the teacher will accept and explain
in further detail to the rest of the class.
5. Teacher Talk: Now that we know we are looking at a flower plant, can anyone tell me what
colour the petals are on this plant? Do all plants have the same colour of flower? Do all plants
have flowers or are some just made up of leaves? Does the plant just stand up in the soil all by
itself or does it need something in the ground to support it? We live in North America, do the
plants that grow here grow all around the world? Did anyone see a plant outside today at recess
or on their way to school? Did you notice the different parts of the plant? Lets look at the names
of the parts of a plant.
F. Main Body/Procedure:
1. The teacher will direct the students attention back to the white board and point to each of the
4 parts of the plant that are the focus of their learning for this lesson. These parts are root, stem,
leaf, petal.
2. The teacher will ask the students to say the name of each plant part out loud as a group as the
teacher points to each plant part on the white board.
3. The teacher will formatively assess the students understanding of the plant parts by asking the
class if everyone understands the names of the plant parts. The teacher will ask if anyone
doesnt understand and will answer any quick, lesson related questions.
4. The teacher will then explain that the class will work on a fun cut and paste activity where the
students will be asked to cut the 4 names of the plant parts, using their scissors and paste them to
a worksheet using their glue sticks.
5. The teacher will explain that a worksheet, scissors and glue sticks will be required in order to
complete the activity.
6. The teacher will ask students to raise their hands to be chosen by the teacher to volunteer for
one of the following three jobs: 1) hand out worksheets 2) hand out glue sticks 3) hand out
scissors. Left handed scissors must be handed out to the students who require them (if any).
7. Once students have all of their supplies, the teacher will ask if anyone has any questions or if
anyone requires assistance to get started. The teacher will assist those students who require help.
8. While the students are working on cutting and pasting the worksheet, the teacher will circulate
the room and formatively assess the students understanding of the parts of a plant by asking
them guided questions engaging in verbal discourse about how they know they have put the plant
part in the right location on the worksheet.
9. The teacher will check in with the 2 ESL students and the 3 reading IEP students and will
work with them to sound out the part of the plant that they are working with at that moment.
10. The teacher will give the students a verbal reminder of how much time they have left to
complete their worksheet.
11. Once the activity time has expired, the teacher will verbally inform the students of that. The
teacher will then ask each of the students to place their completed worksheets on the teachers
desk and remind them to write their name and date on the worksheet.
12. The students will be asked to return to their seats during which time, the teacher will hand
out pre-written post-it notes which ask one of the following 4 questions:
a) I am a petal, do I belong on the top, middle or bottom of a plant?. Answer ______________
b) I am a root, do I belong on the top, middle or bottom of a plant?. Answer ______________
c) I am a stem, do I belong on the top, middle or bottom of a plant?. Answer ______________
d) I am a leaf, do I belong on the top, middle or bottom of a plant?. Answer ______________
This activity is intended to reinforce student comprehension that a plant has a structure that
needs to be supported by the roots and has a system that supports life. The system includes the
parts of the plant discussed in class.
13. The teacher will ask the students to write their name and their answer on the post-it-note.
14. The 2 ESL students and 3 reading IEP students will be allowed to check their answer with the
classmate seated next to them as a measure of reinforcement. 15.
The teacher has implemented a strategic seating plan so that the 2 ESL and 3 reading IEP
students are seated next to peers who have strong cognitive abilities and will be able to correctly
guide them if assistance is required.
16. The focus of this lesson is parts of a plant. The students are encouraged through verbal and
written discourse, to describe to the teacher and the class what they knew about plants. They are
asked to share their thoughts about where plants grow and if they think that the plants we have in
our yards and neighbourhoods in North America are the same as or different than the ones in
other parts of the world. They are encouraged to go home and talk to their families about plants
that are native to their cultures and communities if they have family or friends who reside outside
of North America or even within North America in a different geographical area where the
climate might be different. The students will be given an example for guidance and
understanding. One such example might be that students living in Arizona in the United States of
America might see cactus plants on their way to school where students living in Ontario would
not see that type of plant because our climates are different. Through verbal discourse, it would
be further explained to the students that a cactus could not survive in the harsh, cold
temperatures that we experience in Ontario, Canada during the winter months.
Each student was given equal opportunity to participate in the lesson and encouraged to work
respectfully and cooperatively with one another during class activities and discussions.
G. Closing:
1. The teacher will review what the class learned by asking the students look at the picture of the
plant on the white board.
2. The teacher will ask students to raise their hands to be chosen to come up to the white board
and point at the answer to questions such as Where is the root of the plant? or Where are the
petals of the plant?.
3. The teacher will ask if anyone has any questions about the parts of a plant. If so, the teacher
will answer those lesson related questions.
4. The students will be encouraged to go home and talk to a parent or guardian about parts of a
plant vocabulary and ask about plants that are native to their family ancestry if they have family
who live outside of North America or within a different climate zone in North America.
5. The teacher will inform the students that they will be planting their very own seed during
tomorrows lesson, during which time they will learn the names of the 4 Parts of a Seed.
6. The teacher will ask for 2 classroom volunteers to raise their hands and be chosen to clean up
and put away all the scissors and glue sticks. In asking for volunteers, it will eliminate
congestion around the supply cupboard and maintain order in the classroom as kids can get quite
boisterous with excitement at the end of class. This process will also allow for a smooth
classroom transition both in time and procedure which is an effective classroom management
technique.
7. The teacher will stand at the classroom doorway with the pile of completed and collected
worksheets that the students had placed on the teachers desk.
8. The teacher will call out the name of each student one at a time (using reverse alphabetical
order) to come to the door, hand in their post-it note and go out into the hall to prepare for the
next event.
9. The teacher will affix the post-it note to the corresponding students worksheet and it will be
used as an additional formative assessment of what each student learned during the lesson and if
the need for remedial teaching or clarification of misconceptions exists.
III. REFLECTION PROCESS:
1. Culturally Responsive Teaching:
Our class is a predominantly low socio-economic, culturally and religiously diverse group and
includes 5 students who are either ESL or require AIS.
The focus of this lesson was parts of a plant. The students were encouraged through verbal and
written discourse, to tell the teacher and the class what they knew about plants. They were asked
to share their thoughts about where plants grow and if they think that the plants we have in our
yards and neighbourhoods in North America are the same as or different than the ones in other
parts of the world.
Each student was given equal opportunity to participate in the lesson and encouraged to work
respectfully and cooperatively with one another during class activities and discussions.
All students were encouraged to go home and talk to a family member or caregiver about plants
that are native to their family culture. This would be of particular interest to students who have
family members who live in other countries or if the students family immigrated from another
country to the United States. Even if the students only have family living in the United States,
plants can vary from state to state based on climate which would be interesting to discuss at
home.
2. Accommodations:
This lesson accommodates different learning styles by using a variety of delivery techniques.
Verbal and written discourse, were keys to the learning objectives in this lesson. Further
techniques include oral instructions, hands-on worksheet including lesson specific vocabulary,
class discussions, peer cooperation (for ESL and reading IEP students) and encouragement of
talking with a parent or caregiver at home about plants around the house, both indoors and out
and plants which are native to North America as well as other parts of the world.
The teacher will reinforce the vocabulary for the class with handouts and pictograms (in this
case, the cut and paste worksheet will suffice as it is simple and concise) for the group of
struggling learners.
The AIS teacher would have familiarized the ESL and IEP students with the vocabulary
discussed in this lesson so they would be comfortable with it prior to class.
Students who were seated next to ESL or reading IEP peers were encouraged by the teacher to
help their seat mates if required on the post-it note task. These students have been seated
strategically so that the teacher knows that the peer helper has both the cognitive and social
capabilities to correctly direct the ESL or IEP student if required.
The worksheet helped to model that plants have a structure. The worksheet also helped students
to learn and reinforce vocabulary in identifying and placing the names of the parts of a plant on
the worksheet.
Left handed scissors were made available to those students who required them for the cut and
paste activity.
3. Prerequisite Skills:
In order to successfully participate in this lesson:

*Students needed to be familiar with the vocabulary.
*Students needed to be able to understand relationships between multiple things.
*Students need to be able to activate prior knowledge about plants in their environment.
4. Anticipated Misconceptions:
flower plant on the white board and by answering students questions and listening to
5. Academic Language:
The vocabulary in this lesson was Tier 1 and included the following words: Root, Leaf, Stem,
Petal. The students received a worksheet with that information on it.
The verbal discussion in groups and as a class helped students to evaluate where the use of the
new vocabulary was appropriate.
ESL and AIS students had a vocabulary handout and pictogram (the cut and paste worksheet) to
guide them through the lesson. They had already become familiar with the vocabulary during
AIS time, prior to this lesson.
The homework assignment encouraged reinforcement of the topics covered in the lesson. It
encouraged the students to use the vocabulary in verbal discourse with a parent or caregiver at
home.
Students are expected to correctly use the vocabulary using the worksheet and post-it note
assignments that were completed during class and handed in.
Wendy Ward
Medaille College

I. LESSON DATA:
E. Lesson Topic: Introduction to plant vocabulary and planting a seed
G. Materials:
Parts of a Seed vocabulary worksheet
Parts of a Seed pictogram
Plastic cups
Potting soil
Water
Gerbera daisy seeds
Spoons
Tray
White board
Dry erase marker
Popsicle sticks
Name cards
Marker

Key Idea 3:
animal.
reproduction.

Grade Level: 1

charts).
Literacy
B. Central Focus:
C. Objectives:
vocabulary: seed coat, seed leaf, shoot, root.
2. Students will be able to identify the parts of a seed by engaging in verbal and written discourse
by referring to the Parts of a Seed pictogram and worksheet.
3. Students will be able to explain and discuss how to plant a seed.

D. Assessment Plan:
pointing to the parts of the seed as seen on the white board at the front of the class and asking the
students to repeat the words together as a class.
2. The teacher will formatively asses the students understanding of the parts of a seed by
engaging in verbal discourse as a class. Also, the teacher will formatively assess student
understanding of the parts of a seed vocabulary by asking students to raise their hands to be
elected to fill in the 4 blank name boxes on the Parts of a Seed pictogram that is displayed on
the white board at the front of the class. Further to this, the teacher will formatively asses the
students understanding of the seed parts by ensuring they have correctly traced the 4 words on
the Parts of a Seed worksheet.
3. The teacher will formatively assess the students understanding of how to plant a seed by
circulating the potting station as the students plant their seeds and engaging in verbal discourse.
2. Once seated, the students will be asked to look at the pictogram of a seed on the white board.
4. The teacher will choose 2 or 3 students to answer the question to get a variety of responses.
5. Teacher Talk: Now that we know we are looking at a seed, can anyone tell me if they have
ever seen a seed before? Has anyone ever planted flower or vegetable seeds in their garden at
home or as part of a community garden event? Have you ever wondered what happens to the
seed after it is covered up with earth? How does a seed turn into a flower or vegetable plant? Is it
magic or does it go through different steps? Today, we are going to plant our very own seeds so
we can determine answers to our questions.
1. The teacher will direct the students attention back to the white board and point to each of the
4 parts of the seed which are the focus of their learning for this lesson. These parts are Seed coat,
Root, Leaves, Food.
2. The teacher will ask the students to say the name of each seed part out loud as a group as the
teacher points to each seed part on the pictogram on the white board.
3. The teacher will formatively assess the students understanding of the plant parts by asking the
class if everyone understands the names of the seed parts. The teacher will ask if anyone doesnt
understand and will answer any quick, lesson related questions.
4. The teacher will ask the students to paste the vocabulary words from the worksheet word
bank in the boxes on the Parts of a Seed worksheet.
5. The teacher will formatively asses the students understanding of the seed parts by ensuring
they have correctly placed the 4 words on the Parts of a Seed worksheet.
6. The teacher will then explain that the class will work on a fun activity where they will be
given the opportunity to plant their very own flower seed.

7. The teacher will explain that plastic cups, potting soil, flower seeds, popsicle sticks and water
will be required in order to complete the activity and have been provided by the school.
8. The teacher will instruct the students to move from their desks to a designated spot at the
Potting Station table where name cards and supplies have been laid out for each student.
9. The teacher has implemented a strategic name card arrangement so that the 2 ESL and 3
reading IEP students are next to peers who have strong cognitive abilities and will be able to
correctly guide them through the activity if assistance is required.
10. Once students have all of their supplies, the teacher will explain the steps required to
correctly plant their seed. These steps will be explained by the teacher as follows:
A) Using your spoon, scoop some potting soil into your cup, fill the cup to the half way mark
which is indicated by the black line that has been pre-marked on the inside of the plastic cup.
B) Place one seed on top of the soil, near the middle of the cup.
C) Spoon some potting soil overtop of the seed. The soil should be filled to just below the rim.
D) Using the pre-measured water in the water cup, each student should pour the water over top
of the soil.
E) Each student will now place the popsicle stick with their name on it inside the soil, near the
edge of the cup.
F) Each student will place their plastic cup on the tray.
11. While the students are working on planting their seeds, the teacher will be engaging in verbal
discourse with the students in order to keep them on task and assess their understanding of the
lesson topic.
12. While the students are working on planting their seeds, the teacher will circulate the room
and formatively assess the students understanding of the parts of a seed by engaging in verbal
discourse with them and asking them questions about the parts of a seed and the planting
process.
complete the seed planting activity.
14. The teacher will ask if anyone requires assistance and will assist those students who require
help.
teacher will then ask each of the students to place their plastic cups on the tray at the Potting
Station.
16. Once all students have completed the task, the teacher will move the tray to the window sill
where it will get the sunshine the seeds will need in order to grow.
work with them to sound out the part of the seed, using the pictogram as a guide.
This activity is intended to introduce seed vocabulary and teach the students about what a seed
needs in order to survive and grow into a plant.
The focus of this lesson is Parts of a Seed and planting a seed. The students are encouraged
through verbal and written discourse, to describe to the teacher and the class what they know
about seeds and planting seeds. They are asked to share their thoughts about how seeds grow into
plants. They are encouraged to discuss their experiences with seeds and growing plants and
flowers. The teacher will engage in verbal discourse with the students to find out if they think
that all seeds look the same or different. The students will be asked if they think that the Gerbera
daisy seeds that they planted are available anywhere in the world or if they think that different
types of flowers grow in different parts of the world.
For homework, the students are encouraged to look at what types of plants and flowers they see
on their bus ride, car ride or walk home. They are also encouraged to investigate inside their own
homes to see if their parents or caregivers have plants on the window sills of their homes. They
will be asked to talk to a parent or caregiver at home and write down the name of their parent or
caregivers favorite flower and what part of the world it grows in.
G. Closing:
1. The teacher will review what the class learned by asking the students look at the picture of the
seed on the white board.
2. The teacher will ask students to raise their hands to be chosen to come up to the white board
and point at the answer to questions such as Where is the root of the seed? or Where is the
seed coat located?.
3. The teacher will ask if anyone has any questions about the parts of a seed. If so, the teacher
4. The students will be encouraged to go home and talk to a parent or guardian about Parts of a
Seed vocabulary. The students are encouraged to look at what types of plants and flowers they
see on their bus ride, car ride or walk home. They are also encouraged to investigate inside their
own homes to see if their parents or caregivers have plants growing on the window sills of their
homes. They will be asked to talk to a parent or caregiver at home and write down the name of
their parent or caregivers favorite flower and what part of the world it grows in.
5. The teacher will inform the students that they will be working on another fun cut and paste
activity tomorrow which will highlight the Lifecycle of a Plant.
6. The teacher will ask all of the students to wash their hands with soap and water at the
classroom sink and return to their desks.
7. The teacher will direct all students who have not finished tracing the vocabulary words on
their Parts of a Seed worksheet to complete that task now.
8. The teacher will ask for 3 classroom volunteers to raise their hands and be chosen to help
clean up the Potting Station. Student #1 will sweep the floor, Student #2 will remove spoons and
watering cups and put them in the class sink, Student #3 will wipe the spilled soil off of the table
into the compost bucket using a cloth. In asking for volunteers, this process will also allow for a
smooth classroom transition both in time and procedure which is an effective classroom
management technique.
9. The teacher will engage in verbal discourse with the students to determine if they understand
the names of the seed parts as an additional formative assessment. This will determine if the need
for remedial teaching or clarification of misconceptions exists.
Since our class is of a predominantly low socio-economic status, all supplies that were required
for planting a seed and used at the Potting Station were supplied by the school and the classroom
teacher.
The focus of this lesson was parts of a seed and planting a seed. The students were encouraged
through verbal and written discourse, to tell the teacher and the class what they knew about
plants. They were asked to share their thoughts about where plants grow and if they think that the
plants we have in our homes, yards and neighborhoods in North America are the same as or
different than the ones in other parts of the world.
Todays activity is intended to introduce seed vocabulary and teach all students about what a seed
needs in order to survive and grow into a plant.
The students were encouraged to go home and talk to a family member or caregiver about plants
that are native to their family culture. This would be of particular interest to students who have
family members who live in other countries or if the students family immigrated from another
country to the United States. Even if the students only have family living in the United States,
plants can vary from state to state based on climate which would be interesting to discuss at
home.
The students were required to work cooperatively as a class at the potting station. They were
reminded that they are required to show respect for the personal space of others while working in
close proximity with one another.
2. Accommodations:
Verbal and written discourse, were keys to the learning objectives in this lesson. Further
techniques include oral instructions, hands-on worksheet including lesson specific vocabulary,
class discussions, peer cooperation (for ESL and reading IEP students) and encouragement of
talking with a parent or caregiver at home about plants around the house, both indoors and out
and plants which are native to North America as well as other parts of the world.
The teacher will reinforce the vocabulary for the class with worksheets and pictograms (in this
case, the Parts of a Seed vocabulary worksheet and pictogram will suffice as they are simple
and concise) for the group of struggling learners.
Students who were placed next to ESL or reading IEP peers at the Potting Station were
encouraged by the teacher to help their classmates if required during the potting activity. These
students have been strategically placed so that the teacher knows that the peer helper has both the
cognitive and social capabilities to correctly direct the ESL or IEP student if required.
The worksheet helped to reinforce the Parts of a Seed vocabulary and the pictogram was simple
enough to teach the students where each part of the seed is.

flower seed on the white board and by answering students questions and listening to
The teacher can also refer the students to their vocabulary worksheets and encourage them to use
The vocabulary in this lesson was Tier 1 and included the following words: Seed coat, Root,
Leaves, Food. The students received a vocabulary tracing worksheet and a pictogram with that
information on it.
ESL and AIS students had a vocabulary handout and pictogram to guide them through the lesson.
They were also placed next to classroom peers who could help them plant their seed if they
required assistance. They had already become familiar with the vocabulary during AIS time,
prior to this lesson.
home.
Students are expected to correctly use the vocabulary they learned by completing the tracing
worksheet and referring to the pictogram.
Wendy Ward
Medaille College

I. LESSON DATA:
E. Lesson Topic: Plant needs
G. Materials:
Plant Needs pictogram
Science journal
You Tube video: https://www.youtube.com/watch?v=dUBIQ1fTRzI
Smart board
Crayons
Exit slip

Key Idea 3:
animal.
reproduction.

Grade Level: 1


charts).
Literacy
B. Central Focus:
Students will be able to explore the Life Cycle of Plants. Through written and verbal discourse,
students will be able to identify the parts of a seed and a plant and the changes that occur in the
growth cycle from seed to plant. Students will be able to define and discuss the basic needs of a
plant such as sun, water, air and food. This will promote the use of critical thinking and problem
solving skills.
C. Objectives:
1. Students will be able to discuss and define and sing a song about 4-5 things a plant needs in
order to grow.
2. Students discuss, define and/or draw the following vocabulary: Water, Air, Food, Sun and
Space.
D. Assessment Plan:
singing the song on the You Tube video as a class. The teacher and students will engage in verbal
discourse after the video and the teacher will have the students raise their hands to answer
questions about what 5 things were talked about in the You Tube video.
2. The teacher will formatively assess the students understanding of what a plant needs in order
to grow by circulating the classroom as the students copy the vocabulary words on the handout,
into their science journals while engaging in verbal discourse. The teacher will also have
students write or draw one plant need on an exit slip as an additional measure of formative
assessment.
2. Once seated, the students will be asked to retrieve their science journals.
3. The teacher will ask the students to raise their hands to be chosen as volunteers to hand out the
What a Plant Needs to Grow vocabulary pictogram handout.
4. The teacher will choose 2 students to hand out the sheets to the class.
5. Teacher Talk: Now that we all have a copy of the handout, can anyone tell me what they see
on the sheet? Water, Air, Food and Sun. Can anyone guess who might need all of those things in
order to grow? Do you think its us (humans?) What about animals? Could it be plants? What
does everyone think?
6. Once the teacher and the students have engaged in verbal discourse and determined that we
are discussing the Needs of Plants in this lesson, the teacher will ask a few additional questions:
Does anyone hear like music? Has anyone here ever heard of a song about plants?.
7. The teacher will direct the students attention to the smart board and inform the students that
they will watch a YouTube video called The Needs of a Plant (song for kids about the 5 things a
plant needs to grow) by Harry Kindergarten Music. www.harrykindergartenmusic.com
1. The teacher will direct the students attention to the Needs of a Plant vocabulary pictogram
handout.
2. The teacher will ask the students to say the name of each plant need out loud as a group as the
teacher points to each plant need on the enlarged Needs of a Plant vocabulary pictogram posted
on the board at the front of the class. .
3. The teacher will formatively assess the students understanding of the plant needs by asking
the class if everyone understands the plant needs. The teacher will ask if anyone doesnt
4. The teacher will then explain that the class will watch a YouTube video and learn a song by
Harry Kindergarten, called The Needs of a Plant which is a song for kids about the 5 things a
plant needs to grow.
5. The teacher will explain that after they watch the video through one time, they will watch it a
second time. While watching it the second time, the students will be required to sing along with
the song.
6. The teacher will formatively assess the students understanding of plant needs by circulating
the room and listening to them as they sing along to the song.
7. Once the video is over for the second time, the teacher will formatively assess the students
understanding of what a plant needs to grow by asking them to raise their hands to be chosen to
answer what the 5 things from the video were.
8. After the teacher and students engage in verbal discourse about the needs of a plant, the
teacher will require the students to write the 4 vocabulary words from their pictogram handout
into their science journals.
9. Students will be required to recall what the 5th need from the video was since their vocabulary
pictogram handout only lists 4 plant needs.
10. While the students are working on printing their vocabulary words into their science journals,
the teacher will circulate the room and formatively assess the students understanding of the plant
needs by asking them guided questions, engaging in verbal discourse about why a plant needs
those 4-5 things.
work with them to sound out the plant needs that they are working on writing.
complete their vocabulary in their science journals.
13. Students who finish early are encouraged to draw a picture to go along with the vocabulary
word in their journals and colour the pictures using crayons from the crayon bucket if time
permits.
teacher will then ask each of the students to close their science journals and place them on the
teachers desk to be marked.
15. The teacher has implemented a strategic seating plan so that the 2 ESL and 3 reading IEP
guide them if assistance is required in transcribing the vocabulary words into their science
journals. All science journals have been provided for the students by the school.
16. Students will be required to write or draw one plant need on an exit slip and hand it in as they
leave class.
The focus of this lesson is needs of a plant. The students are encouraged through verbal and
written discourse, to describe to the teacher and the class what they knew about plant needs.
They are required to share their thoughts about plant needs and discuss if all plants have the
same needs or if those needs are different depending on where in the world the plants grow.
Through this verbal discourse, the teacher will identify any misconceptions and identify if the
need for clarification or remedial teaching exists.
Students were able to watch a video and sing along. This would be of particular interest given the
diversity of the students in our class. Many of the low socio-economic students would not have a
personal computer at home that they could use to look up fun songs that would complement their
class lessons.
G. Closing:
1. The teacher will review what the class learned by asking the students to sing Harry
Kindergartens You Tube song The Needs of a Plant that they learned at the beginning of the
class.
2. The teacher will ask students to raise their hands to be chosen to come up to the enlarged
vocabulary pictogram on the board and point to and say one of the Plant needs.
3. The teacher will ask if anyone has any questions about the needs of a plant. If so, the teacher
4. The students will be encouraged to go home and talk to a parent or guardian about the needs of
a plant vocabulary.
5. The students will be encouraged to ask their parent or guardian if plants all around the world
have the same needs or if they are different depending on where the plants grow.
6. The teacher will inform the students that they will be creating their very own book entitled
My Classroom Garden Book during tomorrows lesson.
7. The teacher will remind students to put away any crayons or pencils that they used and to put
their science journals on the teachers desk if they have not already done so.
8. Students will be required to write or draw one plant need on an exit slip and hand it in as they
leave class.

Since our class is comprised of mostly low socio-economic students, the school provided the
science journals for them to use throughout the school year.
The focus of this lesson was needs of a plant. The students were encouraged through verbal and
written discourse, to tell the teacher and the class what they knew about plant needs. They were
encouraged to ask their families if plants everywhere in the world have the same needs as those
that we learned about in class.
Students were able to watch a video and sing along. This would be of particular interest given the
diversity of the students in our class. Many of the low socio-economic students would not have a
personal computer at home that they could use to look up fun songs that would complement their
class lessons.
The students were required to work cooperatively as a class at all times, especially while singing
the song about plant needs. They were reminded that they are required to show respect for their
classmates while singing by keeping their voices at a reasonable level and not shouting.
2. Accommodations:
Learning and singing a song about plant needs was a key to the learning objectives in this lesson.
Further techniques include verbal and written discourse, class discussions, peer cooperation (for
ESL and reading IEP students) and encouragement of talking with a parent or caregiver at home
about plant needs around the world.
The teacher will reinforce the vocabulary for the class with handouts and pictograms (in this
case, the vocabulary pictogram for the struggling learners.
help their seat mates if required. These students have been seated strategically so that the teacher
knows that the peer helper has both the cognitive and social capabilities to correctly direct the
ESL or IEP student if required.
The song and vocabulary pictogram helped to model that plants have needs. The vocabulary
worksheet also helped students to learn and reinforce vocabulary by transcribing it into their
science journals.

determine the needs of a plant.
The teacher can clarify or correct these gaps in understanding by referring to the enlarged
vocabulary pictogram of plant needs on the board at the front of the class and by answering
students questions and listening to observations during class discussion.
The vocabulary in this lesson was Tier 1 and included the following words: Water, Air, Food and
Sun. The students received a worksheet with that information on it.
ESL and AIS students had a vocabulary pictogram (plant needs) to guide them through the
lesson. They had already become familiar with the vocabulary during AIS time, prior to this
lesson.
The song and vocabulary pictogram helped to model that plants have needs. The vocabulary
worksheet also helped students to learn and reinforce vocabulary by transcribing it into their
science journals.
home.
Students are expected to correctly identify one plant need by either writing or drawing it on an
exit slip at the end of class.
Wendy Ward
Medaille College

I. LESSON DATA:
E. Lesson Topic: Introduction to plant vocabulary and Plant Life Cycle
G. Materials:
Plant Life Cycle cut and paste worksheet
Glue
Plant Life Cycle vocabulary hand-out
White board
Dry erase marker
Crayons

Key Idea 3:
animal.
reproduction.

Grade Level: 1


charts).
Literacy
B. Central Focus:
Students will be able to explore the Life Cycle of Plants. Through written and verbal discourse,
students will be able to identify the parts of a seed and a plant and the changes that occur in the
growth cycle from seed to plant. Students will be able to define and discuss the basic needs of a
plant such as sun, water, air and food. This will promote the use of critical thinking and problem
solving skills.
C. Objectives:
1. Using verbal and written discourse, students will discuss and define the Plant Life Cycle.
2. Students will be able to identify the stages of the Plant Life Cycle by completing a fun cut and
paste activity requiring students to put the plant life cycle in correct, sequential order.
3. Students will be able to define and discuss plant vocabulary related to the Plant Life Stages.
Such vocabulary will be highlighted on a pictogram and includes the following words: Seed,
Germinating, Sprouting, Growing, Flowering
D. Assessment Plan:
pointing to the six stages on a poster affixed white board at the front of the class and asking the
students to repeat the stages in order from 1-6 together as a class.
having the students correctly complete a fun cut and paste activity called Plant Life Cycle.
Students will be required to cut the six picture boxes from the bottom of the worksheet and glue
them in the correct order starting with the seed and ending with the plant in bloom.
3. The teacher will formatively assess the students understanding of the Plant Life Cycle
vocabulary by circulating the room and asking the students to define which stage applies to the
picture they are pasting onto their work sheet at that particular moment. Students will have the
Plant Life Cycle pictogram available to use as a reference.
2. Once seated, the students will be asked to look at the Plant Life Cycle poster on the white
board.
4. The teacher will choose 2 or 3 students to answer the question since one student may answer
plant and another might answer flower or seed etc.
5. Teacher Talk: Now that we know we are looking at the Plant Life Cycle, can anyone tell me
if they have ever planted a seed and watched it grow? What does that look like? Does the plant
just pop out of the soil the next day with a flower on it or does it slowly go through stages? How
much time do you think it takes for a plant to grow until it has a flower in full bloom?.
1. The teacher will require the students to activate prior knowledge in responding to questions
by answering what they already know about the Plant Life Cycle.
2. The teacher will employ a scaffolding technique by asking the students to recall the 4-5 things
that plants need which they learned about in yesterdays lesson. Those things are Water, Sun,
Food, Air and Space.
3. The teacher will help the students to build on that knowledge by engaging in verbal discourse
with the students. The teacher will explain that if plants have those 4-5 things, they can grow
through the Plant Life Cycle.
4. The teacher will direct the students attention to the Plant Life Cycle poster on the white board.
5. The teacher will require the students to correctly identify the Plant Life Cycle Stages from 1-6
as the teacher points to each of the pictures in the boxes, starting with the seed and ending with
the flower plant in bloom.
asking the class if everyone understands the order in which a plant grows based on the pictures in
the boxes on the poster at the front of the class. The teacher will ask if anyone doesnt
7. The teacher will then explain that the class will work on a fun cut and paste activity where the
students will be asked to cut the picture boxes showing the 6 stages of the Plant Life Cycle from
the bottom of the worksheet and paste them to the top of the worksheet in correct order from
seed (1) to flower plant in bloom (6).
8. The teacher will explain that there is a vocabulary pictogram that can be used as a reference to
help the students determine the correct Plant Life Cycle sequence.
9. The teacher will explain that a worksheet, vocabulary pictogram, scissors and glue sticks will
be required in order to complete the activity.
one of the following four jobs: 1) hand out worksheets 2) hand out the vocabulary pictogram 3)
hand out glue sticks 4) hand out scissors. Left handed scissors must be handed out to the students
who require them (if any).
anyone requires assistance to get started. The teacher will assist those students who require help.
12. While the students are working on cutting and pasting the worksheet, the teacher will
circulate the room and formatively assess the students understanding of the Plant Life Cycle
stages 1-6 by asking them guided questions engaging in verbal discourse about how they know
they have put the plant stages 1-6 in the correct order on the worksheet.
work with them to determine that they understand the difference between the pictures as the plant
progresses through the stages from seed to flower plant in bloom. 14.
The 2 ESL students and 3 reading IEP students will be allowed to check their cut and paste
worksheets with the classmate seated next to them as a measure of reinforcement.
teacher will then ask each of the students to place their completed worksheets on the teachers
desk and remind them to write their name and date on the worksheet.
18. The students will be asked to return to their seats.
The focus of this lesson is Plant Life Cycle. The students are encouraged through verbal and
written discourse, to describe to the teacher and the class what they knew about the life cycle of
plants. They are asked to share their thoughts about whether all plants which grow in our yards
and neighbourhoods in North America grow through the same life cycle as those in other parts of
the world or if they think the cycle is different. They are encouraged to go home and talk to their
families about the Plant Life Cycle.
G. Closing:
1. The teacher will direct the students attention to the Plant Life Cycle poster on the white board.
2. The teacher will require the students to correctly identify the Plant Life Cycle Stages from 1-6
as the teacher points to each of the pictures in the boxes, starting with the seed and ending with
the flower plant in bloom.
3. The teacher will ask if anyone has any questions about the Plant Life Cycle. If so, the teacher
4. The students will be encouraged to go home and talk to a parent or guardian about the Plant
Life Cycle and determine whether all plants which grow in our yards and neighbourhoods in
North America grow through the same life cycle as those in other parts of the world or if they
think the cycle is different.
5. The teacher will inform the students that they will be creating their very own Classroom
Garden Book during tomorrows lesson. They will be cutting out the pages from a pre-printed
sheet, stapling the booklets together and writing and colouring in them to illustrate and describe
their plants growth so far.
All students were given an equal opportunity to participate in the class discussion. Students were
reminded that they must wait their turn and raise their hand to be chosen prior to offering
answers or comments.
Students requiring left handed scissors to complete the activity had them provided by the school.
The focus of this lesson was the Plant Life Cycle. The students were encouraged through verbal
and written discourse, to tell the teacher and the class what they knew about the Plant Life Cycle.
They were asked to share their thoughts about whether all plants which grow in our yards and
neighbourhoods in North America grow through the same life cycle as those in other parts of the
world or if they think the cycle is different. They are encouraged to go home and talk to their
This activity was intended to reinforce student comprehension that a plant has a slow and
methodical Life Cycle which progresses through stages from seed to flower plant in bloom
(stages 1-6) which has been discussed in class.
2. Accommodations:
Verbal discourse was key to the learning objectives in this lesson. Further techniques include oral
instructions, hands-on worksheet highlighting the steps 1-6 of the Plant Life Cycle, class
discussions, peer cooperation (for ESL and reading IEP students) and encouragement of talking
with a parent or caregiver at home about whether all plants which grow in our yards and
neighbourhoods in North America grow through the same life cycle as those in other parts of the
world or if they think the cycle is different. They are encouraged to go home and talk to their
The teacher will reinforce the vocabulary for the class with worksheet handouts and vocabulary
pictograms for the group of struggling learners.
help their seat mates if required in understanding the steps in sequence of the Plant Life Cycle.
These students have been seated strategically so that the teacher knows that the peer helper has
both the cognitive and social capabilities to correctly direct the ESL or IEP student if required.
The worksheet and vocabulary pictogram helped to model that plants have a life cycle. The
worksheet also helped students to learn and reinforce the steps of the Plant Life Cycle.
paste activity.

Students may not have been familiar with the sequence of the steps in the Plant Life Cycle.
These misconceptions would have been clarified through the act of cutting and pasting the
pictures in the correct order on the Plant Life Cycle worksheet.
The teacher can further clarify or correct these gaps in understanding by referring to the Plant
Life Cycle poster on the white board and by answering students questions and listening to
their understanding of the Plant Life Cycle that was discussed in this lesson.
The vocabulary in this lesson was Tier 1 and included words such as Plant Life Cycle, seed,
germinating, sprouting, flowering etc. The students received a worksheet and vocabulary
pictogram with that information on it.
Through the engagement of verbal discourse as a class, helped students to evaluate where the use
of the new vocabulary was appropriate.
ESL and AIS students had a cut and paste worksheet and vocabulary pictogram to guide them
through the lesson. They had already become familiar with the vocabulary during AIS time, prior
to this lesson.
home.
Students are expected to correctly use the vocabulary while working on the assignment that was
completed during class and handed in.
Wendy Ward
Medaille College

I. LESSON DATA:
E. Lesson Topic: Vocabulary Review and Plant Growth Observations
G. Materials:
My Classroom Garden Book journal handouts
Stapler
Crayons
Bulletin board and pictograms

Key Idea 3:
animal.
reproduction.

Grade Level: 1

charts).
Literacy
B. Central Focus:
C. Objectives:
1. Using verbal and written discourse, students will check for signs of plant growth.
2. Students will be able to recall and discuss various aspects of our Plant Life Cycle unit.
D. Assessment Plan:
bringing the students plants to their desks so they can check for signs of growth as well as
through discussions and journal writing. The teacher and students will engage in verbal discourse
to bring attention to signs of plant growth. Students will transcribe that progress into their My
Classroom Garden Books using pictures and plant vocabulary.
having the students correctly recall what steps are involved in the Plant Life Cycle and
expanding on that knowledge by engaging in verbal and written discourse. The teacher will
further, formatively assess the students understanding of the Plant Life Cycle by marking their
My Classroom Garden Book booklets upon completion.
2. Once seated, the teacher will ask if anyone can recall what they were told theyd be doing in
class today.
3. Teacher Talk: Now that we know we will be creating a colourful and descriptive project
called My Classroom Garden Book, can anyone guess what types of information or pictures
they might be putting in that booklet? We will still have to wait for a little while longer before we
can take our flower plants home. Im sure your moms, dads, caregivers, siblings have been very
interested in hearing all about your flower plants at school. Wouldnt it be a really fun idea to
make a book all about your plant? You can take these books home, read them to your families
and introduce them to your plant before you bring your plant home. Once you bring your plants
home, your families can help you care for your plants. You can also keep filling in the plant
progress, day #___ pages in your garden booklets so you can keep learning about the Plant Life
Cycle as your plant grows. Wouldnt that be a lot of fun? In order to keep track of our plant
growth, well need to look closely at our plants.
4. The teacher will explain that the students will be creating their very own plant growth progress
booklets called My Classroom Garden Book.
1. The teacher will then model how the students My Classroom Garden Book booklets should
look upon completion and leave the example at the front of the class in case students need to
refer to it as they assemble their own.
2. The teacher will bring each of the students plants to them at their desks so they can get a close
look at their plants growth progress.
3. The teacher will explain to the students that booklet pages, scissors and glue sticks and a
stapler will be required in order to complete the activity.
one of the following two jobs: 1) hand out booklet pages 2) hand out scissors. Left handed
scissors must be handed out to the students who require them (if any). Students will take turns
using the teachers stapler on her desk once they have completed cutting out the pages for the
booklet.
anyone requires assistance to get started.
6. The teacher will instruct the students to begin cutting their booklet pages along the dotted lines
using the scissors provided.
7. The teacher will ask if anyone requires assistance in cutting the pages and will help those
students.
8. Once the students have cut the 5 pages required for their booklet, they will be asked to staple
them in the top left corner.
9. The teacher will instruct the students to write their name on the front cover of their booklet.
10. The teacher will then instruct the students to begin writing and/or drawing on the next page
of the booklet with the caption What we did on the first day.
11. The students and the teacher will engage in written and verbal discourse in order to complete
the information required on that page.
12. The teacher will then instruct the students to begin writing or drawing on the next page of the
booklet with the caption How it looked on day # 1 (planting day). The students will be
required to recall how their plant looked the day they were finished planting it at the potting
station. If students have difficulty, the teacher will suggest that the students draw a picture of
their cup with soil in it and discuss a verbal recap of the planting day.
13. Once the students have finished their Day #1 page, they will be required to complete the
How it looked on day #4 sheet. Day #4 is today.
14. During this time, the teacher will ask if anyone has any questions or if anyone requires
assistance. The teacher will assist those students who require help.
15. While the students are working on their My Classroom Garden Book project, the teacher
will circulate the room and formatively assess the students understanding of the Plant Life Cycle
by asking them guided questions and engaging in verbal discourse about what they are writing
and drawing in their booklets.
work with them to determine that they understand the directions given to complete the booklet.
17. The 2 ESL students and 3 reading IEP students will be allowed to compare their booklets
with the classmate seated next to them and with the pre-assembled example on the teachers desk
as a measure of reinforcement that they are on the right track with the assignment.
teacher will then ask each of the students to place their booklets in a bin on the teachers desk so
that they can finish working on them during the next class.
21. The students will be asked to return to their seats.
The focus of this lesson was to recall the plant vocabulary that was learned during the unit and
correctly apply it in the My Classroom Garden Book assignment. The students were
encouraged through verbal and written discourse, to tell the teacher and the class about the
changes their plant has gone through since Day# 1 when the seed was planted. They were asked
to share their thoughts about whether all plants which grow in our yards and neighbourhoods in
think the cycle is different. They are encouraged to go home and talk to their families about the
Plant Life Cycle.
Students are asked to talk with their parents and caregivers about the plant that they will be
bringing home in the coming week. They are encouraged to find out if their families have flower
plants like the one they are growing in class or if their families grow different types of flowers
based on their family culture or preferences.
G. Closing:
1. The teacher will direct the students attention to the My Classroom Garden Book booklet
2. The teacher will require the students to ensure they have stapled all of the pages and written
their name on the front.

3. The teacher will ask the students to recall what their plant looked like the day they were
finished planting the seed at the Potting Station (Day #1). The teacher will then engage in verbal
discourse with the students to determine if they have all had the opportunity to draw and/or write
about how their plant looks today (Day #4).
4. The teacher will explain that the students will have the opportunity to continue working on the
booklet during the coming week. During this time, the teacher will have the opportunity to
reinforce through verbal and written discourse, the concepts and vocabulary learned during the
Life Cycle of a Plant unit.
5. The teacher will explain that the students will chart their plant growth progress over the
coming week and finish up by taking their booklet home followed by their plant the next day.
6. The teacher will ask if anyone has any questions about the Plant Life Cycle. If so, the teacher
7. The students will be encouraged to go home and talk to a parent or guardian about the Plant
Life Cycle and determine whether all plants which grow in our yards and neighbourhoods in
think the cycle is different.
8. Students will also be encouraged to find out if their families have flower plants like the one
they are growing in class or if their families grow different types of flowers based on their family
culture or preferences.
The focus of this lesson was to recall the plant vocabulary that was learned during the unit and
correctly apply it in the My Classroom Garden Book assignment. The students were
encouraged through verbal and written discourse, to tell the teacher and the class about the
changes their plant has gone through since Day# 1 when the seed was planted. They were asked
to share their thoughts about whether all plants which grow in our yards and neighbourhoods in
think the cycle is different. They are encouraged to go home and talk to their families about the
Plant Life Cycle.
2. Accommodations:
Verbal and written discourse, were employed as a measure of formative assessment throughout
this lesson. Further techniques include oral instructions, hands-on My Classroom Garden Book
booklet, class discussions, peer cooperation (for ESL and reading IEP students) and
encouragement of talking with a parent or caregiver at home about whether all plants which
grow in our yards and neighbourhoods in North America grow through the same life cycle as
those in other parts of the world or if they think the cycle is different.
Students were encouraged to find out if their families have flower plants like the one they are
growing in class or if their families grow different types of flowers based on their family culture
or preferences.
The teacher will reinforce the vocabulary for the class with worksheet handouts and vocabulary
pictograms and engage in verbal discourse with the group of struggling learners.
help their seat mates if required in understanding the steps in sequence of the Plant Life Cycle.
These students have been seated strategically so that the teacher knows that the peer helper has
both the cognitive and social capabilities to correctly direct the ESL or IEP student if required.
The vocabulary pictograms used throughout the unit were posted on the bulletin board in the
Plant Life Cycle corner. These helped to model and reinforce the steps of the Plant Life Cycle.
A pre-assembled My Classroom Garden Book sample booklet was made available to students
who required extra guidance in assembling their own booklet.
paste activity.

*Students needed to be able to use scissors.
Students may not have been familiar with the sequence of the steps in the Plant Life Cycle.
These misconceptions would have been clarified through the act of creating a My Classroom
Garden Book booklet.
The teacher can further clarify or correct these gaps in understanding by referring to the Plant
Life Cycle poster and plant vocabulary pictograms on the bulletin board and by answering
students questions and listening to observations during class discussion.
The teacher can also refer the students to their science journals and encourage them to use
their understanding of the Plant Life Cycle that was discussed in this lesson.
The vocabulary in this lesson was Tier 1 and included a recap of words such as Plant Life Cycle,
seed, germinating, sprouting, flowering, roots, petals, stem, leaves etc. The students received
worksheets and vocabulary pictograms with such information throughout the week. Students can
refer to those learning aids by looking at the sheets posted on the bulletin board in the Plant Life
Cycle corner and in their science journals.
This activity was intended to reinforce student comprehension that a plant has a slow and
methodical Life Cycle which progresses through stages from seed to flower plant in bloom
which has been discussed in class.
The focus of this lesson is to recall the plant vocabulary that was learned during the unit and
correctly apply it in the My Classroom Garden Book assignment. The students are encouraged
through verbal and written discourse, to describe to the teacher and their peers what observations
they can make about their plants growth.
Through the engagement of verbal discourse as a class, students gained the ability to evaluate
where the use of the new vocabulary was appropriate.
ESL and AIS students had access to vocabulary pictograms to guide them through the lesson.
They had already become familiar with the vocabulary during AIS time, prior to this lesson.
home.
Students are expected to correctly use the vocabulary while working on the assignment which
will be handed in upon completion.
[Back to Table of Contents]


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Running Head: MSED Portfolio Project 1

Artifact #4: Science Unit Plan: Plants

Knowledge; Instructional Practice Standard 8: Instructional Strategies. Principle 2: Educators

Standards, Standard 1, Foundational Knowledge, Standard 2, Curriculum Instruction; CEC

Teacher Practice Standards: Professional Knowledge.

Much can be learned from understanding human impact on the environment. I am

learning, workshops, simulation and community based learning.

from the website http://www.thepositiveencourager.global/john-deweys-approach-to-doing-

significant strand in informal education practice.

models developed by writers such as David Boud and Donald Schn.

framework for practice.

My philosophy of education aligns with the philosophies of this well-known and

that they are learning.

with the natural environment around us.

Science Unit Plan: Plants

By: Wendy Ward

EDU 500: Curriculum Planning in Elementary Education

Teacher Candidates First & Last Name: Wendy Ward

G. Materials, including technology integration

II. Unit Description

A. Introduction/ Significance of the Unit

1. assess the role of humans in maintaining a healthy environment;

A further complement to this learning objective is indicated under Ontario Curriculum

Use appropriate science and technology vocabulary, including investigate, temperature,

6. Students will be able to discuss how to correctly plant a seed.

E. Anticipatory Set/Student Engagement

ENGAGEMENT USED THROUGHOUT THE UNIT

The worksheets are included in Appendix A.

Teacher-student relationships provide an essential foundation for effective classroom

Culturally Responsive Teaching (CRT)

1. Students should be able to work independently.

Appendix A: See attached handouts

Photo of daisy flower on cover page

Ausubel Theorist Information.

Judy Haynes. Culturally Responsive Teaching and English Language Learners.

Marzano Nine Essential Instructional Strategies.

Handouts and Pictograms with unnamed sources, all from Pinterest.com

Parts of a Flower picture. Photo Source: homeschoolcreations.com

American Psychological Association, Coalition for Psychology in Schools and Education.

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Science Lesson Plan: 1

EDU 500: Curriculum Planning in Elementary Education

II. INSTRUCTIONAL PROCESS:

Standard Strand: Language Standards K5

3. Ontario Curriculum Grades 1-8: Science and Technology

Overall Expectations: Communication Skills

III. REFLECTION PROCESS:

1. Culturally Responsive Teaching:

In order to successfully participate in this lesson:

Science Lesson Plan: 2

EDU 500: Curriculum Planning in Elementary Education

II. INSTRUCTIONAL PROCESS:

Standard Strand: Language Standards K5

3. Ontario Curriculum Grades 1-8: Science and Technology

Overall Expectations: Communication Skills