Term III Lesson Plan - Science

Anne Murray
The Adaire School - Kindergarten

What:
The small group science lesson will consist of focused practice with scientific
investigation skills of observation and questioning. The group will consist of four kindergarten
students. The concept of five senses and weather, aligned with PA State Standards, have been
introduced in science and the fall season has been introduced through one week of read-alouds
and the daily morning calendar. In order to deepen student understanding of the components
of a scientific investigation, the lesson will use an item they are all familiar with - fall leaves - to
focus on finding patterns and generating questions through using their senses and sorting
based on similarities and differences observed in the leaves.
The students prior knowledge about the fall season will be activated in a brief
introduction which students are asked to share what season we are in, and what changes they
observe from the summer time to the fall season. This will support student understanding that
the season has distinct changes associated with it, and may encourage inquiry into why these
changes occur. Following this, I will remind student what sorting means, and introduce formal
definitions of observation and characteristic. The majority of the lesson will center around Commented [BN1]: You know that I think it is better to just
each student receiving six leaves to sort based on qualities that they believe are similar or use these words in context rather than define them ahead
of time, but you need to do what is required of you.
different. Once they have sorted the leaves, they will draw and label each of the groups they
Commented [MAE2R1]: I chose to use observation in
have created. The additional drawing and labeling will encourage students to look closely at context, but defined characteristic because I wanted them
small details that may have been missed in the initial observation, and question what they are to use that word when they were describing the leaf groups
labeling. The labeling aspect also introduces a literacy connection to science. The teacher will that they created.
conference individually with students to check for understanding and offer additional support,
as needed. Commented [BN3]: This is a great opportunity for
Following the leaf sorting, students will turn and talk to share how they sorted the vocabulary practice, too, as children are describing the
leaves. You might jot down the words that the children use
leaves with their partner. After the partner share time, the whole group will collect data on or that you provide to make as a word wall (or something)
how they sorted the leaves. I will reiterate that scientists use their observation skills to find after the fact.
patterns based on similarities and differences. Additionally, scientists use their observation Commented [MAE4R3]: During student conferencing, I
skills to create questions about what they see and do not understand. Students will share how wrote down general questions rather than specific
vocabulary words because we had relatively limited time -
they sorted the leaves on the board, and I will record the different way (color, shape, size, etc.) but I really like this idea for future lessons when I have more
with a picture cue next to it. At this point, I would tell the students that we are going to create flexibility in time and/or can plan a follow-up lesson and
a list of scientific questions based on their observations of the leaves - the way the look, feel, discussion.
etc. Each student will share at least one question that they have about the leaves that will be
recorded on the board. Commented [BN5]: Nice

How:
In order for the lesson to meet the goal of students generating their own grouping of
leaves and questions related to what they see, I will be primarily a mediator rather than a
facilitator for the leaf sorting portion (Koch, 270, Lesson Plan Strategies). I will activate prior Commented [BN6]: Thank you.
knowledge through a discussion of fall and fall leaves, and introduce the expectations of the
activities, but the students will lead how the leaves are sorted, drawn, labeled and how the
questions are generated in the end.
 The use of drawing and labeling the leaves and leaf groups the students create will
require the students to pay close attention to specific characteristics of the leaves that may not
have been generated by visual observation alone. The students will construct meaning of the
patterns they observe in the leaves individually, with a partner, and as a whole group.
Individually, they will use their five senses to observe the leaves, and create their own sorting Commented [MAE7]: four of their five senses sight,
based on noted similarities and differences. I will conference with students while they sort the touch, smell, sound

leaves, asking open-ended questions to get students to think more about the patterns that they
see such as, why did you choose to sort the leaves in that way? and what do you notice
about the leaves that are similar/different?, as well as questions directly related to the
vocabulary and skills introduced at the beginning such as what similar characteristics did you
observe in the leaves? and what senses did you use to observe the similarities and differences
between the leaves?
A turn and talk following the leaf sort will provide an opportunity for students to
practice communicating their thought process and using the vocabulary - observation and
characteristic - introduced in the beginning. Additionally, students may see how other students
Commented [BN8]: No. No tasting please!
Commented [BN9]: Be sure that they understand that this
is not critical. Unfortunately, the current culture in schools
has caused many children to hear questions as criticism.
Some introductory phrase such as, This is an interesting
way to do it might help.
Commented [MAE10R9]: I really appreciate this
suggestion. It was a good way to be supportive and gain
understanding of their thinking.
Commented [BN11]: There is another Practice here.

sorted and noticed differences or similarities that they did not initially observe. During the Commented [MAE12R11]: ??
whole group discussion, I will write the ways that students sorted the leaves (by color, shape,
etc.) with a small drawing next to attach a picture cue to add an additional reference point for
students to understand the sorting method. Students are at varying levels of literacy abilities,
so the picture reference can assist students in remembering the different ways the leaves were
sorted when students are generating their questions at the end. The whole group discussion
will allow the students to share their work and foster a collective understanding of the process.
The individual, partner and small group discussion will provide multiple avenues for students to
observe and make meaning of the different types of leaves.

Why:

The leaf comparison and classification lesson closely aligns with the National Academy
of Sciences crosscutting concept of patterns. Sorting leaves based on similar or different
characteristics pushes students go beyond simple observation and prompts students to ask
questions about the relationships between characteristics and what has influenced these
specific similarities or differences (National Academy of Sciences, 135). The lesson falls within Commented [BN13]:
the Life Science Disciplinary Core Idea as outlined by the Next Generation Science Standards
(NGSS). By closely observing leaves in the end stage of their life cycle, the students will begin to Commented [BN14]: This comes from the Framework as
find patterns of the leaves which will create a foundation needed for students to further well.

investigate and meet the NGSS standard: K-LS1-1 [Using] observations to describe patterns of Commented [MAE15R14]: ??
what plants and animals (including humans) need to survive.
During the lesson, students will directly utilize the science and engineering practices of
asking questions and defining problems, planning and carrying out investigations and obtaining,
evaluating and communicating information. Additionally, the lesson will explicitly reference the Commented [BN16]: When you are hitting all of the marks,
qualities of observation and asking and answering questions in scientific investigation, which you know you have a good lesson.

supports the students understanding of what a scientific investigation is in alignment with

Pennsylvania State Core Standards.
 The students have worked on identifying and using their senses in activities for the past
month. They have a solid grasp of using their senses to notice different characteristics of things
they see or taste, but there has not been an opportunity to use their observation skills to
compare and generate questions about what they see. The goal is for students to understand
that using their senses to make a scientific observation is not only looking closely at objects, but
to compare what is similar and different, notice patterns and follow-up with questions related
to specific observations.
I wanted to create a lesson that was related to what had been shared or discussed in
other parts of the class, and after a week of read-alouds connected to the fall season, I found
that many of the students favorite fall activity is jumping in leaves. From this understanding, I Commented [BN17]: Sounds fun to me. Do you think your
wanted to center the lesson around leaves so students had an opportunity to look more closely students actually do this, or does it just come up in stories?

at something they love to play in but probably have not observed closely. Kindergarteners are
constantly observing what is going on around them and asking questions, but this lesson can
allow students to construct meaning of their surroundings through observation, comparison
and questioning.
Commented [MAE18R17]: Both! We read stories about
jumping in leaves and one student said I love to jump in
leaves at my grandmas house because she lives in the
suburbs, and other students followed up with similar
statements.

Tentative Lesson Date: Monday, November 13

Goals/Objectives 1. SWBAT use and define "observation" and characteristic
2. SWBAT identify 3-4 characteristics in fall leaves using observation
(senses-based).
3. SWBAT describe why they sorted leaves based on certain
characteristics.
4. SWBAT generate questions about leaves following observation
and sorting.

Standards (and Crosscutting concepts: Patterns

Assessment Anchors, Patterns in the natural and human designed world can be observed
if applicable) and used as evidence. (K-LS1-1) -- different patterns of leaves,
patterns of how leaves change between season, can generate
inquiry into structure and function of shape and leaf life cycle.

Pennsylvania State Standards (K):

S.K-2. A.1.1.1.
Identify a scientific fact as something that can be observed
using the five senses.
3.1.K. A9-
Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking
and answering questions and comparing the answer with
what is
already known.
 Next Generation Science Standards:
K-LS1-1. Use observations to describe patterns of what plants and
animals (including humans) need to survive. -- through questioning,
may determine what leaves need to stay on the tree
Commented [BN19]: Please re-identify this here as a Core
Disciplinary Idea from the Framework (you can use both,
but NGSS was based on the Framework.) And add a section
on Practices from the Framework, as you did in your Core
Decisions.

Framework Practices: Commented [MAE20]: Added in the Framework

- Questioning Practices section to replace the Next Generation Science
Standards Section
- Observation
Formatted: Font: Bold
- Obtaining, evaluating and communicating
Formatted: Font: Bold
information

Materials and Chart paper/ whiteboard

preparation Multi-color markers/Multi-color dry erase markers
Mini-Magnifying glasses
Leaves

Classroom Students will be at the writing center table for the centers
arrangement and rotation
management issues Students will need to avoid distraction of center time, and
face directly towards me - at the top of the table closest to
the wall or by the windows
Leaves and magnifying glasses will be grouped prior to the
lesson so each student will have their own set of leaves and
a magnifying gclass Commented [BN21]: Wise.

Plan: Hook: This is the Investigation Station - today you all are going to
1. The hook work as scientific investigators to observe *one item that changes
2. The body when the seasons shift from the summer to the fall*
3. Closure (if Body:
appropriate) 1. Introduction of Fall season:
a. Can someone tell me what season we are in?
b. Restate what is said - ask the group - everyone,
what is season are we in? fall (answer together Commented [BN22]: Is there a standard answer to this
Fall!!) question?

2. Introduce task: What are some things that change when it
turns into the fall season? (temperature, clothing type,
plants/leaves, etc.)
We are going to use our senses to statemake
observations of leaves in the fall time
Commented [MAE23R22]: I noticed an error in my
question on the original, I didnt want to ask what is fall
but what season are we in for the whole group to answer
to make sure everyone has the same undertstanding.
 When we make observations or observe
something, we use our senses to notice specific
characteristics, aka specific details and things Commented [BN24]: Dont say that!
about something Commented [BN25]: Specific details and things is not very
3. Prompt: What senses will we use when we observe the helpful. Why not chose something that is not a leaf and
point out some of its characteristics? A pencil yellow,
leaves? sharp, made of wood, long and thin, etc.
Sight, smell, hearing, touch
Commented [MAE26R25]: That was a very vague
4. Expectations: definition I tried to put it in words that would be
o Each person will get 6 leaves - please only use your own understood by kindergarteners, but it lost some of the
words meaning in doing so. Using an example to support
leaves
their understanding of characteristic beyond a basic
o You will sort leaves, put them into groups, based on definition was very helpful.
details about the leaves that are the same
o Check for understanding/reiterate activity - can
someone tell me what it means to sort something?
o I will give you a magnifying glass - a magnifying glass is a
tool that scientists use to help them see objects more
closely than eyes are able to
Model how to use a magnifying glass
o Use magnifying glass to observe the leaves and notice
details in the beginning, before you sort them into
groups based on what you believe is the same. Commented [BN27]: Not sure how you are dividing the
o Sort the leaves based on what leaves you think are leaves. Of the ones I provided you could give each child one
of each, but it might be interesting to give each child two of
similar - each group of leaves should have something one kind to see if they use that as a sorting mechanism, or
that you think is in common whether they use something completely different.
o When you finish sorting, draw the fall leaf groups you Commented [MAE28R27]: That was the plan! I put five
make and label the parts leaves in each bag, and tried to have two groups of leaves
that were a similar shape or color to see how the students
5. Individual Draw: draw and label the fall leaf sorts (if finish would group them.
observing early)
Commented [BN29]: Groups?
6. Turn and Talk: share with your partner how you sorted your
Commented [MAE30R29]: Yes! It should read groups
leaves - was it by color, shape, size? Remember, there is not
a right answer.
7. Collect Data on Whiteboard/Chart Paper: We are going to
collect data - what scientists call information - about how
you sorted the leaves. Can someone tell me how you sorted
the leaves? How many groups did you make? Why did you
put them in those groups? Commented [BN31]: They put them in groups because you
o Write answers on chart paper with small picture next to told them to!

it Commented [MAE32R31]: Interesting! I like the groups

you made. Why did you choose to sort them by
o Follow-up (as needed): What characteristics, what color/shape/etc.?
details, did you notice about the leaves?
8. Ask: You all just used your scientific observation skills to
notice specific characteristics, (the color, shape, size, etc
reference what they grouped the leaves by) about the leaves
 in the fall time. Think about one question you have about
the leaves (turn and talk to share with partner, time
permitting)
9. Write questions on chart paper
Closure:
Scientific investigations involve asking and answering
questions -
We know some specific scientific facts about the
leaves based on our observations ex: the color,
how they changed color from summer to fall, what Commented [BN33]: They do not know this from
their shape is, how big or small they are from these observation. They know THAT they changed color or
didnt. I hope you plan to take pictures of the sorts.
observations, we also want to know more and
Commented [MAE34R33]: how some leaves change
created questions. color between summer and fall, and some leaves do not.
Scientific investigation uses what we know about
something to think more about what we still want to
know and study.

Anticipating students o When the activity is explained students may ask:

responses and your How many groups should I make?
possible responses: You can start with sorting the leaves
into two groups, then think about if
you can make more than two groups
based on what you see.
I dont know what is the same:
Look at the colors of the leaves, the
shapes, the way that they feel - which
ones seem similar to you? Put those
into a group.
They all look the same:
That can be a group! But also look at
the colors, shapes, the way each of
the leaves feel. Sometimes things look
the same at first, but when you look
more closely they are a bit different.
Make sure you draw the full group on
the back, and label what you see

Assessments Individual conferencing during leaf sort activity - check in on

use of observation, and characteristic during
questioning
Whole group discussion - share how they sorted the leaves
(will see if they noticed patterns)
 Question generating at the end - all students will have an
opportunity to share a question that they have about the
leaves. Will indicate if they have used observation skills to
create a question.
Leaf sort drawing - evidence of using observation to sort into
groups

Accommodations: Extension: Individual Draw: draw and label the fall leave sort
groups
If done with drawing and labeling, will ask students to see if
they can find a different way to sort the leaves based on a
different characteristic.

Support: Start with two leaves -- using your sight, touch, smell -
what do you see that is the same between both of the leaves? What
do you notice that is different? Start with two and then expand to
three leaves, then four to create groups.