Name: Shayla Parrish Date: March 21, 2018

Grade: Kindergarten Lesson Title/Unit: Observing Bean Seeds

READINESS+-

I. Goal(s)/Objective(s)/Standard(s)
A. Goals-
Students will record observations about their bean seed.
B. Objectives –
Students will demonstrate an understanding of how seeds grow (germinate)
through the use of writing.
Students will identify the characteristics of a growing bean seed.
Students will observe and make write about the seed’s characteristics.
C. Standard(s) –
K.LS.1 Describe and compare the growth and development of common living
plants and animals.
K.LS.2 Describe and compare the physical features of common living plants and
animals.
SEPS.8 Obtaining, evaluating, and communicating information
II. Materials
Seven Blind Mice by Ed Young
Bean Observation Books
Sandwich bag containing the growing bean seed
Time
Anticipatory Set: 8 minutes
Lesson Presentation: 3 demonstration, 7 minutes for student writing
Closure: 2 minutes
Total: 20 minutes

Space
Students will start out sitting at their carpet spot during the anticipatory set.
Students will move to their seats to make written observations about their bean seeds.

Behavior Management
Student will have to take a blurt from the blurt chart if they speak out or interrupt
out of turn. Students may also gain points for staying on task, making good choices, and
keeping their bodies safe. Students may also lose points for being disrespectful, not
keeping their bodies safe, and misusing the supplies.

III. Anticipatory Set

 I am going to read this story to you today about a group of blind mice who make
some funny observations. Can anyone tell me what it means to be blind? I am looking for
an answer like ‘not being able to see’. Can anyone tell me what an observation is? I will
call on a student who has their hand raised. I am looking for an answer that uses words
like ‘look’, ‘guess’, ‘something we see’. This book is called Seven Blind Mice and it is
written by Ed Young. I will then read the book.

IV. Purpose
Today we are going to make observations about our bean seeds so we can record how
fast a plant can grow.

PLAN FOR INSTRUCTION

V. Adaptions
Students of varying ability: Observation booklets allow for students to write as little or as
much as they can. There is also space for students to draw a picture.

VI. Lesson Presentation (Input/Output) –

To start, I will pull out my sandwich baggie that contains my bean seed in it from
the previous lesson I taught. I will ask the class to help me make observations about the
seed. Okay, class! What do you observe about my bean seed? Yes, it has sprouted! That
means it has a root. What color is the root? White, some brown. Good! How would I
write this in my observation book? When we write in our observation book we have to
write like we are scientists. I will open up to the first page of my book. It has been 9 days
since we planted our bean seeds so I am going to write a 9 on this line. Students will help
me to formulate a sentence that describes what I observed about my plant. When you
finish writing about what you observed, I want you to draw a picture of how your bean
seed looks. Then, think about what your been seed will look like in 9 more days. I will
dismiss students my table group to get booklets. Mrs. P will pass out the bagged bean
seeds during this time.

VII. Check for Understanding/Extending The Learning

To check for understanding, I will walk around as students are writing and
drawing. Students will be writing about their personal beans seeds. Their observations
should be about the color of the bean seed/ root, as well as the length of the sprouted root.
Drawings should be colored as close to accurate as possible.

VIII. Closure
When students have finished writing and drawing, they will put their observation
booklet into the turn in tub and will place their sandwich baggie in a basket. Students will
then sit on the rug. Once all of the students have sat on the rug, we will have whole group
discussion. Class, who can tell me an observation they made about their bean seed. I will
 allow for 3 students to respond. After the students share, we will make predictions. Who
can make a prediction about what their bean seed will look like in 9 days? I will allow
time for 3-5 students to make predictions. Students will then be dismissed by table group
to get a wipe for snack time.

PLAN FOR ASSESSMENT

Evaluation
Formative: I will listen for students’ understanding based off the answers they provide during
whole group time during lesson and closure. I will adjust my lesson as needed. I will also walk
around during the students’ independent writing time to see if their observations were valid
which will demonstrate an understanding of the idea of making observations.

Self-Answer Questions
1. How many students achieved the objectives? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were students able to make observations about their bean seeds?
8. How was time allotment for student writing time?