Ver.

6 08/05/15
First Name

Jennerra

Last Name

Maemori

UH Email

Maemori9@hawaii.edu

Date

November 5, 2015

Semester

Fall

Year

2015

Grade
Level/Subject

Grade1 science

Lesson Duration

1 hr.

Title

Plant needs
Central Focus (Enduring Understandings)
A description of the important understanding(s) and concept(s)

Students will be able to describe what a plant needs in order to grow. In this lesson we will
briefly discuss the changes that occur in plants. Then the students will have the opportunity to
participate in the planting of the seeds provided from the pumpkin that we carved last week.
Students will start a science observation journal where they will record and draw the changes
that they see in the seed.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III
(HCPS III) that align with the central focus and address essential understandings, concepts,
and skills

HCPS III
Benchmark SC.1.2.2 Describe a variety of changes that occur in nature
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.
Student Learning Objectives
Outcomes to be achieved by the students by the end of the lesson or by the end of the multilesson learning segment
Concepts
What the students will know

Skills
What the students will be able to do

C1: That plants needs sunlight, soil and

water to survive.

S1: Describe what a plant needs in order to

Grow.

C2: All plants are living because all plants

grow.

S2: Record the process of planting a seed.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include
formative (informal) assessments applied throughout the lesson and summative assessments
(formal) of what students learned by the end of the lesson (include any assessment tools)

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Checklist:
In journal, student included
Water
Sunlight
Soil

Yes

No

With labels.
Students Prior Academic Knowledge and Assets
The students content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning

Students have previously went over the life cycle of a pumpkin, therefore they will be able to
connect their prior knowledge to understand that most plants grow in the same way.
Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content

Plant
Seed
Soil
Survive
Hypothesis
Pumpkin
Zinnia
Pea
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) offers opportunities offered for multiple modes of participation

ENGAGE

I have a question Is a plant a living thing? let them really think about it.
How do we know that it is living? They grow.
How do plants grow? What do we need first? a seed.
Place seed on the table. Okay now what? How is it going to grow? What do we need now?
As they are naming dirt (soil), sunlight, and water draw a simple visual on the board including these features.
Good. Today we are going to do a little activity where we will get to plant 3 different seeds and we will watch them grow over time as
a class.
As we are doing this I want you to keep in mind, the materials that we are using and the order for each step in the planting process.

EXPLORE

Bring out a tray of pumpkin seeds (half from the pumpkin they carved in class and have from a pumpkin bought at wholefoods)
There is a clear distinction between the two, let the students compare them
Then introduce the pea plant seeds and also the seeds for a Zinnia flower. Have them observe the different size and shape of each
of the seeds.
Ask them what do you notice about the seeds?
Are all seeds the same?
Do you think they all grow at the same speed?
Have them form a circle.
Here are my containers that I will use to plant the seeds (3 liter bottle bottoms, clear) what do I need first? Soil!
Take out the potting soil, let each student get a chance to scoop a cup of soil into the pot. Remind them that everyone will get a turn

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and we must be patient.

So we have the soil, what do we need next? The seeds. Be sure to give every student a seed or two and have them place it in the
pot and push it below the surface.
Great now what is the last thing that we need before we put it out in the sunlight? Review with them again, first we put the soil, then
we put the seeds, now what? We need to add water!
Choose a couple volunteers to add water to the pots.
Have them revert their attention back to the front to begin a discussion.

EXPLAIN

Do you think that the type of environment a plant grows in may affect how well a plant grows?
What kind of environment would be best?
How long does a plant take to grow?
What do we need to do in order to help our plants grow?
How will we know if we are doing a good job?
We will keep an observation log to keep an eye on our plant.
You will write and draw what you observe or see as the plant changes over time.

ELABORATE

Introduce two new vocabulary words: hypothesis and survive (use index cards with visual and explain to them orally by providing
examples
Hypothesis will be introduce to get them thinking and guessing about how long a plant may take to grow and together as a class
they will discover how long it actually takes.
Survive fits in with the topic of plants because plants need things in order to grow and also survive.
Connect these words to words they already know such as prediction or to last/ get through in order to make it easier to see the
connection.

EVALUATE

Throughout the lesson, check for understanding to see if they are following along. Constantly review and repeat the information that
you want to stick with them.
Students will be participating in a shared writing as a class that goes through the sequential steps that we followed to how to plant a
seed.
Students will also draw a visual representation of what a plant needs in order to survive.
Students will label their plant needs with the vocab from the shared writing.
Lastly they will start an observation journal of day 1 and what they see.

Differentiation
Instructional strategies and planned supports to meet the needs of individuals, and/or groups of
students who require different strategies or support (adaptations to instructional strategies, the
learning environment, content, and/or assessments)
ELL students: when introducing new vocabulary, I will write the word on an index card and
provide a visual that goes along with it. I will also provide clear explanation and examples that
go along with the vocabulary word. I will leave the word and the visual taped to the board so
they can refer back to it as needed.
Struggling students: as a class we will do a shared writing so that I can model it on the Elmo
while they listen and participate in the creation of the narrative writing. Their peers around them
will also be able to help them out because we will all be writing the same thing.
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson

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Seeds (pumpkin, pea, and flower)
Water + empty water bottle
Pots(3) bottom of empty soda liter bottles
Soil
Plant icons
Science journals
Cue cards + visuals to intro new vocab