Lesson Plan: Day 1- Science 60 min Goals / Objectives Students will be able to: Make clear, and organized

d observations. Successfully plant barley, corn, pea, radish, and clover seeds. Define the following terms: environment, an environmental factor, a terrarium, and organism. Standards (and Assessment Anchors, if applicable)
NSTA 1. Asking questions and defining problems. 3. Planning and carrying out investigations. 4. Analyzing and interpreting data. 8. Obtaining, evaluating, and communicating information.

Materials and preparation For each group of students: 1 Basin, 6 liter & cover Spoons Sticky notes Plastic cups 1 liter containers for soil 1 Beaker, 100 ml Handoutsjournal and terrarium map Seedsclover, radish, barley, corn and pea. Pitcher Soil NEED TO PURCHSE Packaging tape Plastic wrap Newspaper Paper towels Camera Classroom arrangement and management issues The classroom arrangement will remain how it is always set uprows of 5 students. Every row of students will actually be a group. The students will be working in these rows and we will use the table in the front and my desk for supply pick-up areas. Students will have a designated material manager who is in charge of picking up and dropping off all materials for the lesson. The rows of students have been meticulously grouped in order to ensure the students are good matches to work with one another. The group size of 5 is ideal for this lesson as it will make sure that all students are able to participate in the investigation and they will all be assigned roles. Plan (Teachers voice in italics) Good Afternoon Students. Thank you for a smooth transition from silent reading. Today we will beginning a science unit with the hope to run daily investigations throughout the rest of my time working here.

Alright, so I know you all enjoy hands-on science investigations, and thats exactly what we will be doing throughout these investigations. So with no further adieuwe are going to break up into our science groups. Break students into teams and hand the teacher liaison the handout that includes assigned roles and moreover each roles expectations. Ensure that all students understand their role. You have 5 minutes to complete the KWL charton gardens as a group. Whole class conversation on gardens, and mini gardens. (what makes a good gardener?) Define terrarium, organism, environment, and environmental factor. On boardto be copied. Introduce plants: Barley, corn, pea, radish, and clover. Have you heard of these plants before? (prior knowledge) Have a student read the directions posted on the smartboard: 1. Supply coordinator gets seeds. 2. Complete Terrarium mapcreate your own symbols. (Review birds-eye view). 3. Plant your seeds and notate all information on the map. (sticky note on front!) 4. Plant away! 1 liter soil, water (up to students). (large seeds below soil, small seeds can be on top) 5. Cover terrariums. (plastic wrap) 6. Complete the L section of your KWL. **Take pictures of each terrarium.** Clean up time. Student check-in, read Ls from KWL. Crates on desk and read silently for dismissal. Assessment of the goals/objectives listed above Make clear, and organized observations. I will be checking every students notebook and I will assess their notes. I will make brief comments or suggestions on ways they could improve their notes. I will then check-off on my assessment sheet whether the students notes: need improvement, proficient, exemplary. I then hope to show the class an example of exemplary notes. Successfully plant barley, corn, pea, raddish, and clover seeds. See attached check-listthat will not be assessable for a few days (the following week). Define the following terms: environment, an environmental factor, a terrarium, and organism. This will take place at the beginning of the next lesson in the form of a pre-class assignment/entry ticket.

Anticipating students responses and your possible responses a) Management issuesThere is very minimal direct instruction or even guided practice. The students will have a lot of freedom and this may excite some of my students who can struggle behaviorally when time is not structured. My aim is that the noise level officer can help maintain some order. I also plan to assign that role to students who typically struggle with that. b) Response to content of the lesson- my students never receive science instruction and always ask when we are going to do it. I think this lesson will elicit a lot of excitement from my students. Accommodations a) Accommodations for students who may find the material too challengingI dont think there is anything that may be too challenging in this first lesson. Some students will need more time to take notes, but that time will be allotted. If students struggle with mapping or taking notes, I will pair them up with students who arent struggling with that and explicitly tell them I expect them to be assisting x. b) Accommodations for students who may need greater challenge and/or finish early? these students will be assigned the roles with more responsibility. They will need to ensure that everyone in their group is up to speed and on the same page.

Notes for lesson Roles within groups: The Supply Coordinator- You are responsible for all supplies. This includes getting supplies, cleaning supplies, and returning them. The Note-taking Manager- Your job is to ensure that all students in your group are taking exemplary notes. The Question Keeper- Your job is to write down any questions that your group encounters throughout the experiments and investigations. I expect for each group to have a minimum of 5 questions. This is to help you become an inquisitive scientist. The Noise-Level Officer- It is your responsibility to make sure your group is quiet and speaking in low voices. I will seek you out if your groups noise level is not at an appropriate level. Teacher Liaison- You are the main point of communication between myself and the group. I expect your hand to be raised silently if you are seeking my attention.

Roles within groups: The Supply Coordinator- You are responsible for all supplies. This includes getting supplies, cleaning supplies, and returning them. The Note-taking Manager- Your job is to ensure that all students in your group are taking exemplary notes. The Question Keeper- Your job is to write down any questions that your group encounters throughout the experiments and investigations. I expect for each group to have a minimum of 5 questions. This is to help you become an inquisitive scientist. The Noise-Level Officer- It is your responsibility to make sure your group is quiet and speaking in low voices. I will seek you out if your groups noise level is not at an appropriate level. Teacher Liaison- You are the main point of communication between myself and the group. I expect your hand to be raised silently if you are seeking my attention.

Roles:

Student Name:

Notes/Observations

Planting effectiveness