Teacher Candidate: _Angeline Xu_________________________

__5/9/16_________

Date:

THE UCI LESSON PLANNER

Part 1: Classroom Information
Grade: _2____

Content Area: ____Science_______________________________________

School:
Chaparral
Mentor Teacher: ___Jen Austin___________________
Group Size: __18____ Lesson Length: _60______ minutes
Student Context:
Students with Special Needs
(IEP and/or 504)
Students with Specific
Language Needs (ELL)
Students with Other Learning
Needs (Behavior, Struggling
Reader, Struggling Math)

Identified Needs
Speech

Accommodations
Goes to speech teacher once a
week for 30 minutes

Part 1: Planning for the Lesson

A: Standards
i.
Key Content Standard:
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different
habitats.
ii.

Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical

Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of
Literate Individuals

iii.

Related ELD Standard (must be included when using an ELA Standard):

B. Objectives
i.
Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will observe and dissect lima beans to identify the major parts of the seed.
ii.
Language Objective (transfer this from "Incorporating Academic Language"):
Students will describe the characteristics of dry and wet lima beans and the parts of a lima bean.
C. Assessments:

i.

Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
Fill out a class circle map on seeds
Ask students questions and call on a variety of students to answer
Ask students to discuss with partners
Observe and monitor students as they fill out graphic organizer and dissect seed
ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Whats Inside a Seed? Graphic organizer Draw the seed, label the parts, and describe what each
part of the seed does. Explain the purpose of a seed in a plants life cycle.
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):
Seed circle map
Whats Inside a Seed? Graphic organizer chart
Dry lima beans and wet lima beans
Paper towels
Bean by David M. Schwartz
Whats Inside a Seed? Graphic organizer worksheets

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (___ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
Engage
Call students to come and sit on the carpet
Ask students what we have learned about in the previous lesson on flowers and their parts
o Show students the flower chart and pull sticks for students to come up and label each
part of the flower: pistil, pollen, stamen, petal, leaf, stem
o Review the role of each part
Create a whole class circle map on chart paper with the word Seeds in the middle
o Ask students to think about what they know about seeds and how they fit in a plant life
cycle
o Have students whisper share with a partner. Then pull sticks for ideas to add to the
circle map
Read aloud book called Beans to provide students with information about a beans life cycle
o Show the last page, which has a picture of the life cycle of a bean.
o Ask for student volunteers to explain each step of the bean life cycle.
Body of the Lesson (______ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Explore- Lima bean experiment
Show students dry lima bean under the document camera and ask them what this is
o Ask how is a lima bean a seed?
Explain that lima beans are in pods of bean plants; seed from where new plant
grows
Seeds start a plants life cycle

Explain that they will be each getting a dry seed and a seed that has been soaked in water for a
few hours.
o Explain safety precautions to students
Explain that we will be working with lima beans today. Remind them that it is
not safe to eat the beans.
Remind them to follow my directions carefully and be gentle with the wet bean
because it is fragile.
o Explain that they will be observing and describing their dry and wet seeds in terms of
color, texture (how they feel and appear), and firmness.
o Show the graphic organizer under the document camera
Tell students to write down observations for dry seed in the dry seed column and
observations for the wet seed in the wet seed column
Have students go back to their desks and pass out one soaked seed, one dry seed, and a graphic
organizer to each student
o As students are working on observing and describing the seed, ask questions:
What do you notice about the seeds?
What does the dry/wet seed look like?
What does the dry/ wet seed feel like?
What does the dry/wet seed smell like?
How is the dry seed different from the wet seed?
After students are finished writing down their observations, call students back to the carpet
with their graphic organizers.
o Ask students to whisper share with a partner how a wet seed is different from a dry
seed. Then pull sticks to have students share out with the whole class
Example answers:
Dry seed- hard, smooth, dry
Wet seed- soft, wet, a little wrinkled
o Write down their observations on a class graphic organizer chart
Explain that now they will be dissecting (opening) the wet seed. Model how to open the seed
under the document camera. Remind students to be careful when opening the seed and try not
to break the seed
o Explain that the seed has three main parts. Point to and show students the parts: seed
coat, seed leaf, and embryo
o Create a pictorial input chart for the inside of a seed. Model drawing and outlining the
parts of a seed on a chart paper. Use different colored markers for each part of the seed.
Label each part with post it notes
Seed coat- protects the seed; keeps seeds from drying out
Some have hard shells; ex: peanuts
Seed leaf- food for embryo
Embryo- part of seed that develops into new plant
Tell students to first dissect their seed and identify the parts.
o Then draw and label a picture of the seed and its parts on the back of their worksheet.
o Write at least one sentence that describes the function of that seed part. Write a sentence
frame on the chart to support the EL: The seed coat _________. The seed leaf
___________. The embryo____________.

o Answer the question: What is the role of a seed in a plants life cycle? Write the
sentence frame on the chart to support the EL: The role of a seed is_____________.
o Tell them they can add more observations to their wet seed column too
Dismiss students to go back to their seats and begin dissecting the seed.
o Observer and monitor students as they dissect the seed and draw a picture of it

Closure (______minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
After students finish dissecting seed and drawing a picture of the seed, call students back to the
carpet
o Ask students to whisper share with a partner: What did the skin you removed look like?
Describe the inside of a seed. Pull sticks to call on some students to share.
o Chart additional observations under wet seed
o Ask students to share their drawings of the seed and compare their descriptions of each
seed part with a partner. Pull sticks to call on some students to share.
Ask students to pair share what they learned about seeds and how seeds are part of a life cycle.
Pull sticks to share out.

Part 3: Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
Students will be observing and describing dry and wet lima beans on a graphic organizer. They will
also be dissecting a lima bean and identifying the major parts.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Describe
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: Bean, life cycle, seed, seed coat, seed leaf, embryo, dissect
Syntax1: Explain the role of each of the seed parts
The seed coat _________.
The seed leaf ___________.
The embryo____________.
The role of a seed is _______.

Discourse2: Students will discuss with their partner how seeds are part of a life cycle. They will
also discuss their observations about the dry seed and wet seed with their partners. Then they
will share out with the whole class.
1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
Students will describe the characteristics of dry and wet lima beans and the parts of a lima bean.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Starthere!

Emerging

Expanding

Bridging

Students will describe at least one

characteristics of dry and wet lima
beans using the sentence frames: The
seed coat _________.
The seed leaf ___________.
The embryo____________.
The role of a seed is _______.

Students will describe at least

3 characteristics of dry and
wet lima beans using the
sentence frames: The seed
coat _________.
The seed leaf ___________.
The embryo____________.
The role of a seed is _______.

Students will describe at least

4 similarities and differences
of dry and wet lima beans and
describe the parts of a lima
bean using complete
sentences.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
I will read aloud a book
called Bean.
I will model how to
dissect the lima bean. I
will also model drawing
and labeling the inside of
the seed using a pictorial
input chart.

Guided Practice
I will have students label
parts of a flower. I will
create a circle map for
seeds and have student
brainstorm ideas about
seeds. I will create a class
graphic organizer and
write down students
observations on the dry
and wet seeds. Students
will share with partners
and with the whole class
what they observed.

Independent Practice
Students will observe and
describe the dry seed and wet
seed on their graphic organizers.
They will dissect their own seed.
They will draw a picture of the
seed, label and describe the parts
of the seed on their graphic
organizers.