Lesson Plan

Subject: Integrated Studies/Science Centers

Kindergarten 1
Date: Monday 20, 2017

Unit Big Idea/Conceptual Statement

Students will understand the conditions which are required for
plants to grow and stay healthy and our responsibilities towards the
plants we choose to grow.

Standards Creative Curriculum

Demonstrates knowledge of the characteristics of living
things.
Shows awareness of life in different environments or habitats.
Demonstrates awareness that living things go through a
growth cycle.

Objectives
At the end of this lesson students will be able to identify basic
parts of a plant.
At the end of this lesson students will be able to create a
picture strip sequencing the order of seed germination.

Essential Questions
1. What do plants need to grown and stay healthy?
2. How do plants grow and change?

Materials and Technology

Mini-Lesson: Review of book read on Sunday: book name Plant
to Seed & sequencing visual of the plant growing
Center 1 Sequencing how a plant grows: cut outs of plants in
different growth stages, sentence strips, glue sticks, and color
pencils
Center 2 iPads, Farmer application game
Center 3 Collage of plant parts and labeling: soil small
papers, flower dye cuts, yellow paint, blue paint, paint
brushes, seeds, names plant flower parts, markers
Center 4 Plant puzzles on the carpet

Action Plan
10:20 a.m. 10:25 a.m. Review plant book read previous day,
Plant to Seed. Use the flower pocket chart
kit to demonstrate the growth of a plant to a
 seed. Ask students questions to properly
sequence the plant growth on the chart.

10:25 p.m. 10:45 p.m. Center Time: have students rotate

through two centers on Monday and two
centers on Thursday. We will use the same
groupings as in literacy centers.

Center 1 Sequencing how a plant

grows: cut outs of plants in different
growth stages, sentence strips, glue
sticks, and color pencils
Center 2 iPads, Farmer application
game
Center 3 Collage of plant parts and
labeling: soil small papers, flower dye
cuts, yellow paint, blue paint, paint
brushes, seeds, names plant flower parts,
markers
Center 4 Plant puzzles on the carpet

Teacher works with sequencing groups,

while assistant teacher works with collage
groups.

Dismissal to Library

Differentiation
This lesson is being developed to work with all students learning
styles of visual, touch, and auditory. Collage of plant parts and
labeling center will be differentiated by: High group they label
independently sounding out the works and are asked to do the
collage independently/Medium group labels are ready but no
pictures, students will be discussing what they will do before gluing/
low group labels have pictures and students are scaffolded
through the collage.

Assessment
Observational worksheet created to document my and assistant
teachers observations at each center we are conducting.