UNLV Student: Eric Cordas PSMT Name: Drew-Flanagan

Lesson Plan Title: Plants LP Topic: Science

Date: 30 MAR 17 Estimated Time: 50 minutes
Grade Level: Kindergarten School Site: Bonner

1. State Standard:

R.CCR.1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.

K-LS1-1.Use observations to describe patterns of what plants and animals (including

humans) need to survive.

2. Teaching Model: Group Reading, Stations, Observation and Journaling.

3. Objective: I can read an informational text and apply it to observations to draw

conclusions.

4. Materials and Technology Resources:

Plant Handouts
Plants
From Seed to Plant
Science notebooks
pencils
Sharpie
white board
crayons
bottle of water
soil
seeds
plastic gloves
poster board
pieces for plant anchor chart

5. Instructional Procedures:
a. Motivation/Engagement:

Teacher asks students what they know about plants.

Teacher writes down what the students answer.
Teacher asks what do plants need to live, and what are the main
parts of plants and what do they do.
Teacher adds pre-made pieces to the anchor chart. Facts not
already pre-made will be written on a flower petal and added to the
anchor chart.
Teacher explains the students will learn about plants: main parts;
survival needs, and life cycle.

b. Developmental Activities or Learning Experiences:

Teacher has students sit down on the carpet and reads From Seed
to Plant.
Teacher instructs students that they will work through four stations.
Each table will start with the station and then rotate to another
table. Once the three table stations are complete, the students in
their team table will go to station four.
Students will line up and pull out a white board while teacher puts
station materials and science notebooks at the tables.
Once students have white boards, they will begin the station at their
table. Students will have 10 minutes at each station. Each station
will be described as follows:
Station 1: Students will using From Seed to Plant, draw the life
cycle of the plant.
Station 2: Students will observe the plant placed on the table and
draw and label the parts of the plant: roots, stem, leaves, and
flowers (if applicable).
Station 3: Using Plants as a reference will draw a plant of their
choice and draw what a plant needs to live: water, soil, water, sun,
and air.
Station 4: Students will demonstrate they know what plants need
by planting a different seed in each finger of a glove and providing
the required ingredients for it to survive: water, soil, sun, and air.
Teacher will circulate and ensure students are staying and task and
to ensure students who need scaffolding via a supportive handout
receive it.

c. Closure:
 Teacher restates what the students learned: plant life cycle, plant
parts, and what a plant needs to live.
Teacher goes through the anchor chart and any facts the students
didnt name will be added at this time.
Teacher answers any questions students have.
Teacher collects science journals and has students put away white
boards.

d. Extension: Teacher will have students draw what they believe the seeds in
their glove will look like.

6. Accomodations, Modifications and Differentiations for Diverse Learners:

a. Accomodations: If any student has trouble reading the instructions, the

teacher will ensure the student understands what the task is at each station.

b. Modifications: For students who are pulled out of class during this period of
instruction, student will be able to join table team in progress.

c. Differentiations: If student is unable to draw any portion of the assignment,

student will be given a scaffolding handout, which they can cut out, glue and color.

7. Assessments and Evaluations of Learning:

a. Formative: Science Journal

b. Summative: None.

8. Homework Assignment: None.

9. Reflection:

a. Strengths:

All students remained engaged and active throughout lesson.

Students enjoyed naming plant needs/parts to be placed on the board
Gloves kept the mess contained to outside no messes in the
classroom

b. Concerns:

None.
c. Insights:

Students enjoyed the variety of activities throughout the lesson and

wanted to get to the point of planting the seeds.