UNLV Student: Jordan Edwards PSMT Name: Megan Pristash

Lesson Plan Title: Lesson Plan Topic:

Seed STEAM Seed Dispersal
Date: Estimated Time:
4/25/19 ~ 1 hour
Grade Level: School Site:
2 nd Vassiliadis

1. Common Core Standards

a. 2.LS2-2 Develop a model to mimic an animal's help in seed dispersal

2. Teaching Models

 Direct Instruction

 Inquiry- based

3. Objective(s)

a. Students will create their own model to show how an animal takes place in

seed dispersal

4. Materials and Technology Resources

. Balloons

a. Bird seed

b. Computer

c. Anchor chart

d. Cardboard

e. Small paper or plastic cup

f. Funnel

g. Sharp pencil

h. Lab recording sheet

 i. Paperclips

j. Butcher paper

k. Yard Stick

5. Instructional Procedures

A. Motivation/Engagement (3 mins)

a. “Can anyone tell me what dispersal means?” DOK 2

i.Give an example: If I take all these crayons and dump them out of the box what happens to

them?

ii.Dispersal means to spread out into a wide area.

iii.Have students repeat definition.

b. Today we will be learning about how seeds disperse.

c. Have everyone come to the front and watch video

.https://www.youtube.com/watch?v=3CCOWHa-qfc

i.Pause at 1:00 and ask “What is one way seeds can move

around?” DOK 1

ii.Continue video

iii.Pause at 1:57, ask, “What’s another way seeds travel?” DOK1

iv.Continue video

v.Pause at 2:42, ask, “What’s a third way seeds get around?”

DOK 1

vi.Continue video
 vii.Let the video finish and ask, “What is one more way seeds

travel?” DOK 1

B. Activities/Learning Experiences (30- 40 mins)

. Now that we have seen how seeds travel, if the seeds are in a pod, how do you think

they get out of their pod to travel? DOK 2

a. Watch video and stop at 1:00

b. https://www.youtube.com/watch?v=24kAPSpdXaI

c. “What happened to the seeds when they were in the pods?” DOK 1

d. We are going to be going outside to perform an activity that represents what

happens to the seed pods.

e. Partner off the kids in groups of three or four

f. Explain directions

.You will be given a balloon, do not blow up this balloon until

we go outside and I or Mrs. Pristash says it’s okay.

i.You will be given a cup of bird seed, do not eat or throw the

bird seed

ii.Stay with your group and where I can see you when we go

outside

iii.You will have a dot or a number on the sidewalk, you will be

assigned a number and you will stay by that number during

this activity.

iv.Do not run to the playground

 v.Your job is to find out a way to get the seeds to disperse using

the balloon.

vi.When we come back inside I will hand you out the worksheet

you’ll fill out about what you observed.

g. Take the students outside

h. Allow them to put their “pod” together and walk around to

help students

i. After their pods explode have each group measure how far

their seeds travel and have them write it down in their notebooks.

j. When students have all performed their exploding pods, go

back inside and pass out worksheet.

C. Closure

. “We saw how seeds get out of their pods, so what are the ways

they can travel again?” DOK 1

a. Make anchor chart as students give answers

D. Extension

a. Create whirlybirds as a class using paperclips and paper.

b. Have students stand on a chair and release their whirlybird

c. “How would these kinds of seeds travel?” DOK 3

6. Accommodations, Modifications, and Differentiations for Diverse Learners

a. Accommodation:
 i.When doing the worksheet, sit with Gavin and ask him the

questions orally and word them so he can write the answers

down.

b. Modification:

None at this time

c. Differentiation:

i.Audio learners will have the videos to watch

ii.Visual learners will refer back to the anchor chart

iii.Hands on- learners we will be doing the activities

7. Assessment/Evaluation of Learning

a. Formative:

i.Steam worksheet handed in

b. Summative

.Test at the end of the week

9. Homework Assignment

. Homework packets handed out on Mondays

9. Reflection

a. Strength:
i.One of my strengths was the amount of DOK questions I asked during my lesson. I

asked way more than I wrote on my actual lesson plan and I think because it was

such a difficult topic, the questioning was needed. Another strength was the students

loved the Seed Song video because they were singing along to it by the end of the

video and they loved doing the STEAM activity.

b. Concerns.

.One group was not able to blow up their balloon so I had them put their seeds in a

cup and throw them in the air. They were a little disappointed they were not able to

blow up a balloon but after talking to my mentor she said what I had them do as an

alternative was a great idea.

c. Highlight:

.I loved when I was creating the anchor chart and asking the questions, the students really

seemed to enjoy answering. I think because the song was so catchy, it got stuck in their head

and they were able to remember what it was about.