science clinical lesson

8/18/2019 Science Clinical Lesson

1/12

Erin AlgeScience Clinical Lesson

edTPA Indirect Instruction Lesson Plan

Seeds of Plant

Elementary Science

Central Focus/Big Idea: Plants and Seeds

Subject of tis Lesson: All plants survive in their environmentthrough their own life cycle.

!rade Le"el: 3rd grade

#C Essential Standard$s%:3.L.1. Understand how plants survive in their environments review!.

3.L.".3# Summari$e the distinct stages of the life cycle of seed plants.

#e&t !eneration Science Standard$s%:

'(st Century S)ills: Critical %hin&ing and Pro'lem Solving(Colla'oration

Academic Language *emand

• Language )unction* Students are e+pected to e+plain how a plantsurvives in di,erent environments and summari$e the stages ofthe plant life cycle. Students will compare and contrast thedi,erent types of seeds in fruits- vegeta'les- and other plants.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

• Scientic /oca'ulary* seed- stem- photosynthesis- life cycle- fruit-vegeta'le- roots- water- sunlight- environment- nutrients- soil

Instructional +bjecti"e: Students will 'e a'le to understand thatplants have structures that help them survive. %hey will 'e a'le to

understand and e+plain how all plants have seeds and a life cycle thatthey go through. Additionally- they will 'e a'le to compare andcontrast the seeds of di,erent plants and fruits.

Prior ,no-ledge student!* Students should &now the parts of a plantand how it survives and grows in their environment.


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Content ,no-ledge teacher!* %he teacher should have a solidunderstanding of how plants survive. %he teacher should 'e a'le total& a'out the parts and structures of a plant that are necessary forsurvival. %he teacher should also 'e a'le to tal& a'out the life cycle ofseed plants and how di,erent plants have di,erent seeds. %he teacher

should have already read the 'oo&s and understand how to conductthe read aloud and each of the activities. %eacher should 'e especially&nowledgea'le a'out the structures of the plant and the distant stagesof the life cycle of the plant.

Accommodations for s.ecial needs: Students with a physicalhandicap will wor& with either the teacher of a group of peers so theycan help when planting the seeds. Students who have di0culty writingcould wor& with the teacher or assistant to help write the stic&y notesand /enn diagram 'ased on what the student says. Students with ahearing disa'ility could sit in front of the classroom or have the teacher

wear a microphone if they have ear piece!. Students with learningdisa'ilities will have a more structured environment including-alternative seed planting activity that is more directed withinstructions. /isual aids and models will 'e provided for ESL students.f possi'le- some of the content can 'e translated for ELL students.

aterials and Tecnology 0e1uirements:

• The Carrot Seed 'y 2uth rausshttp*44viewpure.com456)7+89:;lend=; !

• Stic&y ?otes two for each student!

•

Smart'oard• Powerpoint slides provided 'y me!

• 5ocument Camera

• Pro@ector

• Apple seeds one for each group!

• range seeds one for each group!

• Lima 'eans one for each group!

• /enn 5iagram one for each student!

• Basil seeds

• regano seeds

Total Estimated Time: 1 hour time period

Source of lesson: elp from my C%-http*44www.scholastic.com4teachers4lesson#plan4carrot#seed#lesson#plan#and#e+tension#activities-

http://viewpure.com/D_FGxYqQ0lI?start=0&end=0http://www.scholastic.com/teachers/lesson-plan/carrot-seed-lesson-plan-and-extension-activitieshttp://www.scholastic.com/teachers/lesson-plan/carrot-seed-lesson-plan-and-extension-activitieshttp://www.scholastic.com/teachers/lesson-plan/carrot-seed-lesson-plan-and-extension-activitieshttp://www.scholastic.com/teachers/lesson-plan/carrot-seed-lesson-plan-and-extension-activitieshttp://viewpure.com/D_FGxYqQ0lI?start=0&end=0


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Safety considerations: %he apples and oranges will 'e precut thengiven to the groups of students. %his ensures that students will nothave to cut or worry a'out 'rea& the fruits in half. %he teacher will also'riefed and reminded that these fruits are not to 'e eaten. %he teacherwill 'e monitoring all activities to ensure that studentDs are doing

activities correctly. Students will 'e 'riefed and reminded a'out to howproperly and correctly use scissors. Students will 'e reminded a'outthe classroom rules as well as how to handle the plant pac&ing suppliesproperly. Students will also 'e reminded a'out the guidelines ande+pectations for 'ehavior of the classroom.

Content and Strategies $Procedure%

Engage:At the 'eginning of lesson- the teacher will as& if students they haveever seen a garden- planted a garden- or helped someone plant a seed

'efore. %he teacher and students will discuss that seeds are 'eginningstage of a full#grown plant. %he teacher will e+plain that seeds- li&e allliving thingshave a life cycle. %he seeds lifecycle occurs in stages as itgrows into a full#grown plant- fruit- or vegeta'le. %he teacher willintroduce this topic to students and e+plain that they are going towatch a 'rief video on the seeds and the plant life cycle. :uestions atthe 'eginning of the lesson will include*

• hat have we 'een learning a'out in science<

• hat have we learned a'out plants so far<

• n order for any living thing to grow- what &ind of process does it

have to go through<• ere you 'orn the way that you are right now< All living things

are the same way including plants.• 5oes anyone &now how plants start to grow< r &now the

'eginning of the life cycle of a plant<• f you wanted to plant your own garden with fruits and

vegeta'les- how would you get those fruits and vegeta'les togrow in your garden<

• hat is the one thing you need in order to grow these fruits andvegeta'les yourself<

F%oday- we are going to tal& a'out plant seeds and how they aredi,erent. Each fruit- vegeta'le- and plant has a seed that is uni9ue toitself. e are going to 'e a'le to o'serve some pieces of fruit and theirseeds.G

E&.lore:


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Before reading the 'oo&- the students will 9uic&ly review that all plantshave structures to help them survive. %he teacher will review and as&students 9uestions a'out what students &now a'out the distinct stagesof the life cycle of seed plants. %his will 'e used to assess the studentsDprior &nowledge on how plants survive and the life cycle of seed plants.

The Carrot Seed 'y 2uth rauss

Show students the cover of the 'oo&- The Carrot Seed, and point outthe title and the cover. %al& to students a'out the author- 2uth rauss-and illustrator- Croc&ett Hohnson.

Before reading as&*• ave students ma&e a prediction a'out what the 'oo& is a'out

• ave you ever seen a carrot seed or tried to plant one 'efore<hat do they loo& li&e<

Begin reading the 'oo&- 'ut stop after reading where the 'oo& tal&sa'out the characterDs mother- father- and 'rother saying they donDtthin& that the carrot will come up and when the character pulls theweeds*

• hy do you thin& his mother and father would say that the carrotseed would not grow<

• hat does a plant seed need to grow fully<

Continue reading the 'oo&- 'ut stop the 'oo& after reading after all

those days pass where nothing comes up out of the ground*• hy do you thin& nothing from the plant seed is coming out of

the ground< %urn and tal& to a neigh'or a'out why you thin& thatthere is nothing coming out of the ground where the carrot seedwas planted.

• hat are other possi'le reasons that nothing might not 'ecoming out of the ground<

• n order to grow full and healthy plants- what does the soil haveto 'e li&e<

• After you plant a seed- does a plant grow fast or slow< %al& a'outthe timing of growth of di,erent plants and that the time frame isnot referenced in the story. t is not clear whether days or wee&sare passing.

• )ollow up* hat can you notice from the illustrations in the storythat can help you determine that days and nights have passed<

)inish the 'oo&. ave students turn and tal& a'out what they o'servedfrom the 'oo& a'out the plant life cycle. 2emind students to thin&


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a'out the environment that the plant is in- what plants need to grow-and the plant life cycle. Students will write on a stic&y note one thingthat interested them or a 9uestion they have a'out the carrot seed orany seed cycle! cycle in the 'oo&. )or fun and to give students a 'rain'rea&- have students 'rainstorm what plants- fruits- or vegeta'les they

would have in their own garden!.

E&.lanation:

%his video will 'e shown* https*44www.youtu'e.com4watch<v=mI3f2J1y9yK

5uring and after the video- the teacher will as& 9uestions to assesscomprehension and understanding. /oca'ulary and each stage will 'ereviewed with students after the video.

:uestions will 'e as&ed- such as*• ow do plants 'egin in their life cycle<

• hat do seeds grow into<

• hat do mature plants produce<

• 5o all plants produce seeds< f not- provide some e+amples.

• hat is uni9ue a'out the si$e and shape of seeds<

• hat does germinating mean<

• hat do plants need to germinate<

• ow do new seeds get spread4 planted<

• hat part of the plant grows out of the seed rst<

• hat is the 'ac&'one of a plant<

• hat do plants need to survive and grow<

•

Elaborate:Students will gather 'ac& on the carpet in front of the Smart'oard.Students will 'e as&ed to thin& a'out what they have learned so fara'out the plant life cycle in their heads. After 3; seconds- students willturn and tal& to a partner a'out what they have learned so far.Students will sit ne+t to their turn and tal& partner for convenience and

ease of transition. Students will then 'e shown a slide on theSmart'oard that has di,erent types of fruits that are semi#cut open toshow the seeds of each fruit. Each fruit will 'e reviewed with thestudents to chec& for verication and understanding that they &nowwhat each fruit is. Students will then 'e as&ed Fhat do these thingshave in common


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After students place their stic&y note on the 'oard- a couple ofstudents will 'e as&ed to share what they wrote. %he teacher will thenuse the document camera to display an apple and orange that is cut inhalf. %he apple will 'e shown rst and the students will have a minuteto o'serve. %he students will then are shown the orange and have time

to o'serve it. %he orange and apple are place side 'y side under thedocument camera.

%he students will 'e as&ed 9uestions a'out the apple and orange- suchas*

• Fow are the seeds ali&e in the apple and orange


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0e2ection on lesson: 2eQection on lesson is attached.

Tings to Consider 3en 3riting a 0e2ection

hen the science e+perience you have planned for your students isover- you may want to document what went on. f you use aconstructivist approach- there is always a lot to write a'out 'ecauseyou really do not &now 'eforehand where the lesson will go or what thestudents will say or do. t is the studentsD thin&ing that propels youforward. Besides actively listening to the students during the lesson- itis useful to ta&e some time afterward to record their ideas and yourown reactions to the way the lesson developed.

ere are some sample 9uestions to as& yourself as you reQect on thelesson and write a'out it in your science @ournal*

3at did te students 4nd out in te e&.erience5 3ere

tere any sur.rises5 %he students reviewed the how plants survive and grow in their

environments and a'out the 'eginning of the plant life cycle.

donDt thin& there were too many surprises for the students. felt

li&e they &new a'out how plants start to grow and what plants

need to grow strong and healthy. Students were a'le to recall

parts of a plant and how the plant uses photosynthesis to grow. o'served students engaging in conversation with peers a'out

plants and how they grow.6o- did te students in eac grou. -or) togeter5 3ere

tere any .roblems5 %he students in each group wor&ed well together. %his is partly

'ecause the students have predetermined groups that they have

'een in for a couple of wee&s. %he teacher has students in

predetermined science groups 'ecause they usually do pro'lem#'ased learning PBL! activities during the science period. %he

teacher e+plained to me that these groups change and rotate

every three wee&s in order to allow students to colla'orate with

new students. n one of the groups that o'served- students


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were all contri'uting e9ually to the discussion as opposed to

another group o'served where one student tal&ed for a ma@ority

of the time. hile wal&ing around and as&ing 9uestions during

the lesson- made sure to direct 9uestion toward certainstudents who had not contri'uted that much to the conversation.

3as te acti"ity o.en7ended enoug8 or did eac grou.

do more or less te same ting5 %he activity had specic instructions 'ut was still open#ended

enough. )or the seed planting activity- students were given

instructions and certain re9uirements that had to 'e fullled- 'ut

were a'le to come up with their own ideas in a group. )or

e+ample- the students had to choose a seed to plant- choose acontainer to plant the seed in- gather soil- water their plants- and

choose a spot in the room where they thin& the plant would grow

'est. Students were a'le to choose from certain containers to

plant the seed in 'ut other than that the decisions were up to the

groups of students. feel li&e the students may have had a little

too much time for the seed planting activity 'ecause toward the

end some of the students 'ecame o,#tas&. Another thing would

change would 'e to already have the cups of soil measured out.

%his would eliminate the mess that was caused 'y the soil.6o- did te students e&tend te in"estigation5 %he students e+tended the investigation 'y thin&ing a'out the

seeds of other fruits and plants. After students were a'le to see

the apple and orange cut open- students were a'le to reQect and

thin& a'out how and why seeds are important. deally- if had

more time with the lesson- wouldDve e+tended the activitiesfurther and had more time to e+tend the investigation of plants

and seeds. wouldDve allowed students to do a virtual simulation

of a plant life cycle. t wouldDve allowed students the e+perience

of planting a seed and watching it grow without having to wait

the real e+tended amount of time.


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6o- did te students connect tis e&.erience to teir

daily li"es5 %he students connected this e+perience to their daily lives 'y

having to 'rainstorm and share with a partner a'out plants they

may grow at home. Students were also a'le to relate to the

seeds in fruits that students may have encountered in their life.6o- did I accommodate students -it learning and

.ysical di9erences5 accommodated students with learning di,erences 'y providing

visuals and partner options for the activities. accommodated

physical di,erences or more so a student who needed to move

around 'y allowing students to have partners and wor& in

groups. hile wor&ing in groups- students were allowed to move

around the room and pic& any spot that their group wanted to

wor& in. Students were also a'le to move when they had to place

their stic&y notes on the 'oard. Another accommodation

provided for students was when reading the 'oo&- The Carrot

Seed. read the 'oo& aloud 'y using a video that was slowed

down on the smart 'oard. %his provided not only a visual for

students- 'ut allowed them to follow along with the words. %his

was important 'ecause students were a'le to follow along with

the words rather than @ust having to listen to me read the 'oo&.*id I use tecnology e9ecti"ely5 thin& used technology strategically 'y providing a read aloud

through a video to get the students engaged. also showed a

video a'out the life cycle of a plant and had PowerPoint slides on

the Smart'oard during part of the lesson. thought

incorporated and utili$ed technology well- e+cept for the

technical di0culties had with the Smart'oard and the videos.

%he Smart'oard &ept free$ing up and would a,ect the 9uality of

the videos. was a'le to improvise 'ased on student responses

while the Smart'oard loaded the videos.


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+"erall8 -at do I tin) te students got out of te

e&.erience5verall- thin& students where a'le to review and learn a lot

a'out seeds and part of the life cycle of plants. %his was almost a

review lesson for my students 'ecause this is what the teacher

wanted me to teach. %he students were a'le to accurately

compare and contrast two di,erent types of seeds in their /enn

diagram. t was rewarding to see that students actually

understood what taught and were a'le to show that through the

/enn diagram. t was interesting reading the assessments

'ecause students were a'le to e+plain in their own terms- which

indicated that they really understood the content.3at do I remember most about tis science acti"ity5hat remem'er most a'out this science activity is how much

fun it was to teach and prepare this lesson and for my students

to actually 'e a'le to learn something. really en@oyed using The

Carrot Seed as well as the fruit activity in this lesson. en@oyed

watching the students reaction and learning through seeing the

inside of the fruit. t wasnDt li&e the students had never seen the

inside of an apple or orange 'efore- 'ut it was the light 'ul'

going o, in their head as they made the connections that really

[email protected] I do it again5 6o- -ould I .lan di9erently te ne&t

time5 would denitely do this lesson over again. %he ne+t time teach

this lesson would rst ma&e sure the technology wor&ed

e0ciently and e,ectively. %his would allow smoother transitions

and less time for students to 'ecome o, tas&. f did this lesson

again- would incorporate more voca'ulary words into the

lesson. Ky cooperating teacher actually o,ered me this advice.

She recommended that try to incorporate not only more science

voca'ulary- 'ut voca'ulary that is used during language arts if at


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all possi'le. Another thing would do if had to do this again

would 'e to give the students the directions for planting their

seeds 'efore they got in their groups.3at did you learn about yourself as a learner and as a

teacer during tis lesson5 learned so much a'out myself not only during this lesson 'ut

through the whole KB e+perience. learned a little 'it a'out a

teaching style that thin& wor&s well for me. learned how to

truly plan and prepare an indirect science lesson then teach it.

have never had the opportunity to teach a science lesson 'efore

this KB e+perience. learned that there are things did well and

things denitely need to improve on. ne of the most importantthings learned was that you can never plan out everything.

Une+pected things happen so it is important to stay calm and do

the 'est you can with what you have. Something that also stood

out to me during this e+perience was that it is important to

integrate lessons so students are a'le to get the most out of

lessons and instruction. t is important to have hands#on

activities- physical activities- virtual activities- and even writing

activities to &eep students engaged and practice many di,erent

s&ills.

Sometimes it is useful to record comments and reQections directly onthe lesson plan itself. eeping your plans together in a note'oo& or acomputer le is a good idea too. 8our comments and notes haveimportant implications for how you will address the topic the ne+t time.

%he a'ove information comes from the following source*och- H. ";1;!. Science stories* Science methods for elementary and

middle school teachers. Belmont- CA* adsworth- CengageLearning. pages 31R#31M!.


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