Professional Documents
Culture Documents
Teacher
Date
Brynn Greenway
March 21
(day 1)
Plants
Grade __2nd___________
I. Objectives
How does this lesson connect to the unit plan?
This is the introduction to the plant unit and teaches why plants are important to our lives and why it is important for us to learn
about them.
cognitiveR U Ap An E C*
physical
development
socioemotional
R
x
R
Common Core standards (or GLCEs if not available in Common Core) addressed:
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Students will have basic knowledge about plants and about the scientific process from first grade.
Pre-assessment (for learning): Students will volunteer knowledge that they already have.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): Students will participate in the discussion and answer questions as a class.
Formative (as learning): Students will fill out the crossword puzzle.
Summative (of learning): Final discussion and question on why plants are important
1-19-13
Plant crossword puzzles, clipboards (provided), pencils (students should have their own), vocabulary
word cards, white board
The classroom will be set up as it usually is. The students will be sitting on the floor by the orange
chair in the corner of the room.
How will your classroom
be set up for this lesson?
Components
Motivation
(opening/
introduction/
engagement)
9:259:27
9:279:35
9:359:40
1-19-13
Development
(the largest
component or
main body of
the lesson)
9:459:55
9:5510:00
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This day went very well. I was worried I wouldnt have enough time for everything, but it all worked out well. The students
were very excited for me to teach and did well participating. They gave answers that I was not expecting. I was expecting a lot
of answers about plants we eat, but instead they kept bringing up how we can use plants to build forts. This was perfectly
okay with me though because it got us started on different building materials and how our houses are made of wood and
wood comes from trees. We also got into how a lot of toys and clothes are made from plants, and it was really cool to see their
minds be completely blown by the idea that they were wearing plants. The one thing that I would do differently for next time
is that on the crossword puzzle when there is a space between words there is an extra box. This threw students off quite a bit
so next time I would fix that.
1-19-13
1-19-13