Name: Kathleen Nguyen Grade Level: 2nd Date:3-14-16, 3-16-16 Group Size: Small group

Subject/Lesson Topic: Science / Parts of a Plant

Objectives: (TLW:)
The learner will
Be able to predict what will happen after an experiment
Be able to conclude if their prediction was true or not
Standards/GLEs:
4. Predict and anticipate possible outcomes (SI-E-A2)
Contextual Factors:
Public elementary school (pre-k through fifth grade)
Inclusion second grade class
There are 23 students in the class
The classroom contains students with various special needs, including students who are
gifted, students who may need extra resources, students with various levels of behavior,
developmental delays, and students who have emotional problems.
Teacher Materials/Resources:
Small cups
Food coloring (red, blue)
Straw
Water
Celery
Anchor chart
Markers
Overhead
Student Materials/Resources:
Pencil
Science journal
Technology Integration:
Overhead
Family/Community Connection or Extension:
I will encourage parents and families to talk to the students about how plants are
important to us. I will also encourage the parents and families to talk to the children about
what plants need in order to live.
Pre-Assessment:

I worked with my teacher to plan this activity and made sure it was appropriate for the
students.
Before the lesson, I will ask the students what all plants need to grow. I will make sure
that one of their answers have water in it.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or
science)
Introduction:
I will introduce the activity by explaining to the students why water is important to
plants.
I will ask the students what they think will happen if we give plants colored water.
What do you guys think will happen to a plant if we give them blue water or red
water? Do you think it will change the color of the plant?
I will graph their responses on an anchor chart.
Activities:
Have the materials needed laid out on the table (cups with water, food coloring,
celeries)
Everyone has their own cup filled with water with their name on it.
Allow the children to pick if they want red or blue water. Tell the students that two or
three drops of food coloring should be enough.
However, I will allow the students to explore with the food coloring if they would
like to mix red and blue together to make purple.
Instruct the students to mix up their water with the straw so that the food color is
evenly mixed.
Tell the students to place their celery stalk in their cup.
It will take about a day for the colored water to show in the celery, explain to the
students that they have to use their observations to see the changes.
I will ask the students the same question I asked in my introduction, but this time they
will write their answer down in their science journal.
Tell the students to take out their science journal.
So now, after seeing what we did, what do you think will happen to the celery?
Allow about 5 minutes for the students to write down their answers.
Okay class, it will take about a day for us to see if something will happen to the
celery. But keep an eye out on your celery sticks throughout the day to see whats
happening to it. Tomorrow, we will come back and write down our observation in our
science journal.
The next day, I will allow the students to go to their cups to see what happened to
their celery sticks.
Instruct the students to write down what really happened.
Closure:
I will allow some children to share what they may think will happen to the celery and

why.
I will create a graph, like a bar graph, on the overhead to see what the students think.

Differentiation:
Students with special needs will have assistance from me whenever they need help. I
will help them stir the water and place the celery stalk in their cup. These students
will also have extra time to finish this assignment.
Students with behavior needs may have the opportunity to sit next to me while they
work on this assignment or away from their peers.
Students with different ability levels will have assistance from me if they are not able
to stir the water in their cup. I will also put the food coloring in their cups.
This lesson is nonbiased so it does not have any cultural differences.
Formative Assessment/Evaluation:
I will do an informal evaluation on this lesson for the students. I will see if the students
were able to follow the directions. I will check their science journal in order to see if they
wrote down what they think will happen, and what actually happened.