Teacher: Madison Crocker

Length of Lesson: 1 hour 10AM-11 AM

Topic of Lesson:
Essential Question(s) or Objective:
How can we sue science, engineering, and mathematical thinking to inform our
work on gardening?

Materials and Preparation:

Seeds and window box, soil, watering can
Lesson Segments:
Duration:

The student(s) will

The Lead teacher

will

The partner
teacher will...

10 minutes

Using some of the questions that

Lead teacher poses as a circle
discussion guide, students will
generate questions they would
like to investigate next week.

Lead a whole class

discussion in circle
debriefing the science
section of the museum.

Remind students of
class rules, ensure
they are following
them (one mic, be
respectful, no
bullying, etc.)

Ask students: What did

they see? What were
some of the questions
they asked themselves?
I heard one question?
Why did the luminescent
rocks glow in
fluorescent/UV light
light? There were also
some exhibits about
electricity. I saw a few
measuring the
Watts/volts produced
when cranking a lever,
turning on a fan,
spinning a knob, etc.
What kinds of questions
did they have about
electricity? Does anyone

know how electricity

works? How is it
generated? Would they
like to know?
Ask about the continents
depicted today vs.
millions of years ago.
How did the continents
move? Why did they
split/merge the way they
did?
5 minutes

Think pair share their responses.

Then share with the class as a
whole

Pose the following for

group discussion:
Science is the study of
how things work, the
study of the universe,
everything, universe but
also at the level of the
planet, ecosystems,
dna, atoms, particles
that make up atoms.
Engineering is solving
human needs, solving
problems.

Remind students of
class rules, ensure
they are following
them (one mic, be
respectful, no
bullying, etc.)

How can we use science

and engineering around
urban gardening/ food
deserts?
10 minutes

25 minutes

Silently fill out worksheet.

Pass around magnifying glass

and observe the sprouts.

Hand out how do I learn

best? worksheet
http://www.businessballs
.com/freepdfmaterials/fr
ee_multiple_intelligence
s_test_young_people.pd
f

Walk around
groups and answer
any clarifying
questions, help
students tally their
tick marks at the
end and interpret
their scores

Introduce experiment
to students, show
them seeds under
microscope so they

Remind students of
class rules, ensure
they are following
them (one mic, be

10 minutes

Plant seeds in box. Water plants.

One student records group
observations on observation
sheet.

can see the seedlings

up close. Ask them
what they notice.

respectful, no
bullying, etc.)

Facilitating seed

Remind students of
class rules, ensure
they are following
them (one mic, be
respectful, no
bullying, etc.)

planting and group

discussions. Pass
magnifying glass
around so that
students can take a
closer look at the
root formation of
seeds.

Assessment/EvaluationHow will you check for student understanding?