Lesson Plan and Formative Assessment

Unit Plan Part 4

Outline for a Daily Science Lesson Plan

Your Name: Molly Petersen Date you will teach this lesson: Thursday, March 9th

Overall lesson topic/title: Lesson 12/Day 8- How do plants and animals in the wild get the water they
need to survive? Pt 2.

Grade Level: 2nd

Learning goals:
(Content Learning Goal(s)- 2-ESS2-3 Obtain information to identify where water is found on Earth and
that it can be solid or liquid
(Inquiry Standard) Students will build knowledge about how animals and plants get and use water

I-AIM Sequence Function(s) and Rationale:

Apply to Similar Contexts With Support
Rationale: Students have already seen how humans obtain and use water, now to further their
understanding of water in real-life contexts theyll understand how plants and animals obtain/use their
water.

Materials & supplies needed:

Celery
Carrot tops
Pie plate
Food dye
Water
Sunlight

Procedures and approximate time allocated for each event Cognitive, social, and linguistic
support during each event:
Introduction to the lesson (5 minutes)
I will start the lesson by reminding students about the investigation we started
a couple days ago with the celery in a container with dyed water, and carrot
tops in one pie plate with water and another pie plate without water. Weve
already discussed how the celery investigation is trying to answer the question
how do plants get water, while the carrot stub investigation is trying to answer
the question do plants need water. Ill call over each table group so students
can observe the changes in the pie plates with the carrots and the container
with the celery and colored water. I will make sure to set behavior
expectations: I will dismiss each group over to my table to observe the
changes in both our investigations. Please wait until your group is called, until
then you can read quietly at your seats.

Social: students will have a chance to

OUTLINE of each activity during the lesson ( 20 minutes) hear each others ideas in a class
discussion to expand their thinking
1st Activity ( mins):
As a class, we will discuss what we observed today in our celery
investigation. What changes did you see? What happened to the celery
in the water? How do you know that? Why is the celery dyed too?. The
main point I will lead students to is how plants take up water: plants
take water up through their roots and then carried to all the parts of the
plant, helping it to grow. Plants roots are in the ground so they take up
water from groundwater. Students will answer the following questions Linguistic: students will be able to
in their science journals: Draw a picture of the celery stalk after three first talk about the phenomena
to four days in the colored water; Write where plants get their water. witnessed before writing about it,
which will help those students who
arent as proficient writing their
ideas
2nd Activity (10 mins):
Next as a class, we will discuss our next investigation, which was the
carrot tops in a pie plate with water and a pie plate without water.
What happened to the carrots in the water? How is it the same or
different from what happened to the carrots in the pie plate without
water? How do you know that happened? Why do you think that
happened? What caused that? I will lead students to see that all plants
need water, which is our main question weve been trying to answer
this lesson. Make the connection that just as plants need water, so do
animals: where do animals get their water from? (from freshwater
sources weve been studying). Students will answer the following
questions in their science journals: Draw a picture of the carrot stub in
water after three to four days and the carrot stub without water after
three or four days; Write where animals in the wild get their water. Cognitive: students will put together
what they observe and explanations
for those patterns, helping them to
make sense of the natural world
around them
Closing summary for the lesson (3 minutes)

Start with asking students how do plants get water? Is it different or

like how humans get water? Why do plants and humans need water?
Then wrap it up: To sum it all up, all plants need water to survive and
grow. Animals also need water like plants, but they get it from a
different source. Also, we learned how plants take up water, up through
the roots in the ground then to the rest of the plant so they can grow.
An exit ticket will be given at the end of the lesson on a half sheet of
 paper for students to turn in as a formative assessment (see below).
FORMATIVE Assessment Task: Plants Taking Up Water
GLCE/Learning Goal this task addresses:
2-ESS2-3 Obtain information to identify where water is found on
Earth and that it can be solid or liquid
Task Detailed Description:
Students will provide a short exit ticket with a drawing
explaining the main points from todays lesson: 1. Draw a
picture of a sunflower. Show where and how it gets its water
2. Why does the sunflower need water?.
Assessment Task Rationale:
This task allows varying degrees of
accomplishment because the task is to create
a scientific model/drawing of a phenomenon
discussed in the lesson. Most of my students
have an easier time drawing their ideas than
writing them out. However, those students
who feel more comfortable writing about the
phenomena are welcome to do that,
therefore giving students varying access
points allowing for success. The students
drawings and/or written explanations will
help me pinpoint what they are clear about,
and what theyre not understanding/confused
about. This task is based from the science
curriculum at my school, although it doesnt
exactly line up with my chosen GLCE
standard. The task does relate to where we
can find water on Earth (ground water).
Exemplary Assessment Response Features:
1. A picture/mention of a sunflower
2. A picture/written response of the
ground with roots from the sunflower
under the ground
3. A picture/written response of how
ground water gets taken in by the
flowers roots
4. A drawing/written response of how
ground water taken in at the roots
travels up and throughout the rest of
the plant, giving it life
5. The sunflower needs water to
survivewater spreads throughout all
parts of the flower in order to keep it
alive and healthy. Without water, the
flower will die.