Professional Documents
Culture Documents
I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because students are learning about the physical characteristics of seeds. This segues into why
seeds need different parts to grow and survive.
cognitive- physical socio-
Learners will be able to: (content & skill objectives) R U Ap An E C* development emotional
LS1.A:
Structure and Function All organisms have external parts. [...] Plants also have different parts (roots, stems, leaves,
flowers, fruits) that help them survive and grow. (1-LS1-1)
LS3.B:
Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many
ways. (1-LS3-1)
(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
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students to do this lesson? Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback
Students will be able to work
Students will be labeling their with partners, in small groups, Students will have to
seeds & drawing and with the entire group manipulate seeds and explore
their parts
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
We will provide them modify strategies reflection
opportunities to have
partner/peer feedback as well as Activities will be modified as Students will be able to see their
feedback from the teachers we see how students are initial drawing of the seed and
exploring, manipulating, and compare it to their end seed
explaining their work with the model
seeds
Materials-what materials
(books, handouts, etc) do Paper for students to draw seeds, wet seeds, paper towels, magnifying glasses, materials to build seed
you need for this lesson models: pipe cleaners (dark green), seed bodies (gray) (circular paper taped together), tissue paper
and are they ready to (light green)
use?
How will your classroom We will have the students in their seats for this lesson, and it would be helpful, although not absolutely
be set up for this lesson? necessary, to have students in small groups.
3D Seed Model
Seed coat - premade dome of paper
Endosperm - tissue paper
Embryo - string
Expand:
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.)
Cognitive and
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Neurodevelopmental
differences Students who are working either ahead or behind their peers have the opportunity to work together
Bridging…(161-166) not only with partners, but in groups as well. By combining varying levels of cognitive ability, every
Oakes/Lipton (170 - 172) student will be able to work to enhance their own learning during activities.
Levine (246+ & Table of
Neurodevelopmental Constructs)
Learning style differences There are multiple means to work with manipulatives, sensory materials, writing/graphomotor skills,
Levine (27-50) and collaboration. There can also be time for students to work on their own.
Students with
disabilities—IDEA
Bridging…(156-162) We will identify any student before the lesson that identifies as having a disability and we will make
Oakes/Lipton (295-6 &303ff) accommodations and modifications according to their specific needs.
Gifted Students
Bridging…(162-166)
Gifted students will be provided with opportunities to work with peers as well as participate in
Oakes/Lipton (295, 302-327)
extension activities when appropriate.
Gender differences
Bridging…(212-224) This lesson and all materials involved are gender neutral.
Oakes/Lipton (277-278) Every student is receiving the same color materials for the 3D seed model activity.
Language differences
Bridging…(125-153) We have many visual aids and opportunities for students to work with manipulatives if they are having
Oakes/Lipton (197-202) a difficult time grasping vocabulary. We are able to write on the board.
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