Professional Documents
Culture Documents
Author: Katy Schooler
Date created: 04/07/2018 5:49 PM PDT ; Date modified: 04/07/2018 7:07 PM PDT
General Information
Grade/Level Grade 2
Subject(s) Science
Topic or Unit of Study Plants
Time Allotment 30 minutes
Home languages present English, Spanish, and Russian
Emerging: 4
Expanding: 2
English language levels present
Bridging: 5
NonELs: 9
Materials and Technology
Technology
science notebooks
Materials parts of a plant worksheet
crayons/markers
Sources
Content and Assessment
Concepts Parts Of A Plant
CA Next Generation Science Standards (2014)
Grade: Grade 2
Standards Standard: 2LS21. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Standard: 2PS11. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Students will be able to label the different parts of a plant and explain what those parts do.
Objectives
What are the different parts of a plant?
Students will be assessed on whether or not they are able to accurately identify the different parts of a plant and explain what those
Assessment/Rubrics
parts do.
Literacy Skills
Reading Students will be reading the words on the worksheet and reading the focus question.
Page 1 of 3
Students will be writing their observations of their plant and writing the different parts of a plant. Students will also be filling in the
Writing
blanks of the fill in the blank worksheet.
Listening Students will be listening to me talk about the different parts of a plant and things that other students say.
Speaking Students will be speaking to the whole class when sharing an answer or idea.
There wil be various vocabulary the students will learn throughout this lesson such as root, stem, flower, etc.
Vocabulary
Classroom Management Details
Room Arrangement(s) Students will be placed at their desks for the entire lesson.
Student Groupings Students will discuss with the partner next to them and will be chosen by them.
Other Reminders none
Instructional Model: Direct Instruction
Procedure
We will first go outside and take a look at our plants. Students will write down their observations and draw what their plant now
looks like.
Focus/Motivation (Open)
Next, I will have the students repeat the lesson's objective. Students will talk with their partner about what parts they think a plant
has.
I will then show the students how I break apart a real plant and label the different parts on a piece of paper under the document
Development (Body) camera.
We will then discuss each part and talk about what we think this part does for the plant.
Together, we will then complete the worksheet and fill in the blank page. Students will be allowed to color the parts of a plant
Closure (Close)
worksheet.
Universal Design for Learning (UDL) Considerations and Differentiation
UDL and Differentiation
For English Learners, a sentence frame will be provided:
Modifications for English
The parts of a plant are _______.
learners
The ____ part of a plant helps the plant _____.
Modifications for special
learning needs
Modifications for gifted none
Final Thoughts
Page 2 of 3
1. We will go outside and students will write and draw observations of their plant.
2. Repeat lesson's objective and discuss with partner what the think all of the parts of a plant are
3. I will then demonstrate breaking apart a real plant and labeling the different parts under the doc cam
Summary
4. Discussion about what these parts help the plant do
5. Fill in the blank worksheet
6. Parts of a plant worksheet
Author's Comments &
Reflections
Page 3 of 3