Week 4: Assignment 3

Day 1 Lesson Overview

Title:
Plant Cycle
Author:
Zulayka Adamson
Subject:
Science
Grade Level(s):
Grade 3
Duration:
50 Minutes
Subject Area:
Science
Unit Description:
Students will learn about the various stages of the growth of plants, characteristics through different activities to show their understanding of the circle of life.
Lesson Description for Day:
In the first lesson, students will learn about the different stages of plant growth cycle.
State Standards:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Goals

Unit Goals:

1. Students will be able to identify and describe the plant growth cycle.

2. Students will be able to make the connection to plant growth cycle and the animal food chain.
Lesson Goals:
Describe each stage of the plant growth cycle.
Put together the growth cycle diagram.
Identify various characteristics of a plants.

Methods

Anticipatory Set:

Open the lesson plan by explaining to students they will learn about the plant growth cycle and the goals and objective of the lesson plan across the next couple of days. Ask them what they already know about the plant growth cycle and what they would like to know at the end of the lesson.

Begin a brainstorming session in which students give some insight of what they think the process stages are for the plant growth cycle. Teacher follows along and develops a diagram as a reference.
Begin a read aloud with the book “The Wonderful World of Plants” by Ron Riddel.  As students are reading along, take pauses to ensure they are following along and ask questions related to the text.

 

Introduce and Model New Knowledge:

Present students with the various stages after reading the book on the various stages of the growth cycle. Project images on the board as a reference.

 

Provide Guided Practice:

Students will split into groups of four and have them work together to place the growth cycle in sequential order. After putting together the stages, each student will write a brief description of the cycle based on the sequence of order they conducted.

Provide Independent Practice:

Students will work in 4 different stations in which they will sharpen their skills and expand on their knowledge of the growth process.

Station One: Students will create a riddle to showcase one of the stages of the growth process.
Station Two: Students will create a song to document the growth cycle.
Station Three: Students will utilize play doh to show the various stages of the growth process.
Station Four: Students will create an audio presentation of the growth cycle.

 

Assessment

Formative/Ongoing Assessment:
Encourage students to have discussion and ask questions.
Visit each station and check-in on students and provide real time assessment.
Summative/End of Lesson Assessment:
Did students accurately sequence the growth cycle?
Are students able to transfer the knowledge they learned into a different format?

Materials

Text
Play doh
VoiceThread
Plant Diagram
Pencil
Paper



CAST’s UDL LESSON BUILDER

Day 2 Lesson Overview

Title:
Plant Cycle
Author:
Zulayka Adamson
Subject:
Science
Grade Level(s):
Grade 3
Duration:
50 Minutes
Subject Area:
Science
Unit Description:
Students will learn about the various stages of the growth of plants, characteristics through different activities to show their understanding of the circle of life.
Lesson Description for Day:
Students will present their riddle and songs of the growth process of plants and plant seeds that they will document over the course of the next couple of months.
State Standards:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Goals

Unit Goals:

1. Students will be able to identify and describe the plant growth cycle.

2. Students will be able to make the connection to plant growth cycle and the animal food chain.
Lesson Goals:
Students will present their riddle and songs they’ve created to show their understanding of the plant cycle.
Students will plant their seeds and document the steps they take to produce a healthy plant.

Methods

Anticipatory Set:

Open the lesson plan by reminding students they will learn about the plant growth cycle and the goals and objective we previously discussed. Ask them what they learned in the previous lesson.

Begin a brainstorming session in which student share what type of environment creates a stable plant growth process.

Introduce and Model New Knowledge:

An animated version of the plant growth process will be projected on the screen as students make their presentations.

 

Provide Guided Practice:

Students will present their oral presentations and have their fellow classmates guess their riddles based on clues they’ve provided.

Provide Independent Practice:

Students will work independently and plant their seeds for the community garden.

 

Assessment

Formative/Ongoing Assessment:
Encourage students to have discussions on how long they think their plants will take to fully bloom.

Have students put together a log which they will update weekly with updates to how their plants are growing.
Summative/End of Lesson Assessment:
Did students accurately identify the stages that were described in the riddles and songs?
What are some of the predictions students have of their plants?


Materials

Dirt
Student’s VoiceThread
Student’s Riddles
Plant Diagram
Seeds
Plant pot
Plant Log

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