EDUC 5402
Lesson Plan # 2
May 17, 2011
A-MAZE-ing Plants!
Grade and Content Area
Life Science
2nd Grade
GLEs
LS1 (K-2)-2
Students demonstrate an understanding of structure and functionsurvival requirements by observing that plants need water, air, food,
and light to grow; observing that animals need water, air, food and
shelter to grow.
LS1 (K-2)–4a
Students demonstrate understanding of structure and functionsurvival requirements by identifying the specific functions of the
physical structures of a plant or an animal.
LS2 (K-2)–5
Students demonstrate an understanding of energy flow in an
ecosystem by caring for plants and/or animals by identifying and
providing for their needs; experimenting with a plant’s growth under
different conditions, including light and no light.
Context of Lesson
Prior learning:
Students have already performed the seed planting inquiry from
Lesson Plan # 1 and learned that plants need air, light and water.
Students already learned how to measure in centimeters with a ruler.
In the lesson prior to today’s lesson, the teacher read-aloud The
Magic School Bus Gets Planted to teach students why plants need
air, light and water (to make their own food: sugar) and how they
make their food.
Students already learned new vocabulary in previous lessons: Stem,
Leaves, Chloroplasts, Cells, Stomata, Cell and Sugar (through KIM
charts and flashcards).
Lesson plan adapted from:
http://www2.scholastic.com/browse/lessonplans.jsp
http://worksheetplace.com/mf/Parts-of-a-plant-worksheet.pdf
Opportunities to Learn
Materials:




Sunny window
Water
Copies of “A-MAZE-ING PLANTS” page and “How Plants
Make Food” page
An ELMO with “Mrs. Frizzle’s Ideas for the Day”
For each pair:
 2 lima bean seeds
 Soil
 Plastic cup (with pre-cut hole on bottom by teacher)
 Saucer
 Lidded box (with pre-cut hole on top by teacher)
 Cardboard for dividers
 Tape
 Scissors
 Ruler
Differentiated Instruction:

The analogy of leaves as chefs is a mnemonic device to help
all students remember the leaf’s role as food maker for plants.

The picture of the large bowl for the center activity helps
students visualize that air, water and sunlight are the
ingredients that a plant needs to make its own food.

A word bank is provided on the quiz.

Opening and closing activities’ groups are strategically
created according to learning level.

Student pairs for the investigation activity combine higher- and
lower- level learners together to foster a balance of strengths
and weaknesses.

The cut & paste activity is made in different variations
according to each group’s learning style.
For advanced learners/ students who finish early:
These students will make predictions about which plant will grow
taller, the control plant or their maze plant. Students will write why
they predict this outcome in their scientist notebooks.
Objectives
At the end of this lesson, students will:
 Understand that green plants use air, light and water to make
their own plant food: sugar.
 Understand the functions that different parts of a plant perform
(i.e. roots soak up water; leaves collect sunlight and air; the
stem is a passageway for the roots’ water).
 Understand the new vocabulary: Stem, Leaves, Chloroplasts,
Cells, Stomata (leaf openings that let in air), Cell and Sugar.
(Covered in previous day’s lesson through KIM charts).
Instructional Procedures
Opening (5-10 minutes):
Teacher passes out note cards with guiding review questions on
them to groups of 4-5 students. Teacher asks each group to come up
with an answer to their question.
NOTE CARD QUESTIONS:
1. Where do you get energy to grow, run, live? (food)
2. Where do plants get energy? (also from food)
3. Where do plants get food? (They make it from air, water, sunlight.)
What would you do to get food if you were hungry?
(*Differentiated instruction: Specifically gives question #3 to the lower-level
learners because it does not require scientific knowledge, yet allows the
children to participate confidently in this scientific discussion).
4. What might a plant do to get food?
On the ELMO, teacher displays and reads-aloud “Mrs. Frizzle’s Ideas
for the Day” as a visual reminder of what was just reviewed in this
guided discussion (see attached sheet).
Engagement (30 minutes):
Through The Magic School Bus Gets Planted story, kids discovered
that plant food is made from air, water, and sunlight. Today the
students will be start an inquiry to discover that plants will go to great
lengths to find light- even thread a maze.
SAFETY: The teacher will have lidded boxes and plastic cups
precut so that students do not get hurt; however, scissor safety will be
reviewed since students will be cutting cardboard into pieces.
Additionally, students will be reminded that lima bean seeds are not
to be put into the mouth, nose, or ears, etc. Rather, all materials are
to be used for the described purpose only. The teacher will monitor
safety practices throughout the inquiry activity
Teacher gives all students the A-Maze-ing Plants sheet to guide the
procedure as she does it along with them in front of the class.
Teacher procedure:
1. To speed sprouting, soak seeds in water overnight.
2. Help kids plant seeds at a depth about twice the length of
the seed. Water well. (If both seeds sprout, pinch one out.)
3. Build the maze shown on the activity page. Use cardboard
for the dividers. Pre-cut a hole at the top end of the boxes.
4. Discuss experiment controls. Ask: What should we do to
compare how plants grow in a maze with how plants grow
outside a maze? (Grow control plant outside maze.) Plant
and water seeds for the control.
5. Put the mazes and control plant in a sunny window. Open
the mazes only briefly every few days to observe and water
for 3 + weeks. Have students fill out A-Maze-ing Plants
sheet each time to record data.
Closure (15-20 minutes):
“Mrs. Frizzle’s Ideas of the Day” are still on the ELMO. Students will
work in their original groups of 4-5 to work on the cut and paste
activity (see attached) that reviews what plants need to make their
own food. All groups have the same activity, but some modifications
are made for each group. Students take the last 5 minutes to walk
around and look at their peers’ work.
Assessment
Formative Assessment:
1. Teacher will monitor how students fill in their A-Maze-ing Plants page to
document their plant’s growth.
2. Teacher’s opening guided questions help assess if students have learned
what was needed from The Magic School Bus Gets Planted.
Summative Assessment:
 Quiz that labels the parts of the plant using the new vocabulary
covered in this investigation (see attached), as well as establishing
the role of each part in the food-making process. Different quizzes
are made for different learning levels.
Lesson Design
GLE/GSEs/Objectives
4
3
The objectives of the lesson are clearly
explained and connected to the specific
GLE’s/GSE’s addressed in the lesson.
Context of the Lesson
The context for the lesson includes pertinent
background information relevant for
understanding the lesson. It clearly identifies
the reason for the lesson.
Opportunities to learn
√
√
The lesson articulates how it will be inclusive
of all the students by describing differentiated
strategies/activities integrated throughout the
lesson. It is evident that the student has
thought about how to address diversity.
Inquiry
√
Materials that support inquiry science have
been identified and included. The use of the
materials to enhance learning has been
clearly articulated. Safety measures (when
appropriate) have been clearly identified.
√
Safety
Instructional
Procedures
All three parts of the “Workshop Model” have
been clearly articulated (Focus lesson,
practice and sharing). The transition between
these components has been addressed. The
activities described in the lesson clearly
explain how the students will achieve the
objectives of the lesson.
Assessment
√
The methods and strategies for measuring
student learning throughout the lesson and at
its conclusion are clearly articulate. There is a
clear explanation of what will be considered
as “evidence” of learning. The assessment
aligns with the lesson objectives.
√
2
The objectives of the lesson are
explained and are somewhat
connected to the specific
GLE’s/GSE’s addressed in the
lesson.
The objectives of the lesson
are mentioned and are not
clearly connected to the
specific GLE’s/GSE’s
addressed in the lesson.
The objectives of the lesson are no
to the specific GLE’s/GSE’s addres
The context for the lesson
includes pertinent background
information relevant for
understanding the lesson.
The context for the lesson is
vague. The reason for the
lesson is unclear.
The context for the lesson is missin
is not stated.
The lesson describes how the
lesson will be inclusive of all
students. Some of the
differentiated activities have
been integrated throughout the
lesson. It is evident that the
student has thought about how
to address diversity but, s/he is
only able to recognize/account
for a few characteristics in
general ways.
The lesson describes how the
lesson will be inclusive of all
students but there is no
explanation of how activities
will be differentiated. It is
evident that the student
understands, and can describe
the ways in which diversity can
be addressed in the lesson, but
ideas/strategies to support
inclusion are not apparent in
the lesson.
The lesson is not inclusive of all the
have been suggested.
Materials that support inquiry
science have been identified
and included. The use of the
materials to enhance learning
has been briefly articulated.
Safety measures (when
appropriate) have been
identified.
Supporting materials have
been identified. They are
limited in their use or their
relevance to the lesson is
unclear. Related safety
measures are unclear.
Supporting materials have not been
appear to be unrelated or irrelevan
safety measures are omitted.
All three parts of the “Workshop
Model” have been identified
(Focus lesson, practice and
sharing). The transition
between these components has
been vaguely addressed. The
activities described in the lesson
provide an explanation of how
the students will achieve the
objectives of the lesson.
The activities of the lesson
have been described, but the
three parts are not clearly
identified. The transition
between these components is
missing. Some of the activities
described in the lesson are not
likely to help students achieve
the objectives of the lesson.
The activities of the lesson are unc
lesson, practice and sharing) are m
between these components is miss
instructional procedures and the id
activities described in the lesson ar
objectives of the lesson.
The methods and strategies for
measuring student learning
throughout the lesson and at its
conclusion are clearly articulate.
There are several examples of
what they will consider as
“evidence” of learning. The
assessment aligns with the
The methods and strategies for
measuring student learning are
only provided for the
conclusion of the lesson. The
example of ‘evidence” of
student learning is
inappropriate.
The suggested assessment strateg
lesson.
lesson objectives.
Reflection
The strengths and limitations of the lesson
have been identified. Specific suggestions for
how the lesson could be revised in the future
have been made. The student has identified
insights that they have learned about their
students and themselves, and these
demonstrate considerable thought and
reflection.
The strengths and limitations of
the lesson have been identified.
General suggestions for how the
lesson could be revised in the
future have been made. The
student has identified insights
that they have learned about
their students and
√
themselves
The strengths and limitations of
the lesson have been identified
but there are no ideas about
how the lesson could be
revised in the future. The
student has mentioned some of
the things they learned about
their students and themselves,
but these do not appear to be
insightful or informed.
There is no reflection on the lesson
strengths and limitations or insights
their students and themselves.
Score 27/28
Name:_____________________________________ Date:_________________________
QUIZ Option # 1
1.What three ingredients must a plant have in order to make its own food?
___________________________ _________________________ ___________________
2. What is the name of the plant’s food?
______________________________
Label the parts of the plant below:
WORD BANK:
Roots
Sugar
Leaves
Stem
Air
Light
Name:_____________________
Date:________________
QUIZ Option 2: What do the parts of the plant do?
1. What part of a plant takes water in from the soil?
_____________________
2. What part of the plant moves water from the roots to the leaves?
______________________
3. What part of a plant takes in air and sunlight?
_____________________
4. What are the three things that a plant needs in order to make its own food?
______________
_______________
_______________
5. What is the name of the food that the plant makes?
____________________
Scientist’s Challenge: On the back, draw a plant that includes the three
main parts that we have just learned about. Make sure to label all three
parts of the plant.
^These are the notes that are displayed on the ELMO during the opening of
the lesson to review The Magic School Bus Get Planted. (Mrs.Frizzle is the
teacher character in the story).
Name: _______________________
Date:________________
The leaves of a plant work like a chef who mixes ingredients together to make food!
=
In the big bowl below, paste all of the ingredients that the leaves need in order to make
its own plant food: SUGAR!
Light
Water
Air
Note: Words & pictures will already be written-in for lowerlevel learners. At- and above-level learners will write the
words on their own. All students are given the option to draw
their own pictures depicting these words.