What’s Growing at _____ Farm? Scaffolding Plan
Title/Case Study
What’s Growing at ______ Farm? (insert local farm case study site)
Date(s)
September-early November (Approximately 9 weeks of Instruction)
Author(s)
Marnie Cooke and Katie Shenk
Long Term Content Targets (pulled from STA plan)
Supporting Content Targets (pulled from STA plan)
Assessments (pulled from STA plan)

I can describe the basic needs of plants.
 I can explain why plants need water.
 I can explain why plants need sun.
 I can explain why plants need space.
 I can explain why plants need soil.
 I can explain why plants need air.
Summative Assessment:
 On-demand annotated diagram: What does a plant need to
grow?
Formative Assessment:
 Field Journal
 Exit tickets
 Observations/Conferring
 Science talks

I can explain the parts and functions of a plant.
 I can identify parts of a plant.
 I can explain the job of each plant part.
 I can classify food items based on which part of the plant
produced them.
Summative Assessment:
 On-demand annotated plant diagram: What are the parts of a
plant and what do they do?
Mountain Region K-2 Curriculum Project, May 2013
Formative Assessments:
 Plant Picture Dictionary
1
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Plant labels
What part of a plant am I? Riddles
Science journals
Science talks
Fruit and veggie classification activity
Exit tickets

I can explain how Colorado’s seasonal cycle and weather
affects plant growth.
-I can name fruits and vegetables that grow best in Colorado.
Formative Assessment:
 Science Journals: Interviews with farmers/gardeners (or
experts)

I can describe how farmers/gardeners contribute to our
community.
 I can explain what a farmer/ gardener does.
 I can describe what produce or goods a farmer/gardener
grows and sells.
Summative Assessments:
 On-demand writing/drawing: “What do farmers and gardeners
do and why are they important to our community?”
I can act like a scientist
 I can use my senses to make observations.
 I can create a scientific drawing that meets the criteria
for quality.
 I can gather data from science experiments and
informational texts.
 I can record data from science experiments.
 I can ask questions about plants.
 I can make predictions about plants based on my
background knowledge.
Summative Assessment:
 On-demand annotated plant diagram: What are the parts of a
plant and what do they do?
 On-demand annotated diagram: What does a plant need to
grow?
 On-demand annotated diagram of an earthworm: What are the
parts of an earthworm and what do they do?
 On-demand written or drawn explanation/voice thread of how
earthworms make the soil healthy

Formative Assessment:
 Science journal
 Exit tickets
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 I can make safe choices when conducting experiments
and on fieldwork.
 I can show courage as a scientist.
 I can use scientific tools to gather data.
 I can use precise scientific language to describe a fruit
or vegetable.
Formative Assessments:
 Science journals
 Anchor charts
 Science talks
 Fieldwork/classroom observations with monitoring notes
Duration
Possible Daily/ Supporting Targets
Instructional Plans
1 day
Content Target(s):
*See BBK the Primary Way in EL Commons for
basic framework of the Building Background
 I can make observations about
farms and plants that produce fruit Knowledge protocol
and vegetables.
BBK Day 1: Mystery Gallery Walk (compilation of
a variety farm and plant [vegetable and fruit]
Literacy Target(s):
photos, texts and realia)
 I can ask questions about farms
(See Gallery Walk Protocol in EL Commons)
and plants texts. (RI.1.1)
Assessments
Recording form from gallery
walk
BBK recording form
Closing Activity: Begin BBK recording sheet
(students write/draw what they know about farms,
plants, vegetables and fruit based on their
observations using one color colored pencil)
1 day
Content Target(s):
 I can name fruits and vegetables
that grow best in Colorado.
 I can describe what produce or
BBK Day 2: Common “Text” – Visit a Local Farm
Farm Notecatcher form
Step 1: Read questions on Farm Notecatcher:
 What foods do you notice growing at the farm?
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goods a farmer/gardener grows
and sells.
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
Literacy Target(s):
 I can answer questions about
things I’ve done or learned about
(with support). W.1.8
What does a farmer do to help plants grow and
be healthy?
Additional space for drawing and labeling
plants, as well as posing questions/wonders.
Step 2: Students work in pairs to collect data, draw
and ask questions on their notecatchers
Step 3: Students share with another partnership.
Step 4: At school, add new thinking to the BBK
recording form in a different color colored pencil
4-5 days
Content Target(s):
 I can identify parts of a plant
 I can explain the job of each plant
part
Literacy Target(s):
 I can identify the main idea of an
informational text. (RI.2)
 I can retell details in an
informational text. (RI.2)
BBK Days 3 and 4: Expert Text, Jigsaw and
Scavenger Hunt
Step 1: Revisit work from previous day: What
plants did you notice growing on the farm? Draw a
picture of a plant and label parts you think are
important.
Step 2: Introduce students to basic plant parts:
flowers, leaves, roots, seeds and stems. Read aloud
from a plant parts text (recommended text/series –
Let’s Look at Plants: Exploring Flowers by Kristin
Sterling, see below). As a group, determine main
idea.
Plant drawings and labels
Identifying Main Idea and
Key Details about Plant
Parts recording form
Plant Parts in the
Neighborhood scavenger
hunt
Step 3: Next, invite students to listen for key details
as the text is read aloud again.
Step 4: Students work in expert groups (flowers,
leaves, roots, seeds and stems) to read a short text
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and identify what their plant part is and does
(Recommended Texts: Let’s Look at Plants Series –
Exploring Flowers, Exploring Leaves, Exploring
Roots, Exploring Seeds and Exploring Stems by
Kristin Sterling, Lexile 190)
Step 5: Jigsaw (see Jigsaw protocol in EL
Commons)
Step 6: Neighborhood Walk--Students will use a
recording form that helps them identify plant parts
on school grounds or in a neighborhood garden.
Step 7: Close: Share and add to BBK recording
form in a new colored pencil
1 day
Content Target(s):
 I can identify parts of a plant
 I can explain the job of each plant
part
BBK Day 5: Plant Parts Synthesis
Literacy Target(s):
 I can answer questions about
things I’ve done or learned about.
(W.1.8)
Step 2: Students individually complete an annotated
plan diagram that answers the question: “What are
the parts of a plant and what do they do?”
Step 1: Students revisit learning from previous 4
days
On-demand annotated plant
diagram: What are the parts
of a plant and what do they
do?
Step 3: Students work in small groups to create a
large visual: What are a plant’s parts and what do
they do?
Step 4: Small groups share out synthesis visuals
1-2 days
Content Target(s):
 I can explain the job of each plant
part
Introduce Plant Picture Dictionary
Plant Picture Dictionary
entries
Step 1: Frame the purpose of a picture dictionary
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Literacy Target(s):
 I can answer questions about
unknown words and phrases in
informational texts (RI.1.4)
Step 2: Using the element, “seed” to model how to
create a picture dictionary and generate success
criteria for an entry. Success criteria might include
the following:
*words send a clear message
*picture sends a clear message
*definition is accurate (I can find a text/resource in
the room to confirm my definition)
* there are two finger spaces between my words
and they are easy to read
Step 4: Students enter words in picture dictionary
(flowers, leaves, roots, seeds and stems)
Step 5: Close and share: Why might a scientist keep
a picture dictionary? What was one criteria you met
with your dictionary? Is there one criteria that was
challenging for you.
1 day
Content Target(s):
 I can use my senses to make
observations.
 I can create a scientific drawing
that meets the criteria for quality.
 I can gather data from science
experiments.
 I can record data from science
experiments.
 I can ask questions about plants.
 I can make predictions about
plants based on my background
knowledge.
Scientific Exploration
Science journals
Opening: What do plants need to survive?
Anchor charts
Step 1: Explore: Why do scientists conduct
Classroom observations
experiments? Where do scientists record their
thinking? Chart student responses on anchor paper,
“The Work of Scientists.”
Step 2: Examine a model experiment journal entry
(Hypothesis, date, picture of what’s happening,
process, and “now I think”). Review the term
“hypothesis” and explain that they will be
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conducting experiments to learn more about plant
Literacy Target(s):
needs. Students will journal every few days.
 I can participate in shared research
Step 3: Students form guesses for what will happen
projects about plants’ needs.
in each experiment and create entries for each using
model experiment journal entry criteria listed
above. Experiments are:
 Plant that gets watered vs. plant that does not
 Plant that is kept in light vs. plant that does not
 Plant that is in one tight space vs. plant with
room
 Plant that is in soil vs. plant in rocks
 Plant in a plastic bag vs. plant that is not
Step 4: Share and close – What is one hypothesis
you are thinking about and why?
1-2 days
Content Target(s):
 I can classify food items based on
which part of the plant produced
them
 I can describe how
farmers/gardeners contribute to
our community.
Literacy Target(s):
 I can answer questions about
things I’ve done or learned about
(with support). W.1.8
 I can answer questions to show
what I know after listening to a
Vegetables and Fruits Investigation at Local Farm
Science Journals
Step 1: Pre-assess students’ knowledge with photos Pre-Assessment
of vegetables and fruits (strawberry, carrot, lettuce,
celery) and ask students to draw arrows to parts of Exit Ticket
a plant that they think food comes from. Present
guiding questions for visit to farm: How do
farmers/gardeners contribute to our community?
What parts of the plant produce different fruits and
vegetables?
Step 2: Experts (farmers/gardeners) guide students
through farm/garden, indicating the various fruits
and vegetables that grow from different plant parts.
They also discuss the roles of farmers in supporting
their local communities.
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speaker. SL.1.3
Step 3: Students record their observations,
drawings and questions in science journals
Step 4: Students taste different foods that come
from different parts of plants to record sensory
observations.
Exit Ticket: “I used to think ______ but now I
know ______ .”
1-2 days
Content Target(s):
 I can classify food items based on
which part of the plant produced
them
Sorting Vegetables and Fruits by Plant Parts
Opening: What part of a plant does some of our
vegetables and fruits come from?
Literacy Target(s):
 I can make connections between
information and ideas in
informational plant texts. RI.1.3
Step 1: Small groups of students are provided with
produce bags that contain fruit and vegetables that
come from a variety of plant parts (broccoli –
flower, potato – root, etc.).
Fruit/Veggie Plant Part
Recording Form
Fruit/Veggie Plant Part
Anchor Chart
Step 2: Each small group has several texts on plant
parts and foods. Students use texts and notes from
science journals to sort foods by plant parts.
Step 3: Share and create Fruit/Veggie Plant Part
anchor chart.
1 day
Content Target(s)
 I can describe how
farmers/gardeners contribute to
our community.
Science Talk: Why do our communities need
farmers and gardeners?
Step 1: Explain to students that scientists also talk
about their discoveries in addition to reading,
On-demand
writing/drawing: “What do
farmers and gardeners do
and why are they important
to our community?”
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Literacy Target(s):
 I can participate in a conversation
with my peers and adults.
 I can follow our crew norms
when I participate in a
conversation.
 I can build upon what others
say when I participate in a
conversation.
 I can ask questions so I’m
clear about what is being
discussed.
writing and conducting experiment.
Step 2: Identify the criteria for the conversation by
using supporting targets (norms, building upon
what others say, and asking questions)
Conversation criteria
checklist
Step 3: Distribute the Science Talk entrance ticket
and tell students that they will now prepare for the
conversation (10-15 minutes to make a plan). Tell
students that they should use pictures and words to
answer the question: “Why do our communities
need farmers/gardeners?”
Step 4: Conduct the Science Talk and complete the
conversation checklist during the discussion
Step 5: Pair Share: My thinking about
farmers/gardeners has changed because ________.
1 day
Content Target(s):
 I can classify food items based on
which part of the plant produced
them
Plant Picture Dictionary: Fruit/Veggie Plant Parts
Literacy Target(s):
 I can answer questions about
unknown words and phrases in
informational texts (RI.1.4)
Step 2: Students enter words in picture dictionary
(e.g., vegetables that are Fruits, vegetables that are
flowers, vegetables that are stems, etc.). Add
additional words as appropriate
Plant Picture Dictionary
Step 1: Remind students about criteria for picture
dictionary entries.
Step 3: Close and share – what vegetable or fruit
and where it comes from on a plant surprises you
the most?
2-3 days
Content Target(s):
Reading Workshop on Text Features and Learning
Scavenger Hunt Recording
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I can explain why plants need
water
I can explain why plants need sun
I can explain why plants need
space
I can explain why plants need soil
I can explain why plants need air
Literacy Target(s):
 I can identify features of
informational text. (e.g. headings,
tables of contents, glossaries,
electronic menus, icons).
 I can use text features to find
important facts about plants’
needs.
About Plant Needs
Form
Recommended Text: How a Plant Grows, by
Bobbie Kalman
Plant Needs Recording
Form (expert groups on day
2)
Day 1: Readers Workshop on Using Text Features
Step 1: Mini Lesson on Text Features in
Informational Texts
Plants and Their Needs
Anchor Chart
Step 2: Text Feature Scavenger Hunt – students
work in pairs to find information using text features
Step 3: Closing and Share: What text features
helped you learn specific information (shared ideas
on anchor chart)? Why is it important to use text
features?
Day 2: Using text features to find important
information about why plants need soil, sun, space,
water and air.
Step 1: Frame reading: “In order to dig more deeply
into why plants look and work as they do, we need
to know what plants need.”
Step 2: Read aloud text and invite students to
follow along. Work with students to identify text
features that help the reader on those pages. (e.g.,
bold words, titles, labels).
Step 3: Students pair up to read a passage, and
share with another partnership.
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Step 4: Students go in expert stations in which
there are a collection of texts and photos on the
basic needs of plants. Students use text features to
help them complete their Plant Needs Recording
Forms.
Step 5: Students rotate to next station until they
have recorded their thoughts on all five needs.
Close and share: What were most surprising things
you learned about plants and their needs? Add to
an anchor chart.
1-2 days
Content Target(s):
 I can use my senses to make
observations.
 I can create a scientific drawing
that meets the criteria for quality.
 I can gather data from science
experiments.
 I can record data from science
experiments.
 I can ask questions about plants.
 I can make predictions about
plants based on my background
knowledge
Literacy Target(s):
 I can write an informational text
that has the topic, “Now I
Think_____ .
Revisiting Our Experiments on Plants
Step 1: Students will examine “The Work of
Scientists” and revisit criteria for model experiment
journal entries, especially the drawing pictures of
what’s happening, process, and “now I think”
Step 2: Students will work in same expert groups as
in previous day to examine specimens and draw
pictures of plants in science journals.
Science journals –
experiment journal entries,
especially “Now I Think”
synthesis
On-demand annotated
diagram: What does a plant
need to grow?
Step 3: Students rotate through each expert station,
recording observations from experiment
accompanying expert texts.
Step 4: Whole group discussion, “What did our
experiments teach us about what plants need to
grow and be healthy?”
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Step 5: Students will synthesize their new learning
from expert stations and experiments into a “now I
think” statement. Provide model or example of a
“now I think” to prompt student thinking.
1 day
1 day
Content Target:
 I can describe the basic needs of
plants.
Picture Dictionary: Plant Needs
Literacy Target(s):
 I can answer questions about
unknown words and phrases in
informational texts (RI.1.4)
Step 4: Students enter plant needs words in picture
dictionary (soil, sun, water, shelter, air)
Content Target(s):
 I can describe the basic needs of
plants.
 I can explain the parts and
functions of a plant
Science talk: How do plants survive? (with the hope Science Talk Entrance/Exit
of getting at how their parts help them as well as
Ticket
what they need in the environment to thrive.)
Conversation checklist
Step 1: Remind students that scientists also talk
completed by teacher
about their discoveries in addition to reading,
writing and conducting experiment.
Literacy Target(s):
 I can participate in a conversation
with my peers and adults.
 I can follow our crew norms
when I participate in a
conversation.
 I can build upon what others
say when I participate in a
conversation.
 I can ask questions so I’m
clear about what is being
Step 1: Revisit the purpose of a picture dictionary
and success criteria
Step 5: Close and share: How are your picture
dictionary entries improving in quality?
Step 2: Review the criteria for the conversation by
using supporting targets (norms, building upon
what others say, and asking questions)
Step 3: Distribute the Science Talk entrance ticket
and tell students that they will now prepare for the
conversation (5-10 minutes to make a plan). Tell
students that they should use pictures and words to
answer the question: “How do plants survive?”
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discussed.
Step 4: Conduct the Science Talk and complete the
conversation checklist during the discussion
Step 5: Invite students to complete the exit ticket
for the Science Talk: 1. “What I learned from the
science talk about how plant parts work to meet its
basic needs?” 2. A star (area of strength) from my
participation in the science talk 3. A step (area of
growth) for the next time I participate in a
conversation
1 day
Content Target(s):
 I can use my senses to make
observations
 I can make predictions about
plants based on my background
knowledge
Literacy Target(s):
 I can write an informational text
that has a clear topic W.1.2
Writer’s Workshop: Mystery Writing
Exit tickets
Step 1: Read aloud mystery animals texts as a lead
up before hook
Criteria for Mystery Writing
Anchor Chart
Step 2: Hook: Students are in small groups. A
variety of fruits and vegetables are in small brown
bags. Students close eyes, touch what’s in the bags,
and describe what they feel inside, and make a
prediction about what vegetable or fruit it is.
Step 3: Create Need: Explain purpose and audience
of mystery cards (e.g., local grocery store/farm
thinks the cards could help customers gain more
knowledge about fruits/vegetables they are
eating/picking).
Step 4: Genre Study: Using mystery books,
classroom explore genre to create criteria together.
Provide examples from EL Commons (just the
right amount of clues that make it not too easy and
not to tough to guess)
http://elschools.org/student-work/fruit-and13
vegetable-mystery
Step 5: Create an Anchor Chart that lists criteria for
Mystery Writing
Step 6: Close and Share: What will be a strength for
you in writing a vegetable mystery card? A
challenge?
1 day
Content Target(s):
 I can name fruits and vegetables
that grow best in Colorado.
Literacy Target(s):
 I can participate in a conversation
with my peers and adults.
– I can follow our crew norms when
I participate in a conversation.
– I can build upon what others say
when I participate in a
conversation.
– I can ask questions so I’m clear
about what is being discussed.
Brainstorming and Selecting a Fruit or Vegetable
Brainstorming pages
Opening: What is a fruit or vegetable that you
already know and still have lots of questions about?
What have you tried and what might you feel brave
enough to try so you can describe it to the reader?
Observations of oral
brainstorming with partners
Step 1: Model a brainstorming session, thinking
aloud and using a document camera to show
writing of ideas
Step 2: Students individually brainstorm on
brainstorming page
Step 3: Students share brainstorming page, and add
new thinking to their page
Step 4: Close and Share: What fruit or vegetable
will you want to learn more about?
2-3 days
Content Target(s):
 I can ask and answer questions
about plants.
Literacy Target(s):
Determining Criteria for Fruit/Vegetable Facts
Fact Pages
Opening: What facts will we need to teach the
reader so they have a full story of our fruit or
vegetable and can make a smart guess after reading
Exit tickets
Observations/conferring
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


I can retell details in an
informational text.
I can ask questions about
unknown words and phrases in
informational texts. RI.1.4
I can answer questions about
unknown words and phrases in
informational texts. RI.1.4
our mystery?
Step 1: Students brainstorm what facts will need to
be taught. Ideally they should include the following:
Part of plant I grow from, shape, size, color, my
survival needs, season I am harvested, soil I grow
in, taste, wow facts
Step 2: Model how to collect facts, using a fact page
Step 3: Students begin researching to find facts for
their mystery fruits and vegetables.
Step 4: Close and Share: What is some new
information I’ve learned about my fruit or
vegetable that’s interesting?
1 week
Content Target(s):
 I can gather data about plants
from informational texts.
Literacy Target(s):
 I can identify features of
informational text. (e.g. headings,
tables of contents, glossaries,
electronic menus, icons). RI.1.6
 I can use text features to find
important facts in informational
text. RI.1.6
2-3 days
Content Target(s):
Readers Workshop: Using Informational Text
Features to Collect Information
Fact pages
Revisit Readers Workshop on using text features on p.8 of
this plan and reuse steps from two days’ instruction to
support students research, as needed.
Writing Clues with Precise Science Language
Fact pages
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
I can use precise scientific
language to describe a fruit or
vegetable.
Literacy Target(s):
 I can write an informational text
that has a clear topic. W.1.2
 I can include supporting facts
about a topic in an informational
text. W.1.2
 I can include an ending to my
informational text. W.1.2
Opening: What makes a clue interesting enough for First and subsequent drafts
a reader to ponder?
Observations/conferring
Step 1: Students generate ideas on engaging and
thoughtful clues. Specific and precise language will Exit tickets
likely come up.
Step 2: Share a couple of examples of clues or
riddles that meet criteria of precise scientific
language.
Step 3: Model the creation of a clue, using
completed fact pages that have precise scientific
language.
Step 4: Students work in pairs or independently to
write clues that use precise scientific language
Step 5: Close and Share – Students share any
drafted clues
2 days
Content Target(s):
 I can use precise scientific
language to describe a fruit or
vegetable.
 I can create a scientific drawing
that meets the criteria for quality.
Literacy Target(s):
 I can use feedback from peers to
make my writing stronger. (with
Peer Writing Conferences Using Rubrics
Opening: Reading on revision or craftsmanship
Step 1: Explain process of getting feedback to
improve our work. Students engage in peer
conferences for warm/cool feedback on day 1.
Teacher conferences will happen on day 2, to
provide more feedback on improving writing.
Rubrics with peer feedback
and next steps for revision
Observations of peer
conferences
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
support) W.1.5
I can revise my writing by adding
details (with support). W.1.5
Step 2: Go over rubric or checklist and ask students
to clarify what the criteria mean.
Step 3: Clarify what warm feedback looks and
sounds like by providing stems, such as, “I like how
you….” Also, model giving constructive feedback:
“Would you consider . . . to make your writing
stronger?”
Step 4: Peer writing conferences begin, and teacher
observes and listens. Pairs take turns until everyone
has shared and received warm and cool feedback.
Step 5: Students record on rubrics specific things
they will do to revise their writing. (this section will
be revisited during teacher conferences)
Step 6: Close and share: what is one thing you will
do to revise your fruit/vegetable mystery?
2-3 days
Literacy Target(s):
 I can use feedback from peers
to make my writing stronger.
(with support) (W.1.5)
 I can revise my writing by
adding details. (with support)
(W.1.5)
Editing/Revising
Build in a few days for students to edit/revise their work
based on students’ needs. Consider pulling small, needsbased groups as necessary for mini lessons around specific
criteria on the rubric.
Students’ draft writing and
rubrics
2-3 days
Content Target(s):
 I can use precise scientific
language to describe a fruit or
vegetable.
Creation of Final Draft
Final Drafts and Rubrics
Students will have used previous writing workshops to revise
and edit their work. Ideally, students’ creation of a visual
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
I can create a scientific drawing
that meets the criteria for quality.
Literacy Target(s):
 I can use digital tools to publish
my writing (with support). W.1.6
 I can use conventions to send a
clear message to my reader. L.1.2
 I can use ending punctuation
in sentences.
 I can use commas in dates and
when writing a list.
 I can spell grade-level words
correctly.
 I can use sound patterns to
spell words I don't know.
image can be done in collaboration with an art teacher or
volunteer. Lastly, if students are to present their mystery
cards, some instruction and practice time should be provided
for reading fluency and presentation.
Additional lessons on revision, editing, and publication may
be planned and implemented, depending on students’ needs.
For an example of what the final product of a fruit/vegetable
mystery may look like, please see EL Commons at
http://elschools.org/student-work/fruit-andvegetable-mystery
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