Name: Amy Cull Level: Grade 1 Date: 9/18-9/19/2012
Content: Science
Daily Lesson Plan
1A. Sunshine State Standards:

L.1.1. Demonstrate command of the conventions of standard English grammar
 and usage when writing or speaking.
SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers.
1B. Goal 3 Standards

Cooperative Workers

Responsible Workers

Creative and Critical
Thinkers
2. Objectives
Students will:

Label the stem, leaves, flower, and roots of a plant.

Compose a math equation using the different colored petals to reveal that they have more colored petals than other.
3. Assessment & Evaluation
Formative:

I will walk around the room while the students are doing the sequencing activity and make sure that they are doing it correctly and everyone is participating. If they are doing it wrong, I will make sure that I help them and guide them towards the right answer without giving it to them. It’s important that the students can form their own answers through guidance. Then I will monitor the students again on the plant activity to help them formulate their equations and labels properly.
Summative:
 I will collect the students’ plant pictures and grade it based on if their equation is correct and they labeled everything they were supposed to. Then depending on how they look, we can hang them up on the bulletin board outside.
4. Introduction to Lesson:

The students will help me label the flower on the smart board and then I will play the song, Plant Parts. This song has the same tune as Head, Shoulder, Knees, and Toes so the students should be familiar with the tune.
5. Materials

YouTube video, Plant Parts

Smart Board

Doc Cam

5 Sequencing Worksheets

Paper with Pipe Cleaner attached

Crayons, Pencils, Glue

Different Colored Petal Cut-
Outs

6. Technology Integration

I will use the smart board to draw the picture of the flower at the beginning before
I play the YouTube video, Plant Parts. Then I will use the doc cam to show my picture of the flower that I made.

7. Teacher Presentation or Facilitation: (includes reviews and practice)
Show evidence of Differentiated Instruction by highlighting or using bold type.

Before we begin the lesson, I will tell the students, “For this science activity, we will be learning about the basic parts of a plant. Can anyone tell me a basic part of a plant?” I will see what answers I get and give them the appropriate response. Then I will use the smart board to draw a picture of a plant, indicating all the parts (flower, stem, leaves, and roots). After the students become familiar with each aspect of the plant, I will play the
YouTube video, Plant Parts. http://www.youtube.com/watch?v=sXrnHff2Kjc . This song is the same tune as Head, Shoulder, Knees, and Toes except it uses the words that are associated with the parts of a plant.

Then each table will get a sequencing paper to help each other with. They will get a paper with blank square tiles on it and then cut out pieces of a plant. The students need to put the pieces in the correct order. I will explain to them, “This is a sequencing activity which means that you have to put the plant in order from when it is just a seed to when it grows up.” This will show the students how the plant grows, just like we grow older. Before the students begin, I will lay out the pieces under the doc cam and have the students tell me which piece goes first and which goes last, this way they have watched me perform the task so they know what to do and they only have to fill in the middle section. They can work together to complete it and I will walk around the room to make sure all the students are participating and helping each other out.

Then we will begin making our own plants. I will show the students my example under the doc cam so they can all see how I made my flower and labeled the parts. I will explain my picture and show them what I used and what the labeling on the picture was.
This science activity is also going to relate to math as we use the petals to form a math sentence. I will cut different color petals out for the students and each student can pick two different colored petals. For example, if they choose pink and purple, then they will get a random number of pink and purple petals. So let’s say they got 5 pink and 3 purple.
They would glue the petals around their flowers and then write a sentence somewhere visible on the paper saying “5-3=2, so I have two more pink petals than purple petals.” I know this is going to get confusing to the students, which is why I will show them a bunch of examples on the board before we begin the activity. Afterwards, I will give them each a blank piece of paper with the stem (green pipe cleaner) already taped on. I will tell them, “You can decorate your picture however you desire but it needs to have the labeled parts. You can add rain, clouds, animals by your plants and when you are done we will hang them up outside so everyone can see the wonderful flowers we created.”
Then I will walk around the room and help each student formulate their math equation using the petals.

Then I will collect the pictures and grade them to make sure they have the equations on their papers and the correct labels.

I will remind them, “When you write your subtraction problems, put one set of colored petals on one side of your desk and the other color on the other side. Then take the color that has more petals and put that number first and the other number goes second.” At the end of the lesson, students can come up to the front and show their flower labels to the class through the doc cam. This will show the class the student’s creativity.

Specific accommodations, interventions, notes, etc…

Watch Jackson to see if he is playing around with his supplies or working on his picture.

Make sure Rigoberto is working and not fooling around.

Use Clara and Hailey as helpers since they always seem to pay attention and get their work done the quickest.
Follow-up Reflection (completed after the lesson has been taught)
Regarding Classroom Management: Students: Based upon the
Describe the strengths and weaknesses you noticed during this lesson. formative/summative assessments, describe the student learning that took place.