Teacher:
School:
Essential
Question(s)
Grade/Subject:
K/ Science
Week of:
What are basic needs of organisms?
What do plants need to live and grow?
Do all living things need water?
All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and
grow. (K-LS1-1)
NGSS
lary
Lesson
Objective
Opening/
Do Now
Description of Each
Instructional Component
I can
Decide if plants
need water to
survive by
completing lab
task and
observations
with 80%
accuracy.
Circle Time
Youtube Video
1.Mini- Lesson (I Do)Teacher introduces “Energy
Source “ and “ Plants and
Water” by use of a Power
point. (Slides 6-13 and1635 <Labs included>)
http://www.trento
n.k12.nj.us/files/_7
PBsW_/98848ff7a9
cf98b93745a49013
852ec4/Unit_3__Plant__Animal_N
eeds__Presentation_Slid
es.pdf
SWBAT
Use observations
to
describe patterns
of what plants
and animals
(including
humans) need to
survive.
https://www.yo
utube.com/watc
h?v=dUBIQ1fTR
zI
Draw one thing
that plants
need to survive.
OR
Slide 15Prediction
*What do you
think would
happen if plants
do not get
water?
The teacher will read over
slides, thinking aloud,
“What do plants need to
survive? Do plants need
water to survive?
Introducing key words,
energy, plant,water, need.
Teacher will read passage
Formative
Assessments:
Checks for
Understanding
1. PowerPoint
Questions (Slide 9,
11, 20,21,36 and 37)
2. How Plants Get
Water and Food
Question Sheet
3. Observations
Differentiation/
Modifications
Closing/
Reflection/
Assessment
Special Education
and or ELL*Pacing(provide
ample time for lab
task)
*Simple Language
*Create Vocabulary
cards with vocab
terms and pictures
*Teacher can create
a large font anchor
chart for plants
needs including
pictures and key
terms
*Anchor chart for
tools used during
lab
*Deliver minilesson in small
groups
*Group students
with partners to
complete lab
*Modify
Post Lab
Observation
Sheets:
*What did you
observe that
was the same in
all three labs?
*Did the plants
need water to
grow?
*Did certain
plants need
more water
than others?
Materials/
Resources
Used
Computer
Youtube
BrainPop
Plants and
Animals Need
Powerpoint
How Plants
Get Water
and Food
Reading
Materials
Pie Plate
*Which plant
grew the fastest
and which grew
slower?
Sponge
Water
Birdseeds
Recording
Sheets:
Sweet Potatoe
“How Plants Get Water and
Food”
http://www.readworks.org
/passages/how-plants-getwater-and-food
2.We Do- See formative
assessment 1
3.Lab (You Do)
Students will complete a
series of labs designed to
test if plants need water to
survive.
Birdseed Plant LabTeacher will place
birdseeds in a container
and water to see if they
sprout. Students will record
growth observations using
recording sheet.
Sweet Potato LabHave students work in
groups. Have each group
pour some water into jar.
Put(plant) the sweet potato
in the jar, tapered end
downward. Make sure the
potato is half covered
with water and observe.
Carrot Top labTeacher will present
carrot ends to the students
to look at, and then discuss
Observations. Students will
answer questions: Do you
assessment
questions from lab.
*Create a semantic
map of plants and
their needs (sunwater, etc)
*Model lab task
*Allow oral
responses to lab
assessment or
drawn responses
http://www.tre
nton.k12.nj.us/f
iles/_7PBru_/c5
58263f756f92fe
3745a49013852
ec4/Unit_3__Plant__Animal
_Needs__Optional_Labs.
pdf
Visual- Take
pictures or use
pictures of healthy
plants vs plants that
need
Bodily KinestheticHands-on plant labs
Musical- Listen to
Youtube (plants
needs) Identify the
needs of plants
InterpersonalGroup students
together with a
partner to perform
lab task
encouraging
students to discuss
their observations
through prompted
questions and turn
and talk
discussions.
IntrapersonalAllow student to
perform lab
independently with
Birdseed Plant
Lab
Sheet 2
Water
Medium Bowl
or Jar
Carrot Tops
Plastic Tops
ToothPicks
Sweet Potato
Lab
Sheet 3
Carrot Top Lab
Sheet 4
think these pieces could
grow? Students will
observe and predict where
something might grow
from the piece of carrot.
Students will think about
what they might need to
make the carrot pieces
grow.
moderate
prompting and
discussion. Give
students journal
starts to privately
record observations
from lab.
Linguistic-Have
students perform
labs announcing
what they see or
listening to teacher
model their
observations.
Logical- Prompt
students to journal
results of their labs.
Compare with their
prediction and give
reasoning behind
each result.