Science Circus Lesson Plan
Target Grade: First
Subject: Science
Topic: Plants
Elyse Tadich and Catherine Chu
Science 406
Professor Matkins
October 3, 2006
Lesson Plan
Topic: Plants
NSES: STS A to E; ASE A to E; SCS K-4 F and G
Date: 9/29/06
Grade level: First
SOL: 1.1
The student will conduct investigations in which
d) observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers;
f) predictions are based on patterns of observation rather than random guesses;
h) inferences are made and conclusions are drawn about familiar objects and events.
SOL 1.7:
The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes
of plants and animals. Key concepts include how temperature, light and precipitation bring about changes in:
a)
plants (growth, budding, falling leaves, wilting)
Daily Questions: What do plants need to grow? What are the stages of a plant’s life?
Procedures for Learning Experience
Guiding Questions
Engagement: Gather the students together in
the meeting area. Introduce our classroom
guests. Then, ask the students to touch their
nose/raise their elbow/wiggle their ears if
they have . . . been gardening, if they have a
plant at home, if they have seen a fall leaf.
Then, tell the students that today, we will be
just like scientists. Ask the students if they
know what scientists do and if they can
Have you ever been
gardening? Do you have
plants at home? What do
you do to take care of
them?
Materials
Needed
Meeting area.
Gardening
costumes/props
Nametags with
group signs
Observation
Evaluation
(Assessment)
Observe the
students
participation and
level of
involvement in the
discussion.
Approximate
Time Needed
5-10 minutes.
explain what observations mean. We will
explore four different stations in a
SCIENCE CIRCUS!!! Our friends will
help us at the stations, and we will go
around with our group. Remember to be
safe and respectful! Each of our nametags
shows what group we are in: star, square,
triangle or heart. At the stations, you can
fill out your observation notebook, just as a
scientist would! Listen for the bell to
switch stations. Our guests will help us
switch.
Exploration: Students will spend eight
minutes at each of the four stations: Garden
in a Glove, Dead or Alive, The Great
Pumpkin Story and Where do YOU Come
From? The students will explore the
stations and draw observations in their
observation notebooks.
Explanation: Have the students return to the
meeting area! Ask them about what they
experienced in the circus, and have them
share their observation pictures with their
classmates and the guests in the class. Ask
them if they felt like real scientists, and
why. As a class, read The Pumpkin Circle.
Hang large cut-outs of the stages in a
pumpkin’s life from the clothesline across
the room, so everyone can see the plant’s
Notebooks
What do plants need to
grow?
What are the main stages
in a plant’s life?
Other questions are
included in the
teacher/student cards!
How was our circus like
something a scientist
would do?
What order do the
pumpkin cut-outs go in?
Teacher and
Student Cards:
Teacher Cards
include materials
needed for the
four stations!
Observation of
participation –
there will be a
check off list at
each station with
every student’s
name on it!
30 minutes
Meeting Area.
Observation of
participation.
10 minutes.
The Pumpkin
Circle
Clothesline and
large cut-outs of
the stages in a
pumpkin’s life.
life cycle!
Extension:
Ask the students what they need to live. Is
what they need similar to what a plant
needs? How do they change with the
seasons?
Evaluation: Students’ engagement will be
observed and monitored. At each station,
there will be a participation checklist with
all of the students’ names on it. Ms. Tadich
and Ms. Chu will look at the observation
notebooks.
Notes:
What do you need to live?
Classroom.
Are your needs similar to
a plant’s?
Chalkboard.
How do your needs
change with the seasons?
Did students actively
participate in the class
discussions?
Did the student draw
pictures in their
observation notebook?
See above.
Observation of
participation.
10 minutes.
Students will
Not
participate in the
Applicable.
discussions before
and after the circus,
and will be
engaged with each
circus activity.
Students will draw
pictures in their
observation
notebook during
the circus.
The groups have been composed as heterogeneous groups. Students have also been grouped with the attempt to make each group
behaviorally appropriate. Most of the students are unable to read at this point, so student cards have been modified to be very
simplistic. Teachers will be aiding in the discussion and encouraging the students at each station.
All of the stations are interactive so we hope that each of the students are engaged the whole time! However, make certain that M, T,
J and D always have something to do!
Teacher Card
Title: Garden in a Glove
Topic: Earth Patterns, Cycles and Change
Grade Level: 1st
Standards: SOL 1.7:
Activity #1
The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes
of plants and animals. Key concepts include how temperature, light and precipitation bring about changes in:
b)
plants (growth, budding, falling leaves, wilting)
Materials
1 plastic food service glove per student
5 cotton balls per student
5 varieties of seeds – several per student
Water in a cup
Cloth to clean area
Directions:
1) Give each student one glove and labeled with their name.
2) Wet each cotton ball.
3) Put one cotton ball in each finger.
4) Sarah, hand a few seeds per finger to each student (there are limited seeds) so they can put it in the proper finger!
5) Puff air into glove and tape shut!
6) Tape it to the window.
7) Watch it grow!
Discussion Questions
Which seeds do you think will sprout first? Why?
What do seeds need to start growing?
Do you think it will make a difference where we put the glove? Where should we put it? Why?
Source: AITC. (2006). Garden in a Glove.
Activity One:
Garden in a Glove!
Think of your best answer:
Where should we put the glove?
What do the seeds need to grow?
Teacher Card
Activity #2
Title: Dead or Alive?
Topic: Earth Patterns, Cycles and Change
Grade Level: 1st
Standards: SOL 1.7:
The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes
of plants and animals. Key concepts include how temperature, light and precipitation bring about changes in:
a) plants (growth, budding, falling leaves, wilting)
Materials
Several fresh leaves, dead leaves and baby leaves
Directions:
1) Look at the leaves in front of you. Make observations using your senses!
Discussion Questions
How old do you think these leaves are?
Do you think they are at different levels of life?
If you were to call one a baby, one a momma and one a grandma, which leaf
What do leaves need to grow?
Source: Original. (2006)
would be which? Why?
Activity Two
Dead or Alive?
Think of your best answer:
What do leaves need to grow?
How old are these leaves?
Why?
Teacher Card
Activity #3
Title: The Great Pumpkin Story
Topic: Earth Patterns, Cycles and Change
Grade Level: 1st
Standards: SOL 1.7:
The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes
of plants and animals. Key concepts include how temperature, light and precipitation bring about changes in:
a) plants (growth, budding, falling leaves, wilting)
Materials
Pumpkin (for visual)
Pumpkin Cutouts
Seed Cutouts
Leaf Cutouts
Flowered Bud Cutouts
String
Tape
Directions:
1) Ask the students to look at the cutouts – talk about what each one might represent.
2) Place the cutouts in the order that you think they should appear. Tape them onto the string.
3) You now have a pumpkin life cycle!
4) At the end of the circus, we will read a story about pumpkins!
Discussion Questions
Why did you put the cutouts in the order that you did?
How long do you think it takes a pumpkin to grow from a seed?
What do you think a pumpkin needs to grow?
What would make a pumpkin grow really big?
What do you think would make a pumpkin grow small?
Have you ever picked a pumpkin? What season was it?
Source: AITC. (2006). The Great Pumpkin Story
Activity Three
The Great
Pumpkin Story
Think of your best answer:
What order should they go in?
What do you think a pumpkin needs to grow?
Have you ever picked a pumpkin? What
season was it?
Teacher Card
Activity #4
Title: Where Do YOU Come From?
Topic: Earth Patterns, Cycles and Change
Grade Level: 1st
Standards: SOL 1.7:
The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes
of plants and animals. Key concepts include how temperature, light and precipitation bring about changes in:
a) plants (growth, budding, falling leaves, wilting)
Materials
cactus
flowering plant
deciduous plant
Directions:
1) Observe the three plants in front of you.
2) Use your senses to make observations.
Discussion Questions
What do you think these plants need to grow?
What part of the country do you think these plants come from? Why?
What season do you think these plants grow in? Why?
What do you think would happen if you moved a cactus to Minnesota?
What do you think would happen if you put a pine tree in the deserts of Arizona?
What senses did you use to observe these plants?
Source: Original. (2006)
Activity Four
Where Do YOU Come
From?
Think of your best answer:
What do you think these plants need to
grow?
What season do you think these plants grow
in? Why?
Catherine Chu
Education 406