University of Montevallo SCIENCE Lesson Plan Format
Name: Crystal Hall
Subject/Grade level: Science/K
Date lesson taught: 04.17.2013
Group size: 16
School: Meadowview Elementary
Goals: TSW recognize that seeds develop into plants. And, TSW predict what the bean
seedling will look like once it sprouts.
NSES: Characteristics of organisms, Life cycles of organisms, organisms and
environments.
ALCOS: 6.) Compare size, shape, structure, and basic needs of living things.
Prerequisite Skills/Concepts: None required
Objectives (action verb – Bloom’s)
Assessment
Objective #1: TSW examine the bean seed
using the hand lens.
Objective #2: TSW predict and draw what
the bean seed will look like after it
sprouts.
Assessment for objective #1: Anecdotal
notes and oral discussion.
Assessment for objective #2: Science
Notebook Page: Planting Bean Seeds
*Science notebooks are not used in the
classroom of my current content block lab
placement. However, the Notebook sheet
will be taken up to assess student
understanding of the lesson.
Procedures
Materials & Resources
TTW = the teacher will
TS = the student
Engage
TTW tell the students to “Take about 30
seconds and think quietly about a time
when you have planted something.”
TTW say, “Now, raise your hand if you can
tell me what you planted.” (TTW take 3-4
student responses)
TTW say, “We are going to watch a short
video so that you will know what a plant
needs to grow. And, I want you to pay
Smart board
Laptop
http://www.youtube.com/watch?v=OQT6pi
ZOX7c
close attention to everything that it says
the plant needs.” (The video will last
approximately 1 minute.)
TTW call on 5 students, using equity
sticks, and will ask them, “Please tell us
one thing that the video said is needed
for a plant to grow.” (The answers are
soil, water, sun, air, and space.)
Equity sticks
TTW say, “The same things that are need
for a plant to stay alive are the same
things that are needed for a seed to grow
into a plant.”
TTW say, “Today we are going to explore
and plant kidney bean seeds.”
TTW say, “Raise your hand if you have
ever watched a plant or seed grow.” The
TTW ask 2-3 students that raised their
hand, “What happened to the plant when
you watched it?”
TTW say, (using equity sticks), “What do
you think that we need to do in the
classroom to get our bean seeds to
grow?” (TTW take 2 responses)
Equity sticks
TTW say, (using equity sticks), “How do
you think we should plant our seeds?”
(TTW take 2 responses)
Equity sticks
Explore
TTW stand at the front of the room and
show the students how to use a hand
lens. TTW say, “The hand lens must be
used with care.” TTW say, “The hand lens
is for us to look at our bean seeds. “ TTW
model, how TS should use the hand lens
to look at their bean seed.
Hand lens ( 17 – One per student & One for
the teacher) (in AMSTI Kit)
TTW ask the students, “Raise your hand,
2
and wait to be called on, if you can tell
me what the hand lens is used for.” (TTW
take 2 responses). TTW then say, “So, we
should not use the hand lens to tap our
partner, or we should not throw the hand
lens on the ground correct?” TTW say,
“We should use our hand lens to explore
our seeds. If I find that we are using our
hand lens for any reason other than
exploring our bean seeds then we will
have to stop the lesson.”
TTW say, “You are going to explore your
bean seed with your partner that sits next
to you at your table. So, for example,
Drew’s partner will be Karina.”
TTW have the line leader and the caboose Hand lens (in AMSTI Kit)
assist her in giving each student a hand
Bean seed (in AMSTI Kit)
lens and a bean seed. While passing out
Timer
the lens and bean seed the TTW say,
“Take about 1 minute to use your hand
lens to look at your bean seed.” When
the timer goes off, place your hand lens
and bean seed on the table in front of you
and look up at me.”
Timer
TTW say, “Now discuss with your partner
what you think is inside the seed and
when the timer goes off stop talking and
look up at me.”
TTW call on each group and ask them,
“What do you and your partner think the
inside of the seed looks like?”
TTW say, now “I am going to give you a
piece of paper that says “Science
Notebook Page”, I want you to draw and
color what the bean seed looked like
when you saw it under your hand lens.”
TTW also say, “If you need to take a
second look at your bean seed under the
lens take about 1 minute to look at it
16 copies of Science Notebook Page
Pencil
Crayons
Hand lens (in AMSTI Kit)
Bean seed (in AMSTI Kit)
Timer
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before you being to draw.” TTW say,
“You have about 6 minutes to complete
your drawing.”
Once the timer goes off, TTW tell the
students to “Stop where you are and if
you haven’t completed your drawing you
will have time at the end of the day, after
recess, to complete it.”
TTW tell the students, “In a moment
when I call your table I want you to bring
your seed and hand lens to the back table
and hand your seed to me and place the
hand lens in the plastic bag.”
TTW call the students by table and ask
them to “Walk quietly to the back table.”
(This will be used as our planting table).
TTW also say, “Everyone squeeze in and
come as close as you can so that each of
you can see.”
TTW call on students, using equity sticks,
to ask them to help with planting process.
Every student will get a turn to participate
in this process.
TTW pull the 2 sticks and say to the first
two students, “I want each of you to take
a pot and, using the garden trowel, put
soil into the pot, be sure to fill the pot at
least half way full. Once you have filled
your pot step back to the place where you
were standing.” TTW assist any student
needing help. (TTW repeat this process 4
more times until all 10 pots are filled with
soil.)
TTW model how to put the bean seeds in
the pot.
Equity Sticks
Newspaper
Pots w/drain holes (in AMSTI Kit)
Soil (in AMSTI Kit)
Garden Trowel (in AMSTI Kit)
Equity sticks
Kidney bean seeds (in AMSTI Kit)
TTW say “Now that we have some soil in
4
our pots, I am going to pull 4 more sticks
and I want those 4 people to put four
seeds in each pot.”
TTW model how to put the soil on top of
the bean seeds that were just planted in
the pots.
Soil (in AMSTI Kit)
Garden Trowel (in AMSTI Kit)
After modeling, TTW say, “I am going to
pull 2 more sticks, and I want you all to
carefully put a little more soil on top of
the bean seeds to cover the seeds that
were just planted.”
Equity Sticks
Soil (in AMSTI Kit)
Garden Trowel (in AMSTI Kit)
TTW say to the students “Watch as I spray
each of plants with water from the water Water Mister (in AMSTI Kit)
mister until the soil on each plant is
moist.”
TTW ask the students, “Now that the
seeds are planted and watered, where do
you think that we should place them in
the classroom?” (The expected answer is
the window)
TTW call the students by table to quietly
go to the sink to wash their hands and
then walk back to their table to have a
seat. As the students, are washing their
hands, TTW place the plants in the
window sill.
Explain
TTW say, “In a few moments we are going
to watch a Brain pop Jr. movie. I want
you to pay attention to what happens to
the seed as it grows from a seed into a
plant.”
Smart board
Laptop
http://www.brainpopjr.com/science/plants
/plantlifecycle/
TTW show a short movie called “The Plant
Life Cycle” from Brain pop, Jr. (The movie
is approximately 3 ½ minutes.)
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After reviewing the movie, TTW review
the parts of a seed with the students.
TTW say, “The outside of the seed, the
red part that you looked at earlier, is the
seed coat.” The seed coat protects the
inside of a seed.
TTW say, “Just as you saw on the movie,
once you plant the seed in the soil, you
water it. After it is watered, the seed
begins to grow a root.”
TTW say, “After the root grows, the seed
beings to sprout. Once the seed sprouts
it begins to grow, even more and
becomes a seedling.”
TTW say, “Seedlings are small and they
don’t have very many leaves.”
TTW then say, “After the seedling grows
some more it becomes a young adult
plant. And after a young adult plant it
grows into a grown plant.”
TTW say, “You all are going to continue to
monitor the seeds that you planted today
and watch them grow. Each day, our line
leader and our caboose will be
responsible for watering the plants with
the water mister immediately after they
return from recess.”
TTW say, “After you all continue to care
for the seeds, you will see them grow into
seedlings, just like you saw on the movie
we just watched. And, after they grow
into seedlings, you all will do some more
experiments with the plants.”
Equity sticks (If needed)
Evaluate
TTW say, “Raise your hand, and wait to be
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called on, if you can tell me what kind of
seed we planted today.” (The expected
answer is kidney bean seeds.)
(If no one raises their hand, the teacher
will use equity sticks and will assist the
students with leading prompts as
needed.)
Equity sticks (If needed)
TTW say, “Raise your hand, and wait to be
called on, if you can tell me what went in
the bottom of our plant pots.” (The
Equity sticks (If needed)
expected answer is soil.)
(If no one raises their hand, the teacher
will use equity sticks and will assist the
students with leading prompts as
needed.)
TTW say, “Raise your hand if you can tell
me what went on top of the soil.” (The
expected answer is the bean seed.)
(If no one raises their hand, the teacher
will use equity sticks and will assist the
students with leading prompts as
needed.)
TTW say, “Raise your hand if you can tell
me what went on top of the bean seed.”
(The expected answer is some more soil.)
(If no one raises their hand, the teacher
will use equity sticks and will assist the
students with leading prompts as
needed.)
TTW say, “Raise your hand if you can tell
us what we did after we put the soil on
top of the bean seed.” (The answer
should be we watered it.)
(If no one raises their hand, the teacher
will use equity sticks and will assist the
students with leading prompts as
needed.)
Equity sticks (If needed)
Equity sticks (If needed)
Equity sticks (If needed)
TTW say, “Raise your hand if you can tell
us why we put the seeds in front of the
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window.” (Expected answer so they can
get sunlight.)
(If no one raises their hand, the teacher
will use equity sticks and will assist the
students with leading prompts as
needed.)
TTW say, “Raise your hand if you can tell
me who is responsible for watering our
seeds every day.” (The expected answer
is the line leader and the caboose.)
(If no one raises their hand, the teacher
will use equity sticks and will assist the
students with leading prompts as
needed.)
Equity sticks (If needed)
Science Notebook Page
Crayons
Pencil
Timer
TTW say, “If you did not finish your
drawing for your Science Notebook Page
that we started at the beginning of the
lesson, go ahead and take about 3 to 4
minutes to finish that now and put it in
your box when you have completed it.”
TTW say, “For the students that have
already finished please go ahead and walk
to your box to put up your assignment.”
TTW say, “Friends, you all did an excellent
job planting and learning about seeds
today. Thank you for participating and for
paying attention to the lesson. Each of
you, please give yourselves an alligator
clap and kiss your brain.”
Writing journal (because they do not use
science journals in this class).
Crayons
Pencil
Extend
For those students that completed their
Notebook page earlier within the lesson,
TTW say, “Take out your writing journal
and write what your favorite part of
today’s lesson was. And, draw and color
a picture that shows your favorite part of
today’s lesson. It can be something that
you saw on the movie, the video, when
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you viewed the seed with the hand lens,
or from when we planted the seeds. If
you did not finish your Notebook sheet
earlier, please go ahead and complete it
now.”
Accommodations (e.g. alternate explanation of material, struggling readers, ESL,
special needs, enrichment for gifted students)
Accommodations will be made based on the needs of the students. (Examples of
accommodations would be for a student that has trouble seeing the smart board to sit
in the front. Or, asking a peer helper to assist an ESL student that needs help
understanding while exploring the bean seed.)
Modifications (IEP)
Modifications will be made according to the student’s IEP.
Extensions (additional activity to reinforce lesson objective(s))
See the extend section within the lesson plan.
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Internet References
www.youtube.com
www.brainpopjr.com
Other Resources
Education Development. (2003). Insights: Grades K-1 Living
Things Teacher’s Guide: Learning Experience 3, ISBN 0-7872-65276. Dubuque, IA: Kendall/Hunt Publishing Company
AMSTI – Packing List (Highlighted items)
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Crystal Hall
ED448/548: Science Lesson Plan/Information Literacy
04/03/2013
Information Literacy Article:
“Why are ‘hands-on’ science activities so effective for student learning?”
The article speaks of how hands-on learning creates an environment that
fosters a greater sense of growth and development to promote student
understanding (Sattterthwait, 2010). It mentions that in a hands-on
environment it is common to have interactions among students through the use
of cooperative groups. It is also common to have partner interactions where the
students may partner with one another to discover manipulatives that are
available. During the partner interactions, as well as group interactions, lots of
questioning and discussion takes place which broadens the students thinking
skills and further develops their learning (Satterthwait, 2010). Hands - on
assignments have been proven to enhance student’s level of excitement as it
relates to science. Not only are the student’s more excited about learning
science, but research has shown that hands-on activities help students to retain
the information that they have been taught (Satterthwait, 2010). According to
Satterthwait, the use of manipulatives during science lessons sparks the interest
of children and it provides a concrete link which enables learning to take place.
When teachers purposefully plan hands-on science activities for their students
they are taking the necessary steps to ensure that students’ minds and creativity
grow through their learning experiences (Satterthwait, 2010).
This article connects to my lesson because in the lesson plan that I wrote
the students are planting kidney bean seeds. The students do the majority of
the work with the seeds. They are given hand lenses to explore the seeds before
they plant them. The lesson plan on planting bean seeds engages the students
thorough hands-on activities. The students learn about the process of planting
the seeds through actually doing the planting, which takes abstract knowledge
and makes it concrete for them. This lesson will be memorable for students
because it is an activity that they can enjoy while learning. The lesson comes
from the AMSTI kit so it is designed to be a hands-on activity for the students.
The content within the article connected to the explore portion of my lesson.
Hands-on learning naturally lends itself to exploration.
References
Satterthwait, D. (2010). Why are ‘hands-on’ science activities so effective for
student learning? Teaching Science, 56 (2) 7-10.
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