1
Introduction
to
Organisms
Science Unit
2nd grade
Brittany W. McKee
2
Table of Contents
Title Page …………………………………………………………………………........ 1
Table of Contents………………………………………………………………………. 2
Introduction and Rationale……………………………………………………………..
3
Letter to Parents………………………………………………………………………... 4
Unit Sequence Grid…………………………………………………………………….
5
Teacher Content Knowledge…………………………………………………………...
8
Integration Planning Web……………………………………………………………… 10
Lesson Plans
Day 1………………………………………………………………………………...
Day 2………………………………………………………………………………...
Day 3 ………………………………………………………………………………..
Day 4 ………………………………………………………………………………..
Day 5 ………………………………………………………………………………..
Bibliography …………………………………………………………………………...
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13
16
20
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Student Impact and Lesson Refinement
Reflection 1 …………………………………………………………………………
Reflection 2………………………………………………………………………….
Reflection 3………………………………………………………………………….
Reflection 4 …………………………………………………………………………
Reflection 5 …………………………………………………………………………
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28
30
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Assessments
Pre-assessment/ Answer key ……………………………………………………….
Post assessment/ Answer key ………………………………………………………
Pre-post results chart ……………………………………………………………….
Pre-post results graph ………………………………………………………………
Narrative analysis …………………………………………………………………..
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38
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Pre-test student samples
Low student ……………………………………………………………………….. 44
Average student …………………………………………………………………… 45
High student ……………………………………………………………………….. 46
Post- test student samples
Low student ……………………………………………………………………….
Average student ……………………………………………………………………
High student ……………………………………………………………………….
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Introduction and Rationale
This unit is a brief introduction into a much larger unit on organisms. This unit is focused
on introducing plants and plant parts. The student will gain a deeper knowledge of living and
non-living things. In addition the students will learn about plants, their needs, and their parts. It
will allow the student to build upon their prior knowledge of the natural world.
Based on the ALEX, science standard 5, this introduction to organisms includes
investigations and activities that will provide the students with hands on experiences. Students
will begin to have an understanding of organisms, and be able to compare and contrast between
different types of organisms. It is usually harder for the typical elementary student to understand
that there are organisms that are living that do not move.
This unit will provide the students’ the opportunity to investigate living and non-living
things in the classroom and outside of the classroom. The various activities throughout the unit
provide the student a foundation for later years when they are learning the interdependences of
plants and animals and the life cycles of plants and animals.
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Dear Parents,
We will be starting a unit on living and non-living things on October 29, 2012. This unit
is a brief introduction into the much larger unit on organisms. Your child will not only gain a
deeper understanding of living and non-living things, but also learn about seeds and parts of
seeds. This unit will allow your child to build upon prior knowledge of the natural world.
We will take a pre-test on Monday; however this test will not be graded. It will simple be
for me to see what the students already know. From there I will introduce the unit and explain to
the students what they will be doing for the week. We will wrap up on the following Monday
with a quiz on the unit.
All materials for the unit are provided by AMSTI (Alabama Math, Science, and
Technology Initiative).
This unit will provide your child with the opportunity to investigate living and non-living
things in the classroom and outside of the classroom. The various activities throughout this unit
and the organisms unit provide students with the foundation for later years when they are
learning the interdependences of plants and animals, and the life cycles of plants and animals.
Thanks,
Mrs. McKee
5
Day/ Date
Content topic
Corresponding
Goals(s)
Monday
10-29-12
TSW take the
pretest today.
TTW introduce
living and
nonliving things to
the students. TTW
introduce the new
vocabulary word:
organism. TSW
draw a picture of a
living the thing. It
can be any living
thing they can
think of. TSW list
what they think
their living thing
needs to survive.
As a class we will
brainstorm as
many living things
as we can. TTW
close the lesson by
reviewing what an
organism is, and
explain that there
is many different
kinds of living
things.
TTW discuss what
characteristics are.
TSW identify
characteristics of
the teacher. TTW
introduce and
discuss the
characteristics of
living things. Ex)
What do living
things do? What
do they need to
stay alive? TSW
compare and
contrast plants and
animals using a
Venn diagram.
TSW understand
that there are
many living
things, and that
are called
organisms.
Tuesday
10-30-12
TSW understand
that plants and
animals are
living things
regardless of
their visual
differences.
Corresponding
Performance
Objective(s)
TSW draw a
living thing and
write the
elements they
think it needs to
survive.
Corresponding
AL Course of
Study and NETS
5.) Identify the
relationship of
structure to
function in
plants, including
roots, stems,
leaves, and
flowers.
TSW compare
the
characteristics of
plants and
animals.
TSW discuss and
distinguish the
difference
between living
and non-living
things.
5.) Identify the
relationship of
structure to
function in
plants, including
roots, stems,
leaves, and
flowers.
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Wednesday
10-31-12
Thursday
11-1-12
TTW display
pictures of living
and nonliving
things randomly
on the ELMO.
TSW decide
whether or not the
picture is of a
living thing or of a
non-living thing.
TSW go on a walk
around the school
campus. TSW find
and list as many
living and nonliving things as
they can. TTW
close the lesson by
asking questions
about the lesson.
TTW introduce the
lesson by
displaying a
sunflower,
watermelon, and
bean. TTW point
out that these
things began as
seeds and they
grew. TTW
introduce and
discuss the jobs of
a seed. TSW
describe what a
seed looks like,
smells like, and
what it feels like.
TSW observe a
dry bean and make
observations. TSW
also observe a
soaked seed and
record their
observations. TSW
share their
observations with
the class.
TTW introduce the
parts of a bean
seed by presenting
the Cool Beans
TSW understand
seeds grow into
plants.
TSW observe,
record, and
discuss what a
seed is and what
it will be in the
future.
5.) Identify the
relationship of
structure to
function in
plants, including
roots, stems,
leaves, and
flowers.
TSW understand
that a bean seed
contains specific
TSW investigate
and identify the
parts of a bean
5.) Identify the
relationship of
structure to
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Friday
11-2-12
power point
presentation.
Throughout the
power point the
students will be
introduced to new
vocabulary.
(leaves, cotyledon,
seed coat, embryo)
TSW record the
words and their
definitions in their
science journal.
TSW conduct an
experiment where
they will carefully
take the seed coat
off of the seed.
Once the seed is
opened TSW use a
magnifying glass
to locate the parts
of the seed. TTW
close by reviewing
the four parts of a
bean.
TTW review living
and non-living
organisms, and the
parts of a bean
seed. TSW use
their bean seed
from the previous
day to draw a
picture of a bean
seed and label the
parts in their
science journal.
TSW record and
share three things
they have learned,
2 things they
already knew, and
one question they
still have. TTW
close the lesson by
reviewing what
has been learned
throughout the
entire unit.
parts necessary
for growth.
seed.
function in
plants, including
roots, stems,
leaves, and
flowers.
TSW understand
that seeds are
usually living
organisms.
TSW identify,
draw, and label
the parts of a
seed.
5.) Identify the
relationship of
structure to
function in
plants, including
roots, stems,
leaves, and
flowers.
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Background/ Content Knowledge
Living and Non-living:
This unit focuses on living and non-living things. The term living thing refers to things
that are now or once were alive. A non-living thing is something that was never alive. In order
for something to be classified as living it must: breath, grow, use energy, have cells, and
reproduce. There are many things that meet one or more of the criteria, but a living thing meets
all the criteria.
Seeds:
A seed is a plant structure that protects and nourishes a plant embryo so that it can grow
into a new plant. Seeds come in a wide variety of shapes, colors, and sizes because they come
from different plants, such as grasses, flowers, deciduous trees, evergreens, shrubs, vegetables,
and vines (University of Michigan, 2012). Many seeds are also edible, such as sunflower seeds,
tomato seeds, corn, and peas. The primary purpose of a seed is to germinate into a new plant.
Germination simply means to begin to grow or develop. Germination begins with a seed and
continues through the first days after a new plant emerges. The seed contains the embryo that
grows into a plant. After the seed is planted we water it. The water absorbs into the seed. Then
the roots begin to develop, and the first leaves begin to sprout. The following is a diagram
displaying a typical plant from seed to sprout (University of Wisconcin, 2012).
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There are four main parts of a bean seed: 1. Cotyledon, 2. leaves, 3. seed coat, 4. embryo.
The Cotyledon contains food, oils, proteins, and carbs. This provides energy for the bean to
grow. The leaves of the seed are tiny leaves inside the bean that are the same color as the bean.
The seed coat protects the inside of the bean like our skin protects us. The embryo is the baby
form of the plant. The seed coat protects the embryo. The embryo has two cotyledons that
surround an embryo axis.
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Integrated Web
Writing
TSW record observations,
definitions, and important
facts learned throughout
the unit in thier science
journals.
Reading
TTW read Hurt No Living
Thing aloud to the class.
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Day 1
Name: Brittany W. McKee
Subject/Grade level: Science / 2
Date lesson taught: 10-29-12
Group size: 18
School: CES
Goals: TSW become familiar with organisms.
NCTE: 2) Science as Inquiry Standards
 Understanding of scientific concepts.
 An appreciation of "how we know" what we know in science.
 Understanding of the nature of science.
ALCOS: 5.) Identify the relationship of structure to function in plants, including roots, stems,
leaves, and flowers.
Prerequisite Skills/Concepts: TS understand in general the difference between a living and
nonliving thing.
Objectives (action verb – Bloom’s)
Assessment
TSW draw a living thing and write the
elements they think it needs to survive.
(Pre- Assessment activity)
Activity sheet 1-A
Procedures
TTW say, “Think in your brain about what
the difference between a living thing and a
non-living thing. Now turn and discuss the
difference with the person beside you.”
Materials & Resources
TTW call on 4-6 students and have them
share with the class.
TTW say, “This week we will be learning
all about living things.”
TTW read Hurt No Living Thing by:
Christina Rossetti aloud to the class.
TTW discuss the book with TS.
Hurt No Living Thing by: Christina
Rossetti
ELMO
Paper
pen
TTW display the word organism on the
ELMO.
TTW read the word and then have TS
student dictionaries
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repeat the word after her.
TTW say, “Get out your dictionary and
find this word. When you have found it put
your finger on it and look up at me.”
TTW discuss the definition and inform TS
that an organism is a living thing. TTW
22 copies of Activity sheet 1-A
ask, “So, can a non-living thing be an
ELMO
organism? No.
TTW display and read the directions for
activity sheet 1-A. TTW say “Draw a living
thing in the middle of the paper. At the
bottom it says I drew a… You will write
the name of whatever you drew. Then it
says I think it needs…You will write what
you think it needs to keep living.”
TTW use fish as an example. Fish need
food and water to survive.
Student journals
TTW have TS helpers distribute activity
sheets. TSW will have 7 minutes to
complete the activity. TSW will glue the
activity sheet into their science journal.
chart paper titled Our List of Living Things
TTW display the chart paper titled Our List
of Living Things. TTW say, “Now we are
going to brainstorm as many living things
as we can think of.” TTW call on as many
students that volunteer. TTW write TS
responses on the chart paper.
TTW close the lesson by reviewing what
an organism is, and explain that there is
many different kinds of living things.
Accommodations: ESL/ LD:
1. partner work
2. visual aids (graph)
3. TTW closely monitor and provide assistance
Modifications (IEP): TS with IEP’s are pulled out at this time.
Extensions: Complete the Color the Things That are Living activity sheet.
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Day 2
Name: Brittany W. McKee
Subject/Grade level: Science / 2
Date lesson taught: 10-30-12
Group size: 18
School: CES
Goals: TSW understand that plants and animals are living things regardless of their visual
differences.
NCTE: 2) Science as Inquiry Standards
 Understanding of scientific concepts.
 An appreciation of "how we know" what we know in science.
 Understanding of the nature of science.
ALCOS: 5.) Identify the relationship of structure to function in plants, including roots, stems,
leaves, and flowers.
Prerequisite Skills/Concepts: TS understand in general the difference between a living and
nonliving thing.
Objectives (action verb – Bloom’s)
Assessment
TSW compare the characteristics of plants
and animals.
Teacher observation
TSW discuss and distinguish the difference
between living and non-living things.
Teacher observation/ living and nonliving
walk activity sheet
Procedures
TTW ask, “What are some characteristics
of Mrs. McKee?” TTW list them as TS
share.
Materials & Resources
TTW say, “Take a few seconds and jot
down some characteristics of yourself.”
TTW have 2-3 students share.
TTW say, “Today we are going to discuss
the characteristics of living things, and then
we are going to compare one living thing to
another.
TTW guide students by asking, “What do
living things do? What do they need to stay
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alive? TTW accept all answers given.
TTW write the answers on the board.
TTW ask the students if they are living.
TTW then ask if the grass is alive. (To
bring plant vs. animal to their attention)
Expo marker
TTW display the Venn diagram Plants and
Animals.
TTW ask how they are alike/different.
TTW record all answers on the chart.
Venn diagram Plants and Animals.
Marker
TTW display the Living or Non-Living
activity sheet.
18 Living or Non-Living activity sheet
TTW explain the activity. TSW go on a
living and non-living walk. TSW choose an
object to draw or write. Then they ask
themselves the question in the chart to
figure out if it is living or non-living.
TTW provide TS with the following
examples: bark, grass, tree, flower, rock,
slide, kids, and leaves.
ELMO
TTW model how to complete the sheet on
the ELMO.
TTW distribute the activity sheet to each
student. TSW fold and glue it into their
science journal.
TSW get their journal, pencil, and their
activity sheet and line up.
TSW go on a living and non-living walk
around the school campus. TSW record
information on the activity sheet.
When TC is back in the classroom TTW
have student volunteers share one living
thing and one non-living thing from their
activity sheet.
TTW review some of the characteristics of
Student journals
glue
Pencil
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living things, and the difference between a
living and non-living thing.
Accommodations: ESL/ LD:
1. visual aids
2. TTW closely monitor and provide assistance
3. hands on experiment
Ex(using the senses to encounter living and non-living things)
4. simplify language
5. provide concrete objects or pictures
Ex) the students will go on a walk around the school. During the walk the stduents will
encounter real living things.
Modifications (IEP): TS with IEP’s are pulled out at this time.
Extensions: TSW sort pictures of living and non-living things.
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Day 3
Name: Brittany W. McKee
Subject/Grade level: Science / 2
Date lesson taught: 10-31-12
Group size: 18
School: CES
Goals: TSW recognize that a seed will grow into a plant.
NCTE: 2) Science as Inquiry Standards
 Understanding of scientific concepts.
 An appreciation of "how we know" what we know in science.
 Understanding of the nature of science.
ALCOS: 5.) Identify the relationship of structure to function in plants, including roots, stems,
leaves, and flowers.
Prerequisite Skills/Concepts: TSW are familiar with the 5 senses.
Objectives (action verb – Bloom’s)
Assessment
TSW observe, record, and discuss what a
seed is and what it will be in the future.
Science journal
Teacher observation
Procedures
TTW quickly review the characteristics of
living things.
Materials & Resources
TTW have a watermelon, bean, and a
sunflower displayed on the front table.
watermelon, bean, and a sunflower
TTW hold up the watermelon and ask,
“What is this?
TTW say, “Raise your hand if you can tell
me where this watermelon came from.”
(grocery store, the ground, a seed)
TTW hold the sunflower up and ask,
“What is this?”
TTW say, “Raise your hand if you think
you know where sunflowers come from.
(Store, ground, seed)
TTW display a sunflower seed and a
ELMO
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watermelon seed on the ELMO.
Sunflower seed
TTW say, “Raise your hand to tell me what
these are.”
TTW say, “Yes these are seeds, and these
tiny seeds can grow into something much
larger.
TTW say, “Think about seeds you have
seen before, such as in your fruit or in your
garden. Turn and talk with your neighbor
about what you think these seeds will grow
into.”
TTW draw five popsicle sticks and have
those students share their thoughts with the
class.
TTW hold up the sunflower seed and say,
“Clap 2 times if you think this will grow
into a watermelon.
Popsicle sticks
Sunflower seed
TTW say, “Stomp your feet twice if you
think it will grow into a beautiful
sunflower.”
TTW say, “If you stomped twice then
you…are….correct! This seed can produce
a beautiful sunflower just like this one.”
Sunflower
TTW hold up the watermelon seed and say,
“So since that one was the sunflower seed,
this one must be…..a……what class?
Watermelon seed
TTW allow students to respond chorally.
(Watermelon)
TTW have TS helpers distribute one bean
and one magnifying glass.
TTW say, “Raise your hand and tell me
what this is.” (bean or seed)
TTW say, “Yes, it is a bean which is a kind
of seed.”
18 beans
18 magnifying glasses
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TTW say, “what is the job of a seed?
Discuss a seeds job with your buddy.”
TTW say, “Take a minute to observe your
dry bean. Look at it under your magnifying
glass. I want you to describe to your
partner what it feels like, smells like, and
looks like.
TTW draw three popsicle sticks and have
those students share their observations with
the class.
Popsicle sticks
TTW say, “Right now your seed is asleep.
Raise your hand if you can tell me what it
needs to be woken up.” (Warm water and
soil.)
TTW say, “Turn to the next page in your
science notebooks and title the page Seed
Observations.
TTW say, “Be sure to write todays date at
the top. Next write Dry bean:.
TTW say, “When I give the signal, take a
minute to record your observations of your
dry bean. Use your 5 senses to make your
observations.
TTW pass out one soaked bean observation
sheet for each student, and one cup. Please
be careful not to spill your cup’s contents.
TTW say, “Turn to the next page in your
science notebooks and title the page Soaked
seed Observations. Don’t forget to write
the date.
TTW say, “Write your observations of your
soaked seed. Compare your Dry seed
observations to your soaked seed
observations, and discuss your observations
with your partner.
TSW share their observations with the
class.
18 cups
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Accommodations: ESL/ LD:
1. partner work
2. visual aids such as: poster of the 5 senses along with pictures that describe each sense
3. TTW closely monitor and provide assistance
4. hands on experiment: using the senses to make observations of dry and wet bean seeds
Modifications (IEP): TS with IEP’s are pulled out at this time.
Extensions: TSW sort bags of seeds by color, size, shape, or feel. TSW draw and record the
results in their journal.
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Day 4
Name: Brittany W. McKee
Subject/Grade level: Science / 2
Date lesson taught: 10-12-12
Group size: 18
School: CES
Goals: TSW understand that a bean seed contains specific parts necessary for growth.
NCTE: 2) Science as Inquiry Standards
 Understanding of scientific concepts.
 An appreciation of "how we know" what we know in science.
 Understanding of the nature of science.
ALCOS: 5.) Identify the relationship of structure to function in plants, including roots, stems,
leaves, and flowers.
Prerequisite Skills/Concepts: TSW have prior knowledge of the five senses, and some
exposure to comparing and contrasting.
Objectives (action verb – Bloom’s)
Assessment
TSW investigate and identify the parts of a
bean seed
Science journal/ teacher observation
Procedures
TTW review living things and talk about
the seed observations from the previous
day.
Materials & Resources
Cool Beans Presentation
TTW say, “Today we are going to look at
the different parts of a bean seed.
TTW display the Cool Beans Presentation.
TTW click on slide two (Parts of a bean).
TTW say, “This diagram shows us the
parts of a seed.”
Parts of a Bean
TTW point to each part of the seed diagram Popsicle sticks
and tell students the name of that specific
part.
TTW move on to the Parts of a Bean slide.
TTW pull four popsicle sticks and have
each student read about one part of a seed
from the presentation.
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TTW say, “In your science notebooks turn
to our “important words” section and add
these four words and their definitions to
our list.
TTW say, Now we are going to open our
soaked seed and examine the inside of it.
TTW display on the ELMO how to
properly open the seed. TTW carefully peel
the seed coat and gently pry the bean open.
ELMO
Wet bean seed
18 wet seeds
18 magnifying glasses
TTW distribute bean seeds and materials.
TTW say, “Now you may begin opening
your seed. Be very careful and gentle with
your seed.
TTW walk around the classroom and help
students as necessary.
TTW say, “Now that we have our seeds
opened take observe the inside of your
seed. Use your magnifying glass to locate
the embryo and the cotyledon in your seed.
As I am walking around I will need you to
show me where these two parts are.
anecdotal sheet
TTW walk around to each group and
document on anecdotal sheet whether or
not the students identified the two parts
correctly. If they do not identify the two
parts correctly, then ask students to try
again. Come back later to ask again.
TSW clean their areas.
TTW close by reviewing the four parts of a
bean.
Accommodations: ESL/ LD:
1. visual aids
2. TTW closely monitor and provide assistance
3. hands on experiment (For some students TT will open the bean seed for them)
(TTW allow TS to use pictures of the parts to match to the bean seed)
4. simplify language
Modifications (IEP): TS with IEP’s are pulled out at this time.
Extensions: http://www.sciencekids.co.nz/gamesactivities/plantsanimals.html
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Day 5
Name: Brittany W. McKee
Subject/Grade level: Science / 2
Date lesson taught: 10-12-12
Group size: 18
School: CES
Goals: TSW label and understand the parts of a seed.
NSES: Life Science
ALCOS: 5.) Identify the relationship of structure to function in plants, including roots, stems,
leaves, and flowers.
Prerequisite Skills/Concepts: TSW have prior knowledge of the five senses, and some
exposure to comparing and contrasting.
Objectives (action verb – Bloom’s)
Assessment
TSW identify, draw, and label the parts of a Science journal
seed.
Procedures
TTW activate prior knowledge by
reviewing living things. TTW connect the
lesson by pointing out that a bean is a
living thing.
Materials & Resources
TTW review the parts of the bean seed.
TTW say, “Now turn your science
notebook to the next clean page and title it
A Seed Masterpiece. You are going to draw
your seed and label the parts. If you finish
then you may color it.”
TTW display the What My Masterpiece has
to contain slide.
TTW will read all four requirements aloud
to students. TTW leave this on display for
students while they are drawing. Also TTW
allow TS to use their actual bean to look at
while they draw.
What My Masterpiece has to contain slide
ELMO
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TTW draw three popsicle sticks and have
those students share their drawing with the
class.
TTW display slide containing the following ELMO
three statements:
 3 Things I learned today…
 2 Things I already knew…
 1 Burning Question I still have…
TTW say, “Take a minute to share with
your partner 3 new things you have learned
today, 2 things you already knew, and one
question you still have. Go!”
TTW say, “In your science journal write
your responses down. Remember to write
your name at the top. You will have five
minutes to complete this activity. You may
begin.”
Science journals
TTW close the lesson by reviewing what
has been learned throughout the entire unit
including: characteristics and examples of
living and non-living things, and the parts
of a bean seed along with a brief
description of what each part is/does.
Accommodations: ESL/ LD:
1. visual aids
2. TTW closely monitor and provide assistance
3. hands on experiment
4. simplify language
Modifications (IEP): TS with IEP’s are pulled out at this time.
Extensions: http://www.bbc.co.uk/bitesize/ks2/science/living_things/
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Bibliography
National Academy of Science. (2012, October 15). The National Academic Press. Retrieved
from National Academies Press:
http://www.nap.edu/openbook.php?record_id=4962&page=R2
National Sciences Resource Center. (2009). Organisms.
Pendergast, M. (2007 , April 2007). Retrieved from http://katho3.people.wm.edu/plantunit.pdf
Shaw, K. (2012, August 30). Retrieved from Teachers Pay Teachers:
http://www.teacherspayteachers.com/
Teachers Pay Teachers. (2012). Retrieved from snippetsbysarah.blogspot.com
University of Michigan. (2012, October 14). Observing Seed Parts. Retrieved from CASES:
http://cases.soe.umich.edu/plans.php?nav=showplan&dqid=40&lpid=6&printfriendly=ye
s&packet=no
University of Wisconcin. (2012, October 14). Growth and Development. Retrieved from
Wisconsin Fast Plants Program:
http://www.fastplants.org/how_to_grow/growth_development.php
Annotated Web Sites
www.sciencekids.co.nz/gamesactivities/plantsanimals.html
This website allows the students to learn about plants & animals as they spot them in an
outdoor scene, discover more about where plants and animals live as well as other
interesting facts by playing games.
25
http://www.bbc.co.uk/bitesize/ks2/science/living_things/
This website allows for students to play games, read, and quiz themselves on the
similarities and differences of plants and animals.
http://www.primarygames.com/science/flowers/facts.htm
This website is a great learning tool for students to use to learn the parts of seeds and
plants along with their functions.
http://www.planetseed.com/games
This website is a resource for teachers and parents. Teachers can buy games and activities
that can be used in the classroom to extend learning during the unit.
http://funschool.kaboose.com/arcade/science/index.html?page=3
This is a fun website that students can play a game called Incredible Edibles. The game
helps students learn about the plants we eat, and learn about seeds, leaves, and roots.
Books on living and non-living things and seeds:
1. A Book of Vegetables by Harriet L. Sobol
2. A Busy Year by Leo Lionni
3. My Five Senses by Aliki
4. The Magic School Bus by Joanna Cole
5. How a Seed Grows by Helene Jordan
6. Growing Vegetable Soup by Lois Ehlert
7. Flower Garden by Eve Bunting
8. The Carrot Seed by Ruth Krauss
9. The Snail’s Spell by Joanna Ryder
10. The Tiny Seed by Eric Carle
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Day 1 Reflection
Today I taught Day 1 to my 2nd grade students. I began the lesson by reading a book
called Hurt No Living Thing by Christina Rossetti. I always love reading aloud to the students
because they enjoy story time so much. This was a great way to not only introduce the unit, but
also to get the students excited to learn more about the topic. After reading the story, it was time
for the pre-test. The students were confused and worried at first, but I assured them that this was
not for a grade. I told them that I needed to know what they already knew.
After the students completed the pretest I introduced the new vocabulary word by writing
it on the board. I asked the students if they had ever seen or heard of this word. Most of the class
had been exposed to the word in some way or another. We have been working on the skill of
using a dictionary for quite some time now, so I had them get out their dictionary and find the
definition. Once we had established a definition I connected the word to the lesson by pointing
out that a non-living thing cannot be an organism. So far, the students are very engaged and
excited to learn more.
Next the students completed activity sheet 1-A by drawing a picture of a living thing, and
then writing a sentence that explained what their living needs to stay alive. The students could
choose any living thing. Most students chose themselves, or a pet. I had one student draw a tree,
which was quite surprising. The drawings were very interesting and funny! If I teach this unit
again I will definitely turn their drawings into a class book. Then as a class we brainstormed as
many living things as we could. I used the students drawing of the tree to point out that plants are
living things too. Most of the students were like “Oh yeah, I forgot about that”.
The end of the lesson consisted of the class reviewing the difference between living and
non-living things. I was very excited to find that all students had an understanding of the
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difference and could tell me what some of the differences were. The students referred to an
organism as a living thing.
I think the lesson was overall very effective, engaging, and exciting for the students.
When evaluating the overall lesson, I could tell the students had gained a deeper understanding
of the content. They were also having a great time while they were learning.
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Day 2 Reflection
Today’s lesson required the students to distinguish and discuss the difference between
living and non-living things, and to actually compare the characteristics of plants and animals. I
began the lesson by introducing what characteristics are. The students shred some characteristics
of me, my CT, and the aid in the classroom. This was a fun activity for the students. Their
responses were very nice and respectful. It also made me feel good too! This activity was a great
way to introduce the characteristics of living things.
First we discussed what living things do and what they need. I started the students off by
saying, “I’m a living thing. What do I do?” From this they were quickly able to discuss the
questions. Next the students used their prior knowledge and made inferences about how plants
and animals are alike and how they are different. All students were able to make the obvious
comparisons. There was one student who said that plants stayed in one spot, and humans can
move around. I felt this was a very impressive observation for a second grader. Another student
said that we eat different things than what a plant eats. The student said we eat plants, but he was
not sure what plants eat.
The next activity consisted of me displaying pictures of plants, animals, and things one
by one on the ELMO. The students had to give a thumbs up if it was living and a thumbs down if
it was non-living. The students did a wonderful job! They identified all objects correctly, and
they had a wonderful time.
The last thing we did was go on a walk around the school to find examples of living and
non-living things. The students were provided with an activity sheet that allowed them to draw
the object that they found. Then they had to answer questions that would help them determine
whether or not the object was living or non-living. The students were well behaved and were so
29
excited to show me all the things they had found. The activity sheet only required them to find 4
objects, but most of the students found at least ten objects if not more. I would definitely
recommend this activity to teachers to use in their classroom as well.
I think the lesson was overall very effective, engaging, and exciting for the
students. When evaluating the overall lesson, I could tell the students had gained a deeper
understanding of the content. They were also having a great time while they were learning. At
this point I am only on day two and I am excited about the remainder of the unit!
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Day 3 Reflection
Today’s lesson begins to move past just living and non-living things. At this point we are
transitioning into learning about seeds. Now that we have established that plants are living
things, it is now time to talk about where plants come from. I began the lesson by activating their
prior knowledge by discussing where they have seen seeds before. I began by pointing out the
sunflower, a bag of beans, and a picture of a watermelon. I asked the students where these things
come from. Their responses included Wal-Mart, a farm, the ground, and seeds. Once a student
pointed out seeds, then I displayed some watermelon seeds, some sunflower seeds, and some
beans on the ELMO. The students automatically knew what I was displaying. In showing the
actual object and the seeds, the students were able to make the connection between seedfruit/plant. I did have to point out that a bean is a seed. Most of the students did not know this
before the lesson.
Then I guided the students into a discussion about what the seed is responsible for. The
students were introduced to the word germination. I told them that a seeds job is to germinate
into a plant. It was interesting to hear some of the students’ guess what germination is. Some
students said that it meant that it was keep germs from getting on the plant. I do appreciate the
fact that they were using their prior knowledge to break the word down to infer its meaning, but
that definition was not even close to what it actually was. I explained that it simply meant that
the seeds job was to grow into a plant. They were shocked that that was what the word meant.
Next the students made observations of a dry bean and a soaked bean, and used their
observations to compare the two. While I was monitoring the students I noticed that most of
them had written only one sentence to describe each bean. At this point, I reminded the students
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to use their senses to make good observations. I wrapped up the lesson by having student
volunteers share one observation that they made.
I think the lesson was overall very effective, engaging, and exciting for the students.
When evaluating the overall lesson, I could tell the students had gained a deeper understanding
of the content. They were also having a great time while they were learning.
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Day 4 Reflection
Today we began day four of the unit. Today the students did a real scientific experiment,
which was very exciting and interesting. I began the lesson by introducing the parts of a bean and
function by displaying and discussing the Cool Beans power point presentation. I began by
explaining a simple diagram that displayed the bean parts. After displaying the parts we
discussed what each part does. The students recorded the definitions in their journal. The
students were most interested in the cotyledon, mainly because it was something new to them.
The next activity for the students was to open their soaked bean and identify the parts of
the bean. I modeled how to do this carefully on the ELMO. There was still one student who just
chopped his bean in half. I would recommend having extra soaked beans on hand, just in case.
Remove the “skin” or seed coat. Luckily, I did have extra seeds so the student was able to
participate in the activity. As the students opened their beans I walked around and took anecdotal
notes on each student. I recorded whether or not they were able to find and identify the parts of
the seed. I concluded the lesson by reviewing the four parts of a bean seed.
I wrote this specific plan during content block, and I am very fortunate that I had a
wonderful professor who knows how to manage a classroom. Due to the feedback I was given
for this plan it was a very successful lesson plan. Without careful thought of how to manage an
activity like this, it could be a disaster.
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Day 5 Reflection
Today I taught the last lesson of the unit. It has gone by so fast, and I feel like not only
the students have learned a lot, but I have too! I began this lesson by reviewing living and nonliving things, organisms, and the parts of a bean seed. Then students drew a bean in their science
journal and labeled the parts. I had them use the title My Masterpiece. This group of students is
so artistic. They are always asking me if they can decorate their pictures and drawings. I told
them if we had time at the end they could color it, or they could color it at home. I love to see
some of their artwork. One student asked if she could share her masterpiece with the class. So of
course I said yes. Well once she shared everybody wanted to share. I allowed several students to
share their drawing, but we were running out of time quickly. I told them that they could share
on Monday after the test.
Next, I had the students write down three things they had learned, 2 things they already
knew, and one question they still had. The students had trouble thinking of a question that they
still had. I had a few that said, “Well I already knew everything.” So I helped those students
identify something they had learned. The last part of the lesson was used to review the entire
unit. We had spent too much time on sharing our drawings, so we were out of time. So we
reviewed on Monday. Since I had a whole 30 minutes to review with them I turned it into a
review game. I had the students separate into teams of four. I would present a question and
allow 30 seconds for the team to write the answer. Then they had to hold their answer up in the
air so I could see it. They got one point for each answer. The students really enjoy reviewing by
playing this game.
Overall the unit was a success! I am very excited to begin teaching the much larger unit
on organisms. I feel the students are very prepared for the unit, and I know we will have a blast.
34
Name: ___________________
Date: ______
Unit Pretest
Directions: Look at the picture. Decide if the object in the picture is
living or non-living. Then write living or non-living in space provided
below the picture.
1.
2.
4.
7.
3.
5.
6.
8.
9.
35
Directions: Read each question carefully. Circle the best answer.
1. What is an organism?
a. an instrument
b. a part inside my body
c. a living thing
2. What does a seed grow into?
a. a car
b. a plant
c. a rock
3. What is germination?
a. the name of a nation or country
b. a seed turns into a plant
c. a plant that is covered in germs
4. What are the parts of a seed?
a. leaf, cotyledon, embryo, and seed coat
b. seed coat, flower, stem, and soil
c. cotyledon and fertilizer
36
Name: __Answer Key_____
Date: ______
Unit Pretest
Directions: Look at the picture. Decide if the object in the picture is
living or non-living. Then write living or non-living in space provided
below the picture.
1.
2.
Non-living
4.
3.
living
5.
Non-living
7.
6.
living
8.
Non-living
living
living
Non-living
9.
living
37
Directions: Read each question carefully. Circle the best answer.
5. What is an organism?
d. an instrument
e. a part inside my body
f. a living thing
6. What does a seed grow into?
d. a car
e. a plant
f. a rock
7. What is germination?
d. the name of a nation or country
e. a seed turns into a plant
f. a plant that is covered in germs
8. What are the parts of a seed?
d. leaf, cotyledon, embryo, and seed coat
e. seed coat, flower, stem, and soil
f. cotyledon and fertilizer
38
Name: _________________________
Date:________________
Unit Test
1. What is an organism?
______________________________
__________________________________
What 3 things do all living things need?
1. _______________________________
2. _______________________________
3. _______________________________
List 5 living things.
List 5 non-living things.
1. _____________________
1. _____________________
2. _____________________
2. _____________________
3. _____________________
3. _____________________
4. _____________________
4. _____________________
5. _____________________
5. _____________________
39
Directions: Label the parts of the bean. Spell the words the best
you can.
1
1. _________________
2
4
2. _________________
3. _________________
4. _________________
3
5. What is the part of the seed that is known as the baby part?
a. cotyledon
b. embryo
c. seed coat
6. What is the part of the seed called that protects the seed?
a. embryo
b. cotyledon
c. seed coat
7. What is the part of the seed that stores the seeds food?
a. leaf
b. cotyledon
c. seed coat
40
Answer Key
Name: _________________________
Date: ________________
Unit Test
2. What is an organism?
An organism is a living thing.
______________________________
__________________________________
2. What 3 things do all living things need?
Accept all living things as valid answers
a. _______________________________
b. _______________________________
c. _______________________________
List 5 living things.
List 5 non-living things.
1. Accept any answer that is a living thing
1. Accept any answer that is a non-living
thing
2. _____________________
2. _____________________
3. _____________________
3. _____________________
4. _____________________
4. _____________________
5. _____________________
5. _____________________
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Directions: Label the parts of the bean. Spell the words the best
you can.
1
leaf
1. _________________
2
4
2.
Embryo
_________________
Cotyledon
3. _____________
Seed coat
4. _____________
3
5. What is the part of the seed that is known as the baby part?
d. cotyledon
e. embryo
f. seed coat
6. What is the part of the seed called that protects the seed?
d. embryo
e. cotyledon
f. seed coat
7. What is the part of the seed that stores the seeds food?
d. leaf
e. cotyledon
f. seed coat
42
Pre-Post Assessment Results
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pre-test score
%
73
33
60
13
93
46
86
73
40
60
86
93
73
80
26
Post test score
%
90
82
100
55
100
73
100
100
95
82
90
100
95
100
68
43
Graph of pre-post assessment results
120
100
80
pre-test
60
post test
40
20
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Explanation of results:
My average post test score was 26.3% greater than my average pre-test
score. My lowest post score was 55. Of note the lowest pre-test score was 13. This
same student had a post test score of 55. This improvement is amazing. On the pretest only 2 of the 15 students made an A. While on the post-test 10 of the 15
students made an A. After looking at the results and how much my students
improved, I am very proud of them and myself. I feel like I did my job! 