KUTZTOWN

UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Paige Halligan



Cooperating Teacher: Claire Kempes



Group Size: 21 Students
Allotted Time: 45 minutes
Subject or Topic: Social Studies George Washington Carver

Date: 02/26/15
Coop. Initials: ________________
Grade Level: 1st Grade
Section: EEU 390-045

STANDARD: (PA Common Core):

5.1.1.C: Define equality and the need to treat everyone equally.

8.3.1.A: Identify Americans who played a significant role in American history.
S.K-2.B.1.1.1: Describe basic external structures of animals and plants.
CC.1.4.1.B: Identify and write about one specific topic.

I. Performance Objectives (Learning Outcomes)

Students will demonstrate their knowledge about parts of a peanut plant by accurately labeling the Peanut
Plant Diagram.

Students will demonstrate their knowledge about facts of George Washington Carver by completing the
Thank You, Dr. Carver peanut note.

II. Instructional Materials
o Color printed images of Dr. Carvers discoveries
Bottle of mayo
Bottle of peanut butter
Paint
Laundry soap
Makeup
Shaving cream
Ink
Lotion
Paper
o Magnets (nine: to hold up images on Whiteboard)
o George Washington Carver Facts chart
o Whiteboard
o Peanut plant diagram
o Peanut plant diagram cards
o Peanut diagram handout (one per student)
o Thank you, Dr. Carver peanut notes (one per student)
o Scholastic News: My Weekly Reader issue with Reading Checkpoint (one per student)
o MacBook Pro (internet access)
o Projector
o Screen
o Pencil
o Eraser

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)

Prerequisite Skills
Watch and listen to videos
Cut and glue pieces of paper to other paper
Participate in scientific discussion in small and large group instruction
Write in full sentences and fill in labels


Key Vocabulary
Crop Rotation Growing new plants that will improve nutrients in the soils
Nutrients - A substance that provides nourishment essential for growth
Inventor - A person who creates or discovers something new

Big Idea
George Washington Carver invented and discovered many things about plants.

IV. Implementation


A. Introduction
1. The teacher will guide students to the back white board where students will sit and observe
images hanging on the board.
2. The teacher will pose the question, Students, what do all these things have in common? and
instruct students to turn-&-talk to the person next to them about what all these images
might have in common.
3. After the teacher calls on a few students and lets students share their responses, the teacher
will explain that an inventor and scientist named Dr. George Washington Carver discovered
all of the images on the board.


B. Development
1. The teacher will introduce a few facts about George Washington Carvers life. The teacher
will show students the George Washington Carver Facts chart and read the biographical
information aloud to the students.
2. The teacher will explain that George Washington Carver was born at the end of slavery, he
still faced many challenges because he was African American. He was denied getting into
many universities to study plant because of the color of his skin. But, because of his passion
and motivation to learn, he finally got into college and was the first black person to attend
Iowa State University and ended up teaching there. Because of all his knowledge of plants,
he changed the way farmers grew plants and other crops. He created a system called Crop
Rotation. Many farmers in the South grew cotton, which took away a lot of nutrients out of
the soil, which hurt plant growth. It was Dr. Carvers plan and idea to have farmers switch
out different crops and plant crops that made the soil healthier such as soy and peanuts. Dr.
Carver came up with over 300 different ways to use peanuts. He discovered many different
uses for peanuts such as the items up on the white board.
3. The teacher will show students the Peanut Plant diagram and explain to students that today
they will become plant doctors just like Dr. Carver.
4. The teacher will first have students hug their knees to their chest. The teacher will inform
students that this is the part of the plant where the peanuts belong in the ground.
5. The teacher will have students stand up and go over the different parts of a peanut plant.
6. The teacher will have students place their hands near the ground and wiggle their fingers.
The students fingers will be the roots of the plant and help the plant get water and
nutrients to the rest of the plant.
7. The teacher will have students stand very still and straight with their arms at their sides.
The students are now the stem of the plant. The stem helps the roots get nutrients and
water to the rest of the plant.
8. The teacher will have students put out their hands with palms facing upwards. The students
hands are the leaves and flowers.
9. After this review of parts of the plants, the teacher will have students volunteer to label the
different parts of the peanut plant on the diagram on the Whiteboard.
10. The teacher will instruct students to return to their desks.
11. The teacher will have Paper Passers and Teacher Helpers pass out the peanut plant
diagrams.
12. The teacher will inform students to put their names at the top and that they will have to
complete the diagram by filling in the labels on the handout with different parts of the
peanut plant. They can use the word bank below to find the different parts of the plant.
13. After the students complete the Peanut Plant Diagram, the will complete the Thank you, Dr.
Carver peanut note to thank Dr. Caver for all his discoveries and inventions, students will
have to fill out the peanut note with two to three of his inventions or discovers. Teacher will
ask students to put their names at the top.

C. Closure
1. Time permitting (or at the closing period of the day), the students will have the opportunity
to go over the Scholastic News issue on George Washington Carver by reading the passage
together as a class and filling in the Reading Checkpoint section of the issue.
2. The students will also be shown a brief video about George Washington Carver and his life
story on the Scholastic News website.
3. The teacher will collect students Peanut Plant diagrams and Thank you, Dr. Carver peanut
notes for further evaluation of students knowledge theyve obtained from todays lesson.
D. Accommodations / Differentiation -
For students with visual impairments, an enlarged copy of the images, fact chart, and peanut
plant diagram will be provided for the student to see during the lesson. Also, preferential
seating close to the white board and screen during the projection of the video will ensure
optimal visual ability for the student throughout the lesson.
For students that have difficulty focusing during lessons, direct instruction with specific
directions written on a sticky note will be provided for the student to complete the tasks
during the lesson.
For students with sensory impairments, ample space will be provided during the movement
portion of the Parts of a Plant will be given to the students for them to have enough
processing space and time to feel out the different movements theyre creating to assist them
in remembering the different parts of a plant.

E. Assessment/Evaluation plan



1. Formative




Peanut Plant Diagram Students will be evaluated whether or not they




can correctly label the different parts of the plants that they learned during




the lesson. For students who labeled the parts correctly will receive a




stamp or sticker and will be noted they completed the activity with




complete accuracy. For students who did not correctly label the parts of the




plant, the teacher will circle the parts that the students labeled incorrectly




with a (See Me J ) note attached to the top. The students will be given a re-




teaching of the parts of the plants and time to correct their errors.




Students who did label the section incorrectly and revisions will be noted.




All students work will be noted and collected.





Thank you, Dr. Carver peanut note Students will be required to write




down two to three (or more) inventions or discovers that George




Washington Carver founded on the peanut note. The teacher will evaluate




if students did or did not accurately identify different discovers or




inventions that Dr. Caver made. For students who accurately identified two




to three inventions or discoveries will be given a stamp of sticker on the




back of the note. For students who did not accurately identify two to three




discoveries or inventions, the teacher will put a See Me J note on the back




of their note and reteach the section of the lesson and have the student




come up with accurate inventions or discoveries to confirm their newly




obtained knowledge and understanding of the re-taught lesson. All




students work will be noted and collected.
V. Reflective Response

A. Report of Students Performance in Terms of States Objectives
Almost every student completed both the Peanut Plant Diagram and Thank You, Dr. Carver peanut handouts with
accuracy. One student kept getting the roots and the peanut section of the plant confused because they were
both located below the surface in the soil. To further reinforce the concept that they are two separate parts of a
peanut plant, I showed him what a peanut looks like and explained that this is how the plant starts out. Once it
is put in the soil and watered, it begins to change and grow things like legs called roots. The roots help the
peanut suck up all the good nutrients from the soil to help the peanut grow into a whole plant. After this re-
teaching of the sections of the peanut plant, the student was able to correctly identify all parts of a peanut plant.


B. Personal Reflection

Will the movements assist students in remembering different parts of a plant? Yes! I found that by having
the students move and learn the motions, almost every student (except one who was re-taught the sections)
answered the entire handout correctly the first time. By providing kinesthetic movements through the learning
process, the students were able to recreate the movements in their chairs (silently) to help them remember. By
providing a different movement for every part of the part that needed to be identified, the students learned
through doing. With this age and grade level, this type of learning is a great way to help reinforce a step-by-
step concept.

Reflection:

The students really enjoyed being able to learn about a scientist and to be able to learn Science

during the Social Studies period. Students really enjoyed learning about George Washington Carver

because he changed history in a scientific way. Also, the students really liked that they were able to

get up and move when remembering the different parts of the plants. For the students who have

difficulty staying focused for long periods of time and tend to become easily distracted during

teacher led instruction, this time provided them a new way to learn and gave them a chance to

physically learn the parts of a plant rather than lecture.


VI. Resources
All Classroom Magazines. (2015, February). Retrieved February 22, 2015, from http://sni.scholastic.com/SN1

George Washington Carver Project.pdf. (n.d.). Retrieved from
https://drive.google.com/file/d/0B8eUKkOqLQcOWWl4X0pVSl9UWDA/view
How Peanuts Grow. (2015, January 22). National Peanut Board. Retrieved from
http://nationalpeanutboard.org/the-facts/how-peanuts-grow/

Dr. George Washington Carver

Facts

! Born at the end of slavery

! Loved learning and plants as a kid
! First black person to attend Iowa State
University
! Inventor and Scientist
! Nickname was Plant Doctor
! Created over 300 ways to use peanuts
! Invented Crop Rotation

* Image provided by the National Peanut Board organization and can be located on their website.
APA citation noted in the Resource section of this lesson plan.

Name: ___________________

Fill out the correct parts of the peanut plant

on the labels! Use the word bank to help you
with the words.

E
.#

Roots#

Leaf#

Peanut#

Stem#

Flower#

* Peanut Template was created by Grade School Giggles.
APA citation noted above in the Resource section of this lesson plan.