Plants and Seeds Unit Plan 4th Grade

Direct Instruction Lesson Plan

Your Name: Dena Siegel and Ashley Horning

Grade Level: 4th

Subject: Science

Content Standard:
4LS11, Construct an argument that plants and animals have internal and
external structures that function to support survival, growth, behavior, and
reproduction.

Materials Needed:
Glass vase, soil, seeds, paper, pencil.

Prerequisite Skills:
Students will know in order for seeds to grow, they require sunlight, water and soil.
Students will make predictions on how the seed will change with time.
Students will explain their observations through drawing, labeling and writing.

A B C D Lesson Objective:
Fourth grade students will be able to write in detail what changes take place at each
separate stage of the seed cycle. Students will observe the seed cycle happening
first hand, and will write what's happening to the seed as it changes within a two
week period. Students will complete this task with 90% accuracy.

1. Provide objectives: (What are students going to learn?) Time: 5 minutes

Today, we are going to learn about how seeds grow into plants. As we have
previously learned, seeds require sunlight, water, and soil to grow. We will begin
an experiment today to learn about the plant cycle. How will the seed will change
with time? When you see what happens as the seed starts to change, you will draw
a picture to describe what you see. Please write one to two paragraphs about what
you see. Label everything you see on the seed. Please also include what your
original predictions were. What did you think would happen next as the seed began
to change? What did happen?

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time:

10 minutes
I will be demonstrating how to properly plant a seed in order to grow successfully.
Later in our unit, you will have the opportunity to work in a group and practice this
process yourself. Use a glass jar to plant the seed so all students are able to see
the process of planting the seed and its growth. First, I am beginning to place
some soil into a glass jar. Why do plants need soil in order to grow? Then I am
placing the seed in the jar, and covering it with more soil. What would we need to
do next to ensure this plant is set up for success?

3. Provide guided practice: (Guided practice with the teacher) Time: 20 minutes
Now we are going to draw pictures of what the seed looks like in the glass jar.
Show an example of a drawing that you have created with a seed in a jar. I have
colored a small seed in the middle of the glass jar. Now, you will draw your own
representation of the jar. Include any labels that will help your audience understand
what this seed looks like.

There are other spaces on the worksheet to draw pictures of three stages of plant
growth that will happen.

Make sure to think about the stages of a seed growing into a plant before you begin
to draw. You may include your sentences below your picture, or if you prefer, you
may write your explanation on a blank sheet of lined paper.

4. Check for understanding and provide student feedback: (How will you
know students understand the skill or concept? How will they know they get it?)
Time: 15 minutes
After students have completed their drawings and writing, ask them, Please share
with your groups what you saw happen to the seed today in our experiment. Give
them adequate time to discuss, and move forward once you see students have
wrapped up their conversations. What does this seed have to help it grow? Share
with your group. Who can share with the class what this seed needs to help it
grow? Continue facilitating whole group and small group discussions. When this
seed starts to grow, will it continue to look the same as it does now? What
predictions can you make on how it will change? What do you think it will look like?
How will we know it is successfully growing?

5: Provide extended practice and transfer: (Independent practice of the skill)

Time: 10 minutes
Students have already written about what they see the seed doing during this first
stage. Students will have extended practice on learning about seed cycles as the
next two weeks continue. For students who may need some additional discussion on
what's happening here, the teacher could hold a small group discussion as the
others work on other material. The teacher will ask questions like, What did you see
happen today? What does a seed grow into? The teacher will activate more
background experiences to help students make connections. Do you grow flowers at
your home, or do you have a garden at your home? Were planting a flower here
today in class just like you have at home. Were seeing how this teeny tiny seed
can turn into a beautiful flower.

6. Assessment / Closure: (How do you evaluate student progress or provide

closure to this lesson?) Time: 10 minutes
The following rubric will be used to assess student participation and engagement:

Did the student include a drawing? yes no

Did the student write about what he/she saw? yes no
Did the student include labels? yes no
Did the student participate in class discussion? yes no

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

Students who need extra assistance understanding what were doing for this
experiment will have small group time with the teacher. If needed, the teacher may
also work one on one to discuss this experiment and what were doing. Eliciting
background knowledge will be the primary focus on helping those students who
need additional support. Have you ever grown a plant or flower before? Do you
have a garden at home?

b. Extension for students of high ability?

Students with high ability will use encyclopedias and report with more detail what is
happening during this first stage of the seed cycle. Students should label the
structure with more scientific vocabulary. Students will gather and work
independently and with one another if they so choose. These students will include
this information in the writing theyve began in the beginning portion of this
assignment.

TOTAL LESSON TIME: 70 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous
teachers as resources, online websites, your past experiences, or your own
initiatives, etc):

https://www.pinterest.com/paulajmiller/kindergarten-plants/
The link above is where we got a sample hand out of what our work-sheets would
look like.

Dr. Kruses Teaching of Science Methods helped contribute towards this lesson in
that we both know its important for students to begin learning science with a
concrete example. Students exposed to hands on, concrete examples of what
theyre learning about tend to show more engagement, and generally understand
the concept better.
 Presentation with Advanced Organizer Lesson Plan

Name: Dena Siegel & Ashley Horning

Lesson Skill/Title: The Cycle of Seed Growth

Subject: Science

Grade: 4th

Content Standard:
3-LS1-1, Develop models to describe that organisms have unique and diverse life
cycles but all have in common birth, growth, reproduction, and death.

Materials Needed:
Poster boards, markers and/or colored pencils, access to computers with Internet
and printers, scissors, encyclopedias and books for reference.

Prerequisite Skills:
Students will know that plants go through cycles of living, just as humans do.
Students know plants need water, air, and dirt to survive and grow.

A B C D Lesson Objective:
Fourth grade students (A) will create posters showing and explaining each life cycle
the seed has. In groups, (C) students will visually represent the seed cycle through
a poster, which will include labels and notes of reference (B). In groups, (C)
students will also present a stage of the life cycle and explain their stage with more
details so the class can gain more understanding (B). The majority of students will
score an 80% or higher on the scored rubric (D).

Interaction with Students:

1. Present objectives: (What are students going to learn?) Time: 5 min.
Today we will be going into more detail about the different stages of the plant life
cycle. A life cycle is a series of changes that occur during an plant or animals life.
The life cycle also includes reproduction. Today you will work and groups and
become experts on a particular stage of the plants life cycle. You will work
together in a group of 3-4 to create a poster with information to share with the
class about your stage.
 2. Present advance organizer: (A metaphor or logical connection?) Time: 2
min.
A plant grows just like we grow as humans. Think about how you keep growing
year after year. Both humans and plants go through a life cycle. They both begin
as an egg or seed, are born, grow, and reach adulthood.

3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 75

min.
Write and discuss the expectations for the assignment on the board: Poster will
include the title of the stage, a picture (drawn or printed from a book or online
source) with 3 labeled details, and a detailed explanation of what occurs in each
stage with three or more references describing the stage. Teacher will show the
students an example and describe how the example met all of the expectations.
Assign students to work become experts on one of the following stages: pollination,
fertilization, seed formation, seed dispersal, germination, and growth. Remind
students to find their strength and apply it to their group project whether it be
researching, writing, presenting, or managing time.

Students are given time to research and create their poster, teacher will formatively
assess students during this time.

After students have created their posters, they will learn about the expectations for
their presentation including: stating the title of the life cycle stage, describing 3 or
more of the details on their picture and 3 or more references to what is happening
during each stage, and making a real life connection. The teacher will give an
example of a real life connection that was previously stated: people and plants both
grow.

Students will be given time to think of connections and practice their presentation.
Student groups will present.

4. Check for understanding and provide student feedback: (How will you
know students understand the skill or concept? How will you know they get it?)
Time: As students are working, 60 min.

Formative assessment - As students are researching and creating their posters,

observe their work and ask questions to make sure they understand the objectives
of the lesson and how to accomplish them.
Know students will get it:
Can state the expectations of the poster and presentation
Are effectively using resources for information
 Working efficiently in their group
Creating a poster containing all of the expectations

5. Assessment / Closure: (How do you evaluate student progress or provide

closure to this lesson?) Time: 5 min.

Category Needs Good 2-3 Excellent 4-5

Improvement 0-1

Title of Plant Cycle Title is hard to read The title is legible

or is not on the and is clearly
poster at all. marking the specific
stage its next to.

Picture Picture shows and Picture shows and Picture shows and
labels less than 2 labels 2 to 3 details labels 3 or more
details of the plant. of the plant. details of the plant.

Description of the Description is Description makes Description makes

Stage of the Plant lacking coherence sense to the reader sense to the reader
Cycle or meaning. There and explains the and explains the
are little to no (0-1) stage its stage its
references referencing. There referencing. There
describing how the are several (2 to 3) are many (3 or
stage works. references more) references
describing how the describing how the
stage works. stage works.

Presentation Information about Information about Information about

the stage includes a the stage includes a the stage includes a
picture and 1 or clear picture and 2 clear picture and 3
more identifying or more identifying or more identifying
labels. Information labels. Information labels. Information
presented lacks presented details presented details
coherence or descriptions descriptions
details necessary to necessary to necessary to
 understand the understand the understand the
stage. stage. stage. This group
also goes above
and beyond to
explain the stage in
several different
ways so many
types of learners
can make
connections
(through analogies,
real world
connections, prior
experiences, etc).

Project based assessment as outlined in the rubric

Checklist (Information that is recorded, but not graded)

Project is completed on time Y N

Student is working effectively in a group setting Y N

6. Adaptation for students who need extra help, time, or attention?

Extension for students of high ability?

Adaptation

Groups who need more time and attention will receive teacher assistance including:
information about resources to use for research and ideas about how to begin the
poster and how to work together
Students could be given more time to complete their posters after they have viewed
other student work and presentations (Ex. 3 groups present one day, 3 groups
present the next day)

Extension

Students can create a 3D artful representation of their stage using paper, clay, or
other materials
Students can use other resources to provide a more detailed description of what is
occurring during their stage of the plant cycle
 Sources

http://www.growinganything.com/how-do-plants-grow-what-makes-plants-
grow.html - Information about the plant cycle and its stages, would be a great
resource for students
Modified Jigsaw Activity from Professor Hodgkinsons Foundations of Education
Course

Total Lesson Time: ~87 minutes

Beisser, 2000
 Concept Attainment Lesson Plan

Your Name: Dena Siegel and Ashley Horning

Grade Level: 4

Subject: Science

Lesson Title: The Connection Between a Plants Structure and its Environment

Content Standard: 4-LS1-1, Plants and animals have both internal and external
structures that serve various functions in growth, survival, behavior, and
reproduction.

Materials Needed:
10 colorful, laminated pictures of plants that grow in the rainforest, 10 colorful,
laminated pictures of plants that grow in the desert, white board, markers,
Encyclopedias (several), technology, mainly computer or iPads available for use,
markers, writing utensils, colored pencils, plain paper, lined paper, scissors, ruler(s),
glue

Prerequisite Skills:
Students know more about how plants grow according to the environment that's
available for them. Now, were moving onto making connections between plant
structure and survival within their environment. Before moving forward within this
lesson, students need to understand that plants have differences in how they look
(also known as plant structure) according to the environment they live in.

A B C D Lesson Objective:
Fourth grade students (A) will research plant structure according to its specific
environment. Students will work in groups (C) to provide specific information about
the plant structure according to the environment in which it lives. Information
students are responsible for sharing (B) a visual with a picture, the name of the
plant and where it lives. (B) There will also be a detailed written description
included underneath the picture to clearly explain how the structure of the plant
works to help it survive in its environment. (B) The explanation may include but is
not limited by the use of analogies, other examples, additional close-up reference
pictures, and/or environmental information including averages in temperature,
precipitation and or sunlight. The majority of students will score an 80% or higher
on the scored rubric (D).

Concept Label: Plants that grow in the rainforest and plants that grow in the desert

Definition of Concept: Rainforest plants grow in warm humid climates (rainforests).

Desert plants grow in dry and arid climates (desert).

1. Provide examples and nonexamples to the class: (Distinguish yes/no

attributes) Time: 20 minutes
http://environment.nationalgeographic.com/environment/photos/desert-
plant/#/nevada-snake-range_309_600x450.jpg
Youve been learning a lot about plants and how to grow them. Now were going to
learn even more about the different types of plants and how each variety of species
is structured in a specific way to grow in the place its located.

First, Im going to see if you can figure out what type of plant were going to focus
on. The teacher will write Plants that grow in the ________ onto the board. The
teacher will write yes and no forming a t-chart on the main board. Under yes,
the teacher will write: Likes high amount of sun, lives in a dry climate, Cactus,
Jade. Under no, the teacher will write: daisy, fern, redwood, needs a high amount of
moisture. The teacher will alternate writing a word for yes and a word for no
until students give a thumbs up that they know what the title of the t-chart is. After
writing one more new word on the t-chart, the teacher should take a look at the
students to formatively assess whether they have figured out the title yet. Ask
students to give more examples to add to the yes column as theyre figuring out
the right answer. Even after they have guessed the title correctly, ask the students
for more yes and no examples you can put onto the board.

After figuring out the first title, the teacher will let students know theyre going to
compare the structure of the first type of plant, plants that grow in the desert, to
the structure of another, very different types of plants. Again, the teacher will begin
a t-chart on the board. The title will be Plants that grow in the _________. Under
the yes column, the teacher will write orchids, bananas, mushrooms, ferns, lots of
water. Under the no column, the teacher will write oak tree, cactus, little
moisture, high sun, cold climate. After writing one more new word on the t-chart,
the teacher should take a look at the students to formatively assess whether they
have figured out the title yet. Once many students are showing they know the
correct title (by giving you a thumbs up sign), ask knowing students to give more
examples to add to the yes column to assist others in figuring out the right
answer. Even after the title has been correctly identified, ask the students for more
yes and no examples you can put onto the board to keep students engaged and
thinking.

2. Test for attainment: (Do the students understand the concept?) Time: 5 min.
When you think you know what the title of this t-chart is, show me a thumbs up. If
youre not sure, show me a thumbs in the middle. If youre really not sure, show
me a thumbs down. Ask students for additional examples for the yes and no
column for both categories.

3. Analyze student thinking processes and integration of learning: (Are

they able to provide additional examples and nonexamples?) Time: 5 min.
Ask students with their thumbs up if they can share examples for the yes or no
columns. The teacher will formatively assess if students understand the location
where the plants are growing based on their responses. When the teacher has
determined that students are able to list appropriate examples for each column, ask
for a student to share where the plants in the yes column grow. When the
category has been established, ask students if all of items in the yes column
accurately represent the category, and if all of the items in the no column do not
represent the category.

4. Clarify lesson objectives: (What are students going to DO with these?)

Time: 5 min.
Today we will be learning about plants develop certain structures to survive in their
specific environments, and the specific structures that these plants have that allow
them to be successful in their environment. Rainforest plants provide shelter,
oxygen, and food for rainforest animals. These plant grow in warm and humid
climates. Desert plants have different structures to help them retain water in their
dry climate

5. Procedures for Using the Concept in a meaningful way? 3 day lesson, Time:
about 40 min. each day
Day 1 - The teacher will have prepared at least 20 colorful, laminated pictures of
plants that live in either the rainforest or the desert. Students will have 30 to 40
minutes to look at the pictures, and investigate the plants they are curious about
using provided encyclopedias.
Day 2 - The teacher will list the names and show pictures of plants that grow in the
rainforest and the desert to the class. These pictures will be placed in different
areas around the room. After all of the plants have been introduced, students will
move to a picture of the plant they would like to learn more about. Students will
work in a group of three or less, and may choose to work alone if preferred.

Once groups are established, the teacher will write down all of the group members
to begin a reference guide.

Day 2/3 - Students will receive a copy of the rubric and verbal expectations for their
visual and description.
You will use an encyclopedia and/or Internet resources to learn more about your
specific type of plant. Your groups paper will include a visual of your plant,
including a picture, the name of the plant, and where it lives. Your written
response will explain how the structure of the plant works to survive in its
environment, which includes three or more of the following additional references:
analogies, other examples, additional close-up reference pictures, and/or
environmental information including averages in temperature, precipitation and or
sunlight.

Teacher will formatively assess students as they are working to ensure they
understand the expectations and are working appropriately.

Day 3 - To conclude this lesson, students will participate in a gallery walk to learn
about other plants from their peers visuals and written responses. Before the
gallery walk, the teacher will remind the students of proper behavior and what they
should be doing during the activity. Afterwards, the class will have a group
discussion about differences in structures of plant in the rainforest and the desert.

6. Assessment / Closure (How do you evaluate student progress or provide

closure for this lesson?) Time: 25 minutes
Formative assessment - Teacher will formatively assess students as they are
working on creating their visuals and written responses, and provide more time and
support when appropriate.

Fourth grade students (A) will research plant structure according to its specific
environment. Students will work in groups (C) to provide specific information about
the plant structure according to the environment in which it lives. Information
students are responsible for sharing a visual with a picture, (B) the name of the
plant, and where it lives. (B) There will also be a detailed written description
included underneath the picture to clearly explain how the structure of the plant
works to help it survive in its environment. (B) The explanation may include but is
not limited by the use of analogies, other examples, additional close-up reference
pictures, and/or environmental information including averages in temperature,
precipitation and or sunlight. The majority of students will score an 80% or higher
on the scored rubric (D).

RUBRIC Needs Satisfactory 5-6 Excellent 7-8

improvement 3-4

Missing two or Includes most of Includes a picture,

Visual more of the the requirements, name of the plant,
required elements: but is missing 1 and where it lives.
the picture, the element: the
name of the plant, picture, the name
and/or where it of the plant, or
lives. where it lives.

Does not explain, Explains how the Explains how the

or provides limited structure of the structure of the
information on how plant works to plant works to
the structure of the survive in its survive in its
plant works to environment, which environment, which
survive in its may include a two includes three or
environment. May or less of the more of the
Written response include one or less following additional following additional
of the following references: references:
additional analogies, other analogies, other
references: examples, examples,
analogies, other additional close-up additional close-up
examples, reference pictures, reference pictures,
additional close-up and/or and/or
reference pictures environmental environmental
or environmental information information
information including averages including averages
including averages in temperature, in temperature,
 in temperature, precipitation and or precipitation and or
precipitation and or sunlight. sunlight.
sunlight.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

Students needing additional support may be provided with sentence starters to aid
in comprehending the expectations of the written response, such as _______ helps
this plant survive in the _______ because _______. Students may also be
provided with simplified language in explaining expectations for the assignment.
Students are given more time to complete their assignment, and will receive more
formative assessment check ins from the teacher.

b. Extension for students of high ability? (Remember, assigning gifted

students to be the tutor for others is not sufficient academic challenging
for students who have mastered the lesson).

Students who may need an additional challenge could create a 3D representation of

the plant structure or specific living environment. These students may also
reference more information about the environment in which the plant lives.
Students could list specific rainforests (or deserts) in which the plant grows, or
specific continents, geographic locations, etc. Students could also research
environmental concerns impacting the state of reproduction on this particular plant.
Students could cite whether this plant is endangered or affected by climate change.
If interested, the student could create a brochure or public service announcement
discussing how humans can preserve this type of plant.

TOTAL LESSON TIME: 3 days

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous

teachers as resources, online websites, your past experiences, or your own
initiatives, etc):

Definition of rainforest plants:

http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/plants.html

Examples of rainforest plants:

http://environment.nationalgeographic.com/environment/photos/desert-
plant/#/nevada-snake-range_309_600x450.jpg

Gallery Walk idea referenced from Thalya Hansons Arts Integration class, Fall 2015.
 Cooperative Learning Lesson Plan

Lesson Background: In previous lessons, students have learned and studied about
the different stages of the seed developmental cycle. Students now know the parts
of the seed/plant structure and how it visibly changes on a diagram. Students know
seeds need water, air and soil to grow, but they dont yet understand the
relationship between all three components. In this lesson, students work together
to observe first hand the interaction between what a seed needs to grow.

Name: Dena Siegel and Ashley Horning

Subject: Science

Grade: 4th grade

Lesson Title: Growing our own seeds.

Content Standards: LS1.C, Plants acquire their material for growth chiefly from air
and water.

Materials Needed:
Graffiti paper, 2L pop bottles (planters), small, portable greenhouse unit (box),
seeds, watering can/spray bottle with visible liquid measurements, student tags -
with role and its description, thermometer, ruler, popsicle sticks (to label each
groups plant), markers (to write label on the popsicle stick), journal - for
scheduling and recording the process and progress, writing utensil, colored pencils
or crayons

Prerequisite Skills: Students will need to know and understand what plants need
to grow. Students will also need to work effectively in groups, taking an active role,
and working together to achieve a common goal.

Lesson Objective(s):

a. Academic in A B C D format

4th grade students (A) will make connections between a seeds needs, the condition
of their greenhouse and the seeds performance (B). Students are graded as a
group with three weeks to fulfill this assignment (C) . They will complete this
experiment with real-life seeds and portable greenhouses (C). Students will score
an 80% or higher on the attached grading rubric (D).

b. Social Goals for your lesson

4th grade students will effectively work together by fulfilling their specific roles to
meet a common goal of planting and growing a seed. Students will synthesize each
other's ideas to make decisions and will talk in a positive tone with an appropriate
indoor voice level.

Cooperative Learning Grouping Structure: (see course pack.Jigsaw?

Think Pair Share? etc)

1. Present objectives: (Tell students what they are going to learn?) Time:
10 minutes
Today you will be planting your own seeds in small groups. Its important each of
us have a role and purpose as we work in our small groups. Everyone will be
assigned a role they will fulfill for the group. Although you have a specific role, its
important you still assist each other in a positive ways, no matter whos role it is to
take care of whatever situation is at hand. Your group will need to figure out how
to communicate in a positive way to make decisions that will be best for the growth
of your seeds. Youll need to be mindful to use an appropriate indoor voice so not to
disrupt the other groups that are working.

2. Present information for the academic goal: (What are procedures for
the academic goal?) Time: 60 minutes
Read instructions aloud and write a list of steps presented on the board

In our previous lessons we have observed a seed being planted and discussed the
different stages of the plant cycle. Today, you will be planting a seed and observing
it grow in a small group. To review what we have learned so far about plants and
seeds, when you get into your group, you will be given a large piece of graffiti
paper. On this paper, you can write or draw pictures of things that we have learned
about plants and seeds. When it is complete, you will each share in your small
group what you wrote and drew.

After your group has created and discussed your plant and seed graffiti poster, you
will begin the process of planting your seed. The manager will begin by creating a
schedule, and making sure all members are aware and feel comfortable executing
 their responsibilities. It should also be the manager's responsibility to make sure
the group is on task, and communicating with a positive voice at an appropriate
indoor level. Gardener 1 will be responsible for planting the seed, including
measuring the correct amount of dirt, and making sure the right amount of water is
used. Then, gardener 2 will take the plants temperature, and be responsible for
temperature control. Gardener 2 will also assist gardener 1 with measurements of
soil and water, and cleanup. The secretary will write in the journal for the group.
Although it is the secretarys responsibility to write, every group member will
discuss the progress of their seed. The journal must have dates, text/writing,
diagrams, and/or pictures. It will include how much water and sunlight that the
plant received. Your group will discuss why changes in the seed are taking place,
and what could be done to improve the seeds growth. This information is written in
a list form on the main whiteboard so students can see all the information
discussed here.

3. Organize students into learning teams: Time: 20 minutes

a. Explain how theyll practice the social goal?

You will each be receiving a colored piece of paper that indicates your role in your
group. There is also a written explanation of your role on the back of the paper.
Although you might not have the role that you would like the most, or think you
would be the best at, we will be switching the roles within each group so everyone
will have a chance to contribute to the group in different ways. I would like you to
work on contributing to each other's thoughts in a positive way to make decisions
and plant your seed so that it is able to grow. Think about how you can go above
and beyond your role to help your group grow the best possible plant that it can be.
b. How will you organize the groups?
Hand out colored pieces of paper that assign students into heterogeneous groups
of 4 - Front of the paper has the title of job, and the back has a description of the
job listed
While handing out papers, make sure to consider behavior and social concerns to
avoid major conflict

c. What group roles will you have?

Gardener 1 - One gardener is responsible for planting the seed and ensuring the
proper amount of dirt and water is used.
Gardener 2 - One gardener is responsible for maintaining temperature control and
working with the other gardner for the plants success.
 Manager - Oversee project details - keeps students on task and working
appropriately together, creates schedule.
Secretary - recorder, responsible for documenting progress (drawing, writing).

4. Assist team work and study: Time: 10 minutes everyday.

a. How will you monitor academic progress? b. How will you monitor the
social goals?

We will ask the recorder about the details of the gardeners progress. To observe
social goals, we will walk around the room (with the checklist to make notes) and
observe how well the students are working together, with positive and appropriate
voices. We will also ask the manager how well everyone is working together,
because that is part of their role.

5. Provide recognition: Self Reflection/Checklist + Rubric Time: 20 minutes

(for anchor chart) + 5 minutes every Work day for self reflection + 10 minutes
journal checking.

(How will students know they have met both academic and social goals?)

A checklist and rubric used for grading are given to each student as the assignment
begins. Knowing whats expected of them will help students understand clearly
when theyve met both objectives. As the checklist is handed out, the teacher will
facilitate a discussion on what each component of the checklist means to the
students. Students will create an anchor chart to explain what each of the social
goals mean. This will be used as a reference throughout the project. This anchor
chart is posted on the wall for the remainder of this project.
Students also have opportunities to self-reflect on their individual portion of the
social goal checklist after they work each day with their team members. Students
will turn this rubric in as a form of reflective feedback for the teacher to have as a
reference.

Journals are checked every two days by the manager of the group. Journals are
checked every week by the teacher. This encourages students to be accountable for
their work. Students will receive detailed feedback from the teacher when they get
their journals back about how well they are meeting the academic and social goals
of the lesson. The weekly monitoring also helps the teacher know where groups are
on the final grading rubric.

6. Assessment / Closure: (How do you evaluate student progress or end

this lesson?) Time: 20 minutes
Include documents for assessing both the academic and social goals.

A checklist is used to rate individual students performance on the social goal of this
assignment:

The student is: yes no

Listening to team members.
Using positive communication.
Working well with others.
Contributing in their assigned role.

A rubric is used to rate group performance on the academic goal of this

assignment:

Documentation Needs Improvement - 3 Good work -

6 Excellent - 10
Daily/Weekly Weekly or daily Daily and weekly Daily and weekly
progress progress was progress was progress was
limited and detailed using text, detailed using text,
inconsistent. diagrams and/or diagrams and/or
pictures. pictures. Dates
were included and a
clear discussion
took place on why
the changes were
taking place.

Seeds needs: The needs of the Students kept daily Students kept daily
Temperature seed were or weekly or weekly
control, water, unexplained within documentation of documentation of
temperature. the documentation how much sunlight how much sunlight
journal. and water the seed and water the seed
Connections were received. Students received. Students
missing between made connections made connections
how the air or between the between the
 water contributed condition of the condition of the
to seed growth. seed and how much seed and how much
water or sunlight it water or sunlight it
received. received. Students
discussed how
conditions could be
changed to improve
or change the state
of their seed.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

Students needing additional support may have extra time to document their
findings in their journal, and their journal can also be pre-organized (or structured)
with teacher assistance, especially if they have the role of the secretary. These
students will have more small group time with the teacher to allow questions to be
answered as quickly as possible. Students needing additional support will have
more check ins as a means of formative assessment as this assignment continues.

b. Extension for students of high ability? (Remember, gifted students need

challenge).
Gifted students will have the opportunity to grow another seed of their choosing.
They can work on this independently or with other gifted students. They can then
compare and contrast the difference between seed ones and seed twos needs.
They will share these results with their peers.

Gifted students may also research appropriate water levels, temperature controls or
amount of sunlight needed for our seed to properly grow. They can share these
resources with the class as long as they cite their references.

TOTAL LESSON TIME: 3 weeks

8. References Consulted (Curriculum books in Drake SOE curriculum lab,
previous teachers as resources, online websites, your past experiences, or
your own initiatives, etc):

An observation in a lower primary room at (Cowles Montessori School) where

students used portable greenhouses to grow their own seeds. Students were in
charge of figuring out why the seeds were or weren't successful.