Marlena Colsher

OBSERVING PLANT GROWTH USING BEANS- 1st GRADE

LESSON PLAN TEMPLATE

Lesson Day
The students will participate in a science inquiry experience, activating science
Goal Statement process skills, in order to address the essential task or essential question. In
addition, the use of the science inquiry experience is linked to a math connection
that maximizes the overall learning experience.

Essential Question: What does a bean need to grow?

How will this lesson support the learning goal? I have elected to integrate a math experience that is appropriate for a 1st grade
(1c: Setting Instructional Outcomes) learning level, and is intended to build additional understanding and critical
thinking when combined with this science inquiry experience. This lesson will
support the learning goal because students will use science inquiry to see what
factors affect bean plant growth. By doing this, students will discover the answer to
the essential question.

3.1.1.A9
PA Standards Science as Inquiry (1st Grade)
3.1.1.A2
Investigate the dependence of living things on the sun’s energy, water,
food/nutrients, air, living space, and shelter
CC.2.4.1.A.4
Represent and interpret data using tables/charts

Academic Language - Essential Question

- Observation
- Inferences
- Data Collection
- Testable Questions
- Key Findings
- Hypothesis
- Bar Graph
Objective(s)
 (1c: Setting Instructional Outcomes) Science Inquiry:
The students will demonstrate the use of science process skills by manipulating the
setting of bean seeds planted in a plastic cup in order to observe and identify the
factors that influence plant growth.

Interpersonal Skills:
The students will demonstrate appropriate interpersonal skills by sharing their
hypothesis, ideas, observations, and conclusions with their table members.

Math:
The students will demonstrate participation of the chosen math experience by
creating a bar graph with their table members to represent the growth of each of the
four bean plants over the course of 7 days.

Technology Materials/ Resources - Science Journals

(1d: Demonstrating Knowledge of Resources) - Pencils
- Clear plastic cups
- Water
- Bean seeds
- Soil
- Crayons
- Masking tape
- Whiteboard
- Markers
- Chart paper
- Rulers
- Smart board
- YouTube video- Bean Sprout in time-lapse:
https://www.youtube.com/watch?v=iwMYrdKm2Bk
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy) Good morning fellow scientists! Today we are going to begin a new science
investigation. Before we begin, I am going to show you a quick video to introduce
what we will be investigating. (Teacher will project the bean sprout time-lapse
video, https://www.youtube.com/watch?v=iwMYrdKm2Bk ) Alright, turn to your
table members and tell them something you notice or wonder from watching the
video. (Teacher will give students time to discuss) Can I get a few volunteers to
 share what you discussed about the video? (Teacher will call on a few volunteers
to share) Wow, it looks like we already learned a lot from this video! This was a
video of a bean sprout that was sped up, that way we can watch the whole growth
cycle in just a few minutes! Super cool, right? Well, now that we have some
background knowledge on plant growth, we are going to grow four of our very
own bean sprouts in this classroom this week! However, something is going to be
special about the plants we grow. We are not going to grow them all exactly the
same. We saw in the video how the bean started as a tiny little seed, and grew,
and grew, until it sprouted up from the dirt and grew leaves. But hmmmm... my
question is how did it do that? That brings me to the big question we will be asking
throughout the entire week: “What does a bean need to grow?” We are going to
be scientists and investigate this question by growing each of our 4 bean plants a
little differently, and seeing which bean grows the most throughout the week. For
one plant, we are going to keep it away from the sunlight, by putting it in the
closet to grow. For another plant, we are going to plant it in the cup without giving
it soil. For the third plant, we are not going to give it water for the week, and see if
it still grows. And for the last plant, we are going to give it sunlight, soil, and
water. We will be investigating how sunlight, soil, and water affect bean sprout
growth.

Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: 1. The students are working with their table groups (4), 5 students per
Designing Coherent Instruction) group. The groups were formed using a sociogram to maximize
academic and social benefits.
2. Materials will be organized and distributed, ready to begin the
investigation. Each student will have a science journal, and a “tool box”
containing pencils, crayons, and markers. Each table will have the
materials for planting the seed, including bean sprout seeds, soil, and
two plastic cups, one with a piece of masking tape on it for a label.
3. The essential question is written on the board: “What does a bean
need to grow?”
4. Alright scientists, before we begin, we have to plant our seeds! Because
there are 4 tables, each table is going to plant one of our seeds. We are
going to do this together now. (Teacher will give directions, while
circulating the room to assist the students). The first step is to label
each of our plants. Table 1, you will have Plant A. Table 2, you will have
 plant B. Table 3, you will have plant C, and Table 4 you will have plant
D. Please take the time to write the name of the plant you are making
on the front. Alright, now that we have done that, it is time to start
planting! Remember, each table’s plant is going to look a little
different. The first step is to lay down some soil. Everyone but table 2 is
going to lay down some soil at the bottom of their cup. (students will
lay soil down, teacher will circulate to assist) Alright, the next step is to
put in the bean seeds. You all should have a few bean seeds at your
table, everyone is going to put the bean seeds in next. (students will
place seeds in, teacher will circulate to assist) Now everyone but table
2 can place more soil on top of your seeds. Fill the cup about half way
with soil. (students will lay soil down, teacher will circulate to assist)
Now that our seeds are planted, tables 1, 2, and 4 are going to pour the
cup of water into your plant. Table 3, you will not be watering your
plant.
5. Now that our seeds are planted and ready to go, it is time to give them
a home! We are going to put plants B, C, and D on the windowsill so
they get plenty of sunlight. Plant A is our plant that will not be getting
sunlight, so Table 1 you can put plant A in the closet, where it is nice
and dark. After you place your plant in their home, return to your seats
and take out your science journals.
6. Before we observe the different bean plants over the next week, it is
time to make our hypothesis. This means you are each going to think
about what is going to happen to each of our plants, based on what we
changed about each of them, and what you know about what plants
need to grow. Write in your journals what plant you think will grow the
best, A, B, C, or D. Think about these questions while you write: What
does a bean need to grow? What did we change about each plant?
Will they all grow? Do you think some of them will not grow at all?
Draw a picture representing what you think will happen to each of our
four plants.
7. Students will be given 15 minutes to create, write, and draw their
hypothesis in their science journal. The role of the teacher during this
part of the science inquiry will be to circulate the room, asking the
prompting questions stated in #6. The teacher will also be recording
student ideas and responses. The students will then share their
 hypothesis ideas and drawings with their table members.
8. Alright friends, because today is Friday, we will not see our bean friends
for two days! That will give them time to begin sprouting. Hopefully
when we come back next week they will begin to sprout! Each day next
week we are going to record the growth of each of our four plants, until
we reach our final conclusion on Friday, a week from today.
9. On day 2, the teacher will begin by bringing each of the four plants to a
table in the front of the classroom, and asking students to gather
around the table and take a seat.
10. Wow friends, look at our four bean sprout plants! Turn to the person
next to you and tell them something you notice about plants A, B, C, &
D. Remember, plant A has been in the closet, so it has not gotten any
sunlight, plant B has no soil, plant C has not been watered, and plant D
has soil, sunlight, and water. Can I have a few volunteers to tell me
what they notice about the plant growth? (Teacher will take a few
volunteers to give ideas about what they observed) It seems like we
have all noticed that some of our bean plants have sprouted and some
of them haven’t. Hmmm… I wonder why some of them have grown,
and some have not. Remember our question of the week, “What does a
bean need to grow?” I am going to choose 4 volunteers to come up
and use my ruler to measure each of the plant’s growth 3 days after
being planted. I will right these numbers on the board, and you will
later record them in your journals.
11. Teacher will choose 4 different volunteers and have them come up and
measure one of the four plants using centimeters. The teacher will
record these on a chart on the whiteboard.
12. Alright scientists, now that we have recorded each of the four
measurements, we are going to return back to our seats and record
these numbers in our science journals. For each of the plants, A, B, C,
and D, you are going to record its height, and draw a picture of what
you observed. After you finish, you can share your observations with
your table members.
13. The role of the teacher during this part of the science inquiry will be to
circulate the room, asking the prompting questions stated in #6. The
teacher will also be recording student ideas and responses. The teacher
will also water plants A, B, and D, and return them to their homes with
 help from the students.
14. This process will repeat on days 3, 4, 5, and 6. The teacher will bring
the plants to the front of the room, call on students to help measure
them, and students will record the measurements and observations in
their science journals.
15. On day 6, after the plants are measured for the final time, the teacher
will introduce the group graphing activity.
16. Alright friends, now that we have measured our plants for an entire
week, we are going to use the observations we took to make a bar
graph at our tables. A bar graph will show us the numbers we recorded
for each plant using big colorful bars, that way we can compare each of
the plans’ growth over the last week.
17. Students will work with their group to create a bar graph on chart
paper using markers and the data they have collected over the course
of the investigation. They will chart the height in centimeters that each
of the four plants have grown. They will be required to write the name
of each plant on the X axis of the graph, and the height in centimeters
on the Y axis of the graph. The teacher will have a model on the board
for students to reference what the graph should look like. They will be
given 20 minutes to construct the graph.
18. After 20 minutes, each table group will come up and present their bar
graph with the rest of the class, including a conclusion on which plant
grew the best and why they think so. Each group will tape their graph
to the whiteboard, so that after each presentation, all 4 group’s charts
are on the board.
19. Scientists, you should all be very proud of your investigative work this
week. We have truly done an amazing job investigating our essential
question, “What does a bean need to grow?”. Based on your group’s
findings and the data we have collected this week, we have found that
plant D, the plant that got sunlight, soil, and water, grew the most. We
have found that in order for a plant to grow, we needed to provide it
with sunlight, water, and soil for our plants to grow big and strong. We
have proven this by trying to grow plants without sunlight, soil, and
water, that were not nearly as successful, and this is proven by looking
at each of the bar graphs you have created. This is because all plants
must have soil, water, and sunlight, in order to grow.
 Closure
(1e: Designing Coherent Instruction) Interpersonal Skills: How did you feel working as a member of your table group’s
investigation team? Did you enjoy making the graph together? What skills did your
group have as scientists? Did working with your table group members help you
discover more about bean growth? Why or why not?

Science Inquiry: What did we change about each of the four plants? How did this
effect the bean plant’s growth over the past week? Why did plant D grow the most
out of the four plants? What do plants need to grow?

ELA: Why did we make a bar graph with each of the plants’ total measurements at
the end of the week? What did the bars help us see? Was your group able to
successfully graph each of the four measurements? Did you label your graph
correctly?

Differentiation Students with some mathematical needs will be intentionally paired with group
(1e: Designing Coherent Instruction) members that can assist them in creating the bar graph. The teacher will also assist
in this process, as well as asking probing questions and guiding thinking towards
which plant has the greatest height at the end of the experiment. The teacher will
use the plants themselves to visually show these students the differences between
plants A, B, C, & D’s heights, along with a chart with each plant’s height written
out on it. This will help students during the graph making by correlating the height
of the bar graphs with the plant’s heights more in depth. These students will get a
copy of the sample graph to assist them in labeling each axis as well.

Students with exceptional mathematical strengths will be given the opportunity to

create a more detailed bar graph. This graph will include the height of each plant
over the course of the 7-day experiment, it will be color coded, and individually
labeled for each day of the observation. These students will also present this graph
to the kindergarten class to educate them on the investigation that took place, and
what they learned about plant growth as a whole. This activity is purposeful follows
the standards, while asking students to expand their math and oral language skills
that are needed to explain this process to the kindergarteners.
 Setting Accommodations: To address Sandy’s attention needs, he will be given
Accommodations the option of preferential seating, and the option to sit on an exercise ball while
(For Student- Sandy) working. The teacher will monitor Sandy while working closely, allowing him to
move around the room to observe each bean plant when needed. Sandy will glue a
chart into his science journal that will assist him in the recording and drawing
process each day. The words will be bolded and pre-labeled to make recording the
plant growth simpler, but still effective. While creating the graph, Sandy will be
given the opportunity to work with students who can assist him in labeling and
drawing the bar graphs.

Timing Accommodations: Sandy will be given extended time to write his

hypothesis. He will also be allowed to take additional time each day to record and
draw his observations. Sandy will be given several opportunities to assist the
teacher in the daily measurement process, to extend his hands on learning without
requiring him to sit for too long. Every 10 minutes that Sandy works on his science
inquiry experiment, he gets a two-minute break. During this time, he is encouraged
to take a walk around the room and observe the bean plants, or watch a kid-friendly
YouTube video on plant growth.

Assessment (Formal or Informal).

(1f: Assessing Student Learning) Science Inquiry: The science inquiry process includes informal assessment as the
role of the teacher during investigation. The teacher will be walking around probing
and asking questions to see if students are on task and participating in the
investigation by referencing the essential question as a purpose. The rubric attached
will be used to assess individuals on a scale from 1-3 on their participation in the
science inquiry experience.

Group Interpersonal Skills: The students will be assessed using the attached
rubric on their interpersonal skills. It is important for children to be engaged in the
learning process and offering their ideas into the conversation in an effective and
productive way.

Math: The students will be assessed using the attached rubric on the bar graph they
have created. Students will earn full points for the math experience if they
participated in creating a graph with accurate labels and measurements for each
plant, and display this information for the class.
Reflection on Planning This lesson will impact learners by engaging them in the science inquiry process in
a fun and engaging way. It encourages learners by involving them hands-on in the
science inquiry process from beginning to end. This lesson was much easier to
create after participating in several scientific investigations in our classroom, as
well as writing my own for the midterm. I felt much more comfortable writing a
science lesson plan as a whole, and I feel ready to do so in a real classroom now.
Overall, I think that my lesson design was strong and would assist learners in the
science inquiry process. I think the essential question I chose framed the experience
well, and the lesson plan I created would allow students to be successful in creating
experiments surrounding this question.
 Rubric for Math Application

1- Does not Meet 2- Meets

Expectations Expectations
Bar Graph Completion Bar graph was incomplete. Bar graph is completed by
There were more than 2 each member of the table
spelling errors. Not every group. There are little to no
plant is represented spelling errors. Each plant’s
accurately. height is represented
Bar Graph Bar graph is not accurately Bar graph is accurately
labeled with each plant name. labeled with each plant name.
There is no title. Both the X There is a title. Both the X
and Y axis are not labeled and Y axis are labeled
correctly. Each plant’s height correctly. Each plant’s height
is not accurately displayed. is accurate and displayed.
Presentation Some of the group presented The entire group presented
the bar graph in front of the the bar graph in front of the
class, others did not. The class. The results were
results were not accurate, and accurate and a conclusion
a conclusion was not reached. was made.