Low Level Student

Medium Level Student

High Level Student
Contextual Information

Name: Lauren Hobbs

Big Idea: Classifying Grade: Date: 3/22/23 Time: Lesson: 3

Nonflowering Plants Third 1:00-1:45

Resource Link:
https://www.cpalms.org/PreviewStandard/Preview/1660

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
none Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating: students can sit
in the front of the room so they
can see the whiteboard better and
teacher.
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS):

SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those
like ferns and mosses that produce spores, according to their physical characteristics.

Learning Trajectory:

Previous Standard: SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish,
arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their
physical characteristics and behaviors.

Next Standard: SC.3.L.17.1 Describe how animals and plants respond to changing seasons.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.

WIDA ACCESS scores for ESOLs:

Dominic
Listening Proficiency Level: 5.9
Reading Proficiency Level: 4.8
Speaking Proficiency Level: 3.8
Writing Proficiency Level: 1.9
Overall Proficiency Level: 3.2

Gabriel
Listening Proficiency Level: 6
Reading Proficiency Level: 4.5
Speaking Proficiency Level: 4.8
Writing Proficiency Level: 2.5
Overall Proficiency Level: 3.7
Derwin
Listening Proficiency Level: 6
Reading Proficiency Level: 1.9
Speaking Proficiency Level: 3.2
Writing Proficiency Level: 2.6
Overall Proficiency Level: 3

Dylan
Listening Proficiency Level: 6
Reading Proficiency Level: 2.7
Speaking Proficiency Level: 2.6
Writing Proficiency Level: 2.6
Overall Proficiency Level: 3.1

Damien
Listening Proficiency Level: 4.8
Reading Proficiency Level: 2.7
Speaking Proficiency Level: 3
Writing Proficiency Level: 2.3
Overall Proficiency Level: 2.6

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson, the students will..

● identify non-flowering plants that produce seeds (e.g. cypress tree, pine tree, sago palm, juniper tree).
● identify non-flowering plants that produce spores (e.g.m fern, moss, horsetails, liverworts).

Learning Target:

I can identify non-flowering plants that produce seeds (e.g. cypress tree, pine tree, sago palm, juniper tree).
I can identify non-flowering plants that produce spores (e.g.m fern, moss, horsetails, liverworts).

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.
Spores: Spores are something that
plants grow from. Teacher selected read aloud: Powerpoint slides
SC.3.L.15.2 PowerPoint slides
Seeds: Seeds are something that plants Day 3: Science Unit PPT
grow from.
Paper, pencil, markers, crayons
Cypress tree: A plant that DOES NOT Teacher created materials Worksheet for students
make flowers, also called a Day 3 Exit Ticket
nonflowering plant.
Teacher-made sample of activity/project
Sago palm: A plant that DOES NOT Teacher-made sample of activity/project
make flowers, also called a
nonflowering plant. ipad/computer
 Graphic organizer: Other-name Day 2&3 Flow Chart
Juniper tree: A plant that DOES NOT
Assessment: Worksheet
make flowers, also called a
nonflowering plant. Science supplies (list)

Moss: A plant that DOES NOT make

flowers, also called a nonflowering
plant.

Horsetails: A plant that DOES NOT

make flowers, also called a
nonflowering plant.

Liverworts: A plant that DOES NOT

make flowers, also called a
nonflowering plant.

Ferns: A plant that DOES NOT make

flowers, nonflowering plant. Ferns grow
from something called spores. They do
NOT grow from seeds.

Introduction/Building Background: 2 mins

1. Greeting: Good afternoon, class! Clear everything off your desks except for a pencil.
2. Hook: What did the marigold say to her BFF when she reached 3 feel tall?
Answer: “You grow, girl!”
On a serious note, and fun fact, marigolds can grow about 6 inches to 3 feet tall.

3. Prior Knowledge: So yesterday we identified flowering plants (e.g. marigolds, cacti, apple tree,
oak tree) and how seeds play apart in flowering plants. Today we are going to be learning
about non-flowering plants that produce seeds (e.g. cypress tree, pine tree, sago palm, juniper
tree) and non-flowering plants that produce spores (e.g.m fern, moss, horsetails, liverworts).
This is really cool because some of these non-flowering plants have unique qualities.

Instructional Steps (allotted time): 28 mins

1. Introduce:

Today is another information heavy day, we are going to go over the slides again, I am going to ask
you some more questions. We are going to dissect the different pictures of the plants and talk about
what we see. Remember to pay attention because we are going to finish filling out the graphic
organizer.
We are going to fill out this graphic organizer so make sure to pay attention.

2. Explain:

Reminder to fill out the rest of the graphic organizer

Cypress Tree:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Cypress trees grow from seeds.
● Cypress Trees grow straight and tall.
● Cypress trees have leaves that look like little needles.
Sago Palm Tree:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Sago Palm trees grow from seeds.
● Sago palms do not like too much water.
● Sago palms grow in Florida, and are often used as a houseplant (inside).

Juniper Tree:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Juniper trees grow from seeds that look similar to berries, but are not berries.
● The leaves of many juniper trees are pointy and sharp.

Pine Tree:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Pine trees grow from seeds which are protected inside of Pine Cones.
● Pine trees can be found throughout the world.

Fern:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Ferns grow from something called spores. They do NOT grow from seeds.
● The spores form under the fern leaf and they blow away in the wind or move with water.
● Ferns like warm and damp areas to live and grow.

Moss:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Moss grows from something called spores. They do NOT grow from seeds.
● Moss often grows in thick clumps, and likes to live in damp shady locations.
● Sometimes moss is called the carpet of the forest floor.
● Moss does not have roots, stems or leaves which is why it grows close to the ground.

Horsetail:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Horsetails grow from something called spores. They do NOT grow from seeds.
● Horsetails like to grow in moist, nutrient rich soil all over the world except in Australia.
• Horsetails were named because they actually look like the tail of a horse. They can grow up
to 6 feet tall.

Liverwort:

● A plant that DOES NOT make flowers, also called a nonflowering plant.
● Liverwort grows from something called spores. They do NOT grow from seeds.
● They do not have roots, stems or leaves which is why they grow close to the ground.
● These are thought to be the simplest of all plants.

3. Review:
Differentiation Product/Assessment .
1. Help Damian with spelling and sounding out words as he answers the short response
questions for the Exit ticket.
HOT question (and expected answer):
Imagine, you could take care of one of the plants that was discussed today, why did you choose this
plant?
I would choose to take care of the moss because I would like to see how it grows. I would choose the
Sago Palm Tree because it is often used as a houseplant so it would be used to the indoors.

Assessment: : Formative assessment name Assorted Assessments . Describe if needed 15 mins

Exit Ticket which ties Tuesdays and Wednesdays lessons together. Students will answer 3 questions
and two of those are short response answers. Students will be able to have access to the powerpoint
slides if need be and their graphic organizer that they finished during the slides.

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.

Everyone did an awesome job today! We learned how to identify non-flowering plants that produce
seeds (e.g. cypress tree, pine tree, sago palm, juniper tree) and non-flowering plants that produce
spores (e.g.m fern, moss, horsetails, liverworts). It is important we learned about different
nonflowering plants and flowering plants because some have such unique and different ways of
growing and surviving. It is also important to know the difference between spores and seeds and to
distinguish which plants have spores and which do not. I am going to come around and collect the
graphic organizers and the exit ticket. ** (maybe) If you did not finish, you can finish it later during
writing time (maybe, have to ask) **

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

What I have learned from the students' understanding of the content based on the exit ticket formative assessment
is that they think all plants have roots and stems but today we learned two plants that do not have roots or stems. So
tomorrow I will focus on and reteach the students about moss and liverworts and how they do not have roots or
stems, so that would mean some plants do not have roots and stems. It will be a question we will go over as an
informal assessment and I see how many students think that all plants have roots and stems and then we discuss. So
all I have to adjust is the review before the lesson.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Although, today was a heavy lecture day. The students were engaged the whole time and transitions were a lot
quicker for the students as we moved on from slide to slide and moving into the Exit Ticket. I have found that having
a powerpoint for each section that I need to cover was not only helpful to guide the students throughout the lesson
but also for me to pace and structure myself. Also, making sure I am not forgetting anything for students. I opened
the floor for the students to respond, ask questions, and comment on the pictures for each nonflowering plant. I
found it at times hard to get the students back to me with full attention because there were so many students who
wanted to comment or have something to say. Since there were some students I didn’t call on to respond, some of
them were getting frustrated so they started to just call out to answer. I had to come up with something quick to stop
this from happening because I would call on a student to answer and there were more and one student that would
just respond/shout over the student I called on. So, I decided towards the end of the slides that instead of continuing
to open the floor I had the students turn and talk with their partners. Give everyone time to speak with their tables, as
I walked around and listened to what they were sharing. This helped so much because once the students were able to
get out what they wanted to share they were able to turn attention back to me and I shared some things that I heard
walking around. Overall, I was able to finish the lesson in perfect time and the students will be ready to start day 4
lesson and do the scavenger hunt.
Response to Feedback: BLOCK 2 ONLY
To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.