KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Amy Laudeman & Amanda Wilson

Cooperating Teacher:
Group Size:

20

Subject or Topic:

Date: 11/12

Coop. Initials
Allotted Time 60 minutes

Grade Level 2nd Grade

Plants

Section

STANDARD:
4.4.3.B.: Explain how agriculture meets the basic needs of humans.
I. Performance Objectives (Learning Outcomes):
A. The second grade students will explain how agriculture meets our basic needs by
creating a farm web.
B. The second grade students will be able to differentiate between plants from
different locations/ climates by completing the graphic organizer.
II. Instructional Materials
My Farm Web pictures
Paper for their farm webs
Prezi presentation
Farm Matching Activity
Investigation Journal/ Location Graphic Organizer
Power point with plants
Check List
Exit slip
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Note taking
2. Know that the farther south we travel, the warmer the weather gets,
and that the farther north we travel, the colder the weather
3. Know basic crops
B. Key Vocabulary
1. Agriculture the science of producing crops and raising livestock
resulting of products

2. Fertilizer what is applied to plants so that they receive the nutrients

they need to grow.
C. Big Idea
1. How are plants used in everyday life?
2. How does location affect plants?
D. Additional content
IV. Implementation
A. Introduction
1. Teacher will ask students What kinds of things do you use every
day?
2. Teacher will receive answers and write them on the board.
3. Teacher will then ask Where do we get the things we use every
day?
4. Teacher will listen to answers and then introduce that they will be
learning about farms.
a. Who can tell me what plants need on a farm?
b. What is fertilizer?
c. What do farmers use fertilizer for?
B. Development
1. Prezi Presentation and Farm Web
a. The teacher will begin to teach about different farms, using the
My Farm Web Activity, assisted with a Prezi presentation.
(See attached)
b. Students will receive a blank piece of paper to make their own
web based on the farm web in class.
c. As each farm is talked about, they will add the pictures to the
farm web.
d. Students will draw their own web, following the class farm
web. They will write the words instead of having the pictures.
e. Once all farms and pictures have been placed on the web,
teacher will direct student back to the list they created in the
beginning of class and add them into the appropriate section.
2. Farm Matching Activity
a. Teacher will hand out cards with the different kinds of farms
and then different products that come from each of the farms.
b. Students will be paired with a partner and they will match the
products to the appropriate farm.
c. Teacher will walk around with checklist to check for
understanding of the content.
3. Location
a. Teacher will ask students in what ways location will affect the
farms.
i. Do you think all of the food we eat, comes from this
area? Why/Why not?

ii.
iii.
iv.

b.
c.
d.
e.
f.

Why cant all of the food we eat come from this area?
How does the temperature affect the crops?
What kind of plants do you think they grow in
Florida?
v. Do we have palm trees or oranges in PA? No, because
its too cold.
Teacher will ask students in what ways location affects the
kinds of plants that live in certain places.
Teacher will ask students to turn to paragraphs about plants.
(See attached)
Teacher will read the paper and students will follow along.
After the teacher reads, the students will take short quiz below.
Teacher will go over the quiz and discuss any questions class
may have.

C. Closure
1. Teacher will pass out an exit slip to students.
2. The exit slip will have students list three things they learned in class
today.
3. Upon dismissal, they will hand their slips to the teacher.
D. Accommodations/Differentiation
1. Peter Attention Deficit work with a partner on all of the activities
to help him stay focused and motivated.
2. Annabelle Cerebral Palsy (high functioning, some problems with
fine motor skills) give her a filled out graphic organizer and web,
and have her fill in some of the blanks so that she doesnt have to
write as much.
E. Assessment/Evaluation Plan
1. Formative The exit slip will serve as a formative assessment.
2. Summative The Investigation Journal will be collected as a summative
assessment.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)

1. Do students have the understanding that food they eat comes from
various locations?
2. How can the lesson be improved?
3. Did the students struggle with any of the tasks?
VI. Resources (in APA format)
http://www.agclassroom.org/teacher/matrix/lessonplan.cfm?
lpid=8&content=SCIENCE&grade=0,1,2
http://www.agclassroom.org/ny/resources/pdf/activities/sugar.pdf