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Teachers:
Ms. Luongo
Subject:
Biological Sciences
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology,
materials, organisms) in all science inquiry.
PO 2. Plan a simple investigation that identifies the variables to be controlled.
PO 3. Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather,
magnetism) in life, physical, and Earth and space sciences.
Concept 4: Communication
Communicate results of investigations
PO 1. Communicate verbally or in writing the results of an inquiry. (See W04-S3C3-01)
Objective (Explicit):
Students will be able to fill out the Life-Cycle of a Plant chart, being able to have all parts of the
cycle labeled and explained in the chart
Students will be able to create an educated hypothesis about the components of the soil outside
their classroom based on what they learned in the lesson.
Students will know all of the parts of a plant, and label them in the chart given.
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Students should demonstrate their note taking skills while learning about the parts of a plant. The
students should take complete, and detailed notes about the life-cycle of a plant, the parts of a
plant, and the role of the soil
Students will demonstrate their ability to follow directions and follow the scientific process involved in a
science experiment
Key vocabulary:
Materials:
Seeds
Videos in website
Germination
Clear jar
1
Stems
Roots
Leaves
Pollination
Photosynthesis
Sediments
Soil
Shovel
Water
Life Cycle Worksheet
Notebook
Pencil
Seeds
Plants (if possible, at different stages of
growth)
Opening (state objectives, connect to previous learning, and make relevant to real life)
Instructional Input
Student Will:
Co-Teaching Strategy
The co-teacher will walk about and make sure that the students are being respectful to the
materials, are not making a mess, and are noticing the different parts
The co-teacher will ask the students questions about what they are looking at to spark
curiosity, and that will encourage a deeper level of thinking
Differentiation Strategy
The teacher can give a worksheet of the different parts of the plant, and give it to the
students who need help with note-taking. The worksheet should have a word bank with all of
the parts so the students know the vocabulary. The students will just fill out the names of the
parts and make observations.
2
Guided Practice
Teacher Will:
Student Will:
Part One:
Students will
Use the notes they took while observing the
plants to make connections to what they saw
vs. what they are now learning
Take notes on the vocabulary, writing down the
name of the part of the plant, and its use
Complete the worksheet with the class to
ensure that they know what the part of the part
looks like, using it for further study.
Check their worksheet to make sure it is
correct
Quietly watch the videos
Part Two:
Take notes about the different types of dirt, the
role it plays in growing the plant, and the types
of sediments.
Create a hypothesis about the soil at their
school, what they think it looks like (the types
of sediments and other things mixed in like
rocks, etc.), and whether it would be good for
growing plants.
Write their hypothesis on the top of a sheet of
paper individually
Co-Teaching Strategy
Differentiation Strategy
Independent Practice
Have a fill-in-the-plant version of the lesson being given so the students will just need to fill
in key vocabulary
Have students buddy-up when going outside
Teacher Will:
Student Will:
The co-teacher will continue to use the one teach-one assist method listed above.
Help the students with writing their scientific method summary and other worksheets or with cleanup.
Differentiation Strategy
The teacher will provide a written list of steps for the scientific process and a worksheet for the
students to fill out to help organize thinking
The teacher can have the students work in groups when going outside and doing their experiments
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
By turning in the scientific process summary and the Life Cycle worksheet, the students would
demonstrate their learning in first a written way.
Have a discussion on what the students learned how their hypotheses and their end-results compared to
each other.
Have a discussion on the soil, and what happens when it is damaged, and how that effects what were
growing to relate to sustainability. (How to keep soil healthy, what humans do that effects the soil, how
students can help).