TLED 432 Instructional Lesson Plan SP18

by Alyana Margaret Lara

Overview
Lesson Plan Overview
Date: April 20, 2018

Lesson Title: Organic Gardening Research

Lesson Author: Alyana Lara

Grade Level: 6th Grade

Subject Area: Science

Time Alloted for Lesson: Nine 45-minute sessions

Short Description of Lesson

In this lesson, the students will conduct research based on an organic garden they create in their class. They
will come up with questions about the plants, initiate a research project to find the answers, and grow an
organic garden based on the plants the plants they want to grow.

Standards
Standards
VA-ODU-VA-
Identify questions to be answered.
SOL-2011.6.6.c
VA-ODU-VA- Draw conclusions and make inferences based on explicit and implied
SOL-2011.6.6.e information.
VA-ODU-VA-
Identify main idea.
SOL-2011.6.6.g
VA-ODU-VA-
Summarize supporting details.
SOL-2011.6.6.h
VA-ODU-VA- Use reading strategies to monitor comprehension throughout the reading
SOL-2011.6.6.l process.
VA-ODU-VA-
Collect information from multiple sources including online, print, and media.
SOL-2011.6.9.a
VA-ODU-VA-
Cite primary and secondary sources.
SOL-2011.6.9.d
VA-ODU-VA- Define the meaning and consequences of plagiarism and follow ethical and
SOL-2011.6.9.e legal guidelines for gathering and using information.
VA-SOL-SC- The student will demonstrate an understanding of scientific reasoning, logic,
2010.6.1 and the nature of science by planning and conducting investigations in which
VA-SOL-SC-
precise and approximate measurements are recorded;
2010.6.1.b
VA-SOL-SC- hypotheses are stated in ways that identify the independent and dependent
2010.6.1.d variables;
VA-SOL-SC- data are collected, recorded, analyzed, and reported using metric
2010.6.1.g measurements and tools;
VA-SOL-SC- models and simulations are designed and used to illustrate and explain
2010.6.1.i phenomena and systems

Instructional Objectives

Students will:

• Practice research when creating their own questions

• Practice utilizing the internet to look up information on their plants
• Apply the knowledge that they find in their research to grow their plants
• Design signs that represent the plants they have grown

Focus
Enduring Understandings

In order for students to understand science standard 6.1, they must be able to:

• design a model that explains a sequence, for example, the sequence of

events involved in the process of photosynthesis.
• collect, record, analyze, and report data, using metric terminology.
• compare and contrast predictions and inferences. Analyze and judge the
evidence, observations, scientific principles, and data used in making
predictions and inferences.
• develop a classification key that uses numerous characteristics.
• make observations that can be used to discriminate similar objects and
organisms, paying attention to fine detail

In order for students to understand reading standard 6.6, they must be able to:

• activate prior knowledge before reading by use of, but not limited to: small-
group or whole-class discussion; anticipation guides; and preview of key
vocabulary
• pose questions prior to and during the reading process based on text
structures, such as:
o boldface and/or italics type;
o type set in color; vocabulary;
o graphics or photographs;
o and headings and subheadings.
• identify common patterns of organizing text including:
o chronological or sequential;
o comparison/contrast; cause and effect;
o problem-solution;
o and generalization or principle.
 • identify clue words and phrases that help unlock meaning of unfamiliar and
technical terms.
• comprehend and record details and/or facts in order to arrive at a conclusion,
inference, or generalization.
• compare and contrast similar information across several texts.

In order for students to understand reading standard 6.9, they must be able to:

• understand and use the online, print, and media references available in the
classroom, school, and public libraries, including:
o general and specialized dictionaries;
o thesauruses and glossaries;
o general and specialized encyclopedias;
o directories;
o general and specialized (or subject-specific) databases; and
o Internet resources, as appropriate for school use
• evaluate the validity and authenticity of texts, using questions, such as:
o Does the source appear in a reputable publication?
o Is the source free from bias?
o Does the writer have something to gain from his opinion?
o Does the information contain facts for support?
o Is the same information found in more than one source?
• prevent plagiarism and its consequences by giving credit to authors when
idea and/or words are used in research.
• differentiate between a primary and secondary source
• provide a list of sources using a standard form for documenting primary and
secondary sources.

All information is derived from the VA Curriculum Framework for each SOL.

Procedures
Lesson Set (Preparation Phase)

Session 1:

To prepare students for the lesson, the teacher will present an introduction to plants and gardening. These
examples can be in the form of plants brought from home (the teacher's plants), or someone who is a
professional in the field of plants or biology can come in to speak to the students. Whichever example is
chosen, students will engage in a class discussion about what they think they know about plants and what
they want to know about them. As a whole class, a KWL chart will be made based on the information they
have given from the class discussion.

During the class discussion, the teacher can ask some of these questions:

• What do you think the importance of plants and gardens are?

• What is the difference between organic and inorganic plants?
• What parts of the plant do you know of?
Techniques and Activities (Teaching of the Lesson- Learning
Experience)
Session 2:

1. The teacher will inform students on the gardening project and that they will
be conducting research. They will pick one of two plants: one that is edible
or one that is decorative to plant. Whichever one they choose, they will
conduct research on that plant andd record and notable findings on it as it
grows. In the end, they will make a sign for the plant that has some
information about it listed.
2. Next, students will prepare questions that they will answer within their
research. In order to better prepare them to make research questions, the
KWL chart that was created in the first session can be discussed again as a
refresher and as an example of inquiries the students can make. The teacher
can also show some of the resources that students may use to conduct their
research.
3. As students come up with their questions, the teacher will talk to students
individually about their questions and ask why those questions are important
to them. Some questions the student can come up with can be associated
with geography, the importance of the plant (medical, scientific, cultural, etc.),
who uses the plant, what is it useful for, etc.
4. Each student will get a seed packet of their choice. When everyone has one,
the teacher will hand out the Organic Gardening Research Project packet.
Every student will read the first couple of pages in the packet, and ask any
questions they may have. The students are responsible for the packet, and
cannot lose the packet as their research sources, questions, and plant
observations will be recorded in it.
5. For homework, students will complete the first two pages of the packet. It will
be collected and reviewed before session 3.

Session 3:

1. Students will begin to plant in this session. Before they plant the seeds, the
back of the packet must be read to ensure that the seeds are planted deep or
shallow enough for the container it's in. If possible, have another volunteer
(one experienced with planting would be beneficial) work with the students
who are planting, and have a couple students planting at a time to prevent
some messes that may occur. While they are planting, any students who
need extra help with creating their questions will be given assistance by the
teacher.
2. After each group of students finish planting, they will fill out the "]Observation
Log for "Day 1" in their packets. While they do this, the teacher will go around
to each student and review their research questions with them. If any
 improvements can be made to their questions, suggestions can be
considered to alter the questions they have already created.

Sessions 4, 5, and 6:

1. For each of these sessions, students need to fill out their Observation Logs
on the correct days.
2. Students will be conducting their research in these three sessions. They will
try to find the answers to their research questions using several sources.
Their research can be done in the computer lab (if the teacher has it checked
out) or the teacher can check out a laptop or iPad cart for the students to
use. If the students go to the computer lab, the teacher will bring the print
materials with them so that students may also utilize them.
3. The teacher will demonstrate how to use some of the websites and
books provided. Whatever sources the students find, they will record three of
the sources they would like to use in page four of their packets. The websites
are listed in the "Web Resources" section of the lesson plan.
4. As the students conduct their research, the teacher will assist the students if
they need it and also monitor their progress.
5. All of their research is expected to be complete by the sixth session.

Sessions 7 and 8:

1. In one of these sessions, the students will begin to make the signs for their
plants. The directions for this can be found in the "Integration of Arts into
Instruction" section of this lesson plan.
2. From their research, the students will create an oral presentation using
PowerPoint, Prezi, or any other presentation software approved by the
teacher. The students must include in their presentation:
o The name and information on the plant
o Their research questions and answers to them
o Share their sign they created for their plants (A document camera may
be needed if the signs are small
3. The teacher will ask the students about what they want their signs to say and
what kind of message it would send out to the community. It's important to
note that the purpose of these signs are to inform the community of the plant
and why creating a garden is critical.
4. For homework, complete the rest of the packet and prepare oral
presentations for the next session.

Session 9:

1. Oral presentations will be completed during this session. Their packets

should also be turned in in this session.

Attachments Organic_Garden.pdf
Lesson Closure (Student Activities to enhance comprehension)
To close the lesson, the class will have a small community garden party to invite their parents/guardians to
attend. They will be able to look at the plants that have grown and also see the signs that every student
made. Volunteers can present their presentations to the parents/guardians if they would like to. The KWL
chart that was made at the beginning of the lesson can also be brought out to be done with the students
either in class or during the party. Students can also bring in healthy or organic food to share with the rest of
the class to the party. At the end of the party, the students and their parents/guardians can take the plants
home or leave it in the community garden if it is outdoors. If the lesson is done at the beginning of the year,
the observation log can be extended so that observation may continue throughout the rest of the year, with a
reflection of the plant at the end of the year.

Reflective Questions:

• What was the hardest part of growing the plants for you?
• What was the hardest part of the research project for you?
• When you did your observations, what were the most interesting things you
saw?
• From your research and sources, what was the most interesting thing you
learned about your plant?

Students will also complete a self-assessment worksheet that reflects on what they
liked or did not like about the project.

Student Products:

As a result of this lesson, the students will have grown seeds into small seedlings
(designing an experiment), understand how plants grow, know how to conduct
research with credible sources, and know how to present orally. Also, they will be
able to make visuals of their research as displayed by their signs and display their
results graphically on their observation logs.

Assessment/Evaluation

Reviewing the students' research questions can help with assessing an individual
student's understanding of the instructional objectives.

• Did the student create thought-provoking questions?

• Are the answers beneficial for the student, but also for their peers?
• Were homework assignments and classwork completed in a timely fashion?
• Are the student's sources appropriate for the topic?
• Is the information from the presentation and the sign correct, accurate, and
appropriate for the intended audience?
• Was the student cooperative and/or helpful to others throughout the duration
of the project?
• Did the student record information in their observation logs accurately?

Each student will have individual and whole class feedback from the teacher.
Verbal feedback will be for the entire class, so that class discussion can be
initiated, where individual feedback will be written.
Supplemental Activities: Extension and Remediation

Extensions:

For those students who have grasped concepts quickly, there is an opportunity to
also make a stapleless book. This book will be a physical copy made in class, and
students can create this book and either draw the progress of their plant inside,
write more information they found in their research, or draw other plants in their
surroundings and monitor their growth. For the third option, flowering plants and
vegetables are excellent examples to use for the stapleless book. These books can
also be displayed at the class party like the signs.

Remediation:

For students who need remediation, one-on-one or small group meetings

(depending on the amount of students who need help) with the teacher can be
done throughout the project. While students are observing their plants or
conducting their research, the students in need of assistance can inquire with the
teacher about their questions or oral presentations. Although most of the students
should be conducting research on their own, the teacher can narrow down some of
the sources in the list so as to not overwhelm the students with too much
information.

Adaptations for Diverse Special Learners

ESL Learners:

All ESL students will be able to participate in this lesson, as half of this project is
made up of action (physically planting the seeds, measuring the plants, etc.) If
possible, an ESL teacher can help the student look for resources in the student's
native language for the research part of the lesson, or the ESL teacher can provide
resources to the home room teacher to give to the student. The research can then
be translated into English before the oral presentation is put together.

Learners with Special Needs:

Due to this particular lesson's need for movement, explicit and straightforward
information should be given at all times for those students with special needs. To
allow some flexibility, students may also work on the stapleless book mentioned in
the extension section of the lesson so that they may have a change in focus just in
case if they are prone to getting off topic. This can help alleviate the frustration and
pressure students may have with this project.

Learners with Disabilities:

If students have a physical impairment preventing them from doing certain

activities, different solutions may be made so that they can also be accomodated to
do this project. For example, if the student has a vision impairment, the research
they do can all be done on the computer or all be done from books if needed. They
may opt in or out of doing a slideshow presentation if needed. If the student has
problems with planting or measuring the plants, some of the planting tools can be
changed to accomodate for their needs, as well as the containers that the plants
are in and their locations.

Gifted Learners:

As described in the extensions section of the lesson plan, the students can create a
stapleless book and draw the progress of their plant, the progress of a different
plant in their surroundings (such as at home or on school grounds), or write about
the research they found.

Differentiated Instruction
To differentiate instruction, one strategy that can be used is tiering, which will be used throughout the project
by using Bloom's Taxonomy. Some of the questions based on Bloom's will include:

• Define the word "organic." (Remember)

• Discuss the importance of organic gardening. (Understand)
• Sketch a picture of what you think the plant will look like when it is at full size.
(Apply)
• Compare and Contrast organic and inorganic gardening. (Analyze)
• Weigh the pros and cons of organic gardening. (Evaluate)
• Design a sign of your plant and provide critical information about it. (Create)

Mult-Modality is built into this lesson by looking at different resources such as

online websites and articles to physical copies of books such as encyclopedias and
other informational texts.

Integration of Arts into Instruction

For this lesson, students will create signs for each of their plants that they plant. On
the sign will be the name of the plant, a student-drawn picture of it, and some
information about the plants on the backside of the paper. These will be done
during session 7 and 8.

1. Before creating their signs, the teacher and the students will discuss the
importance of the signs and the information listed on them. The teacher will
emphasize the importance of the signs as other people will see, read, and
understand them.
2. The students will make rough drafts of them on a seperate piece of paper.
When completed, the teacher will approve their signs for the final draft.
3. Students will take a piece of cardstock and cut two squares out of them.
4. On one piece of the cardstock, the students will write the common and
scientific name of the plant, along with drawing a picture of what the plant will
look like when it's fully grown.
 5. On the other piece of cardstock, students will write down short and simple
facts about the plant. These facts can be on how tall the plant is expected to
grow, what the plant produces (such as vegetables or flowers), and other
characteristics. They must also write about why organic gardening matters.
6. When both pieces are complete, the teacher will laminate both pieces. The
student will tape or glue a popsicle stick or skewer between the two pieces to
create the sign. The sign will be placed next to the plant they made it for.

Collaboration with families

Dear Parents/Guardians,

I hope this letter finds you well! For the next couple of classes, we will be
focusing on plants and organic gardening. Throughout each session, your student
will be monitoring the plants they choose, along with researching information on
them. At the end of the project, they will be able to take home the plants they've
grown and continue to grow them if they choose to, or leave them at school to
continue to grow in the (indoor or outdoor) community garden, which is open for all
parents and guardians to see!

Each student will be taking home an "Organic Gardening Research Project"

packet that carries all of their information about their plants and research, from
observations of their plants to their research questions and sources. Their sources
will be found either in print or on the internet, and these sources and questions will
be checked and verified by the teacher at school. It's vital for the students to keep
track of their progress in this packet and to not lose them. Some of their homework
that will be assigned will come from the packet, including planning for their oral
presentations that will be done at the end of the project.

I ask for your cooperation and help with your students by assisting them with
coming up with research questions, going to a local nursery to explore the plants
there, or helping them with their research for their oral presentations. During the
party, volunteers will present their oral presentations and everyone will be able to
look at the signs students have made. I also ask that if possible, it would be great to
bring in healthy or organic food to share with the rest of the class. Parents and
guardians will be more than welcome to come to the community garden and see
what their students have been able to grow!

Resources
Materials and Additional Resources

For research:

• Gardening and/or plant books

• Computers with internet access
• Articles on plants and gardens (optional)
• Gardening and/or plant websites (in Web Resources)
For plants:

• Plant seeds, both decorative and edible

• Garden space (indoors or outdoors)
• Gardening soil, preferable organic or compost
• Plant containers and tools

For signs and stapless book extension:

• Paper or cardstock
• Pencils
• Markers
• Colored Pencils
• Popsicle sticks, skewers, or wires (for signs)

Web and Attachment Resources

Read Write Think http://www.readwritethink.org/classroom-resources/lesson-plans/grow-
inquiry-based-organic-804.html?tab=1#tabs
The Read Write Think lesson in this link was adapted for this lesson plan.
Organic Gardening https://www.rodalesorganiclife.com/
There are many articles on this website about all things plants, whether it is on how to plant them or what certain
plants are good for.
National Gardening Association https://garden.org/
The National Gardening Association provides research information on many different plants.
Garden Advice https://www.gardenadvice.co.uk/club/young/index.html
This website is made specifically for youth gardeners, and provides plenty of information on different garden
projects.
Stapleless Book- Read Write Think http://www.readwritethink.org/classroom-
resources/student-interactives/stapleless-book-30010.html?tab=4#tabs
This Read Write Think resource can be used for the extension part of this lesson.

Reflection
Reflect on feedback and lesson

This lesson plan came from both my interests in plants and my inexperience
with 6 grade lesson planning. I originally was intending on doing a lesson similar to
th

this one but for 4th grade and reading a Magic School Bus book for it. What made
me change my mind was the Read Write Think lesson that I found on plants that I
found interesting but also challenging at the same time. From this experience, I
learned how valuable online content is when it comes to lesson planning, as many
of my ideas that I found came from the internet. I also learned that many of the
sources that I saw were student friendly and that they will possibly still be available
(and most likely be updated) once I become a teacher.

Most of the feedback that I have gotten from my peers was extremely
helpful because they gave me several ideas that I could use in my lesson. The
main problem they found however was that they saw how much movement would
be required for the lesson. If this was done indoors, it might get messy and
disorganized compared to if it was done outdoors. In terms of actually learning
something about plants, learning how to conduct research, and looking at different
types of sources, my peers said that this project would be a great introduction into
learning how to create citations and how to quote from other sources.

The one thing in this lesson plan that I thought was really tough was
differentiated instruction, mostly because I never had it explained to me thoroughly.
I had a hard time distinguishing the difference between differentiated instruction
and adaptations for diverse special learners. However, I really enjoyed writing the
arts integration section of the lesson as I enjoy art both in and out of the classroom.
I have always told myself that my future classroom will probably consist of many art
projects, and I may actually use the art integration in this lesson in my own class.

Created with LiveText - livetext.com