Teacher: Rachel Steingieser

Unit Title: Vegetable Garden

Grade Level: Second Unit Time Frame: 60 mins per day, 2 weeks

Description of Students:
 There are seven students.
 Six students are returning and one student is new.
 Two students read below their grade level, five students read on grade level.
 Six students demonstrate ASL as their primary mode of communication. One student shows
preference for speaking.
 Students have basic familiarity with the plants life cycle and its basic needs (sun, soil and water).
 Students demonstrates knowledge of basic gardening terms in print (soil, water, sun, leaves, plants,
root, stem)
 Students demonstrate knowledge with measurement and counting up to 100.
 Students are able to recognize numbers in print, up to 100.

Rationale:

Verification: Maryland State Standards in Grade 2 Level

English Language Arts:

2.1 Reading and Literature

CCSS.ELA-LITERACY.RL.2.1
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.7
 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.

2.2 Writing
CCSS.ELA-LITERACY.W.2.6
 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
CCSS.ELA-LITERACY.W.2.7
 Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8
 Recall information from experiences or gather information from provided sources to answer a question.

2.3 Speaking, Listening and Viewing

CCSS.ELA-LITERACY.SL.2.1
 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.A
 Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B
 Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1.C
 Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.2
 Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
CCSS.ELA-LITERACY.SL.2.3
 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.4
 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.5
 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.SL.2.6
 Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

2.4 Language
CCSS.ELA-LITERACY.L.2.1
 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.2.3
 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Math:

2.1 Measurement & Data

CCSS.MATH.CONTENT.2.MD.A.1
 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
CCSS.MATH.CONTENT.2.MD.A.3
 Estimate lengths using units of inches, feet, centimeters, and meters.

Science:
SC.O.2.1.04
 Demonstrate curiosity, initiative and creativity by observing, classifying, comparing and analyzing
natural objects in the environment.
SC.O.2.1.05
 Manipulate scientific instruments and everyday materials to investigate the natural world (e.g., hand
lens, balance, thermometer, metric ruler, magnets, weather instruments, or calculators).
SC.O.2.1.08
  Design and conduct simple investigations; observe, collect and record information using a variety of
classification systems; describe trends of data; and make predictions based on that data (e.g., seasonal
changes and plants or temperature and weather).
SC.O.2.2.01
 Identify that plants and animals have different structures.
SC.O.2.2.02
 Identify the structures of living things including their systems, and explain their functions (e.g., wings
for flying, fins for swimming, or roots for support and obtaining water).
SC.O.2.2.03
 Sequence pictures of events to illustrate the changes in the life cycle of plants and animals.

Content Standard(s)
Science:
 Students will be able to identify and label the parts of vegetables by signing or fingerspelling the
parts.
 Students will learn and know how to grow and maintain a vegetable.
Language Arts:
 Students will be able to read the steps and to follow the directions.
 Students will be able to share their findings through participating in discussions using ASL and
recording their findings by writing in their science journal.
 Students will be able to identify and discuss the characteristics of the vegetables by writing or
fingerspelling.
Mathematics:
 Students will be able to record the measurement of vegetables.
 Students will be able to read the numbers on the weigh scale.

Benchmark(s)
In this unit…
 Students will demonstrate research skills by designing and conducting simple investigation:
observing, collecting and recording information using variety of classification systems.
 Students will collaborate with various students during hands-on activities by sharing thoughts,
discussing ideas and giving feedback.
 Students will identify types of vegetables and the gardening materials by writing or
fingerspelling.
 Students will be able to identify the variety of vegetable characteristics (size, weigh, texture and
length) by signing and documenting.
 Students will know how to use a weigh scale while conducting vegetable measurement.

Instructional Goal(s)

Content Goals
Week One: Science/Language Arts
Monday: Students will get to know variety of vegetables characteristics by conducting research.
Tuesday: Students will read and discuss the book, “Tops and Bottoms” by Janet Stevens
Wednesday: Students will learn how to combine various vegetables to make animal sculptures.
Thursday: Students will learn and discuss what vegetables look underground.
Friday: Students will learn the different parts of a vegetable and what can we use them for.

Week Two: Science/ Language Arts/ Mathematics

Monday: Students will review information about vegetables and types of vegetables.
Tuesday: Students will learn the diverse seeds found in vegetables.
Wednesday: Students will learn how to write recipes with measurements in a Vegetable Cookbook.
Thursday: Students will brainstorm the vegetable ingredients in a salad and then make the salad.
Friday: Students will conduct an investigation for the vegetable they want to grow.

Behavioral Goals
 Students will actively participate during teacher’s lecture and students’ discussion.
 Students will share their thoughts while participating in variety of discussions.

Affective Goals
 Students will respect others by not over-talking others and be actively listener.
 Students will collaborate with various students in hands-on activities.
 Students will respect others’ variety methods of learning.

Language Use Goals

Week One:
 Students will write down their research findings. (literacy)
 Students will share their research findings. (signacy)
 Students will identify parts of a vegetable by writing or signing the labels. (signacy/ literacy)
 Students will share characteristics of a vegetable with the class. (signacy)
 Students will read and discuss the book, “Tops and Bottoms” by Janet Stevens (literacy/signacy)
 Students will learn and discuss what do the vegetables look underground. (literacy/signacy)
 Students will learn the different parts of a vegetable and what can we use them for.
(literacy/signacy)
Week Two:
 Students will review information about vegetables and types of vegetables. (literacy/signacy)
 Students will learn the diverse seeds found in vegetables. (literacy/signacy)
 Students will learn how to write recipes with measurements in a Vegetable Cookbook.
(literacy/signacy)
 Students will brainstorm the vegetable ingredients in a salad and then make the salad.
(literacy/signacy)
 Students will conduct an investigation for the vegetable they want to grow. (literacy/signacy)

Materials, Resources and Technology:

Materials and resources:

1. Variety of vegetables
2. “Tops and Bottoms” book by Janet Stevens
3. “Tops and Bottoms” virtual video on YouTube
4. 7 posters
5. Markers
6. Color pencils
 7. Color pens
8. Glue
9. Camera
10. Printer
11. Toothpicks
12. Straws
13. Sticks
14. Craft sticks
15. Soil
16. Seeds
17. 7 Roots handouts
18. Weigh scale
19. 7 construction papers for the cookbook
20. Big bowl
21. Lettuce and the vegetables
22. Handouts

Technology resources:
1. 4 computers
2. Laptop
3. SmartBoard
4. Overhead
5. Internet

Web Addresses:
1. YouTube, www.youtube.com
2. IXL, www.ixl.com

Assessment/Evaluation:

Formative Assessments:

Authentic: Journal, activities, discussions, videos, experiments and authentic task will be evaluated by
observation. Students’ work will be scored following the rubric.

Traditional: Students will be given handouts such as matching the terms to the pictures and sequencing the
events before planting the seed.

Summative Assessments:

Authentic: Students’ projects and exhibitions will be evaluated and scored following the rubric.

Traditional: NA
Planning Matrix:
Monday Tuesday Wednesday Thursday Friday
Week One Content: Content: Books Content: Vary of Content: Vary of Content: Vary of
Content Internet, books via ASL and in art materials materials and vegetables
& Skills and posters printed, Skills: Creativity, projector with Skills:
Skills: Literacy overhead fine motor skills internet Remembering
Skills: ASL Skills: Scientific and applying
receptively and inquires
literacy
Week Two Content: Books, Content: Vary of Content: Paper, Content: Content: Books,
Content videos, posters exploration computer, or Discussion or internet
& Skills and discussions materials and poster writing Skills: Literacy
Skills: Literacy tools Skills: Literacy Skills:
and ASL Skills: Scientific Remembering
receptively inquires and applying

Reference(s):

1. School Improvment in Maryland. (n.d.). Using the State Curriculum: Science, Grade 2. Retrieved July 23,
2017, from http://mdk12.msde.maryland.gov/instruction/curriculum/science/standard1/grade2.html
2. ISTE. (n.d.). ISTE Standards FORSTUDENTS. Retrieved July 21, 2017, from
https://www.iste.org/standards/standards/for-students
3. Vegetables Virtual Tour. (n.d.). Retrieved July 25, 2017, from
http://www.farmfood360.ca/en/vegetablegfarms/vegetable/
Lesson Title: Vegetable Cookbook

Grade Level: Second Subject Area: Science/ Math/ Literacy

Time Allotted for the Lesson:

60 minutes, 1 class

Rationale:

In this lesson, the students will demonstrates their prior knowledge of vegetables by...
 Determining a vegetable dish to create.
 Using their research skills to find sample of cookbook recipes.
 Writing down the directions down in their cookbook, including the measurement.
 Exhibiting their cookbook projects.

Classroom Layout and Grouping of Students:

 The students will be partnered up as assigned by the teacher.

 This lesson will takes place in the computer area in the classroom.
 The teacher will rotate to check in on students’ process.
The layout is below…
State Curriculum Standards met in this lesson: Maryland State Standards in Grade 2 Level

English Language Arts:

2.3 Reading and Literature

CCSS.ELA-LITERACY.RL.2.1
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.7
 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.

2.4 Writing
CCSS.ELA-LITERACY.W.2.6
 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
CCSS.ELA-LITERACY.W.2.7
 Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8
 Recall information from experiences or gather information from provided sources to answer a question.

2.5 Speaking, Listening and Viewing

CCSS.ELA-LITERACY.SL.2.1
 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.A
 Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B
 Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1.C
 Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.2
 Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
CCSS.ELA-LITERACY.SL.2.3
 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.4
 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.6
 Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
2.6 Language
CCSS.ELA-LITERACY.L.2.1
 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.2.3
 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Math:

2.2 Measurement & Data

CCSS.MATH.CONTENT.2.MD.A.1
 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
CCSS.MATH.CONTENT.2.MD.A.3
 Estimate lengths using units of inches, feet, centimeters, and meters.

Science:
SC.O.2.1.04
 Demonstrate curiosity, initiative and creativity by observing, classifying, comparing and analyzing
natural objects in the environment.
SC.O.2.1.08
 Design and conduct simple investigations; observe, collect and record information using a variety of
classification systems; describe trends of data; and make predictions based on that data (e.g., seasonal
changes and plants or temperature and weather).
SC.O.2.2.02
 Identify the structures of living things including their systems, and explain their functions (e.g., wings
for flying, fins for swimming, or roots for support and obtaining water).
SC.O.2.2.03
 Sequence pictures of events to illustrate the changes in the life cycle of plants and animals.

National Education Technology Standards for Students (NETS•S) met in this lesson: Go to the
http://cnets.iste.org/students/s_profiles.html and select grade level profile (K-2, 3-5,…) appropriate indicators
(standards) that are being met in this lesson. Copy and paste below.

Empowered Learner:
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.
 1b Students build networks and customize their learning environments in ways that support the
learning process.
 1c Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.

Digital Citizen:
Students recognize the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
 2b Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
  2c Students demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.

Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and others.
 3a Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
 3d Students build knowledge by actively exploring real-world issues and problems, developing ideas
and theories and pursuing answers and solutions.

Innovative Designer:
Students use a variety of technologies within a design process to identify and solve problems by creating new,
useful or imaginative solutions.
 4b Students select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.

Creative communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms,
tools, styles, formats and digital media appropriate to their goals.
 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models or simulations.

Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others
and working effectively in teams locally and globally.
 7b Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
 7c Students contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal.

Instructional Objective(s):

1. Students will demonstrate research skills by designing and conducting simple investigation: observing,
collecting and recording information using variety of classification systems.
2. Students will collaborate with their partner during research and creating the cookbook by sharing
thoughts, discussing ideas and giving feedback.
3. Students will use the vegetable terms while writing in the cookbook.

Materials, Resources and Technology:

Materials and resources needed for this lesson.

1. 7 construction papers
2. Science journal
3. 3 computers
 4. 7 pencils or colored pencils
5. Glue
Technology resources needed for this lesson
1. Camera
2. Printer
3. 3 computers
4. SmartBoard
5. Projector
6. Internet
Web Addresses needed for this lesson:
Website name (e.g. Yahoo), followed by the site’s complete web address http://www.yahoo.com,
1. Google, www.google.com

Student’s Present level of Performance and Knowledge:

The students has an adequate knowledge of...

1. Types of gardening and type of vegetables
2. How to use the computer and Internet
3. Writing and reading skills, there are visual accommodations if necessary

Instructional Procedures

Lesson Set: 10 minutes

The teacher will ask couple of conversation starter questions. Examples are below…
1. “What is your favorite home cooked meal?”
2. “Who knows how to cook that meal?”
3. “How do the person remembers how to cook the meal?”
4. “How can you remind yourself to remember about something?”
5. “Have you seen someone in your family pulling out a cookbook and reading it?”
6. “What is a cookbook used for?” “
7. “Inside the cookbook there are directions for variety of meals. Do you know what is the word? It
starts with a R…”
8. “My mom collects recipes over the years and now I have plenty to choose from! Where else do you
think we can find cooking recipes? ”
9. “Right! Bookstores, in your home, at the library and hmm what about the Internet?”
10. “How can we search for something on the Internet? Can someone show me how?”

Procedures: 40 minutes
1. Students will participate in the lesson introduction discussions. (signacy)
2. Students will conduct research with their assigned partners. The students will discuss during the
research and write down notes. (signacy/ literacy)
3. Students will create their own cookbook. Students will include ingredients and directions in their
cookbook. (literacy)
4. Students will take turns presenting their cookbooks to the class and explaining the steps. (signacy)
5. After the presentation, students will have an opportunity to go around and see others’ cookbook up
close. (literacy)
 Lesson Closure: 10 minutes

Teacher will close off the lesson by asking few prompts questions…
1. “Where can you get the vegetables to make your dish?”
2. “Yes most of us buy our vegetables at the stores. But where do you think the vegetables come from?”
3. “Do you think we can grow our own vegetables?”
4. “We will find out tomorrow!”

Adaptations for Special Learners:

 Visual word bank handouts will be provided for the two students who read at below the grade level.
 The classroom has visual educational posters related to gardening and types of vegetables.
 The two students are assigned with strong readers to do the research for this activity.

Supplemental Activities: Extension and remediation:

 Extension: Students can write down their reflection in their journal. They will summarize the activity
and share something new that they have learned while conducting the research, creating the cookbook
and during class sharing time.

 Remediation: Students can practice with spelling the gardening terms including vegetables through
variety of literacy activities including unscrambling the words, simple crosswords, matching pictures to
the words and filling in the blanks.

Assessment/Evaluation:

The students’ success will be measured by…

1. Their writings in the journal
2. Participation during discussions
3. Collaborative with their partners
4. Their cookbook product
5. Giving class presentation

Students’ journal, participation, cookbook product and presentation will be evaluated by observation and
measured with the rubrics.
Student Products:

The students’ products from the lesson:

1. Reflective journal
2. Cookbook

Teacher Reflection and Self Assessment

1. What went well, and why?

2. What didn’t go well, and why?
3. Which instructional objectives were met?
4. Which instructional objectives were not met?
5. Which students had difficulty with the lesson?
6. Which students had no difficulty with the lesson?
7. What can I do to improve the lesson?
Lesson Title: Friends Garden

Grade Level: Second Subject Area: Science/ Literacy

Time Allotted for the Lesson:

60 minutes, 1 class (ongoing process with the growth of vegetables)

Rationale:

In this lesson, the students will demonstrates their prior knowledge of vegetables by...
 Determining a vegetable to grow.
 Conducting research on the selected vegetable to learn how to grow it.
 Choosing the right seed and planting it.

Classroom Layout and Grouping of Students:

 The students will grow their vegetables individually.

 This lesson will takes place in the computer area in the classroom.
 The teacher will rotate to check in on students’ process.
 When the students are finished with the research, relocate to the science area.
 In the science area, the students will choose the seed and product their own pots.
 The teacher will rotate to check in on students’ process.
The layouts are below…
Computer Area
 Science Area

State Curriculum Standards met in this lesson: Maryland State Standards in Grade 2 Level

English Language Arts:

2.5 Reading and Literature

CCSS.ELA-LITERACY.RL.2.1
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.7
 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.

2.6 Writing
CCSS.ELA-LITERACY.W.2.6
 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
CCSS.ELA-LITERACY.W.2.7
 Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8
 Recall information from experiences or gather information from provided sources to answer a question.

2.7 Speaking, Listening and Viewing

CCSS.ELA-LITERACY.SL.2.1
 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.A
 Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B
 Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1.C
 Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.2
 Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
CCSS.ELA-LITERACY.SL.2.3
 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.4
 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.6
 Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

2.8 Language
CCSS.ELA-LITERACY.L.2.1
 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.2.3
 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Math:

2.3 Measurement & Data

CCSS.MATH.CONTENT.2.MD.A.1
 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
CCSS.MATH.CONTENT.2.MD.A.3
 Estimate lengths using units of inches, feet, centimeters, and meters.

Science:
SC.O.2.1.04
 Demonstrate curiosity, initiative and creativity by observing, classifying, comparing and analyzing
natural objects in the environment.
SC.O.2.1.08
 Design and conduct simple investigations; observe, collect and record information using a variety of
classification systems; describe trends of data; and make predictions based on that data (e.g., seasonal
changes and plants or temperature and weather).
SC.O.2.2.02
 Identify the structures of living things including their systems, and explain their functions (e.g., wings
for flying, fins for swimming, or roots for support and obtaining water).
SC.O.2.2.03
 Sequence pictures of events to illustrate the changes in the life cycle of plants and animals.
National Education Technology Standards for Students (NETS•S) met in this lesson:

Empowered Learner:
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.
 1b Students build networks and customize their learning environments in ways that support the
learning process.
 1c Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.

Digital Citizen:
Students recognize the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
 2b Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
 2c Students demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.

Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and others.
 3a Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
 3d Students build knowledge by actively exploring real-world issues and problems, developing ideas
and theories and pursuing answers and solutions.

Innovative Designer:
Students use a variety of technologies within a design process to identify and solve problems by creating new,
useful or imaginative solutions.
 4b Students select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.

Creative communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms,
tools, styles, formats and digital media appropriate to their goals.
 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models or simulations.

Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others
and working effectively in teams locally and globally.
 7b Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
 7c Students contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal.
Instructional Objective(s):

1. Students will demonstrate research skills by designing and conducting simple investigation: observing,
collecting and recording information using variety of classification systems.
2. Students will use the vegetable terms while writing in the journal.
3. Students will create a graph for their vegetable growth chart.

Materials, Resources and Technology:

Materials and resources needed for this lesson.

1. 7 journals
2. Writing materials (pencils, color pencils)
3. 7 Posters for growth chart
4. Vary materials for pots
5. 25 quart of soil bag
6. 3 watering cans
7. 3 water sprayer
8. Vary of vegetable seeds
9. Posters of vegetable growths as a model
Technology resources needed for this lesson
1. 7 computers
2. camera
3. SmartBoard
4. Projector
5. Internet
Web Addresses needed for this lesson:
Website name (e.g. Yahoo), followed by the site’s complete web address http://www.yahoo.com,
1. Google, www.google.com
For Remediation:
1. http://www.farmfood360.ca/en/vegetablefarms/vegetable/

Student’s Present level of Performance and Knowledge:

The students has an adequate knowledge of...

1. Types of vegetables
2. How to use the computer and Internet
3. Writing and reading skills, there are visual accommodations
4. How to do the measurement with weigh scale and ruler
5. Numerals in print, up to 300

Instructional Procedures

Lesson Set: 10 minutes

 The teacher will ask couple of conversation starter questions. Examples are below…
1. “Can someone tell me what have we learned for last two weeks?”
2. “We have studied vegetables, we have observed the seeds, we have investigated the vegetables, we
have vegetable recipes ready. What should we do now?”
3. “Is anybody hungry right now? What if we do not want to go to stores to get vegetables, what can we
do?”
4. “Yes! We can plant our own garden!”
5. “Take a moment to think about the vegetable that you would like to grow and explain why.”

Procedures: 40 minutes
The students will...
1. Conduct a research on their selected vegetable to see how to maintains it.
2. Write down notes or draw their vision.
3. Move over to the science area and begin assembling the pot and to plant the seed.
4. Set up the materials needed to maintain their vegetables next to their pots.
5. Discuss their predications of their vegetable growth process.

Lesson Closure: 10 minutes

Students will do two things to exhibit their learning process. Students will…
1. Answer an exit question, “How would you plan to maintain the growth of your vegetable? Please
draw or write your answer.”
2. Create a poster to keep track of their vegetable growth data.

Adaptations for Special Learners:

 Visual word bank handouts will be provided for the two students who read at below the grade level.
 The classroom has visual educational posters related to gardening and types of vegetables.

Supplemental Activities: Extension and remediation:

Extension:
 Students can discuss about what else they could grow in their home backyard.

Remediation:

 Students will take a virtual farm tour with the teacher to discuss about how do vegetables grow in
different ways and how are they harvested.
 The student can manipulate their learning experience by exploring on the virtual tour to acquire more
information.
 After students’ investigation, they will be asked to choose three vegetables and to describe three
differences and similarities in their journal.

(The link to the virtual tour is found in the materials.)

Assessment/Evaluation:

The students’ success will be measured by…

1. Their writings in the journal
2. Participation during discussions
3. Planted Pot
4. Growth Data Chart

Students’ journal, participation and Growth Data Chart will be evaluated by observation and measured with
the rubrics.

Student Products:

The students’ products from the lesson:

1. Reflective Journal
2. Growth Data Chart
3. Planted Pot

Teacher Reflection and Self Assessment

8. What went well, and why?

9. What didn’t go well, and why?
10. Which instructional objectives were met?
11. Which instructional objectives were not met?
12. Which students had difficulty with the lesson?
13. Which students had no difficulty with the lesson?
14. What can I do to improve the lesson?