Lemonwendy Siop

Wendy Lemon
11/29/2013
Education 331
B. Wilson
SIOP Lesson Planning Matrix

SIOP Lesson Planning Matrix:
The first column contains a brief description of each SIOP element. In the second column, describe the
parts of the original lesson plan that correspond to the SIOP element. In the third column, describe the
parts that you ADDED to the original lesson plan that correspond to the SIOP element. Remember you
do NOT have to fill in every cell. At the end of this document attach the original lesson plan and
highlight in yellow the activities/elements you added to the original lesson plan. Be sure to state the
sources of the original lesson plan. (if it is original to you, write designed by <name> on <date>.)
SIOP Element Describe activities/ ideas from
Original Lesson Plan
Describe additional activity(ies)/
ideas related to element
I.PLANNING
1. Write content objectives
clearly for students:

To learn parts of seeds and to
learn what they need to grow.

Morning enrichment activities
with vocabulary (sight word
drills, magnetic letters, word
searches, computer activities,
etc.)
Word Wall

*Also I would add CSO and other
appropriate standards.
2. Write language objectives
clearly for students:

None included in original lesson.

Morning enrichment activities
with vocabulary (sight word
drills, magnetic letters, word
searches, computer activities,
etc.)
Word Wall

*Also I would add CSO and other
appropriate standards.
3. Choose content concepts
appropriate for age and
educational background level of
students.
List them:

Seed characteristics
Types of seeds-
Monocots/Dicots
Seed Parts
Plant needs for growth
and life.
Check for comprehension of soil,
nutrients, temperature, sunlight,
etc.
4. Identify supplementary
materials to use (graphs, models,
visuals).
List materials:

What Are the Parts of a
Seed?- Student activity
sheet
Planting Seeds and
Watching Them Grow-
Esheet/Interactive
Hang posters and project
examples for students to
reference.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

Video- Desperate
houseplants.
5. Adapt content (e.g., text,
assignment) to all levels of
student proficiency.
List ideas for adaptation:

Compile lists in order to
organize information.
Compare and Contrast
requirement for life and
growth of people and
animals with seeds.
Observation discussions
and journals.
Provide opportunities to
illustrate or construct
information in the brochure to
show comprehension levels.
6. Plan meaningful activities that
integrate lesson concepts (e.g.,
surveys, letter writing,
simulations, and constructing
models) with language practice
opportunities for reading,
writing, listening, and/or
speaking.
List them:

animals with seeds.
and journals.

II., Building Background
7. Explicitly link concepts to
students backgrounds and
experiences.
Examples:

Talk about what people and pets
need to live and grow and how
that is similar to plants/seeds.
Compile a list.
Connect know items to new
concepts. Ex. Snack one day
could consist of seeds for tasting
and comparing (Pumpkin,
sunflower, beans).
8. Explicitly link past learning and
new concepts.
Examples:

Discussion of what people or
animals (pets) that we have
known in our past have needed
for life and growth; connection
that information to new
information concerning seed and
plant growth and development.

Home connection- Ask students
to bring in a picture of a animal
or love one they have helped
care for. This could be a pet,
farm animal, grandparent, or
even a younger sibling.
9. Emphasize key vocabulary
(e.g., introduce, write, repeat,
and highlight) for students.
List key vocabulary:

seeds
seed coats
embryo
endosperm (food supply)
Roots
Stem
Leaves

If needed use words from Check
for comprehension activity (soil,
nutrients, temperature, sunlight,
etc. to add to the list as needed)
III. Comprehensible Input
10. Use speech appropriate for Practice proper pronunciation of
Wendy Lemon
11/29/2013
Education 331
B. Wilson

students proficiency level (e.g.,
slower rate, enunciation, and
simple sentence structure for
beginners).

new vocabulary.
11. Explain academic tasks
clearly.

Do student activity
sheet.
Esheet- Planting Seeds
and Watching Them
Grow/Plant
Investigation. Follow
directions on Website.
Complete observation
Journal.
Write a short script
about plants and how
they grow.

12. Use a variety of techniques
to make content concepts clear
(e.g., modeling, visuals, hands-on
activities, demonstrations,
gestures, body language).
List them:

Hands-on activity-
dissecting seeds.
Diagram of the parts of a
seed
Hands-on activity-
planting a seed.
Observation of plant
growth.
Photo observations on
All about Seeds.

IV. Strategies
13. Provide ample opportunities
for students to use strategies,
(e.g., problem solving,
predicting, organizing,
summarizing, categorizing,
evaluating, self-monitoring).
List them:

animals with seeds.
and journals.
I would suggest using a time line
to chart new observations when
they occur. This could be used
later to compare and contrast
the seeds growth.
14. Use scaffolding techniques
consistently (providing the right
amount of support to move
students from one level of
understanding to a higher level)
throughout lesson.
List them:
Starts small with understanding
the basic needs of plant life and
growth. Then advancing to learn
about the parts of a seed. After
that we will build to
understanding the growth
process, and finally will end with

Wendy Lemon
11/29/2013
Education 331
B. Wilson

the functions of the plant parts.
15. Use a variety of question
types including those that
promote higher-order thinking
skills throughout the lesson (e.g.,
literal, analytical, and
interpretive questions).
List them:

Teacher led discussion.
Evaluate comprehension
of activity through
question/answer
activity.
Have students take notes or
write down question they would
like to discuss as a class.

V. Interaction
16. Provide frequent
opportunities for interaction and
discussion between
teacher/student and among
students about lessons concepts,
and encourage elaborated
responses.

Teacher led discussion.
Evaluate comprehension
of activity through
question/answer
activity.

17. Use group configurations
that support language and
content objectives of the lesson.
List the grouping types:

Divide student into pairs for the
dissection activity.

Whole class activity- write a
short script.
Group students in small group at
the end of observation to discuss
and review changes in growth.
18. Provide sufficient wait time
for student responses
consistently.

Not Possible for this assignment Not Possible for this assignment
19. Give ample opportunities for
students to clarify key concepts
in L1 as needed with aide, peer,
or L1 text.

VI.Practice/Application

20. Provide hands-on materials
and/or manipulatives for
students to practice using new
content knowledge.
List materials:

Seed Dissecting Project.
Seed planting and
observation experiment.
Observation journals and
activity sheets for each.

During morning activities
students can work picture and
sequencing puzzles that are
content related.
21. Provide activities for
students to apply content and
language knowledge in the
Seed? -Student Sheet.
Planting Seeds and
Seed booklets, diagrams, and
observations may be used to
create a bulletin board.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

classroom.
List them:

Watching Them Grow.
Observation Journals.
Observation sheet.
Create seed booklets.
Create a script to act
out.
22. Provide activities that
integrate all language skills (i.e.,
reading, writing, listening, and
speaking).
List them:

Seed? -Student Sheet.
Planting Seeds and
Watching Them Grow.
Observation Journals.
Observation sheet.
Create seed booklets
Create a script to act
out.
As time presents or while
waiting for everyone to finish,
the students could present
diagrams and share unique
findings with the class.
VII. Lesson Delivery
23. Support content objectives
clearly.
24. Support language objectives
clearly.

25. Engage students
approximately 90-100% of the
period (most students taking
part and on task throughout the
lesson).

26. Pace the lesson appropriately
to the students ability level.

VIII. Review/Evaluation

27. Give a comprehensive review
of key vocabulary.

28. Give a comprehensive review
of key content concepts.

29. Provide feedback to students
regularly on their output (e.g.,
language, content, work).

30. Conduct assessments of
student comprehension and
Wendy Lemon
11/29/2013
Education 331
B. Wilson

learning throughout lesson on all
lesson objectives (e.g., spot
checking, group response)

Original Lesson Plan:
Look at Those Seeds Grow! -
http://sciencenetlinks.com/lessons/look-at-those-seeds-grow/
What You Need
What Are the Parts of a Seed?
Student Activity Sheet | Hands-On
Planting Seeds and Watching Them Grow
Esheet | Interactive
Seeds Observation Journal
Student Activity Sheet
Materials
Bean seeds soaked overnight
Toothpicks
Hand lens
Newsprint and markers
Seeds (You can use packaged seeds or dried ones similar to those used for the dissection
activity. Dried seeds need to be soaked overnight.)
Paper cups and lids for each student or pair of students
Newspaper (to protect the desks from any soil that spills)
Pencils
Soil
Wendy Lemon
11/29/2013
Education 331
B. Wilson

Purpose
To learn the basic parts of seeds and what they need to grow into a plant.

Context
Most plants grow from seeds, which come in a variety of shapes, sizes, and textures. Within this
compact package, seeds contain everything a plant needs to grow and reproduce. Some seeds, such as
grass, begin life with one leaf. These kinds of seeds are monocots. Other seeds, such as beans, begin life
with two leaves. These kinds of seeds are dicots.
The outside covering of seeds is called the seed coat. It protects the baby plant, or embryo, inside the
seed. The seed also contains endosperm, or a food supply, that the embryo uses to grow until the plant
can manufacture its own food. In order for seeds to grow into plants, they need soil containing
nutrients, water, sunlight, the right temperature, room to grow, and time. In this lesson, students will
have the opportunity to observe this process for themselves.
In the Motivation part of the lesson, students discuss what living things need to live and thrive. They will
begin with a discussion of what people need. They will compile a list that includes the following: food,
water, a place to live, ways to stay warm when it is cold and cool when it is hot, and someone to care for
them. They will then go through the same exercise for animals and plants. They will discover that all
living organisms have similar needs. At this point, students will probably realize that seeds, which
contain a baby plant, also have these same basic needs. Throughout the lesson, they will form a better
understanding of this as they look inside a seed and then plant seeds and watch them grow.
During the Development part of the lesson, students will work in pairs to dissect lima bean seeds that
have been soaked overnight. Using a hand lens, they observe the embryo and food supply. Then they
complete the What Are the Parts of a Seed? student sheet, which asks them to label a diagram of a seed
and write down what each part does. This section of the lesson will conclude with a review of what
plants need to grow.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

Finally, students will have an opportunity to actually plant seeds and watch them grow.

Planning Ahead
Note: If you are buying packaged seeds, please check to see if they have been treated with fungicides
or other pesticides. Do NOT buy seeds that have been exposed to these chemicals.

Motivation
Begin the lesson by asking students what they need to live and grow. Make a list of their ideas on a
sheet of newsprint. Suggestions should include:
Food
Water
A place to live
Ways to stay warm when the weather is cold and cool when the weather is hot
People to help and protect them
Then ask students to think about what animals, including pets such as dogs, cats, and fish, need to live
and grow. Write these suggestions on the same sheet of newsprint. Students will notice that the needs
of animals are similar to the needs of human beings.
Go through the same exercise with plants. Here, too, students will notice that plants need similar things:
food, water, and a place to live, such as a pot with the right kind of soil containing the proper nutrients,
or space in a garden. Plants have another important need: They must be near light. In fact, light is so
important to plants that they will grow toward it!
In addition, point out that soil helps regulate the plant's temperature. In the garden, mulch is another
way to keep in water and regulate the plant's temperature. Plants also need someone to take care of
them by watering and feeding them, and, if necessary, moving them to a better location so that they can
continue to grow.
After this initial discussion, ask students what they think seeds need to live and grow. At this point,
students will probably recognize that seeds need the same things to live and grow as plants and animals.
If students wonder why, explain that inside each seed, there is a baby plant that will grow into a mature
plant. The seed contains everything the baby plant needs until it is ready to live on its own. Explain that
Wendy Lemon
11/29/2013
Education 331
B. Wilson

in the next part of the lesson, students will look inside a seed and see for themselves how seeds provide
food and protection for the baby plant.

Development
Divide students into pairs and hand out one bean seed that has been soaked overnight, a couple of
toothpicks, and a hand lens to each pair. Tell students to gently lift off the outside layer of the seed.
(Note: If possible, it might be a good idea to have volunteers in the classroom to help students with this
activity.) Ask students to look at the inside of the seeds with the hand lens.
As a class, discuss what students are observing. Go over the parts of the seed, providing students with
the correct vocabulary. Make sure they understand the following:
The outside layer of the seed is called the seed coat. It protects the delicate structures inside the
seed.
Inside the seed, students should see two structures: the baby plant, or embryo, and the food
supply. The embryo will grow into the mature plant. The food supply will nourish the growing
plant until it can make food on its own.
Pass out the What Are the Parts of a Seed? student sheet. Give students time to fill out the sheet in
class. Then tell them to keep the sheets available to refer to during the next part of the lesson.
Before beginning the next part of the lesson, when students will plant seeds, review what plants need to
live and grow. Emphasize, too, that plants don't grow overnight. They take time, so students must be
patient.
Now ask students to use their Planting Seeds and Watching Them Grow student esheet to go to Plant
Investigation. Working in pairs, they should follow the directions on the website to plant seeds and
watch them grow. Throughout the process, they should use the Observation Journal to observe what
the plant looks like at each stage of its development.
For your information, here are the directions for the plant investigation:
Before students begin planting, give each pair a sheet of newspaper. Tell students to cover their
desks with the newspaper.
Make available to each pair of students a cup, a plastic lid, and soil. Tell students to poke a hole
in the bottom of the cup with a pencil.
Add soil to the cup.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

Students should place one or two seeds in the hole and cover them with soil.
Tell students to water the soil when it looks dry. They can tell when the growing plants need
water by sticking their fingers one inch into the soil. If it feels dry, then watering is necessary.
Tell students that when they water the plant, they should add enough water so that it starts to
come out of the hole at the bottom of the cup.
Students should write down their observations on the observation sheet. They also have the
option of sharing their observations with other students throughout the United States who are
working on this activity. The information about how to do this is provided on the esheet.
After the plants have started to sprout, go over the different parts that are emerging. Make sure that
students can name these parts and describe their functions:
Root: Anchors the plant and takes in water and nutrients from the soil.
Stem: Helps support the plant.
Leaves: Take in light, which the plant will use to make its own food.
On their observation sheets, students should draw pictures of the growing plant, labeling each part as it
emerges.

Assessment
As students complete each sheet, go over them to evaluate whether students can identify the parts of a
seed, understand what plants need to grow, can follow the directions listed on the esheet, and can write
appropriate observations. You could also encourage a class discussion to find out what they have
learned. Ask questions such as:
What are the three main parts of a seed?
(They are the seed coat, the embryo, and the food supply.)
What do seeds need to grow into plants?
(They need light, water, the right temperature, nutrients, room to grow, and time.)
What are the three main parts of a plant? What function does each serve?
Wendy Lemon
11/29/2013
Education 331
B. Wilson

(The three main parts are the root, stem, and leaves. The root anchors the plant and takes in water and
nutrients from the soil. The stem helps support the plant. Leaves take in light, which the plant will use to
make its own food.)
Do you have plants at home? If so, what do you observe about how they grow? Do they have
any additional parts?
(Answers will vary, but some plants may have flowers. Explain that flowers help the plant reproduce by
attracting insects such as bees, which transfer pollen to the flower's reproductive organs.)

Extensions
If students haven't done so, suggest that they use their student esheet to look at the photos of seeds on
All about Seeds. Then have students bring in magazines from home. Suggest that they find pictures of
other seeds, either in the magazines or on the Internet. As a class, you could develop a bulletin board
showing different kinds of seeds. Alternatively, each student can make his/her own booklet about seeds.

Have students watch Desperate Houseplants on the Sesame Street website. As a class, write a short
script of your own about plants and how they grow. Consider acting out your play for other classes in
the school.

The following websites have other resources about plants.
Trees Are Terrific: Travels with Pierre
The Great Plant Escape
Grow a Plant

Wendy Lemon
11/29/2013
Education 331
B. Wilson

New Lesson Plan in WVSU Format:
Teacher Candidate: Wendy Lemon Date: 11/29/2013
School: Unknown Grade/ Subject: 1
st
Grade, Science/Language
Lesson Topic: Seeds/Seed and Plant parts/ Seed growth

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will be able to discuss what is needed for seed/plant life and growth.
Students will be able to connect prior knowledge to new knowledge concerning the needs of
life.
Students will be able to seed parts.
Students will be able to follow directions in an experiment and observe seed growth.
Students will be able to identify plant parts and their functions.
Students will be able to write appropriate observations.

WV CSOs
SC.O.1.1.3: Demonstrate curiosity, initiative and creativity by questioning observations of
changes in the environment.
SC.O.1.1.6: Collect, record and compare information using a variety of classification systems
(e.g., ordering, sorting, or sequencing) and using a variety of communication techniques (e.g.,
sketches, pictographs, or models).
SC.O.1.2.4: Identify the parts of growing plants as they develop.
SC.O.1.3.4: Listen to and be tolerant of different viewpoints while working in collaborative
groups.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

RLA.O.1.2.9: Compose in a variety of forms or genres (e.g., journal writing, written response to
literature, writing poems).
RLA.O.1.2.11: Use a variety of sources to gather information to share thoughts and ideas (e.g.,
informational books, pictures, charts, graphs).
RLA.O.1.3.3: Create a real or imaginary experience with oral and/or visual communication.

NATIONAL STANDARDS

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants
and/or animals use their external parts to help them survive, grow, and meet their
needs
1-LS1-2.

Read texts and use media to determine patterns in behavior of parents and
offspring that help offspring survive.

CCSS.ELA- Literacy.RL.1.1 Ask and answer questions about key details in a text.

MANAGEMENT FRAMEWORK
Overall time: 300 minutes
Time Frame: 30 minutes per day for 10 days. This time frame does not include the morning
start up activities.
1
st
Class: Unit Introduction and home connection
2
nd
Class: Seed parts and function. Present the What Are the Part of a Seed? Student Sheet and
give introduction information to tomorrows activity.
3
rd
Class: Seed dissection and Seed Soaking (lima beans) for planting.
4
th
Class: Plant pre-soaked lima beans using the Planting Seeds and Watching Them Grow
student esheet.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

5
th
Class: Introduce the Observation Journal and the procedure for documenting the
information; document Initial Observation and care of seed.
6
th
Class: Discussion and Introduction of plant parts and their functions. Continue journal
observations and care of seed.
7
th
class: Watch All about Seeds on their esheet. Continue journal observations and care of
seed. Students may begin their seed booklet.
8
th
class: Content review of seed/plant parts and functions. Watch Desperate Houseplants on
the Sesame Street Website. Continue journal observations and care of seed. If time permits
continue seed booklet.
9
th
Class: Continue journal observations and care of seed. Complete seed booklet.
10
th
Class: Question and Answer Review of content. Write mini scripts in groups to present at
the end of class.
** Note additional days of observation may be needed according to seed growth. Also
depending on the length of question and answer session on day five additional time may be
needed.
STRATEGIES
Teacher/student led discussion
Hands-on activities
Observation Journals
Compile and organize information
DIFFERNTIATED INSTURCTION/ADAPTATIONS/INTERVENTIONS
Teacher will be available to aid throughout the process. Pairs will be established to allow
struggling students to be aided by a peers. Observation logs allow for differentiation in abilities
through a variety of writing opportunities and visual representation.

Wendy Lemon
11/29/2013
Education 331
B. Wilson

PROCEDURES
1
ST
Day
Introduction/Lesson Set
Teacher will introduce the lesson and home connection
Body & Transition
Begin the lesson by asking students what they need to live and grow. Make a list of their ideas on a
sheet of newsprint. Suggestions should include:
Food
Water
A place to live
Ways to stay warm when the weather is cold and cool when the weather is hot
People to help and protect them
Then ask students to think about what animals, including pets such as dogs, cats, and fish, need to live
and grow. Write these suggestions on the same sheet of newsprint. Students will notice that the needs
of animals are similar to the needs of human beings.
Go through the same exercise with plants. Here, too, students will notice that plants need similar things:
food, water, and a place to live, such as a pot with the right kind of soil containing the proper nutrients,
or space in a garden. Plants have another important need: They must be near light. In fact, light is so
important to plants that they will grow toward it!
In addition, point out that soil helps regulate the plant's temperature. In the garden, mulch is another
way to keep in water and regulate the plant's temperature. Plants also need someone to take care of
them by watering and feeding them, and, if necessary, moving them to a better location so that they can
continue to grow.
After this initial discussion, ask students what they think seeds need to live and grow. At this point,
students will probably recognize that seeds need the same things to live and grow as plants and animals.
If students wonder why, explain that inside each seed, there is a baby plant that will grow into a mature
plant. The seed contains everything the baby plant needs until it is ready to live on its own.

Wendy Lemon
11/29/2013
Education 331
B. Wilson

Closure
Allow student to share personal pictures or family experiences that they have had caring for
family members.
Day 2:
Go over the parts of the seed, providing students with the correct vocabulary. Make sure they
understand the following:
The outside layer of the seed is called the seed coat. It protects the delicate structures inside the
seed.
Inside the seed, students should see two structures: the baby plant, or embryo, and the food
supply. The embryo will grow into the mature plant. The food supply will nourish the growing
plant until it can make food on its own.
Body & Transition
Pass out the What Are the Parts of a Seed? student sheet. Give students time to fill out the sheet in
class. Then tell them to keep the sheets available to refer to during the next part of the lesson.
Closure
Explain that in the next part of the lesson, students will look inside a seed and see for themselves how
seeds provide food and protection for the baby plant.

Day 3:
Review the parts of the seed, providing students with the correct vocabulary
Body & Transition
Divide students into pairs and hand out one bean seed that has been soaked overnight, a couple of
toothpicks, and a hand lens to each pair. Tell students to gently lift off the outside layer of the seed.
(Note: If possible, it might be a good idea to have volunteers in the classroom to help students with this
activity.) Ask students to look at the inside of the seeds with the hand lens.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

Closure
Divide students into pairs and hand out two bean seeds to each pair to prepare to be soaked overnight.

Day 4
Before beginning the next part of the lesson, when students will plant seeds, review what plants need to
live and grow.
Body & Transition

Wendy Lemon
11/29/2013
Education 331
B. Wilson

Closure
Emphasize, too, that plants don't grow overnight. They take time, so students must be patient

Day 5
Teacher will introduce the observation journal and the procedures for documenting the
information.
Body & Transition

Wendy Lemon
11/29/2013
Education 331
B. Wilson

Closure
Student led discussion on the experiment or questions they have concerning the experiment.

Day 6
Teacher lead discussion and introduction of plant parts and their functions.
Body & Transition
We will go over the different parts that are emerging. Make sure that students can name these parts
and describe their functions:
Root: Anchors the plant and takes in water and nutrients from the soil.
Stem: Helps support the plant.
Leaves: Take in light, which the plant will use to make its own food.
On their observation sheets, students should draw pictures of the growing plant, labeling each part as it
emerges.
Closure

Day 7
Students will use their student esheet to look at the photos of seeds on All about Seeds
Body & Transition
Students should use the Observation Journal to observe what the plant looks like at this stage of its
development and they should take this time to provide care for the seed. Students will be given an
introduction to the seed booklet and given time to begin. These will be used on a bulletin board.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

Closure

Day 8:
Teacher led discussion and review of vocabulary and content.
Body & Transition
Have students watch Desperate Houseplants on the Sesame Street website as a way or reviewing
vocabulary and content.
Continue student observation and care of seeds, also continue to work on seed booklet as time allows.
Closure

Day 9:
Teacher will review the expectations of the journals.
Body & Transition
Time will be given for each student to work on their observation journals and complete the
seed booklets.
Wendy Lemon
11/29/2013
Education 331
B. Wilson

As students continue the observation journals and seed booklets, go over them to evaluate whether
students can identify the parts of a seed, understand what plants need to grow, can follow the
directions listed on the esheet, and can write appropriate observations.
Closure

Day 10
Led the class in a discussion and question session to check for comprehension.
What are the three main parts of a seed?
(They are the seed coat, the embryo, and the food supply.)
What do seeds need to grow into plants?
(They need light, water, the right temperature, nutrients, room to grow, and time.)
What are the three main parts of a plant? What function does each serve?
(The three main parts are the root, stem, and leaves. The root anchors the plant and takes in water and
nutrients from the soil. The stem helps support the plant. Leaves take in light, which the plant will use to
make its own food.)
Do you have plants at home? If so, what do you observe about how they grow? Do they have
any additional parts?
(Answers will vary, but some plants may have flowers. Explain that flowers help the plant reproduce by
attracting insects such as bees, which transfer pollen to the flower's reproductive organs.)
Body & Transition
In small groups write a short script about plants and how they grow. Consider acting out your play
before the class. Make sure students are working collaboratively.
Continue student observation and care of seeds, also continue to work on seed booklet as time allows.

Wendy Lemon
11/29/2013
Education 331
B. Wilson

Closure
Allow small groups the opportunity to share their mini-scripts by presenting their play to the
class.

** Note additional days of observation may be needed according to seed growth. Also
depending on the length of question and answer session on day five additional time may be
needed.**

Lemonwendy Siop

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