DailyLessonPlan

Createdby:KateDavisGradeLevel:kindergarten

Overalllessontopic/title:
"Partsofaplant"

GradeLevelContentExpectation(s):
CCSS.ELALiteracy.RI.K.10
Activelyengageingroupreadingactivitieswithpurposeandunderstanding.
CCSS.ELALiteracy.RL.K.1
Withpromptingandsupport,askandanswerquestionsaboutkeydetailsinatext.

CCSS.ELALiteracy.SL.K.1
Participateincollaborativeconversationswithdiversepartnersaboutkindergartentopicsandtextswith
peersandadultsinsmallandlargergroups.
CCSS.ELALiteracy.SL.K.2
Confirmunderstandingofatextreadaloudorinformationpresentedorallyorthroughothermediaby
askingandansweringquestionsaboutkeydetailsandrequestingclarificationifsomethingisnot
understood.

CCSS.ELALiteracy.SL.K.3
Askandanswerquestionsinordertoseekhelp,getinformation,orclarifysomethingthatisnot
understood.

CCSS.ELALiteracy.SL.K.5
Adddrawingsorothervisualdisplaystodescriptionsasdesiredtoprovideadditionaldetail.

CCSS.ELALiteracy.L.K.6
Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingto
texts.
ISTEstandards(forteachers)
ISTE2.a.Designoradaptrelevantlearningexperiencesthatincorporatedigitaltoolsandresourcestopromote
studentlearningandcreativity
ISTE2.c.Promotestudentreflectionusingcollaborativetoolstorevealandclarifystudentsconceptual
understandingandthinking,planning,andcreativeprocesses
ISTEstandards(forstudents)
ISTE1.c.Usemodelsandsimulationstoexplorecomplexsystemsandissues

Goals/Objectives:

KnowledgeGoal:Studentswillknowhowtoidentifypartsofaplantsuchastheroots,stem,leaves,flower.Students
willrecognizetheroleofeachplantpart.

CapacityGoal:Studentswilltransitionplantsfromtheclassroomtothegardenandpointoutthepartsoftheplantthat
theysee.Studentswilldemonstratetheirunderstandingbycreatingplantpicturesandlabeling.

CommitmentGoal:Studentswillfeelaconnectiontotheschoolgardenanditsimportancetotheschool.Studentswill
developarespectforplantlife.Studentswillfeelcomfortabletakingintellectualrisksduringwholeclassandsmallgroup
discussionsanddevelopacomfortworkingwithplantsandgardeningtools

Materials&suppliesneeded:
Books,"HowASeedGrows"byHeleneJordan,"Plants"byScienceSupportReaders,"TheSeedSong"byJudySaksie
computer(withspeakers)
oneplant(whichhasbeengrowingintheclassroom)perstudent
gardeningtools(smallshovels,wateringcan,etc.)
Crayons,scissors,glue(forplantpictures)
Overheadprojector,overheadplantpicture,andmarkers

Procedures

Introductiontothelesson
Theteacherwillasktheclasstomovetothecarpetareabysaying,Okayclass,
wearegoingtostartourlessontodayoveronthegreencarpet.Theteacherwill
makesurethatchildrenarerespectingeachotherbykeepinghandstothemselves
andstayingwithintheirownpersonalspace.
Sing,"TheSeedSong"asaclass(canbeplayedthroughthecomputer).Youcan
alsousethebookbyJudySaksietoguideyouthroughthesong.
Afterthesong,startthelessonbysaying,Wearegoingtoreadabookandhave
aclassdiscussion."Readthebook"Plants".Asyougothrougheachpage,ask
studentstoobservedifferentaspectsandinformation.Ask,"Whatdoyousee
here?""Doyouknowwhatthispartoftheplantiscalled?""Look,here'sanother
plant.Doyourememberwhatthispartoftheplantiscalled?""Whatdoesthispart
oftheplantdo?"
Takeanswersfromthestudentsastheyraisetheirhands.Summarizetheir
answersbysaying,Yes,thisisaroot.Itisundergroundandbringswatertothe
plant."etc.
Refertotheplantsthathavebeengrowingintheclassroom.Havestudentsreflect
ontheirownobservationsastheplantshavestartedtogrow.

OUTLINEofkeyeventsduringthelesson

(Transition)Tellthestudents,Nowthatareplantshavestartedtogrow,wewillput
themintheschoolgardensothattheyhavemorespaceforgrowing."

Explaintherulesandexpectationsforbehaviorinthegarden.
Walktheclasstothegarden.
Makesurethegardenbedhasbeendesignatedfortheseplants.Ifnecessary,
havestudentshelppulloutweedsandexplainwhy.
Placeeachplantinaspotintheplantbed(spacedoutappropriately).
Modelhowtodigahole,carefullyplacetheplantinit,andgentlycoverupthe
roots.Asyoumodel,pointoutthepartsoftheplantthatyouseeontheplant.
Havestudentstaketurnscomingintothebedandusingthetoolstoplanttheir
plants.
Afteralltheplantshavebeenplaced,callonstudentstocomeandwatertheir
plants(modelinghowtopouralittlebitofwater).

.
(Transition)Walktheclassbacktotheclassroom.

Modeltheassignmentforthestudentsontheprojector.Drawapictureofaplant
cutthefourplantpartwordsoutgluethemonthepictureintheappropriate
places.
Passoutwhitepaperandthetypedwordsforeachplantpart
Havethestudentscompletebythemselves.Teachershouldwalkaroundtheroom,
helpingstudentsastheyneedit.

Academic,Social,andLinguistic
Support:

Iftheyneedcorrections,theteacherwill
useverbalscaffoldingbysaying,Youre
touchingotherchildren.Imafraidyouwont
hearourstory.Pleasekeepyourhandsby
yourownbody.

Invitequietstudentstosharetheirideas.
Remindstudentsthatanythoughtsorideas
areencouragedtobeshared(butmake
suretokeepthemontopic).

Ifchildisloosinginterestandattentionto
thelesson,try:
Callingonthatchildtoprovideideasfor
discussion.
Askingthemtorespondtoaclassmates
idea.
Givethemaspecialjob("Helpmecarry
thesetools"or"Therearesometough
weedsthatIneedyourhelpwith..")

Establishaclassroomculturewherethere
arenotrightandwronganswersand
studentshelpeachother.Makesurethe
childrenarecomfortabletotakeintellectual
risksinfrontoftheclassandtheyare
willinghelpeachotherandshare.Praise
studentswhoaregoingoutoftheirwayto
helptheirclassmates.

Whentheteacherisnotwritingonthe
overhead,he/sheshouldbewalkingaround
andhelpingthechildrenastheycomplete
independentwork.

Providehintstothestudentsiftheyare
strugglingwiththeconcept.Whatlabeldo
youhaveleft?"Trysoundingouttheword.
Whatisthefirstlettersoundthatyousee?"

Closingsummaryforthelesson
Askthechildrenquestionsinordertoreviewwhattheyjustlearned.
Thiswillserveasaquickreviewforthem.Theteacherwillsay,
Okay,welearnedalotofinformationinthislessontoday.Letsthink
backtowhatwetalkedabout.
Theteachershouldasktheentireclassquestionssuchas,
So,whatdidyoulearnwhenyouwereatthegarden?"
"Whyisthegardenimportantforourschoolandourworld?"
"Whocouldtellmesomepartsoftheplantsthatyoulearned
abouttoday?""Whatdoesthatpartdofortheplant?"
Closingsummarystatements:Excellentanswers!Welearnedalot
aboutplantstoday.Ican'twaittogobackandseehowmuchthey
growthroughouttherestoftheyear

Iwouldpairstudentswhoarestrugglingwith
anotherstudentwhoisfocusedand
understandstheseconceptswell.Thiswill
helpbothstudentsbecausetheotherchild
couldhelpexplaintheelementstoher.By
explainingtheseconceptstothestruggling
student,theotherchildwillbenefitbecause
heorshewillbereinforcingtheirown
knowledgeofthesubject.

PostAssessment:
Theindividualstudentplantpictureswillserveastheassessmentpiecetodetermine
ifeachstudentcanidentifytheplantparts.Teacherscanalsotakeintoaccountthe
discussionsduringthestoryandplantingtime.

GoalAttainment:
Studentshavemeetthegoalsiftheycandrawaplantthatincludesallthepartsand
gluethelabelstothecorrespondingpartsintheirpictures.

Academic,Social,andLinguistic
Support:

Readthewordsoneachlabelforthe
studentsthatarestrugglingtoreadthe
words.