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Michelle Havener

Day 5
Life Cycle of Plants
State Standard 3.L.5: The student will demonstrate an understanding of how the characteristics
and changes in environments and habitats affect the diversity of organisms.
Indicator 3.L.5A.2: Develop and use a food chain model to classify organisms as
producers, consumers, and decomposers and to describe how organisms obtain energy.
Learning Objective(s): The students will be able to complete a sequencing worksheet with a
ninety-three percent accuracy.
Essential Question(s): What is the life cycle of a plant?
Assessment: The students will be able to complete a sequencing worksheet with a ninety-three
percent accuracy. The results will be recorded on an anything chart.
Activities/Procedures:
Opening: The teacher and the students will review what they have learned from the
previous days.
Activities: The students will cut, color, write, and attach the Plant Life Cycle Fold-It in
their lapbooks
The teacher and the students will discuss what they have observed the past five days on
the class plant.
The students will fill in a worksheet based on sequencing.
The students will write their observations about the class plant
Closure: The students will turn in their journals and sequencing worksheets.
Accommodation:
ESOL: The teacher will speak all directions as well as restate and reword as necessary. Each
activity will be modeled before the students attempt it.
Resource & Speech: The students will receive extra time, additional instruction as needed, and
have all of the questions read orally to them (if IEP requires).
Challenge: If the computers are open the students may get on
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm
and complete the activity. Or answer the problem thinking questions on a separate sheet of paper.
Early Finishers: Options: 1) work on unfinished homework, 2) students can read a book, 3) Take
an AR test, 4) go on razkids, 5) do ExtraMath, 6) write their times tables, or 7) fill out the KWL
chart found in the their lapbooks.
Materials: Lapbooks, Survival Books, Pencils, Laptop, Promethean Board, Sequencing
worksheet, Plant Life Cycle Fold-It, crayons, glue, scissors, and KWL chart.
Development of Critical Thinking and Problem Solving:
1) What would happen if a plant died and no more plants would grow from the dead plant?
(Creating)
2) Based on what you know, what are the purposes of the plants life cycle? (Evaluating)
3) Can you identify each part of the plant life cycle? (Analyzing)

Michelle Havener
Day 5
Anything Chart:
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Lapboo
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Sequencing WKST

Notes