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Teaching Methods

Lesson Implementation
Read aloud, discussion, HOT questions, direct instruction using visual supports

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in
science, you would detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).

Where applicable, be sure to


address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

12:45

T&S

12:50

T&S

1:15

T&S

1:22

T&S

1:30

T&S

1:42

T&S

Remind students of Big Idea question that we are studying in science- How are
plants alike and different? Tell students that today we will be looking at one
way that plants are alike; we will be looking at the steps or stages from a seed
to a plant. Remind students about lima bean plants that they have been
growing, show examples of plants in different stages. Say the plants look
much different now than the seeds they put in a wet paper towel in a bag last
week. Show text and say that we will read From Seed to Plant to find out how
the seed changed to become a plant like these.
Read text, stopping to confirm understanding, answer questions, ask questions,
and emphasize stage names: seed, germination, shoot, leaves, flowers.
Show large picture cards to students and have them work together to put the
cards in the right order. When complete, read the cards to reinforce the stages
in order from seed to plant.
Show students the lima bean plants again and ask students to identify which
stage each of the plants is in.
Show ordering the stages activity and explain that students should color the
pictures then put the cards in order from seed to plant just like we did with the
big cards. Prompt students who need a greater challenge to write the name of
each stage and/or a sentence describing the stage.
Wrap up: Remind students of stages and tell students that this is one way
plants are alike, they go through stages to grow. We will keep watching the
lima bean plants to see each of them go through the stages from seed to plant.
Also, we will continue learning about plants next week to see if we can find
more ways that plants are alike and different.