Week 2 Planting mature plants (one week after purchased)

Day 1.
Objective. Reinforce the plant cycle. Fine motor skills, student will be able to use a stylus
conventionally. Student will transition appropriately
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. I will arrive early to set up the classroom iPad or laptop to the SmartBoard for
the video. I will make sure that the YouTube is still enabled and the video is still available. I will
set up the Life Cycle game in a different tab on the Internet.
1. The class will watch the YouTube video
https://www.youtube.com/watch?v=LICDb8nM5rs Time lapse of Tomato plants
growing again to refresh their memory.
2. I will present one of the living tomato plants purchased locally the week before that we
have had outside acclimating to the new location.
3. I will introduce the parts of the plant; reminding the students that the roots started from
the seed like we planted the week before in the clear plastic cups. We will continue to
discuss the parts of the plants as we watch the video again as the parts are forming.
Each transition, turn taking, and 2-step command will be charted on Appendix F.
Closing. I will introduce http://www.turtlediary.com/kindergarten-games/science-
games/plant-life-cycle.html on the SmartBoard. I discovered Turtle Diarys
Plant Life Cycle game when doing the research for a WebQuest in EDUC 512.
I will first play the video; then select a game from the clipboard in the top
right-hand corner to name the parts of the plant. Each student will approach the
SmartBoard and correctly drag a name for the part of the plant to the correct place. They can ask
for help from a friend if they need it.
Day 2. Planting mature plants.
Objective. Reinforce the plant cycle. ELA: Writing, student will print legibly; space letters
and words; fine motor skills, student will be able to use a stylus conventionally. Student will
transition appropriately.
Common Core Standards.
Language. K.L.1.f.
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

f. Produce and expand complete sentences in shared language activities.
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
Writing print legibly; space letters, words, and sentences appropriately. Include
punctuation at the end of each sentence.
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. Before the students get to the classroom I will bring in one of the plants from
the garden where they have been acclimating to the environment. I will turn on the SmartBoard
and be sure it is in working order. I will set up the video that we will be watching to be sure it is
still available and Howcast is also available. I will have a preprinted checklist of the steps
entailed in transplanting the plants provided by the video. I will check my iPad for a full battery
so that I can take it to the garden for Random Name Selector, random picture taking, and
possibly ClassRoom Timer, if need be. I will ask a paraprofessional to retrieve the student iPads
from the secured cabinet and put them on their desks opened to Paper53.
1. After circle time I will present a mature plant and discuss the parts, beginning from the
roots and naming all the parts as they developed in the time lapse
video of the tomato plants growing.
2. I will tell them that today we are going to plant our mature tomato
plants in the ground, but first we need to learn the steps. We will
watch the Howcast video http://www.howcast.com/videos/176602-
How-to-Grow-Tomatoes-in-Your-Garden on how to plant them in
the ground.
3. I will review the steps we saw on the video and show them the list we can take with us to
the garden to check off.
4. We will transition appropriately to the garden located just outside the back door taking
the plant along.
5. We will review one more time the steps taken in the video checking off the ones that are
already completed.
6. The classroom adults will assist the students in following the next steps applicable to
transplanting the tomato plants. Some of the steps will have been done prior to our
arrival; like choosing the soil, tilling the ground, and maybe even digging the hole for
each plant but we will check to be sure it is completed and check them off of our list.
When the plant is securely transplanted a classroom adult will help put a tomato cage
around the plant and tie a colored ribbon with the students name and a number from one

to six on it for identification.
7. Everyone will get a turn to water the plants using Random Name Selector on the iPad.
8. We will transition appropriately back to the classroom.
9. We will play the
http://www.sheppardsoftware.com/preschool/colors/yellow.htm to learn
the colors the tomatoes will eventually be green, yellow, and then red
on the SmartBoard and iPads connected to the SmartBoard.
10. I will ask the student to write a three to five word sentence in their Tomato Project
journal using Paper 53 about planting their plants in the garden.
Closing. As a class we will review the checklist for planting our tomato plants. Students will
take turns remembering and telling what they did, following a multi-step order of commands.
Each transition, turn taking, and 2-step command will be charted on Appendix F.
Day 3.
Objective. Reinforce the plant cycle. ELA: Writing, student will print legibly; space letters
and words; fine motor skills, student will be able to use a stylus conventionally. Student will
transition appropriately.
Common Core Standards.
Language. K.L.1.f.
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
f. Produce and expand complete sentences in shared language activities.
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
Writing print legibly; space letters, words, and sentences appropriately. Include
punctuation at the end of each sentence.
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. I will turn on the SmartBoard and be sure it is in working order. I will set up the
video that we will be watching to be sure it is still available and Howcast is also available. I will
have a preprinted checklist of the steps to planting the plants from the video. I will check my
iPad for a full battery so that I can take it to the garden for Random Name Selector, random
picture taking, and possibly Class Room Timer, if need be. I will ask a paraprofessional to
retrieve the student iPads from the secured cabinet and put them on their desks open to Paper53.
1. We will watch the YouTube video http://www.howcast.com/videos/176602 - How-to-
Grow-Tomatoes-in-Your-Garden again.
2. We will review the steps taken the day before. Who remembers what we did? Which of
these steps did we follow?
3. We will transition appropriately outside to the garden.
4. We will look at our plants and review the parts of our plants.
5. We will review the steps we took and if anything different happened. (A huge rock was
in the soil so we could not dig far enough and then ended up with a huge hole.)
6. We will take turns watering the tomato plants, as instructed by the video.
7. We will transition back to the classroom appropriately.
8. I will ask the students to write a three to five word sentence in their Tomato Project
journal using Paper53 about something new they noticed about their plants in the garden.
Closing. We will play the http://www.sheppardsoftware.com/preschool/colors/yellow.htm
to learn the colors the tomatoes will turn as they ripen on the SmartBoard and iPads. Each
student will have a turn to choose to come to the SmartBoard or use their iPad to name a
color and then click on it to animate it. Each transition, turn taking, and 2-step command will
be charted on Appendix F.
Day 4.
Objective. Reinforce the plant cycle. ELA: Writing, student will print legibly; space letters
and words; reading, student will recognize that letters create words and words sentences. Fine
motor skills, student will be able to use a stylus conventionally. Student will transition
appropriately.
Common Core Standards.
Language. K.L.1.f.
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
f. Produce and expand complete sentences in shared language activities.
Reading. RF.1.a-c
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page-by-page.
b. Recognize that spoken words are represented in written language by specific
sequences of letters.
c. Understand that words are separated by spaces in print.
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
Writing print legibly, space letters, words, and sentences appropriately. Include
punctuation at the end of each sentence.
Reading - Student will recognize that printed materials provide information, will
recognize that sentences in print are made up of separate words, and will distinguish
letters from words
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. I will turn on the SmartBoard and be sure it is in working order. I will set up the
video that we will be watching to be sure it is still available and YouTube is also available. I will
have a copy of Bear and Bunny Grow Tomatoes Story for every student. Before class begins I
will ask a paraprofessional to put a book and an iPad at each childs place at the worktable.
1. While still in circle time we will watch the YouTube video
http://www.youtube.com/watch?v=1810HuvwaMU - Bear and Bunny Grow Tomatoes
Story read by a boy named Baily.
2. After circle time we will transition quietly, using the Too Noisy app, to the worktable
where the students will find their book, Bear and Bunny Grow Tomatoes.
3. The students will follow along with their reading finger in their books while the teacher
reads the story. For some, the classroom adults may need to point to the words as the
teacher reads.
4. While still at the worktable which is facing the SmartBoard each student will have an
iPad. They will be asked to open the Paper53 app. Paraprofessionals can assist those that
still struggle opening it.
5. Standing in front of the SmartBoard, I will ask for volunteers to give a short, three to five
word sentence. If the students have difficulty I may start a sentence with, My plant
needs ____. I will write a few of the suggestions on the board for students to copy.
6. I will try to prompt them to come up with ideas like My plant needs sun. And My
plant needs water. And so on. I like tomatoes. is fine.
7. Each student should copy at least one of the sentences from the SmartBoard into Paper53
using a stylus and any color. Some may need to use their finger.
8. Each sentence must have a capital letter at the beginning, a finger-space between the
words, and a period (punctuation) at the end. They can turn to a new page in Paper53 for
each sentence if they want.
9. The students that are kinesthetic preferred learners can copy the sentences at the stand-up
desks.
10. Make any necessary correction according to the rubric Appendix A.
Closing. Each student will share what they thought was the most important part of the book
and what the plants need. We will be mindful of how we care for our tomato plants.
See Appendix A for Rubric. Each transition, turn taking, and 2-step command will be charted
on Appendix F.
Day 5.
Objective. Reinforce the plant cycle. Reading; student will recognize that letters create words
and words create sentences. Fine motor skills, student will be able to use a stylus conventionally.
Student will transition appropriately
Common Core Standards.
Reading. RF.1.a-c
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences
of letters.
c. Understand that words are separated by spaces in print.
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
Reading - Student will recognize that printed materials provide information, will
recognize that sentences in print are made up of separate words, and will distinguish
letters from words
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. Before class begins I will turn on the SmartBoard and load the Plant Life Cycle
game. I will retrieve the iPads from the locked cabinet and be sure they are all connected to the
SmartBoard. I will put one on each students desk. I will check my iPad for a full battery so that I
can take it to the garden for Random Name Selector, random picture taking, and possibly Class
Room Timer, if need be.
1. After circle time I will display the Plant Life Cycle game
http://www.turtlediary.com/kindergarten-games/science-games/plant-life-
cycle.html on the SmartBoard from the computer, which should display
it on the iPads.
2. I will click Play on the initial screen and everyone will watch the plant cycle video.
3. After the video is over I will click Next at the bottom of the screen to begin the
interactive game.
4. I will allow the kinesthetic learners to come up to the SmartBoard and take turns while
the other students are able to play along on their iPads.
5. I will let each student have a turn to name a part of the plant whether it be from their seat
or up at the SmartBoard. I will restart the game as many times as it takes if the verbal
learners have a hard time allowing the others to answer. I will click Next and allow the
students to play another game labeling the parts of a plant.
6. After everyone has had a turn, I will retrieve the poster of The Plant Part Song by Mrs.
Jones (purely coincidence) that is between the wall and the table that the computer is on
(in the front of the room).
7. I will put the instrumental of Farmer in the Dell in the CD player.
8. With the poster propped up on the table ultimately being side-by-side with
the SmartBoard. I will use my long pointer and point to the words of the
plant song as the music to Farmer in the Dell plays. Most of the students dont read, but
that is okay. Before each verse, I will point to the part of the plant that is going to come

next from the SmartBoard and say it out loud. We will sing the words from the poster to
the tune of Farmer in the Dell.
9. After everyone has had a turn we will transition appropriately outside to the garden using
the Too Noisy app.
10. We will notice how big the tomato plants are getting. Are they getting more tomatoes, if
so what color are they?
11. I will select a plant and everyone will chorally name the parts of the plant.
12. Finally the students will take turns watering their plants with the help of an adult.
13. We will transition orderly back to the classroom,
Closing. Each student will share something they observed about their plant in the garden.
Each transition, turn taking, and 2-step command will be charted on Appendix F.