Bachelor of Education, Primary Education (EPR) EPC3903

Student Teacher Science Lesson Planning - EPR 3903

Student teacher name: MST name: School name:

Nahla Ali Jaclyn Hummel The WellSpring School private
school
Date: Class & grade: No.Ss
13th of March, 2017. Grade 3 Students 23 Students
Monday Section 1
Unit: Lesson: Time from: 1:20 PM
California Curriculum Connected lesson Investigation Part 2 To: 2:00 PM
Standards LS3a Theme: Life Cycle of Plant. 45 minutes
Unit.2 Lesson.5 Part 2
PURPOSE Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before? (LOs and SOs)

- By the end of the lesson, students will be able to measure the three plants using different
containers such as, vinegar, water, soda. Students will deduce the substance (length of plant)
before and after we poured with liquid.

- Students will compare between the last session which is about the origin of the seeds and todays
lesson which is a growth seed to sprouting seeds (from one stage to another) in Plant life cycle
after the exploration phase (experiment part).

GROUPING: What is the group size? How is every student going to be able to participate? Will you be
differentiating and how?

1. The grouping strategy used will be flexible grouping which is putting High, medium and low
learners together. Each week the students have different seating arrangement.

2. Students firstly, will have whole class grouping during the engagement stage. Students will set in
the plenary circle or in front of the board and they are going to listen to the teacher and interact
with her individually. I will discuss with students the key terms which will be in the engagement
stage below about the second stage of plant life cycle.

3. Then, students will work together in exploration stage which they are going to follow the direction
on the card. Student will work as groups, as each table includes 6 students. In this way, student
will participate with each others.

4. Lastly, 3rd graders will be in their tables working on the formative assessment that I would talk
before the activity about the (explanation of the second stage). Then, students are going to work
again in individuals.
Materials:

teacher books None - California Curriculum Standards LS3a L.O.

 Bachelor of Education, Primary Education (EPR) EPC3903

student book(s) - Students have a notebook that they can put all the activities
sheets in it and important notes related to science + the key
terms of the lesson.

worksheets/ papers - Key Terms (definition A5 papers stick it in notebook):

- Direction Card (Procedures) uses it as Accommodation for all

group members: Each group will have two cards.

- Puzzle Pieces Scientific Process (during exploration stage):

Expectation: Students will this work sheet individually, but they are
Bachelor of Education, Primary Education (EPR) EPC3903

going to work in groups as teams because students in 3 rd graders are able

to think and write during science experiment. I expect that students are
capable to get the idea of puzzle pieces.

- Venn Diagram Worksheet (Formative Assessment):

Hint: this activity will achieve the goal which is after the experiment
student is going to compare and contrast between the first flowering
plant stage and the second one.

- Completing the second stage of plant life cycle:

Draw the stages of the plant and put the number in the stage.
Look at which stage we are now and draw the seed growth.

- KWL Chart (students will do it if there is a time in a plenary

to give a feedback or a reflection of what they have been
learned until now about the plants).
 Bachelor of Education, Primary Education (EPR) EPC3903

teacher materials - Data Show Power Point.

- Procedure Card.
- Lesson Plan sheets.
- Reinforcement stars/points/clips.
- KWL Chart
student materials/ - Experiment tools:
manipulatives - 3 Plants.
- Water.
- Vinegar.
- Soda.
- Volume/ Graduated Cylinder.
- Ruler.
- Pencils to take notes in Scientific Process sheet.

- Worksheet paper (included above in worksheet, papers for

learners).
technology Data show which will be used for showing slides in the beginning of
the class after giving key terms.
other

Key terms with definitions (and pictures if appropriate):

word glossary definition image

Plant GROW To increase by natural development, as

any living organism or part by
assimilation of nutriment; increase in
size or substance.
 Bachelor of Education, Primary Education (EPR) EPC3903

Life Cycle The continuous sequence of changes

undergone by an organism from one
primary form, as a gamete, to the
development of the same form again.

Seeds The fertilized, matured ovule of a

flowering plant, containing an embryo
or rudimentary plant.

Sunlight The light of the sun; sunshine.

Seedling A plant or tree grown from a seed.

Germination To develop into a plant or individual, as

a seed, spore, or bulb.

Dormant In a state of rest or inactivity;

inoperative; in abeyance.

Students Prior Knowledge:

- In previous Monday, students take a first stage of plant life cycle which is seeds.
- I think this was an introduction for this Mondays lesson which is the second stage (seedling).
Possible Problems :
Electricity problem (1):
- The Data Show may not work, so the slideshows will be printed in A3 papers and the teacher will
explain it orally and with visual pictures (PowerPoint and Key Terms Meaning).
Interaction problem (2):
- Students may not like the flexible grouping, and maybe they could not work in experiment
 Bachelor of Education, Primary Education (EPR) EPC3903

together.
Management problem (3):
- Students may not listen to the teacher and distract other students by chatting with them or
whispering.

Solutions for the Possible Problems:

Solution (1):
- Addition plan B which is A3 papers and laminated pictures of lesson.
- Teacher will orally explain for students and they will take notes normally(PowerPoint and Key
Terms Meaning).

Solution (2):
- Student (a) which does not like to interact or he is embarrassed, will convert his place that he is
feels comfortable with student (b).

Solution (3):
- The teacher will remind students about the classrooms rules at the beginning of the class. I will
use my mentor classroom management strategies. I will use the whole class individual and I will
apply my consequences in the classroom if one student are not listening at all.
Misconceptions:
- Students may not be able to get concept of procedures cards so I convert the complex word
procedures with steps, or directions to follow which will let students feel like it is an
accommodation for them.
Solutions of this misconception:
- I will orally simplify the words if learners have difficulties in reading the cards.

Misconception (2):
- Students may not get the point of the germination.
Solution (2):
- I will explain the meaning of the key terms that we are going to do. I will exemplify and give real
instances to make it easy for learners to recognize the meaning and pictures to make it clear.

Solutions for other Misconceptions:

- I will write the sentences or the words that students need to write down in their activity
worksheet to make it easy if students ask about a word in formative assessment.
 Bachelor of Education, Primary Education (EPR) EPC3903

Lesson Schedule
Teacher (activity + exact instructions you intend to Purpose /
Student (what they do)
Phase give) objective of the Time
activity
In the first stage of science lesson Recognize 10
(ENGAGEMENT PART): - Students the plant minutes
- The teacher will review what will discuss growth from
students have been taken in what did the previous
previous session about planting they have experiment
cycle. been already
know Identify the
- The teacher will let students recognized meaning of
observe their plants after we about plant the key
did the experiment in last life cycle. terms Plant
class. Vocabulary
- Students
- The teacher will introduce the will have a Interacting
new topic through the chance to and
students observation. observe the discussing
plant that the new
- The teacher will illustrate the they did last stage.
key terms of the second stage class.
Engage of plant life cycle.
- Students
will interact
and ask
teacher
questions
besides
teacher
questions.
- Hint: I will not show students
the life cycle of plants - Students
because they will be able to do will
the whole things. So, I decide recognize
to let them explore through the new
the next stage of plant life meaning of
cycle by days and we will go key terms
through it step by step. and write
down the
meanings.
In this stage (MOST IMPRTANT Students will work Students will 15
STAGE) exploration and investigation: in groups. The group investigate minutes
will have procedures how each
Explore
- The teacher will have a small cards, different different
talk for about 2 minutes about liquids, and a ruler liquid could
the materials and procedures to measure. affect the
 Bachelor of Education, Primary Education (EPR) EPC3903

that students must use for plant growth

experiment. Students will through
observe and write measuring
- The teacher will make sure down the data the length of
that students safety is good. collection. the plants
- The teacher will tell students using the
the steps (procedures) of Students are going ruler.
experiment. to go through
scientific method. Students will
- The teacher will simplify the apply the
procedures when she is going Each group of observation
around the groups. student will have and the
the materials scientific
- The teacher will tell students provided for them. process
what to do with Scientific skills. They
Process Puzzle which they are Students will start will develop it
going to fill the first parts of over the activity by through
the puzzle. reading the taking notes
procedures and and doing the
looking for the experiment in
materials needed. the same
time.
Each group will have
two procedure
cards.

Students will take

notes during the
Procedures: experiment.

Students will label

their plants with the
liquid used it for
each one.

All suppliers
materials for
students to do the
experiment will be
provided during the
science class.
This is the stage that the teacher Students are Students are 5
have the opportunity to have a quick expected to: going to minutes
Explain
and important talk: compare and
- Students contrast
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- The teacher will discuss with will fill out between the
students after they do the the first and
experiment: What does the worksheet second stage
seeds need to grow and looks Venn of planting
like plants? Diagram. life cycle.

- The teacher will explain the - Students

importance of each factors respond to
needed for plant growth such the
as: questions
1. Sunlight. given for
2. Water. them orally
3. Soil (we used cotton by raising
instead of soil). their hands
and give
- The teacher will give each good, proper
student a Venn diagram sheet. answers.
- The teacher will explain and
give hints about what to do
(direct students). - Students
will have a
background
about the
plant growth
now.

The teacher will give students the life I expect students Students will 10
cycle of the plants that they give to: complete minutes
before. their
- Draw the drawing.
The teacher will tell students draw second stage
the second stage of the plant life of plant By the end of
cycle as they can see now from their growth life the lesson,
planting: cycle. students will
Elaborate
- The teacher expects students be able to
to draw a seed with small plant - Students compare
(germination stage). may ask the between the
- The teacher will make sure teacher how first and
that the students put the the plant will second phase
proper drawing in the right become of plant
number or in the sequence. bigger by growth life
days. cycle.
 Bachelor of Education, Primary Education (EPR) EPC3903

- She will explain that students

could write word, sentence, or Students will
hint that reminds them about discuss their
the plant life cycle. thoughts
about how
the seeds
shape will
look like
after we pour
it with water
(germination).
- The teacher will use the open- Students are 5
ended questioning strategy. expected to: Students will minutes
Example of question asked: be able to
Students will give a
1. What do you think the discuss in whole feedback and
plants need to survive? class what the plant their point of
2. How plants grow up? needs to grow up. view about
3. Do you think plants need Student is expected the lesson of
something else that we to say that the seed today (plant
forget to tell each other? is the basic of the life cycle).
- Now, students will have this plant life cycle, and
chart. The teacher is going to the plant grows up
distribute it after let all with water, sunlight,
students are in plenary. In and air. Students will
front of the white board. be able to
Students will give assess their
their point of view knowledge
Evaluate about the science about plants
lesson of today, and have
what did they learn. good brief
information
Example: about plants
I have been learned needs to
that plant needs grow up.
water, sunlight, and
soil to grow up.

The plants needs

1. The teacher asks students
about the effect of liquids.
2. The teacher will ask students
what they learned today in
science lesson (KWL).
water not soda to
grow.
If we put soda for
plant, it will be died
Students will say if
they like the lesson
 Bachelor of Education, Primary Education (EPR) EPC3903

3. The teacher may ask student today, which part

if they enjoy doing the they enjoyed doing
experiment or not. it.

4. The teacher will give students

opportunity to explain their
logic thinking about planting
life cycle.

Attachments:
Copy of procedures PowerPoint materials needed - Worksheet.
Pictures of students materials.
Pictures of slideshows.
Pictures of teaching parts explanation, and direct student.