Lakresha, Denise, Caitlin MAIT 654 April 10, 2018 

Common Core /Essential  Science: K.L.1.2 Compare characteristics of living and nonliving 
Standards  things in terms of their: • Structure • Growth • Changes • 
Movement • Basic needs 
Focus on plants and their basic needs for growth 
 
Writing: K.W.6 Use technology, including the Internet, to 
produce and publish writing and to interact and collaborate with 
others 
 
Language Arts: K.RI.10/K.RL.10 ​ ​Read and comprehend complex 
literary and informational texts independently and proficiently.  
 
Standards Based Learning  I can compare the way living things grow and change. 
Target  I can use digital tools to produce and publish writing. 
I can take part in group reading activities. 
I can read in a group to accomplish a goal.  
Vocabulary  Group, Read, Purpose, Digital Tools, Publish, Produce, 
Descriptive, Details, Living, movement, ​compare, non-living, 
needs, differences, growth, changes​, characteristics, 
structure, individua​l 
Instructional Strategies  Activating Strategy: ​Before we work on the characteristics, the 
  teacher will do a mini lesson on Living and Nonliving. We will create an 
  anchor chart first and talk about how we know things are living. This 
  should be a five minute assessment activity to get students to think. 
  As a group, we will read “​What’s Alive”​ by Kathleen Weidner ​Zoehfeld 
(Describe the  and create an anchor chart of all the living things and what they have 
Activating Strategy and  in common. After that, we will divide students into their groups and 
Teaching Strategy you will  start the station rotations.  
use to help students organize   
and understand new  Teaching Strategy 
concepts.)   
  Students are placed in a Special Education Setting. The teachers have 
  divided the Kindergarten class of 15 students in groups of 5 with 3 
  station’s to rotate around to. Among the 15 students, we have our 
  Physical impairments and Learning Disability group (Low), Our 
  Hearing/Vision/speech impairment group (Low/Middle) and our “AIG” 
  cluster group (High). The stations are as follows: 
   
Distributive Assessment   
Prompts for summarizing  Station #1:​ Students will read two Kindergarten level texts from 
throughout the lesson  ReadWorks.org​: “How Plants Work” and “How Plants Get Water and 
Food.” Students will identify the parts and function of a flowering 
plant and respond to reading comprehension questions. For the “Low” 
and “Low/Middle” groups, ReadWorks provides a read-aloud function 
and a digital response system for answering the comprehension 
questions. In their Google Doc, students will summarize each text to 
answer the questions: What are the parts of a plant? What does each 
part do to help the plant survive? Students will finish up by playing an 
interactive game on ​www.sciencekids.co.nz/plants.html​ in which they 
Lakresha, Denise, Caitlin MAIT 654 April 10, 2018 

explore which conditions work best to help plants grow and survive. 
For the “High” group, students will access comparable texts at their 
independent reading levels on ReadWorks.org, and may enhance their 
written responses with images, diagrams, animations, and/or 
hyperlinks. 
 
Station #2​: Students in this station will be looking at the different 
parts of a plant for a plant to grow and survive. The “Low” group will 
look at some interactive websites that they can interact with. 
http://interactivesites.weebly.com/plants.html​ With help from the 
teacher, they will create a Plant life cycle using construction paper, 
glue and markers. For students that need assistance, the teacher can 
write the information down and assist in the gluing. The “Low/Middle” 
group will view a video on parts of a plant 
https://www.youtube.com/watch?v=X6TLFZUC9gI . They will use the 
iPads and create a google doc with the life cycle of a plant. They will 
add graphics and words to make their life cycle come alive. For 
assistance, they can use the text to speech app or a peer can type for 
students that have limited motion. The “High” group will work on a 
STEM activity where students will plant their on own seed and 
observe the flower growing. They will keep a Science journal 
throughout the whole week and record the growth, basic needs 
(sunlight, water, minerals) and structure of the plant.  
 
Station #3:  
Students in this station will continue with the STEM activity for the 
higher level student in Station #2. These students will be given 
plastic cups, soil, and seeds. They will plant their seeds in their cups. 
While keeping a journal each day, the students will create an iMovie 
on their ipads documenting what is happening each week, providing 
pictures and voice overs. They will present their final presentations 
to their parents on Parent Night. Students in this group will also be 
responsible for creating a booklet that gives a picture of each part of 
the plant and a one sentence description of each. For the low group, 
students will be responsible for keeping a Science journal with 
drawings of what they see as the plants grows. For the low/middle 
group students will be responsible for documenting the plants but 
taking pictures and adding to their science journal. Students will be 
looking at different plants throughout the plant unit.  
 
Assessment: Completion of Station 1 materials along with the Science 
Journal in Station 2 and 3. Students will have to provide any 
additional information they collected like Google Docs, iMovies and 
Powerpoints.  
 
Resources (Technology,  Laptops, Overhead Projector, iPads, Voice Recorders, Reading 
reading materials, etc.)  Passages, interactive website, ReadWorks.org, Storyboardthat.com, 
sciencekids.co.nz, Youtube Videos, Speech to Text Applications, 
“Whats Alive” book, Construction paper, glue, scissors, imovie, 
powerpoint. 
Lakresha, Denise, Caitlin MAIT 654 April 10, 2018 

Lesson Closure  Summary Sentence:​ Students will write a summary sentence of 
  something that they found interesting in the stations they have 
completed on today. Information gathered will be compiled in a 
class discussion to help students create an informational 
storyboard for independent projects in the next lesson. 
 
Modifications/Differentiatio Extra help must be given to the following students: 
n  Physically Impaired: Students with fine motor issues will be able 
(Teacher read aloud, small  to use adaptive technology on iPads and laptops to respond to 
groups, extended time,  reading comprehensions and writing prompts. 
modified assignment)  Hearing Impaired: Student will have a “live” reader to read all 
the prompts and information aloud to the student. 
Visual Impaired: Student will have a peer helper and a laptop 
with the information stored for the student. 
Speech Impairment: Student will have an ipad where they will 
record their information and it can be read aloud to the class. 
https://ttsreader.com/ 
AIG: Higher thinking skills will be embedded throughout the 
lessons and unit.  
Low group and middle group: Read alouds, extended time and 
small groups will be provided for the students within the groups.