Sie sind auf Seite 1von 6

University of Houston

Science for ELLs

Teachers Name: Hannah Herbst

Basic Lesson Components

Grade Level: 1st grade

Time Estimate: 10 30 minute class periods

Science Content: Structures and Functions/the beginnings of Interdependence: Flow of Energy

TEKS:
(9) Organisms and environments. The student knows that the living environment is composed of
relationships between organisms and the life cycles that occur. The student is expected to:
(C) gather evidence of interdependence among living organisms such as energy transfer through
food chains or animals using plants for shelter.

(10) Organisms and environments. The student knows that organisms resemble their parents and
have structures and processes that help them survive within their environments. The student is
expected to:
(B) identify and compare the parts of plants.

Content Objective(s): SWBAT identify and compare the parts of a plant and determine the
importance of plants by exploring plant structures and functions in our environment.

ELPS:
(2) Cross-curricular second language acquisition/listening.
(C) learn new language structures, expressions, and basic and academic vocabulary heard during
classroom instruction and interactions

Domjan & Wong (2016)


(3) Cross-curricular second language acquisition/speaking.
(D) speak using grade-level content area vocabulary in context to internalize new English words and
build academic language proficiency

(4) Cross-curricular second language acquisition/reading.


(G) demonstrate comprehension of increasingly complex English by participating in shared reading,
retelling or summarizing material, responding to questions, and taking notes commensurate with
content area and grade level needs
(5) Cross-curricular second language acquisition/writing.
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary
Vocabulary: Definition: Cognate (T or F):
Life Cycle: The series of changes in the life of an organism Ciclo vital, F
Offspring: The young of a plant, a seed Descendiente, F
Seed: A flowering plant’s unit of reproduction, can Semila, F
reproduce into another plant
Seedling: A young plant, especially one from a seed Planta de semillero, F
Seed Coat: The protective outer coat of seed Cubierta de semilla, F
Characteristic: A feature of quality belonging to a plant Característica, T
Environment: The surroundings or conditions in which a plant Entorno, F
lives
Misconceptions:
There are different types of plants such as bushes, flowers, trees, and crops.
Flowers can grow on all types of plants (trees, bushes, crops).
Each part of the plant has a function that is needed to survive.
Materials/Resources/Technology Needs:
Materials:
Day 1:
● KWL Chart
● Markers
Day 2:
● Science journal
● Pencil
● Crayons
Day 3:
● Science journal
● Pencil
● Crayons
Day 4:
● Large chart paper
● Small construction paper, 1 for each student
● 1 set of brace map cards per student
● Glue
● Crayons
Day 5:
● Large chart paper from previous day
● Student work from yesterday

Domjan & Wong (2016)


● Glue
● Remaining brace map cards
Day 6:
● Brainpop Jr. link - https://jr.brainpop.com/science/plants/partsofaplant/
● Computer for Brainpop Jr. video
Day 7:
● Chart titled “How we can use Plants”
● Food picture cards
● Marker
● Sticky notes
● Pencils
Day 8:
● The Giving Tree by Shel Silverstein
● Chart titled “How can we use Plants”
● Marker
Day 9
● KWL Chart
● Sticky notes
● Pencils
Day 10
● Unit assessment
● Pencil
Book: Possible books include- The Giving Tree by Shel Silverstein, A Seed is Sleepy by Dianne
Hutts Aston, From Seed to Plant by Gail Gibbons
Technology: Computer, projector, Brainpop Jr video with link -
https://jr.brainpop.com/science/plants/partsofaplant/ Discover Education log in information
Safety:
Students are to be safe while outside exploring the plants. Do not touch bugs or run around the trees,
as they may trip on a root. Students are not to put the flowers in their mouths, ears, or eat them.
5E Instructional Procedures
What Teacher Does What Student Does:

Engage Day 1: Day 1:


The teacher will play the Discovery The students will watch the Discovery
Education video titled A First Look: Education video. After the video, students
Plants. The link requires a log in, will turn and talk about one thing they
which is located on the computer at learned from the video. The teacher and
school, therefore cannot be put into the students will then fill in the KWL chart. The
LP. The teacher will play the video for students will talk about what they already
the students. Once the video is done, know about plants and what they want to
the teacher and students will create a learn about plants in this unit.
KWL chart. They will fill in the K and
W sections.
Explore Day 2: Day 2:
The teacher will take the students The students will each bring a paper outside
outside to look at and observe various to record their observations on. The students

Domjan & Wong (2016)


trees. The teacher will monitor student will observe different plants they see on the
to ensure they are on task while playground. The students can write down
outside. Once students have had a what they see or they can draw pictures.
chance to explore and record their Students will have about 15 minutes to
observations, the teacher will bring the observe and record. Time may be adjusted as
students inside. The teacher and needed. Once inside, the students will have
students will work together to write an opportunity to turn and talk to the person
down the things that students observed next to them to share what they discovered
outside. They will be recorded on an about the plants outside. The students and
anchor chart that will be referenced teacher will work together to document the
tomorrow. things that students observed outside. They
will be recorded on an anchor chart that will
be referenced tomorrow

Day 3: Day 3:
The teacher will provide a flower for The students will be given a flower from the
each student. The teacher instruct teacher. They will take 10-15 minutes to
students to observe the different things observe the flower. They may draw pictures
they see about their flower. They can and write notes to record what they see.
record what they see by drawing Then, the class will come together and
pictures and writing words. After discuss what they saw.
students have been given 10-15
minutes to observe, the class will come
together to discuss what they noticed
about their flowers.
Explain Day 4: Day 4:
The teacher and students will review The teacher and students will review the
the different things we noticed about different things we noticed about the plants
the plants we observed outside. The we observed outside. The students will work
teacher will introduce a brace map to with the teacher to identify the different parts
the students. She will instruct them in of the plant, based on our discoveries from
practicing drawing a brace in the air. yesterday. When the class comes to a
Then, the teacher will pass out the parts conclusion about the part of the plant,
of the brace map that students will students will glue it on to their brace map.
need. The teacher will create a large Students will keep the pieces of the brace
brace map on anchor chart paper along map that they did not use in a bag, as they
with the students. The students and will use them tomorrow.
teacher will work to identify the
different parts of a plant, based on the
observations from yesterday. The
students will be instructed to keep the
pieces of the brace map that we did not
use in a bag, as we will use them
tomorrow to talk about what the
different parts of the plant does.

Domjan & Wong (2016)


Day 5: Day 5:
The teacher will instruct students to Students will retrieve the parts of the brace
review with the person next to them map that they did not use the previous day.
about where the different parts of a They will review with the person next to
plant are located. Then, the teacher will them the parts of a plant. The students will
read the rest of the parts of the brace then listen as the teacher reads the remaining
map to the students. The rest of the card aloud. The students will turn and talk to
cards will contain the different the person next to them about where they
functions of the parts of a plant. They think the different cards go. Once the class
will be provided wait time and turn and agrees, the students will glue the card where
talk time to discuss with their partner it belongs.
where they think that card read
belongs. Once the class comes to a
consensus, the teacher will paste the
card in the correct part of the brace
map.

Brace map should look as follows:

Day 6: Day 6:
The teacher will play the Brainpop Jr. The students will sit on the carpet while the
video for the students while they sit at teacher plays the Brainpop Jr. video for
the rug and watch it. The teacher will them. While they are watching, they will
allow the students to watch. Once the think about what they have learned so far by
video is over, the teacher will have the completing their brace map. Once the video
students take the “easy quiz” by is over, the students will take the “easy
clicking the “easy quiz” button. The quiz”. If time permits, the teacher and
teacher will have students use whole students will complete the “game” on the
body response signals to show their Brainpop website. Link is provided in the
answer. If time permits, the teacher and “teacher does” section on the left.
students will complete the “game” by
clicking the “game” button. The
Brainpop Jr. link is -
https://jr.brainpop.com/science/plants/p
artsofaplant/
Elaborate Day 7: Day 7:
The teacher will explain to the students The students will brainstorm different plants

Domjan & Wong (2016)


that plants are also food. The teacher that can be used as food. The students will
and students will brainstorm some share the foods they come up with with the
different types of plants that can be class. The students will be given a sticky
consumed as food. The teacher will note to record one plant they eat for food as
record these items on a chart titled an exit ticket.
“How we can use Plants”. As some
foods are named, the teacher will show
pictures and ask students to identify
parts of the plant. The teacher will
provide each student with a sticky note.
The teacher will instruct the student to
record one plant they can eat as food as
an exit ticket.

Day 8: Day 8:
The teacher will read The Giving Tree The students will come to the carpet and
by Shel Silverstein. The teacher and listen to the teacher read The Giving Tree.
students will then discuss all the ways They will then be provided with turn and talk
the boy used the tree to help himself. opportunities to talk about the different ways
The teacher will record these ways on a the boy used the tree to help himself. These
chart titled “How we can use Plants”. ideas will be shared aloud and recorded by
the teacher.
Evaluate Day 9: Day 9:
The teacher and students will complete The students and teacher will complete the L
the L section of the KLW chart. The section of the KLW chart. Students will
teacher will give students a chance to reflect on what they learned during the unit
reflect on what they learned. They will about plant parts, their functions, and why
share out their answers and the teacher plants are important. Students will share out
will record student responses on the their reflections. Once the chart is complete,
chart. The teacher will then provide the students will each record one thing they
students with sticky notes. Each learned from the unit as an exit ticket.
student will record one thing they
learned from the unit as an exit ticket.

Day 10: Day 10:


The teacher will pass out the unit The students will complete the unit
assessment to students. The teacher assessment. The students will keep eyes on
will read aloud the directions to their own paper. Once students have
students. The teacher will review finished, they will turn their test in.
expectations of eyes on our own
papers. The teacher will walk around
to monitor students.

Domjan & Wong (2016)

Das könnte Ihnen auch gefallen