Lesson 8

Name: Connor Nagel

Grade Level: 2nd Grade

School: Madison Elementary

Date: 10/22/19

Time: 2:25

Reflection from prior lesson:

In our last lesson we did the introduction to our final section of our seed dispersal unit. We
read a story that refreshed our brains on some of the things we have learned throughout
the unit. The kids liked that we read the book just to help them remember a couple of the
things we have talked about. The kids were a little hyper for the previous lesson because it
was Friday and it was the end of the day. We were running a little behind on our schedule,
so our lesson did get cut short. We will have to start our next lesson early to make sure we
get everything done.
Lesson 8
Summary of student progress Were lesson objectives met?
(What went well?) Yes, the lesson objectives were met. The
students did a great job with the activity and
I thought the students did a really good job of
were able to do everything I wanted them to
following directions and filling out their
do. The students understood everything, and I
charts as they go. The students listened really
think learned a lot from the activity.
well and participated in the project. The
students were super interested in it and were
having a lot of fun finding different ways to
make the seeds travel.
Instructional decisions Include in tomorrow’s lesson
The main decision I made is that the students Post-Test
were to work in their pods and only their
pods. I gave the materials to them because if I
had it all sitting out in the back it would have
gotten everywhere and the students would of
used more materials then needed.
Lesson Goal(s) / Standards:

2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or
pollinating plants.

Lesson Objectives:

Create an animal-like body covering to mimic seed dispersal.

Determine the effectiveness of different materials.

Materials Needed:

Scissors

Popsicle sticks

Fabric

Cotton balls

Feathers

Glue

Tape

Container of seeds

Contextual Factors/ Learner Characteristics:

I am teaching in a 2nd grade classroom with 24 students. The class I am in is not a very
diverse group of students. There are no students with an IEP and there are no English
language learners. There is one student that is on a social IEP for personal space and
communicating with his peers. Science is between their last recess of the day and the end of
the day so student can often be anxious to go home. This class does a very good job of
staying on task and loves to be creative and do hands on activities.
A. The Lesson

1. Introduction (5 min)

● getting attention
- Today we are going to finish our seed transporter activity. To finish our activity,
we are going to do our seed transporter activity. You guys are going to be creating
something that can carry seeds from one point to another point.
● relating to past experience and/or knowledge
- Seeds can travel a variety of ways and can travel very far distances. We are going
to continue to focus on seed dispersal. Yesterday, I had you guys fill out a part of
a learning packet. What were some of the things you guys shared?
● creating a need to know
- In order for seeds to move they need something to carry them. In order for the
seeds to move you guys are in charge of creating something that represents an
animal and can help transport seeds.
2. Content Delivery (20 min)

● Today we are going to finish our STEM activity. For the activity today you guys are
going to be creating a model that carries seeds from one point to another point. On your
desks you will notice that there is a trey full of materials and a trey that is full of seeds.
You guys will be using these materials to test and find what materials carry seeds best.
While you guys are doing this activity, I want you to think of why one seed works with
materials, but another seed doesn’t work.
o Why does this work? Why doesn’t it work? What material will carry that seed? Is
there a way I can make this material carry all kind of seeds not just one?
● Before the students can start creating their seed transporter, they need to test at least three
different materials and record what happens when you use it to transport seeds. The
students will have a chart inside of their booklet that they will record the material they
tested and what happened.
● Once they finish testing their materials and recording it into their booklet, they can begin
creating their model. Once the students finish creating their seed transporter, they must
test their models to see if they carry seeds or not. They do not have to carry every seed
but must carry at least one kind of seed. When finished testing the students must draw
their seed transporter in their booklet.
3. Closure (5 min)
 ● After creating our models what did we discover? Were there certain materials that carried
seeds better than others? Why? Once you are finished with your booklets I want you guys
to hand it in to the hand-in basket and pack your folders and get ready to go home.

B. Assessments Used

Observation
Seed transport booklet
C. Differentiated Instruction

Scaffolding solutions

If students are having trouble with creating a seed transporter, I can show them some examples
that I made in order for them to get some ideas. Once they have some ideas, we can work with
neighbors to help create their model. If they need some additional help, I will help them with
what they need.

D. Resources

STEM engaging hands-on challenges using everyday materials.