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Ashleigh Carlucci 1st Grade: Science and Literacy Topic: Parts of the Plant Setting: 1st Grade Classroom

1. Purpose/ Essential Questions • Is a plant living? • What are the parts of the plant? 2. Vocabulary: • Roots: Ta e in nutrients and !ater from the soil for the plants food" • Stem: Transfers the nutrients and !ater from the roots up to the leaves" The stem also stores food" • ea!es: A#sor# sunlight for the plant to ma e food" • Petals: Their #eauty and smells attracts #irds and insects to come and collect pollen • Seed: The seed holds the petals together • "utrients: $ood and !ater that plants need to survive" #. S$ills: • Identify • La#eling • Creating %. &b'ecti!e • Students !ill demonstrate their a#ility to identify the parts of the plant" • Students !ill demonstrate their a#ility to La#el the parts of the plant on their o!n" • Students !ill demonstrate their a#ility to create a short story using their plant voca#ulary (. Standards: "e) *or$ State Standards: Science: • Standard + , Interconnectedness% Common Themes" Students !ill understand the relationships and common themes that connect mathematics& science& and technology and apply the themes to these and other areas of learning" Grade '()% Systems T-in$ing:

T-roug- systems t-in$ing. people can recogni/e t-e commonalities t-at e0ist among all systems and -o) parts o1 a system interrelate and combine to per1orm speci1ic 1unction: • • *#serve and descri#e interactions among components of simple systems" Identify common things that can #e considered to #e systems +e"g"& a plant& a transportation system& human #eings,

-odels% 2odels are simpli1ied representations o1 ob'ects. structures. or systems. used in analysis. e0planation. or design. • • • Analy.e& construct& and operate models in order to discover attri#utes of the real thing /iscover that a model of something is different from the real thing #ut can #e used to study the real thing 0se different types of models& such as graphs& s etches& diagrams& and maps& to represent various aspects of the real !orld

3ommon 3ore Englis- Standards: Writing Standards '(1 Grade 1 Students% • Write informative2e3planatory te3ts in !hich they name a topic& supply some facts a#out the topic& and provide some sense of closure" +. " Pre assessment: • Students have #een previously assessed and have found to have mastered the difference #et!een living and non(living things" They have all demonstrated this on many occasions and are familiar !ith plants through every day e3posure" Although they see plants almost every day& they are not yet familiar !ith the actual parts of the plant" 4. esson presentation: a" 2oti!ation 5 /uring the morning meeting& there !ill #e a plant on the S-A4T #oard along !ith an actual flo!er plant ne3t to the meeting area to gra# the student5s attention" In the morning message& the teacher !ill as the first essential 6uestion% Are plants living? As a class& !e !ill 6uic ly revie! the characteristics of living and non living things" $or e3ample% A plant needs food& !ater& and sunlight& can anyone tell me if this means the plant is living? 0sing student5s ans!ers& the teacher !ill

then create a graphic organi.er of a t(chart on the easel" The left side !ill #e living% Plant and the right side !ill #e non(living% roc " Living% Plant 7on(living% 4oc 88888888888888888888888888888888888888888888888888888888888888 8

b. Procedure: 1" When the T(chart is complete& !e !ill sho! the students our ne! class plant" We !ill !ater the plant every morning& and eep it #y the !indo!" 9" We !ill then as the students the second essential 6uestion% /oes anyone no! !hat the different parts of the plant are? :" As a class& !e !ill la#el the plant on the S-A4T #oard" a" The diagram !ill sho! soil& roots& stem& leaves& seed& and petals" #" We !ill !or from the #ottom as ing the students to identify the parts starting !ith the soil" c" As !e la#el each part& !e !ill identify their function in the plant and !hy it is important" d" ;3ample% pointing to the roots !e !ill as for a volunteer to identify the part of the plant" If they correctly say <roots= they can come up and la#el it on the diagram" We then as % /oes anyone no! !hat the roots do for the plants? The correct ans!er is% The roots ta e in nutrients and !ater from the soil for the plants food"

e" As !e go through the different parts of the plant& students !ill dra! a plant in their science note#oo s and la#el the different parts" )" After !e have la#eled and identified the functions of the parts of the plant& the teacher !ill demonstrate their ne3t activity" 1" ;ach student !ill receive an >311 sheet of #lue construction paper" There !ill already #e a line dra!n on it ? of the !ay do!n from the #ottom of the sheet representing the ground" @" They !ill also receive ) cut out roots& one cut out stem& 9 cut out leaves& 1 cut out seed& and 1 cut out petals" A" The teacher !ill demonstrate ho! to neatly and carefully glue each part in place using a glue stic " >" After each part is glued the students should la#el the parts" 3. 3losure: • After the students have completed their o!n diagram of the plant& they !ill ta e out their science Bournals and !rite t!o sentences using t!o of their ne! plant voca#ulary !ords" +Soil& roots& stem& leaves& seed& petals," This !ill #e their first drafts !hich !ill later #e edited and glued to the #ac of their diagrams to pu#lish in our classroom" The follo!ing day& each student !ill plant their o!n seed and #e re6uired to !ater their plant each day" Students !ill carefully o#serve their plants each day and dra! pictures o#servations in their science Bournals"

6. 2aterials: • S-A4T #oard • S-A4T #oard mar ers% #lue& red& green& #lac • S-A4T #oard slide% plant diagram& unla#eled • ;asel • 4ed& green& and #lue dry erase mar ers for easel • 91 >311 sheets of #lue construction paper • 1CC #ro!n roots • 91 green stems • 1C green leaves • 91 yello! seeds • 191 pin petals • Science Bournals • D9 pencils • Glue stic s

7. 8ollo) up acti!ity or assignment: $or home!or & students !ill receive a teacher( made !or sheet !ith an un(la#eled diagram of a plant" Students are to la#el each different part of the plan" The teacher(made !or sheet !ill #e modified for advanced students& #elo! grade level students& and ;SL students" 1C" 9ssessment: The students !ill #e assessed on their a#ility to properly glue on the different parts of the plant on the #lue construction paper and their a#ility to la#el the five different parts of the plant" +4oots& stem& leaves& seed& and petals, The students !ill also #e assessed #ased on their teacher(made home!or !or sheet" They !ill #e evaluated #ased on the attached ru#ric% Exemplary 4 Identifying the The student parts of a correctly plant. identified 5 out of 5 parts of the plant on their own diagrams in class. Labeling parts The of the plant for students homework correctly labeled 5 out of 5 parts of the plant on their homework worksheet. Accomplished 3 The student correctly identified 4 out of 5 parts of the plant on their own diagrams in class. Satisfactory 2 The student correctly identified 3 out of 5 parts of the plant on their own diagrams in class. The students correctly labeled 3 out of 5 parts of the plant on their homework worksheet. Needs Score/ Improvement Level 1 The student correctly identified 2 or less out of 5 parts of the plant on their own diagrams in class. The students correctly labeled 2 or less out of 5 parts of the plant on their homework worksheet.

The students correctly labeled 4 out of 5 parts of the plant on their homework worksheet.

Exemplary 4 Creating 2 sentence plant story The student correctly created 2 sentences using 4 plant vocabulary words.

Accomplished 3 The student correctly created 2 sentences using 3 plant vocabulary words.

Satisfactory 2 The student correctly created 2 sentences using 2 plant vocabulary words.

Needs Score/ Improvement Level 1 The student did not create a story using any of the plant vocabulary words.

11. :i11erentiation: • 8or ad!anced students: The students !ill #e re6uired to !rite a four sentence story using at least four of the plant voca#ulary !ords" Also& their home!or teacher(made !or sheet !ill not have a !ord #an of plant voca#ulary !ords" 8or belo) grade le!el: The students may have difficulty creating their o!n stories" The teacher !ill provide them !ith a typed out list of plant voca#ulary and definitions including pictures for the different parts to help them !ith all activities" 8or ES : ;SL students !ill #e supplied !ith a typed out list of plant voca#ulary !ords and definitions in their native language underneath the ;nglish definitions" They !ill also #e supplied !ith pictures" ( Visual: This lesson ac no!ledges visual learners #y having a diagram of a plant on the Smart Eoard the !hole time they are doing the activity" Also& the teacher has an actual plant for the students to visuali.e" Verbal: Fer#al intelligence is seen through class discussion a#out the different parts and functions of the plant" Students can also ver#ally interact !hile completing the class activity" ;nterpersonal: The students !ill #e a#le to !or in their groups for their follo!(up activity !hich !ill satisfy the interpersonal learner #y promoting social interaction !hile learning" ;ntrapersonal: This lesson recogni.es the intrapersonal learning style #y allo!ing students to create their o!n plant stories"

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<odily/=inest-etic: The students have an opportunity to come up to the smart #oard and la#el the different parts of the plant" They also change their locations through out the lesson to allo! them to stretch and move around"

19" Resources: • Eic art& T"& Ga#lon& G"& /odge& T"& +1HHH," Euilding the primary classroom" /elmar Cengage learning" Washington /"C" • Common Core Standards% ;nglish and -ath% http%22Corestandards"org2assets2CCSSI8;LAI9CStandards"pdf • Tas Stream +!!!"tas stream"com,