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Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Mackenzie Areheart Subject/Grade: Science/Kindergarten Learning Objective:

Lesson # 3 Date and Time of Lesson: TBD

After learning about the life cycle of a pumpkin through exploration, a read-aloud, visuals, and a song, students will be able to successfully identify the life cycle of a pumpkin by placing all sequence cards in the correct order.

Alignment with Standards:

Science K-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. Indicator: K-1.1. Identify observed objects or events by using the senses. CC.SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CC.RI.K.2. With prompting and support, identify the main topic and retell key details of a text. CC.RI.10. Actively engage in group reading activities with purpose and understanding. SC Fine Arts Standard MGK-1.2 Speak, chant, sing, and move to demonstrate awareness of beat. EEDA Standard 2: Students will demonstrate decision-making, goal-setting, problem-solving, and communication skills.

Developmental Appropriateness or Cross-curricular connections:

The objective of this lesson is in line with Kindergarten standards and is therefore developmentally appropriate. All the activities that will be completed are appropriate ways to teach students as they accommodate visual, auditory, and kinesthetic learners. In order to complete this lesson students have to have the basic knowledge that plants start out as seeds. Apart from being a science lesson this lesson also addresses CC ELA standards.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment (TWS section 7) Based on the childrens understanding of the life cycle after the lesson I will be able to complete further lessons with them. The life cycle of a pumpkin will be reviewed in following lessons and more content will be taught as we go on to experiment with pumpkins by actually dissecting a pumpkin and

After learning about the life cycle of a pumpkin through exploration, a read-aloud, visuals, and a song, students will be able to successfully identify the life cycle of a pumpkin by placing sequence cards in the correct order.

Pre-Assessment: During the exploration phase of my lesson students will compare a pumpkin seed to a pumpkin. I will ask students to talk with a partner about how they think a pumpkin seed becomes a pumpkin. Pairs will have an opportunity to tell the class what they their thoughts are. I will observe during the talk time the pairs have, and as I facilitate the whole-group discussion I will take note of some of the suggestions the

Lander University Teacher Education Lesson Plan Template students make to gain an understanding of their knowledge of how a pumpkin seed becomes a pumpkin. During Assessment: During the interactive read-aloud I will observe to see the students understanding of the life cycle. This will occur after we have read completed our exploration. We will learn a song with motions and visuals to further our understanding of the life cycle of a pumpkin. Post-Assessment: To evaluate my students after the lesson they will work individually to place cards that have pictures of the life cycle of a pumpkin in order. I will walk around as students complete this activity and take note of which students were able to correctly sequence the cards. making observations, completing various activities with pumpkin seeds, and planting some pumpkin seeds of our own.

Rev. 2013

In order to accommodate for my ESOL students I will present the material in a variety of ways. Students will be taught through visual, kinesthetic, and auditory means so that if one way is not understood they may receive the information through another form of learning. I also have one child in my class that is one medication for ADHD. I will make sure I keep the students moving through a variety of activities to keep them engaged.

Materials: Pumpkin seeds Visuals of the life cycle of a pumpkin Small pumpkins Sprouts Read-aloud: Pumpkin Jack Pumpkin song Life cycle of a pumpkin sequence cards in bags (pre-cut) Crayons Procedures:
1. In a whole-group setting I will engage my students by giving every student a pumpkin seed. 2. Students will use their sense of touch and sight to observe their seeds. 3. Students will predict what they think the seed will produce. *Questions to Ask: What type of plant do you think that this seed might produce? What do you think this seed will turn into? Why do you think that? 4. I will have students pair up with the person next to them to answer the questions. 5. After the students have had some time to discuss their thoughts I will allow a few students to share the prediction that he/she and their partner came up with. 6. The students will remain paired up, and then I will give each pair of students a small pumpkin. 7. Then, I will instruct the students to compare the seed they are holding to the pumpkin using their sense of touch

Lander University Teacher Education Lesson Plan Template

Rev. 2013


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and sight. After they have had some time to observe their seeds and pumpkins I will ask them a few questions. Questions to Ask: How do you think the seed became a pumpkin? What did the seed need to grow? Have you ever seen a pumpkin plant before? Students will discuss with their partners and make a prediction of how they think this change occurred. (*preassessment) I will ask a few students to share their thoughts with the class. Students will then have an opportunity to observe a sprout and notice how a seed begins to change. I will do an interactive read-aloud using the book Pumpkin Jack to give them a foundation of knowledge of the life cycle of a pumpkin. Questions to Ask: What did the pumpkin start out as? What do you think Tim thought when he saw the sprout coming out of the ground? What would you have thought? What did Tim do to help the plant grow? (*during assessment) In order to elaborate on the story we just read, I will teach the students a song and motions to go along with it. There will also be visuals to help with the recall process. Students will complete an activity at their tables individually where they sequence pre-cut cards that contain pictures of the life cycle of the pumpkin. After students sequence their cards they will color them while I walk around to see which students can now sequence them correctly. (*Post-assessment)

Activity Analysis:
Activity One: Comparing a Pumpkin Seed to a Pumpkin Through this exploration students will get to touch and see what we will be learning about. This will provide them an opportunity to make connections to their lives as they recognize the pumpkin seeds and pumpkin if they have had prior experiences with them. Some students may not recognize a pumpkin even after they see it so pairing them up with a partner allows them to share their thoughts and have more than one persons experiences to pull from. The time that students have to discuss with a partner will allow those students that need accommodations to work with someone else that may be able to help guide them in their thoughts and conversation. Activity Two: Life Cycle of a Pumpkin Song The life cycle of a pumpkin song will provide a way for the students to move around and learn through rhythm. This song will also provide an easy way for students to remember the cycle as many people learn better when they associate content with a familiar tune. Through the motions and visuals ESOL students may have a better understanding than if I were to just do an interactive read-aloud. The song also provides time for the students to move around and get there wiggles out. This accommodates the child in my class with ADHD.

Hubbell, W. (2000) Pumpkin Jack. Albert Whitman and Company.