Bianca Johnson Term III Science Lesson On Seeds Core Decisions My classroom mentor does a great job of incorporating

science into the everyday c rric l m! "or instance# the last nits that she has ta ght $ere t r%eys# p mp%ins# spiders# bats and apples! On a daily basis# thro gho t each nit# my classroom mentor reads an array of non&fiction te'ts on the nit(s topic! In addition to these readings# activities often incl de hands&on observations# identifying and labeling parts of a plant or animal# and dra$ing or recording data and information! Ta%e the nit on apples for e'ample! D ring this nit# st dents $rote their observations of apples# they cond cted a taste test in $hich they compared apple sa ce to apple b tter# they gathered data on $ho preferred the apple b tter to the apple sa ce# they graphed the res lts of $hich type of apple they li%ed the best# they identified the parts of the apple# they st died the life&cycle of an apple from seed to fr it to seed again# and they cond cted an e'periment on ho$ to %eep an apple from t rning bro$n! )ach of these activities not only ta ght the st dents abo t apples# b t also fostered their s%ills as scientists! The same thing co ld be seen thro gho t each of the aforementioned nits! *nother lesson idea that I considered sing# b t event ally decided to save for my ne't placement in third grade $as abo t pollination! The lesson on pollination $o ld involve st dents( fingers acting as bees $ho land on a +

flo$er ,c p filled $it Cheetos- and the land again on another flo$er ,paper to$el-! This lesson $o ld demonstrate ho$ pollen stic%s to a bee li%e Cheeto d st stic%s to o r fingers# and then gets deposited onto another flo$er! *s mentioned# I decided to save this lesson for later in the year $ith a more advanced gro p! In addition to science lessons embedded $ithin their daily c rric l m# these st dents are fort nate eno gh to have a science teacher in their school and t$o science periods per $ee%! D ring these periods# they are often ta%en o tside to ma%e and record observations abo t the nat re aro nd them! *s I started planning this lesson# I tried to thin% of something that $o ld tili.e st dents( c rrent s%ills# tie into $hat they are learning both in the classroom and in science class# as $ell as generate a lesson that is interactive and engaging! I spo%e $ith my classroom mentor and the /enn *le'ander science teacher to see if they co ld point me in the right direction! I %ne$ that I $anted the lesson to be in the life science sector# since this seems to be $hat the class is most familiar $ith! "rom this broad category# I narro$ed my foc s to plants! Beca se of the st dents $or% $ith p mp%ins and apples# I decided to concentrate my lesson on seeds! By e'ploring vario s seeded foods# I plan to have st dents se a bar graph to graph their findings! 0raphs are fre1 ently sed in the classroom# so I hope to sho$ the st dents that graphing can be applied to scientific findings! There $ere many decisions that I grappled $ith $hile $riting the this

lesson plan! "or instance# I $asn(t s re if I sho ld tell st dents they need to raise their hands before spea%ing beca se I $ant to promote a conversational environment in $hich one st dent can immediately follo$& p on something another st dent said! *ltho gh this is a small detail# it is something that I tho ght might shape ho$ the lesson pans o t! I decided on telling the st dents that they sho ld raise their hands in an effort to maintain an orderly environment! Other decisions that I $ent bac% and forth bet$een $ere $hether I sho ld give each child their o$n piece of food or if I sho ld j st let them $atch as I c t into one piece! I decided that I really $anted each child to have their o$n food or piece of food# as this $o ld allo$ them to really e'plore the object and later give them the opport nity to taste it! One more big decision that I faced $as $hether to read the pict re boo% 3* "r it is a S itcase for Seeds4 in the beginning of the lesson or at the end! *t first I really $anted to read the boo% in the beginning beca se my classroom mentor often starts ne$ nits $ith a read alo d! *dditionally# I tho ght that if I read the boo% in the beginning of the lesson I $o ld be preparing the st dents for $hat $as to come! )vent ally# I decided that the boo% $o ld be best if read at the end of the lesson as a recap and as a $ay to $rap p! I also decided to save the boo% for the end of the lesson since it brings p many points that I $ant the children to reali.e on their o$n# thro gh their o$n discoveries!

Date/Time to be Implemented: Th rsday +256 7

Students: "irst 0rade at the /enn *le'ander School Anticipated Time: 89 min tes Goals/Objectives By closely e'amining the o tsides and insides of vario s foods# st dents $ill be able to compile information based on observations and se a bar graph to plot scientific data# specifically# the amo ntn mber of seeds each food contains! St dents $ill be able to read5 se a graph in order to ans$er 1 estions abo t the data NSUSTA Standard Science practice: 8&LS+ "rom Molec les to Organisms: Str ct res and /rocesses & 8&LS+&+!: Constr ct an arg ment that plans and animals have internal and e'ternal str ct res that f nction to s pport s rvival# gro$th# behavior# and reprod ction! B ilds on ;<2 e'periences and progresses to criti1 ing the scientific e'planations or sol tions proposed by peers by citing relevant evidence abo t the nat ral and designed $orld,s-! Disciplinary core ideas: LS+!*: Str ct re and " nction: /lants and animals have both internal and e'ternal str ct res that serve vario s f nctions in gro$th# s rvival# behavior# and reprod ction! ,8&LS+&+Cross c tting concept: Systems and System Models: * system can be described in terms of its components and their interactions! ,8& LS+&+-# ,LS+& 2Materials and Preparation + apple + stra$berry 8 sting beans ,one for each st dent + lemon ,one slice for each st dent 8 soy beans ,one for each st dent 8 cherries ,one for each st dent + red pepper ,one piece for each st dent + %i$i Sharp c tting %nife Lysol $ipes to clean p any mess /aper to$els =a' paper and tape to ma%e placemats for each st dent 3* "r it is a S itcase for Seeds4 by Jean >ichards Chart paper Sharpie =or%sheet and pencils for each st dent 8

lassroom Arran!ement and Mana!ement "o r st dents $ill ta%e part in this lesson seated aro nd a circ lar table! "or time and noise p rposes# this lesson $ill ta%e place in a small room located on the main floor of the b ilding! The room in $hich the lesson $ill ta%e place has t$o sin%s# $hich can be sed for hand $ashing! /rior to st dents arriving in the room# teacher $ill lay do$n one 3placemat4 ,$a' paper- for each st dent! The placemats $ill be taped to the table to avoid any potential movement! St dents $ill be reminded prior to the lesson that# 3*ltho gh $e are not in o r reg lar classroom# $e still need to behave as tho gh $e are! This means that $e $ill be polite# $e $ill respect the materials and each other# and $e $ill raise o r hands before spea%ing!4 Plan +! Launch ,abo t 6 min! Teacher $ill first have each st dent $ash his or her hands! This $ill be done for sanitation p rposes since st dents $ill have the opport nity to to ch and taste vario s seeded foods! To introd ce the topic of seeds# the teacher $ill as% st dents $hat they already %no$ abo t seeds# plants# and foods that have seeds! *nticipated st dent responses incl de# 3seeds gro$ inside fr it4 or# 3if yo plant a seed a fr it might gro$!4remember abo t loo%ing at the inside of a p mp%in and an apple! Teacher $ill then as% ho$ the inside of a p mp%in $as different from the inside of an apple! Teacher $ill follo$ p $ith 1 estions s ch as# 3$hat type of foods can yo thin% of that have seeds?4 St dents $ill then be reminded of the $or% they(ve done $ith graphing! Teacher $ill e'plain# 3I %no$ yo all have e'perience $ith graphing# b t today# $e(re going to se graphs to loo% at o r scientific findings! =e(re going to graph ho$ many seeds are in different foods and then# sing o r graph# $e $ill be able to see $hich foods $e loo% at today have the most seeds and $hich have the least!4 Teacher $ill then remind st dents of their nit on apples! Teacher $ill present an apple to the st dents and $ill as% them to come p $ith observations that they notice abo t the apple! Teacher $ill $rite observations chart paper! Teacher $ill then as% st dents# 3$ho remembers or thin%s they %no$ ho$ many seeds are inside of an apple?4 *fter ta%ing st dent ans$ers# teacher $ill proceed to slice the apple in half# e'posing the seeds! *s a model# teacher $ill have st dents co nt the seeds all together# record the n mber of seeds on their $or%sheet# and $ill graph the n mber of seeds on a bar graph!

@e't# the teacher $ill say# 3I have bro ght food for all of s to observe as scientists! I $ill hand yo each yo r first item and I $ant yo to ta%e a fe$ seconds to 1 ietly loo% at it and thin% abo t $hat yo see!4 2! Work and explore. The teacher $ill hand o t a cherry to each st dent and $ill have them observe the o tside first! Teacher $ill then as% st dents to predict ho$ many seeds they thin% are inside! Teacher $ill record observations and predictions on chart paper! *s each st dent finds ho$ many seeds their cherry# teacher $ill record data on the chart paper for all st dents to see! St dents $ill also be as%ed to graph the seed amo nt on their graphing $or%sheet! Once data has been compiled# st dents $ill be allo$ed to eat their piece of food! St dents $ill repeat the process of observing# predicting the n mber of seeds# e'ploring the food# ma%ing a concl sion abo t ho$ many seeds that food has and adding that n mber to the graph for each food or piece of food! Once this process is complete and the amo nt of seeds has been added to each st dent(s graph# they $ill be allo$ed to eat their piece of food if they desire! Teacher $ill sho$ st dents a stra$berry to sho$ that some fr its have seeds on the o tside! This $ill be saved for the end of the lesson# since co nting these seeds $ill be too time cons ming 5 diffic lt! 7! Debrief and wrap up! *fter the graph has been made# teacher $ill as%# 3Based on the graph $e yo made# $ho can tell me $hich food $e loo%ed at today had the most seeds? =hich had the least? Ao$ do yo %no$?4 and# 3Do yo thin% that this graph is sef l for s to %eep trac% of information and compare o r findings?4 This $ill serve as a form of assessment to see if st dents are able to s ccessf lly disc ss the data based on the graph! To ens re that st dents notice that not all of the same type of food contains the same amo nt of seeds# teacher $ill as% st dents to 1 ic%ly loo% at the graph of the person sitting ne't to see if they notice anything different! Teacher $ill as% st dents $hat other foods they might be interested in e'ploring for seeds! Teacher $ill e'plain that graphs are sef l tools beca se more data can be collected and added to the graph later! If there is eno gh time remaining# to $rap p# teacher $ill read 3* "r it is a S itcase for Seeds4 by Jean >ichards! Assessment o" Goals and Objectives Teacher $ill observe# as% 1 estions of# and invite disc ssion from st dents as they investigate each food and find ho$ many seeds each

contains Teacher $ill also be able to assess st dent(s nderstanding of graphing scientific data based on their individ al graphing $or%sheets D ring conversations thro gho t the lesson# teacher $ill be informally assessing st dents( nderstanding of concepts

Anticipatin! Students# $esponses /otential st dent responses incl de 1 estions abo t the correlation bet$een fr it si.e and amo nt n mber of seeds! On the last page of the pict re boo% there is an e'planation for this! Some st dents might not $ant to to ch or eat the foods! These st dents $ill be allo$ed to observe a partner! Accommodations Beca se this lesson $ill be ta ght to a small gro p of fo r children# sho ld any child need help or be conf sed at any point# the teacher $ill be able to assist! St dents $ho finish observing and co nting their seeds early $ill be given a section of a %i$i to co nt the seeds $hile others finish!