You are on page 1of 5

SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Leah Schott
INQUIRY: Science- Pumpkins
Kindergarten
October 2, 2014
3.1.PK.A5: Name basic parts of living things.
3.1.PK.A9:
1. Ask questions about objects, organisms, and
events.
2. Participate in simple investigations to answer a
question or to test a prediction.
3. Use the five senses and simple equipment to
gather data.
Formal Evaluation
None
Informal Evaluation
Teacher will observe and monitor students as they
discover the parts of a pumpkin.
The students will correctly identify the parts of a
pumpkin by matching the labels with the parts on their
craft.
At the conclusion of the lesson, the students will recall
the parts of a pumpkin when I point to pictures.

CK

The students will verbally predict what they think is


under a piece of fabric using clues read to them.
The students will correctly identify and use their five
senses during the exploration of the inside of a
pumpkin with a partner.
The students will correctly identify the parts of a
pumpkin after exploring a pumpkin with their senses.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
1. Gather the students in a circle in the front of the room
by calling students who have a first name that starts
with L, then the letter A, then the letters J and S.
2. Say Clap once if you can hear me. Clap twice if you can
hear me.
3. Ask students if they known what season we are in. What
holiday is coming up?
Hook/Lead-In/Anticipatory Set

CK

Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

4. A pumpkin will be covered by a piece of fabric.


5. Say Boys and girls I have an object under this piece of
fabric and I have some clues for you to see if you can
guess what is hiding under it.
6. Read the clues one by one to the students giving them
time to think. Show them the written clue on a large
notecard. They are to listen to all the clues before
making guesses.
a. Clue #1- I am round.
b. Clue #2- I can be heavy.
c. Clue #3- I am usually orange.
7. Ask students to raise their hands to make guesses.
8. Take fabric off of the pumpkin and identify it as a
pumpkin!
9. Ask for experiences that the students have had with
pumpkins.
10.
Explain that we are going to be using our senses
to explore the parts of a pumpkin today.
11.
Ask the students what their senses are (see, hear,
touch, smell, taste).
12.
Have students stand up and do a little shake out
dance.
13.
Have students return to their seats with a pumpkin
in pairs.
Big Idea Statement
Our senses can help us identify parts of living things.
Essential Questions
What senses can we use in exploring a pumpkin?
What are the parts of a pumpkin?
Key Vocabulary
Pumpkin, seed, pulp, stem, tendril, skin, leaves, senses
Pre-Assessment of Students
1. Tell students to feel the outside of their pumpkin and
describe it. What do they think the outside of the
pumpkin is called?
Modeling of the Concept
2. Tell the students that it is called the skin. Sometimes it is
called the rind. It protects the insides of the pumpkin
and keeps insects and sicknesses out!
3. On the document camera, put up the pumpkin parts
worksheet (they can refer to the one of their desk too)
but display on the picture side (not the words). Explain
that as they are exploring they are going to want to
locate the following things and keep them in mind
because after our exploration, they are going to have to
label the parts themselves.
Transition
4. Say boys and girls since this is a messy project, I am
going to need you to follow directions carefully. Today,
when I say the word ghost! that means you need to

freeze and look at me so I can give you more directions.


5. Give students directions on how they will open their
pumpkin.
a. Lift lid and place on newspaper.
b. Use scoops to scoop out pumpkin insides and
place in bowl.
c. Make sure you feel and smell the inside of the
pumpkin.
d. Remind them to pick out about 10 seeds to set
aside for later. Have them clean them off with a
wipe.
Guiding the Practice
6. Walk around as the students explore the inside of their
pumpkins. They will scoop out the insides and put them
into a bowl that is provided.
7. Question the students as they are completing the
activity. (How does it feel, how does it smell? What does
it look like? What do you think that is?)
8. Say Ghost! The students should freeze and look at me.
9. Go over words on the worksheet, but do not show them
where they go. Have student guess which word goes
with which picture. Have them repeat the words and
point to the parts on their real pumpkin.
10.
Have the students clean up. Put tools in their bowl
and put lids back on their pumpkins. Have students
wipe their hands off.
11.
On the document camera, put up the empty
paper plate pumpkin.
12.
Explain that some of their pumpkins may not have
leaves or vines right now. Thats because they were
bought in a store.
13.
Pass out the craft materials and briefly go over
them.
14.
Tell them they are going to lay out where they
think everything goes with their partner and then raise
their hand for me to check it. Pass out worksheet so
each group can refer to it and match the words to the
picture if they are having trouble reading the labels.
15.
Give the example, of the skin they already
identified on the outside of the pumpkin. Place the
skin label on the outside of the paper plate.
Providing the Independent Practice
16.
Have students refer to their own parts of a
pumpkin worksheet.
17.
Have students glue their yarn and seeds on the
inside of their pumpkin craft.
18.
Students will label the parts of their pumpkin using
the provided pre-cut labels. If they have trouble, they
can refer to the worksheet on the document camera or
on their table to match the words to the picture.
Adaptations/Accommodations for Students with Special

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would

Needs
For a student with Autism:
1. Provide the student with gloves. They may not like
the touching sensory activity, but they can still use
their sight and smell.
2. Sit the student in the aisle near the teacher.
3. Provide the student with assistance and
repetitive directions and prompting.
Pumpkins (4)
Document camera
Paper Plates
Brown and green construction paper
Green and orange yarn
Glue
Pre-cut pumpkin part labels
Bowl for pumpkin brains
Newspaper
Spoons/Scoops
Wipes and paper towels
Gloves
Summary & Review of the Learning
Review parts of the pumpkin. Have students come up
and place labels correctly on the pumpkin on the
document camera.
Have students verbally identify the parts of a pumpkin
that they learned as a class as the teacher points to the
parts on a pumpkin.
Finish cleaning up.
Tomorrow the students will be learning the life cycle of a
pumpkin!
Homework/Assignments
None
Extension- Ask the students what sense they may have missed
during the activity. Taste! Have students taste a pumpkin
seed!

you
change?