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Primary / Junior Lesson Plan Template

Date: February 10 Grade: Sr
2016
Kindergarten
Subject: Science

Intended Student
Outcomes

Assessment

Lesson & Unit:
Natural
Environment

demonstrate an awareness of the natural and built environment
through hands-on investigations, observations, questions, and
representations of their findings;
demonstrate an understanding of the natural world and the need to

care for and respect the environment;

By the end of the lesson children will have a considerable idea of
where their vegetables come from and how they grow

Students will be ale to have a concept of connecting prior knowledge
to new contexts in order to understand the natural world around them.

Students will able able to participate in classroom activities working
together working, demonstrating the ability to take turns in activities and
discussions

Students will be able to make connections and talk about events or
retell a story, wile expressing their thoughts.

·

I will closely monitor the progress of all children in order to provide
further instruction that will enable all children to reach their full
potential.

·

I will ask general questions to determine their interests, vocabulary
and knowledge in the beginning and end of the lesson.

·

I will ask questions about growing natural foods and the students
experiences with the vegetables they have encounters in their
everyday life.

·

I will ask general questions while reading the book.

·

Im going to be observing students by writing anecdotal records based
on their participation while making stone soup.

·

I will record notes after the discussions we had prior to reading stone
soup, after reading stone soup, during the participation of making
soup, and after.

·

I will take photographs if the students participating in the soup activity.

Rationale

This lesson is important to the well being to students because it will
give them an idea of where there food comes from and how it grows.

If students are aware of the food they are eating and more involved
with the preparation of their meals they will be more inclined to make
healthier choices in life.

Motivation/Anticipatory Teacher=TA
Set
Student=S
(Minds On)
TA: start the class by reading the stone soup book to the students, Boys and
girls I’m going to read a special story to you, this story is about giving to
others, even if it’s something as little as one meal.
TA-Boys and girls, today I brought something special to class (slow cooker) do
you know what it is?
S:It’s a slow cooker !
TA- what do we use this for?
S-to cook food,
S-my mom uses it
S-I cook my food in it.
S-I don’t know what it is
TA-let’s make something together using our slow cooker, so when you go
home tonight you can tell your friends and family that you learned how to cook
with a slow cooker!
TA- Now I noticed everyone really enjoys eating vegetables. “Thats great”! I
wonder what your favorite vegetables are?
My favourtie vegetables are carrots, cabbage and kale (Teacher shows them
full stock of vegetables).
TA-I think we should write down our favoruite vegetables so we can put it up in
the class for everyone to see. Maybe we should invite our principal to our class
so we can share our stone soup with him/her.
S- Hooray !
S-My favoruite is carrots!
S- My favoruite is cucumbers!
Ta:write down favuorites on chart paper.
Ta- Maybe we should learn about how vegetables grow so we can make our
very own special lunch using our slow cooker.
S- Cheering laughing giggling
TA- Boys and girls let’s ready the stone soup, we have been learning a lot
about how vegetables grow, do you think this book will give us ideas on how to
make our special soup and share it with others ?
S-Yes !!!!
TA-Picks helpers for each vegetable to put into my slow cooker.
TA-The soup has to boil now and we will enjoy the soup for a snack this
afternoon.

Action On

·

Students will be asked to list their favorite vegetables.

·

As a group we will discuss what was learned and how vegetables
affect our health.

·

Ask higher order of thinking questions.

For example: Critical thinking skills
How many vegetables did we use?
Can you put in order the steps we took to make the soup?
Whats the difference between a carrot and cabbage?
Why is it important to know how vegetables grow?
What vegetables did we use?
What might have happened if we added more salt with the vegetables?
What could we have done to make it better?
Have a soup lunch with everyone in the class, invite principal to join


us.

Other curricular areas to draw upon
Art
Create a stone soup canvas to hang in the classroom with all the

students, each student can pick a vegetable they want to paint into the pot
on the canvas.
Science/Inquiry
Grow a vegetable of our own in class, have a “class helper” each day

to water the plant and open the blinds for sunlight.
Math/inquiry /Sorting
Students will learn how to make a tally chart, tallying their favourite

vegetables using the chart we came up with together in class.
Social Studies
Talk about the environment, our environment, what we should be

doing for our environment to be healthy.

Closure (consolidation) •

Students will review the different types of vegetables we learned
about.
Students will review the steps we took to make the soup.


Students will have a considerable concept of the big idea is present at
the end of the lesson so ensure children can make connections to
themselves, text and world.

For example:

Accommodations/
Modifications

Materials/Equipment/
Technology

Connection to world :Sometimes it’s nice to give others what we
have on a normal day. Some of our favourite meals, like our vegetables we
learned about and prepared together is hard to have everyday for some
people all over the world.

Connection to self: understanding vegetables and how they grow,
their experiences growing vegetables.

Connection to text: connecting to the book and what they thought of
while reading it.

·

Soup recipe will be altered to ensure all students can participate in the
process of preparing the food/eating the final product, all EPI pen
forms will be taken into consideration.

·

Student’s will be paired in small groups, the students that need
assistance with instruction will be placed in groups where children can
help guide them in instruction.

·

These students will be provided with picture instructions with the steps
instead of verbal instruction.

·

Will be done with additional help EA/Support worker.

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Stone Soup by Marcia Brown
Carrots
Kale
cabbage
Slow cooker
Chart paper
Markers
Plastic baggies
Email will be sent out to parents with consent forms, they are to
respond given me consent to cook with their children in the classroom

N/A but keeping in mind this must always be done on an official lesson plan.
Reflection (complete
after lesson is taught)

Science: Natural world and the environment Kindergarten Rubric

Check 
appropriate 
box

Exceeds
Meets
Progressing
Emerging

 ask questions 
about and 
describe some 
natural 
occurrences, 
using their 
own 
observations 
and 
representations

make 
predictions and
observations 
before and 
during 
investigations

identify ways 
in which they 
can care for 
and show 
respect for the 
environment 

participate in 
environmentall
y friendly 
activities in the
classroom and 
the schoolyard 

communicate 
and record 
results and 
findings after 
constructing 
things either 
individually or 
in groups