* Date(s): 47-21 Oct 2016, ‘Subject: Grade Level: The Life Cycle of Plants 2nd ‘Opening Hook/Warm Up: TEK: ‘+ Teachor draws a picture ofa plant on blackboard ‘© SCI-2,9(A) Identily the basic needs of plants & that students will be asked to identify animals, ‘+ Discuss the vocabulary words of piant’s parts ‘© SCL2.10(8) Observe, record, & compare how the ‘© Read aloud a tited book on pant fe physical characteristics of plants help them meet ‘© Use scavenger hunt for the vocabulary words their basic needs such as stems carry water throughout the plants, ‘Objective: Student Friendly: Students wall produce/grow & monitor their plant Big Understanding: The lfe cycte of a plant; the basic needs of plants; the physical characteristics of plants ‘Summative Assessment Evidence: Students will make predictions based on observable patterns; students will complete a K.W.L chart Higher Level Questions to Incorporate: Higher Level Questions to Incorporate: 1)Can you name the parts of a plant? 2) Can you tell what each part does for the plant? instructional Strategies / Student Activities/ Grouping Pattern: ‘Students will complete a variely of activity handouts Teacher Input/Modeling: 1D0: Teacher will give instructions on how to plant seeds & will demonstrate the steps on how to plant seeds using the needed materials Guided Practice: WE DO: Teacher observes and monitors student's ablity to demonstrate/model the example of teacher CFU (Checking for understanding): ‘Teacher will ensure with cues/questions that students have a clear understanding of the planting of seeds and the basic needs of plants, Independent Practice: YOU DO (Individual students): Students will complete a variety of handouts along with a variety of books on plant life to read during SSR 10/6/2015, page 1 of 2, Sequential IPG TemplateEnding, Summary / Reflection: Teacher will extend, review, assess, & closed & put into action with a closing activity called “Whip Around" where students quickly & verbally share one thing they learned in class that day Waterials / Resources: ‘seeds & packets; planting tools; potting soll & pots; newspaper; colored pencils; scissors; markers; activity handouts & reading books Grouping Patterns: ‘Students will work independently on activity handouts & observe, predict the growing stages of their plant Technology: ‘Computers with internet will be used to word search & define vocabulary words & to investigate information on plant Iie 1016/2015, page 2 of 2, Sequential IPG Template