Jessica Howe

Team 92
ESA Lesson Plan:
Learning Segment Central Focus: Phenomenon: This is a paragraph describing the
backdrop and context of the lesson described in the ESA below. Must include Commented [1]: Excellent overview and phenom!
attention to NGSS and phenomenon-based learning.

After our plant experiment, some students donated their seeds to our outdoor class

garden. During a visit there a student pointed out that “There are so many weeds

growing in our garden!” Another student noticed that there was something other

than weeds, corn, and peas growing in the garden. We investigated. “Ms Howe put it

in the garden!” exclaimed one student. Ms. Howe informed her students that did not

plant anything else in the garden but recognized the sapling as an oak tree. Another

student exclaims “I have an oak tree in my house but our school doesn’t have any!”

“Wow those are great observational skills. What else are you seeing in the garden?”

The students looked through the garden very closely.

Time Allotted: 2-3 days Classroom organization/ groups/ labs?:

26 students, Whole class and small group inquiry.
Lesson plan format:
Unit name:
Class/Grade:
NGSS Content Standard(s):
2-LS2-2
Seed Dispersal and Pollination
Develop a simple model that mimics the function of an animal in dispersing seeds or
pollinating plants.

SEP: Commented [2]: Be sure to talk about these in the

Modeling in K–2 builds on prior experiences and progresses to include using and closure section.
developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or
storyboard) that represent concrete events or design solutions.
● Develop a simple model based on evidence to represent a proposed object or
tool. (2-LS2-2)
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to
problems in K–2 builds on prior experiences and progresses to simple investigations,
based on fair tests, which provide data to support explanations or design solutions.
● Plan and conduct an investigation collaboratively to produce data to serve as the
basis for evidence to answer a question. (2-LS2-1)

● Make observations (firsthand or from media) to collect data which can be used to
make comparisons. (2-LS4-1)
Reinforce disciplinary
Disciplinary Core Ideas:
LS2.A: Interdependent Relationships in Ecosystems
● Plants depend on animals for pollination or to move their seeds around. (2-LS2-
2)

LS4.D: Biodiversity and Humans

● There are many different kinds of living things in any area, and they exist in
different places on land and in water. (2-LS4-1)
● LS4.D: Biodiversity and Humans
● There are many different kinds of living things in any area, and they exist in
different places on land and in water. (2-LS4-1)

The students have been working on a plant unit. They have tested whether plants
need sunlight and water to grow. After completing the plant experiment they
visited their garden. Some amazing observations and questions arose as to how
plants found in the garden got there. At the end students will be able to explain
how plants are planted and grow in the wild. This was an excellent opportunity
for us to explore the phenomenon of seed dispersal.
Language Supports: be specific regarding strategies you are choosing to support the
access of science language
Vocabulary cards will be created and introduced to the students after first KWL session.
● Anchoring charts
● Vocabulary Cards:

plants
animals
seed
pod
seed dispersal
structure
function
model
wind
fire
self-explosion
seed coat
barbs
hooks
oak tree

● Visual aid- Youtube video of seed dispersal.

● Trade Book: Eric Carle’s ‘The Tiny Seed’
All of the visual aids capture and support interest and inquiry on the phenomenon.
Materials Needed (indicate any safety measures that need to be considered):
Class set of socks
Large fuzzy blanket can be drug across the ground
class set of magnifying glasses
Science journals
Pencils
Camera (Activity documentation)
Ruler
poster board/paper

SAFETY: Be careful of natural wildlife when collecting seeds. If you are collected seeds
in an open field, look out for ground squirrel /gopher holes and snake holes.
Objective(s)(be sure these are Possible Challenges /Misconceptions:
measurable and observable and aligned
with the NGSS and the assessments): ● Seeds are all inside, grass and
trees don’t have seeds, seeds
LS2.A: Interdependent Relationships in won’t grow if taken from a fruit.
Ecosystems
 Plants depend on animals for
pollination or to move their seeds
around.
1) Students will sort and classify
seeds they have collected.(2-LS4-
2)
● Seeds are small objects
(macaroni… macaroni will grow if
planted)
● All dispersal methods may not be
present from the seed collection
activity

2) Students will identify varying ● Ms. Howe planted the oak tree.
methods of seed dispersal. (2-LS4-
1) (2-LS2-2) ● Every seed will grow.

3) Students will model or design

seeds that use varying methods of
dispersal. (2-LS2-2)

4) Infer which of the items provided

would be most effective at
snagging seeds based on their
knowledge of seed dispersal.. (2-
LS2-2)
5) Students are collecting data and
comparing each other's results.
(2-LS4-1)
Formative Assessment strategies (indicate WHY these are chosen – WHAT are you Commented [3]: address this too...
assessing – concepts, skills):

Formative Assessment- At the end of this lesson

● The students will create a model display of local seeds that fit different
categories of dispersal to help students understand mode of seen transportation.

● The students will categorize seeds based on a classification of their own

explanation and reasoning, to assess their understanding of this lesson.

● The students will organize their knowledge of seed dispersal by describing

which attribute they sorted their seeds to assess student comprehension.

LESSON PLAN STRUCTURE: (could include the use of the 5Es as indicated)
Opening: (engage) Teacher Actions: Student Actions
Activate prior knowledge and ● Teacher: “Have ● Students can raise
student interest- teacher you ever gotten a their hand and tell
presents an interesting sticker in your stories of their
situation, phenomenon, or sock before? I’ve experiences.
dilemma/ controversial issue got a video for
that helps students connect to you. “
the content.
1:30-2:35
https://youtu.be/8ZLv3x ● Students are
AjH3Q engaged by the
surprisingly large
● Have a brief seed case.Reacting
discussion freely.
hoping that they
make
connections,
from the videos.
Comparing the
massive spiked
grapple pod seed
case that cripples
ostriches.

Introduction: ● KWL: Ask ● Students will give

Getting students ready - students what examples of what
teacher introduces the task seeds are and seeds are, what
and makes sure students what they do. they do, and how
understand what they are Ask for they get into the
trying to accomplish, but not examples. Write ground.
how they are to do it it on chart paper.
(Don’t worry
about
misconceptions
about seeds at
this point- will we
explore further).
● Ask students
about any ways
they know of how
seeds grow in the
wild.
● Students will raise
their hands and ask
● KWL: Ask questions about
students what what they want to
they want to learn.
know.
● Explains that
seeds utilize
 many modes of
transportation.
● Give students
examples of
different
dispersal
methods: floats
on air, flies
through the air,
floats on water,
bounces or rolls,
eaten by animals,
stored by
animals, sticks to
animals, thrown,
released or
opened by fire by
showing them a
dandelion, pine
cone, coconut,
and other varying
types of seeds.
● After learning
how animals aid
in seed dispersal
(fur, scat,
burying) ask
students which
materials they
think would be
most useful in
trying to recreate
how animals
disperse seeds.
● Explain to the
students what the
purpose of going
to the park is for.
To collect seeds.
● Have prepared
an array of
different socks
and wool
blankets.(varying
in fuzziness and
material)

Body of lesson: (explore,
explain, elaborate)
Students working on content -
teacher observes students,
monitors their progress, and
provides clarification as
necessary
● Encourage
students to invent
other ways to
gather seeds.
Field trip:
Explore
● Lay out all the
materials for the ● Students choose
students to from the materials
choose from the provided to collect
materials for seeds.
seed collection.
● Head to the park ● First students will
near school site. walk around the
park area in the
first 10 minutes and
pick up seeds they
find and place them
in a collection cup.
● Next, in small
groups students*
will also collect
seeds by dragging a
wool blanket,
wearing fuzzy socks
over their tennis
shoes or by wearing
socks on their
hands.
● Back in the *One person from each
classroom: group will use a different
method of collecting
seeds. This will give them
● Students in their an opportunity to share
groups will their experiences with their
combine the group.)
seeds into one
collection.
● Teacher :Ask
groups to
examine their
seeds and invent
a system for
sorting or
classifying.

● Students can
explore the seeds
with magnifying
glasses and infer
the dispersal
method.

● Students should
add
drawing/sketches of
the seeds they
explore in their
science journal
along with their
inquiry and
observations.

● Explain: Students
will sort seeds in the
groups by dispersal
method ( all
dispersal methods
may not be present
from the seed
collection activity)
and share with the
class the method
they used.

● Students will work

together to create a
chart to show their
method of sorting.
 ● Gallery walk:
Students will
‘Museum Walk’
through the
● Remind students classroom in an
of Gallery walk organized fashion
procedures and and through
expectations. observation will be
able to:
○ Examine,
identify and
compare
each other’s
work.
○ Extend and
relate
prior
knowledge.

● Ask students to
write about “Why
might it be
important for
seeds to
distribute ● Students will raise
themselves away their hands and
from the parent offer their ideas
plant?”. about the structure
and function of seed
and what they are.

Elaborate:

● Students write
about why it is
important for parent
plants to distribute
seeds away from
themselves.
Closure (evaluate): ● Art and Learning: ● Evaluate: Students
Wrapping Up - teacher Have students will envision, design
facilitates group discussion, design a seed of and then create and
helps students share their their own using seed design that:
work/progress, helps students junk-ark
make connections, and materials. ● Floats in water for
ensures that big ideas are at least 5 minutes
brought forward. Have you ● Through this ● Attracts an animal
connected your lesson back science and art to carry it away
to the overarching integration ● Floats in the air for
phenomenon? What skills project, students at least 5 feet
(SEPs), concepts (DCIs) and will be meeting ● Sticks to an animal
overarching connections the NGSS ● Can be carried at
(CCCs) have you included Standard 2-LS2- least 10 feet
and assessed? 2, in which they ● Is thrown at least 2
will design and feet away from the
create a model of parent plant.
a seed.
●
the DCI’s make
connections throughout
this lesson. Students
investigating methods of
seed dispersal and are
also exploring how
animals might aid in
distribution. LS2.A (2-
LS2-2)
This lesson follow
through with this SEP’s
to help children build
upon their prior
knowledge to develop a
model of the seed in
dispersal action. (2-LS2-
2)

● Students will
present their seed
design and explain
the structure and
 function of their
seed.

● Students are
encouraged to
● Revisit KWl freely share about
Chart their learning
experiences with
this lesson.

Teacher: Where do you

think the oak seed came
from?

REFLECTION ON RUBRICS: Commented [4]: Great start here- if you address the
Review the rubrics connected to this lesson. Below, indicate HOW you have bolded terms in the actual rubrics and support them
specifically here, your scores will be in the 3s! Right
addressed each one and include this with your lesson plan/ unit outline. now - they are in the upper 2s. SO - you can revise and
send to me next week (monday or tuesday). Then you
will be done! The rest of the lesson looks good.
RUBRIC # and corresponding reflection:
(see below and see EdTPA handbook on Blackboard, Course Materials):
Rubric 1:. First students learned all about seeds through an individual plant cycle
experiment. This led to questions that allowed us to perfectly build upon their knowledge
about seeds. At the beginning of the lesson, the phenomenon was introduced by the
observation of the rouge oak sapling in the garden. Building on this, we watched a video
about giant seed casings, large enough to seriously injure an ostrich.Students then
engaged in inquiry based learning while at the park collecting seeds with the materials they
predicted/ inferred would work best. Students will then construct and evaluate a way to
classify and organize the seeds collected. Students will transfer their knowledge from
previous lessons in order to compare and contrast, classify, seriate different seeds then put
this in an organizational chart designed by the students for the Museum Walk. These
charts will be used to assess their learning.
Rubric 2: This lesson is with in the students ZPD(Zone of proximal develoopment. The
learning supports for this lesson include vocabulary cards. These cards have words and
pictures to support ELL’s and low readers. The KWL chart is used to support and organize
students thinking by reminding students what they already “know,” what they wonder, and
finally, at the end, what they have learned. The art and learning portion of this lesson
supports students creative abilities and allows them to use the 8 elements of art while
making connections to science. Another support is placing students into groups, the
teacher will strategically place students in need of extra supports with students who
naturally want to help others. Class discussions guided students learning when it came to
misconceptions regarding the phenomenon of the oak tree. This is a multisensory lesson
that reaches all learners. The vocabulary cards are in place in the classroom as language
supports. Each card has a corresponding photo to match meaning for ELL students.

Rubric 3: This lesson makes many connections to prior academic learning. As mentioned
before, this lesson plan is entirely based on a phenomena that a previous lesson brought
us to. As you recall, a student noticed an oak tree sapling, in the garden box where our
class planted pea plants. Students are making connections to the community by looking
closely at the plants and seeds in our neighborhood and in our garden. Students can take
this information home to their families and educate them about local trees and flowers, and
the animals are necessary for some seeds.
Students can take this information home to their families and educate them about local
trees and flowers, and the animals are necessary for some seeds to grow.