Pedagogy

Activity. The learning activities that support this lesson on plants will be spread over several weeks to effectively allow
(I will students to study plant parts and growth. Since science lessons are taught on an AB schedule with another subject, I
add will allow students 10 minutes on non-science class days to post to their journal about the progress of their
dates to experiments. Before we start the lesson, I will give the students a tutorial and practice session on the technology that
the days we will be using for this project. Students will be using the Seesaw app on their tablets to journal using text, video,
of the pictures, or recordings of their voice. The app will also contain activities on plants for them to practice their plant
project knowledge. A QR code will be placed on the wall for easy access to the class Seesaw account for journaling and
when the activities. I will also send home a form to fill out about allergies to plants and foods that students may come into
contact with during this lesson.
schedule
WEEK 1
is set.
 Day 1: We will start of the lesson with a circle time discussion on plants to find out what the students already
This will
know and to get them thinking on the topic. Next, we will read the book “From Seed to Plant” by Gail
make it Gibbons for an introduction to plants with another discussion to follow the book. We will also plant green
easier for beans in soil cups and a Ziploc baggie with a wet paper towel. Both student’s experiments will be labeled and
a placed in/on the window area of the classroom. Students will make their first journal post to the Seesaw app.
substitut The classroom library will also be refreshed with plenty of other plant/gardening books to read.
e to fill in  Day 2: Students will have 10 minutes to check experiments and make a journal post to the Seesaw app.
for a  Day 3: As a class we will use the lesson “Parts of a Plant” on the Generation Genius website to further our
specific knowledge of plant parts and how plants grow. Aspects of the website that we will be using are the videos,
day.) discussion questions, vocabulary words, reading materials, and a color changing celery activity. Students will
work in groups of 2 or 3 for the color changing celery activity and will complete a journal post to go along
with the experiment.
 You will need 2 clear cups, 2 different food coloring dyes, kitchen scissors, green leafy celery stalks,
water, and 2 spoons.
 In the clear cup place the water, add food coloring, and then stir.
 Using kitchen scissors trim ends of celery stalks before placing leafy sides up in the colored water
cups. The fresh cuts will allow the stalks to absorb water quicker.
 Label cups with students’ names, allow for journal entries to be made, then place cups in a safe non-
spilling area of classroom out of the way.

 Day 4: Students will have 10 minutes to check experiments and make a journal post to the Seesaw app.
 Day 5: Start the science lesson by reading “Seed to Plant” by Kristin Baird Rattini. Review the parts of a plant
by making a classroom chart with picture during circle time lesson. Take class on a nature walk to view and
discover the plants growing in the area and the school garden. When back in class give students time to
journal in the Seesaw app about what they have learned and to check on their experiments.
 Day 6: Students will have 10 minutes to check experiments and make a journal post to the Seesaw app.
 Day 7: Re-read “From Seed to Plant” by Gail Gibbons during circle time and practice plant vocabulary words
and their meanings. Allow students time to check experiments, journal, and work on activities in the Seesaw
app. Color changing celery final check. Have students describe what they see and why in anther post to the
Seesaw app.
 Day 8: Students will have 10 minutes to check experiments and make a journal post to the Seesaw app.
 Day 9: Have students investigate different seeds and match them to their plants. Discuss different edible plants
and have a tasting session. Have students journal about experiments and what they learned today during the
science lesson in their posts to the Seesaw app.
 Day 10: An extra science day to finish the main portion of the plants lesson. Review the parts of the plant,
what plants need to grow, and some of the classifications of plants. Help students to transplant their bean cup
plants to the school garden for continued growth and observance by students. Have students work in groups of
2 to record their final journal entry of experiments and what they have learned during the life cycle of a plant
lesson. This last post will act like an exit ticket with some final questions to answer.
 Name the parts of a plant. (leaves, flower, roots, and stem)
 List the basic needs of a plant. (air, water, soil, and sun)
 List types of plants. (flowers, fruits, vegetables)
 Students may draw picture to help them in their discussion for the journal post.
 What was their favorite part of the lesson?
We will visit our plants in the school garden once a week as a class and assign watering assistants to help water plants
every day that it doesn’t rain.