Weekly Block Plan – 4th Science

Dates: Student Teacher: Kelsey McFarland

9/27-
10/1
Monday Tuesday Wednesday Thursday Friday
State standard: State standard: State standard: State standard: State standard:
3.1.4.A2 3.1.4.B5 3.1.4.B2 3.1.4.A2 3.1.4.A2
Objective: Objective: Objective: 3.1.4.B2 Objective:
TSWBAT – describe TSWBAT – describe a TSWBAT – describe the Objective: TSWBAT – name the part
the functions of each plant and components. life cycle of a plant. TSWBAT – sort of a Venus Flytrap that
plant part. Materials: Materials: symmetrical and gets triggered.
Materials:  bell ringer #16  bell ringer #17 asymmetrical leaves Materials:
 photosynthesi  student  student TSWBAT – explain the  bell ringer #18
s worksheets notebooks notebooks benefit of grafting plants  student
from Friday  projector  projector Materials: notebooks
 science books  plant readings  science books  roots reading  projector
 iPads-  student pairings  iPads- notability  h-chart  study guide key
notability  jigsaw  life cycle  symmetry sort  iPads
 exit ticket worksheet direction sheets  grafting reading  PearDeck-
 clear cups  plant quiz (specific words  potato carnivorous
 tape Lesson Development to mention)  orchid plants slides
 dirt with Differentiation:  Zinnia seeds  plant pictures Lesson Development
 beans  complete bell  How seeds  monstera leaves with Differentiation:
 water ringer #16 and grow-  strawberry plant  complete bell
Lesson Development review answer https://youtu.be  plant adaptation ringer #18 and
with Differentiation:  students will /tkFPyue5X3Q reading and review answer
 finish work in pre-  Seed slow- answer key  check study
photosynthesi picked pairs to motion- Lesson Development guides and
s graphic read about a https://youtu. with Differentiation: vocabulary
organizer type of plant (10 be/pg92cspLy  students will homework
 partner work- minutes) 0I rotate between (students can
students read  finish study Lesson Development 5 different study or read a
pages A70- guide, IXL goals, with Differentiation: stations (10 book)
A73 and or read a book if  complete bell minutes each)  review study
done early guide answers
 Weekly Block Plan – 4th Science

answer review  students will ringer #17 and  Directions on  read about
questions move in pairs to review answer each table, 3 carnivorous
 students who a pair with a  read lesson 3 before me rule plants using pear
finish early plant they did  complete review  station 1: roots deck
move onto not have questions on reading and  students answer
the exit ticket  students will notability observe questions
and IXL goals share the  watch how pictures, throughout the
 germination information seeds grow and complete H- activity
experiment- about their plant discuss chart  students write in
call one table with the four  watch slow- comparison, planners and
at a time to different groups motion video check with pack-up
plant their and write the  students choose answer key  Process:
beans and new information one of the  station 2: IXL PearDeck offers
write their on their options to goals about students the
names on the worksheet describe the life plants (M5 80% ability to have
cups  review the cycle of plants mastery, M3 the presentation
 review information  option 1: seed 80% mastery, right in front of
answers for students have life short story M2 100%, M1 them and
review learned about  option 2: draw 100%, M6 70%, interact/answer
questions different plants and label life BONUS M4) questions with
 students write in a short cycle  station 3: leaves immediate
assignments discussion  option 3: take a and symmetry feedback.
in planner  students write video explaining sort, take a Assessment:
 independent assignments in life cycle of picture and Students answers from
work- exit planners plants submit (visual PearDeck
ticket  students will  Product: reminder of Modifications/Accommo
 pass out study complete exit Students can symmetrical and dations: SEE
guide ticket about choose which asymmetrical) ADDENDUM
 collect exit pumpkins option to apply  observe the
tickets  Content: what they have monstera at the
 Process: Students are learned and table, finish
Students are reading about a show that early- work on
learning how plant with a information in study guide and
to find buddy. Students different ways buddy study
 Weekly Block Plan – 4th Science

evidence in a are paired with (video/speaking,  station 4:

text and different reading drawing, grafting and
answering levels for the creative writing). cutting station
questions with activity. Assessment: read and
that evidence.  Learning Plant life cycle observe plants,
Students are Environment: explanation answer multiple
working at Students are Modifications/Accommo choice questions
their own working in pairs dations: SEE on Schoology
pace. The skill to learn about a ADDENDUM  station 5: read
was done plant and two different
using the rotating to plants and their
GRRM. different groups adaptations,
Assessment: to share their highlight the
Exit ticket information with adaptations, and
Modifications/Accom other students. check with
modations: Assessment: answer key
SEE ADDENDUM Exit ticket  Learning
Modifications/Accommo environment:
dations: SEE Students follow
ADDENDUM “ask 3 before
me” model to
find answers to
questions.
Assessment:
 Grafting quiz
 Leaf sort
 IXL scores
Modifications/Accommo
dations: SEE
ADDENDUM

Cooperating Teacher Approval:__________________________________________________________________

 Weekly Block Plan – 4th Science

Addendum
Class 1:

Monday: Nolan can choose to type his exit ticket or use speech-to-text. Kaylee will have a TA to assist with her exit ticket. If Nolan and Kaylee
need extra time, they can complete their exit tickets during MTSS.

Tuesday: Nolan will be paired with a student he feels comfortable with and who has strong reading skills. They will work together during their
reading activity. Kaylee will be paired with a student who has strong reading skills. Kaylee will be assisted by a TA to write the information.
 Weekly Block Plan – 4th Science

Wednesday: Instructions for the assessment option will be clear and detailed for Nolan and Kaylee to understand. A TA will assist them with
their choice. If they need extra time, they can finish their assignment during MTSS and submit to Schoology.

Thursday: A TA will work with students at station 5 to help Nolan and Kaylee with reading the passage and highlighting. I will be at station 4 to
guide students through the reading and observing the plants.

Friday: Nolan and Kaylee will have word choices for the short answer/fill in the blank questions on the PearDeck activity. Nolan and Kaylee will
have a TA to assist them during the activity.

Class 3:

Monday: Nevaeh can choose to use speech-to-text or type her exit ticket. If Easton needs extra time, he can complete his exit ticket during MTSS
with a TA.

Tuesday: Nevaeh will be paired with a student she is comfortable with. A TA will be in the room to assist with Easton and Nevaeh.

Wednesday: Instructions for the assessment option will be clear and detailed for Nevaeh and Easton to understand. A TA will assist them with
their choice. If they need extra time, they can finish their assignment during MTSS and submit to Schoology.

Thursday: A TA will be helping Easton and Nevaeh with any readings at stations and highlighting at station five. I will be working with students at
the fourth station to guide them through the reading and observations.

Friday: Easton and Nevaeh will have word choices for the fill in the blank/short answer questions on PearDeck. Easton and Nevaeh will have a TA
in the room to assist them.