STAGE 1: PLANNING ⦽

YOUR TARGET: Standard, Goals & Outcomes

Teacher:_Ms. Andrade_________Grade: Kindergarten/Subject: Science

⦽ (Indicates aligned with CAL TPA Cycle 2)

TARGET: Unpack Your Standard
Part 1: My Standards, Goals and Outcomes
Academic Standards: STATE YOUR STANDARD ⦽

K-LS1-1: Use observations to describe patterns of what plants and animals (including
Humans) need to survive.

*Highlight the main idea/knowledge (what) *Underline the skills/verbs (how)

Big Questions (Questions to Knowledge (Concepts to be Skills (what you will explicitly
frame student learning) understood and applied) teach)

1. What do plants need - The roots need water - Students will have the
to grow? in order for the plant opportunity to grow
2. How do they get the to grow. their own plant.
essential necessities - Nutrients, air, soil, and - Students will have access
to grow? space are all needed for to paper cups, soil, water
3. Why do some plants plants to grow. and a seed to explore
need more shade - Sun is needed for how plants grow.
then others to plants to grow, without - The teacher will explain
survive? it, they may not be why plants need all this
healthy. to grow healthy.
- Students will become
familiar with different
plants and how all need
different measurements
of necessities to survive.

Student Learning Goal: STATE YOUR GOAL FOR THE STUDENTS TO SHARE ⦽
Students will become familiar with the concept that plants like humans, need water, nutrients and sunlight
to grow strong and healthy.

Student Social-emotional Goal (LEARNER):

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 Students will have the opportunity to work in small groups. They will collaborate with one another during
the experiment time. Students will discuss questions with one another to build a better understanding of
the concept.

Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds of

knowledge; attention span)

I have a total of 23 students. Out of the 23 students, I have 6 students who have passed the CEDLT test
and 3 are ELL learners. I also have 2 students who have an IEP. One of the students is at grade level with a
diagnostic of mild Autism and the other is ADHD with learning disabilities.

Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related to

academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural
differences; misunderstand)
A common misconception that the students may come across is the understanding
that some plants may need more sun or water in order to grow than others.
Another is that students may be unfamiliar with the different parts of plants such as stem,
roots, etc.

Part 2: My Class

My Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs of

students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
Your class is comprised of 23 students 13 boys and 10 girls. Three of your students are
extremely bright and school is easy for them. The majority of your students speak good
English (6) have passed the CELDT test and 3 are still ELL learners. Two students are on an
IEP, one is at grade level but has a diagnosis of Autism (mild). the other student has ADHD
and learning disabilities.

Technology ⦽

What technologies will you use?

Teacher: https://www.youtube.com/watch?
v=k4UDf3tF_O4&list=PLG1ZR3x_GWiTxaaS6PaLzuiYbf353uY32
https://www.youtube.com/watch?

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 v=DPL0F2V9_gY&list=PLG1ZR3x_GWiTxaaS6PaLzuiYbf353uY32&index=2

Student: Students will utilize their electronic device to access the types
of videos provided above. They will be introduced to children songs that
will help them remember what plants and animals need to survive.

What vocabulary words demand Life Cycle

attention & are related to our big Roots
idea? Stem
Flower
H2O
Sunlight
Soil
Nutrients
Seeds

Academic Language* Explain

Expand
Identify
*suitcase words- words you can pack up and Provide
take with you to other subjects Engage

Sentence Frames:
Lessoneer Emerging: Plants have 5 main parts:

Expanding: The three main parts are the seed, roots, stem,
leaves and flower.

Bridging: After observing a seed grow into a plant

______ I came to the conclusion that
plants________.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION,

MANAGEMENT),

ENGAGEMENT Describe how the teacher will capture students’ interest.

What kind of questions* should the students ask themselves after the

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 (multiple means of engagement?
engagement) The students will become interested when the teacher presents to them
a plant growing in a garden pot. The teacher will explain to students
that they will each get to a hands-on experiment with Dixie cups, soil,
seeds, sun, and water to learn and visually see what plants need and
how they grow. Students will be able to engage with their partners
while doing their own artwork activities to represent their data in their
science journals. Videos will also be presented to help those visual
learners become interested and understanding of the experiment.
Some questions that may be asked by the teacher are the following:
1. How do we know that these plants need sun?
2. How do we know plants need water?
3. What did you notice happening after both plants were placed
in a different lighting?
4. How often do you think plants need water and sun?
5. Do you think plants are similar to humans and their needs in
some ways? Why or why not?

EXPLORATION Describe what hands-on/minds-on activities students will be doing.

(multiple means of List “big idea” conceptual questions the teacher will use to encourage
action) and/or focus students’ exploration
1. Students will be growing their own plants with the materials
provided. Students will have 2 sets of plants. One will be
given direct sunlight, while the other will be not receive any
sunlight. Each day students will give their plants water and
share with one another their observations for that dat.
2. Students will be given a science journal. In that science
journal students will draw out their observations for that day.
They will grow out their plant and how it has changed from
the previous day. This will provide the students with a visual
of the changes their plants have gone through within the
process of growing.
3. Technology will be incorporated into the student’s activities.
Students will watch YouTube videos to visually show and
expand their understanding of how plants grow and stay
healthy. On top of YouTube videos, they will participate in
online games that will introduce them into how plants grow
and the cycle of them.
https://www.sciencekids.co.nz/plants.html

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 EXPLANATION Teachers will use visuals such as:
(multiple means of - Class generated charts
expression) - Pictures
- YouTube
- Story books
- Students will make fold out books of plant growth
Higher order thinking questions:
1. How do we know that the plant is getting what it needs to live
and to grow?
2. What are the 5 main parts of a plant?
3. Describe how plants grow in sequence
4. What do plants need to survive?

ELABORATION Students will have the opportunity to engage, and plant their own seed
(Multiple means of and observe the different stages of a plant’s growth. Students will also
expression) observe and experience what a plant needs to grow. During this time,
students will document in their science journals their observations,
predictions, hypothesis, using words and drawing.

Vocabulary:
Life Cycle
Roots
Stem
Flower
H2O
Sunlight
Soil
Nutrients
Seeds

Application:
This is provided in our daily lives by students understanding life
cycles, and growth productions around our world.

EVALUATION 1. Students will participate in a labeling picture that will involve

(Multiple Means of
students to label parts of the plant.
Representation 2. Students will also have hands on activity where they are
( modeling & practice) growing their own plant and observing the cycle and growth.
3. Students will be documenting in their science journals.
4. Teacher will take anecdotal notes while students pair share for
assessment purposes.

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 5. Students will participate in technology videos/games on their
electronic device.

(*Questions of Inquiry: Open-ended)

STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?

Teacher will engage students in new concept by bringing a flower to class. Teacher will
ask open-ended questions to students such as:
1. How did this flower grow?
2. What can we predict is going to happen if the plant does not get what it needs?
3. Who can name some parts of a flower/plant?
Teacher will have students draw a picture of the flower in their science journal.

What materials will you use?

Foil
Dixie Cups
Soil
Seeds
Big box
Construction Paper
Labels
Glue
Science Journal
Crayons

HOW WILL YOU ASSESS STUDENT LEARNING? ⦽

Informal assessment: Teacher will have students journal their data and observations in
their science journals with some drawings. Teacher will also walk around and take notes
during pair share and discussion time. The teacher will also ask some open-ended
questions to get a better understanding of student’s background knowledge and where
they are at.
TPT #3 Quick Draw
TPT #13 Picture notes for Science Journals
Student self-assessment: The teacher is also going to have students draw a flower and
what the flower needs in order to grow. Students will use the provided cutout word labels
and put them where they think the labels should go.

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 Formal assessment: Students will be provided with a flower picture. The picture will
consist of the parts of a plant along with a sun and rain drops. Students will have a picture
word bank and fill in the boxes with the correct labels.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)
You have 3 ELL students and 2 students on an IEP, one of those students is academically
on level but has a diagnosis of autism (mild). the other student has ADHD and learning
disabilities.

Group your students that have similar learning challenges and plan appropriate
accommodations or adaptations to meet their needs. Do the accommodations and
adaptations you create assist students in reaching learning goals in multiple ways?
⦽
1. ELL Students: The teacher has provided multiple different accommodations for
the ELL students. Students will be able to watch and listen to technology
resources that will be played in class, and in different ones during their free time.
The teacher will also be pairing up students. The teacher will pair ELL students
with someone who also speaks their native language to help them support their
understanding. The teacher will also communicate in aloud clear voice so that
the pronunciation is clear. Visual charts with picture will be displayed around the
room.
2. IEP Students: There are 2 students who have an IEP. Some activities have been
sent out to engage and support them in their learning and understanding the
concept. For the student who has ADHD, pair share will help student stay focus
and on task. Both IEP students will be placed away from the high traffic areas
that other students frequently walk by to prevent distractions. Ideally, they will be
placed in the side towards the front side of the class so that the teacher can guide,
praise and support both students when they need it. For the student with mild
autism, the teacher will work with the case manager to find out the student
triggers, relaxation techniques and coping strategies.

STAGE 3: ASSESSING/REFLECTING
WHAT EVIDENCE OF STUDENT LEARNING HAVE YOU COLLECTED? Does it
align to the learning goals?

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 HOW WILL YOU ANALYZE THIS EVIDENCE?

WHAT INSTRUCTIONAL DECISIONS CAN YOU MAKE AS A RESULT OF

YOUR ANALYSIS OF THE EVIDENCE?

STAGE 4: APPLYING
My Personal Reflection:

What new information did I get about my students in relation to their learning
preferences?

How will I use this information to plan my future instruction? Do the lessons built
upon one another to develop student’s higher order thinking skills? ⦽

How effective were my practices? What will I keep, what will I improve and what will
I discard?

What new understanding do I have about my own teaching practices?

What have I learned about myself as a teacher?

As a professional learner where do I need to continue to grow and strive for?

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