Kaislyn Veteto

Edu 220-1005
Science Lesson Plan Grade 2
Day 4 Week 33

Standard: 2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing
seeds or pollinating plants.
Objective:
1- Students will be able to
2- Demonstrate how animals disperse seeds or pollen
3- By sorting different types of flowering plants into the appropriate seed dispersal group
given on their worksheets,
4- With a 75% accuracy.
Materials:
- Seed Dispersal Worksheet with four boxes labeled Wind/ Animals Humans/ Explosion or
Bursting/ Water
- Magazines that have pictures of different kinds of seeds (Milkweed, Dandelions,
Blackberries, Beggar Ticks, Violets, Witch Hazel, Coconuts, and Cattails).
- Glue
- Scissors
- A Pencil
Procedure:
- Grab the attention of the class and ask them what we have been working on in science
lately. They should respond with something along the lines of “animals spreading seeds
and pollination”, if not help remind them.
- Separate the students into groups of 4, if the class cannot evenly fit into groups of 4, a
group of 5 is okay.
- Have one student pass out the worksheet to each student
- Have another student give 4 magazines per group.
- Have each student get out their own scissors, glue sticks, and pencils.
- On the projector work with the class for a few minutes.
- Have each student open their magazines and find a picture of a seed.
- Have the students cut out that seed and glue it to the right box of dispersion to which the
seed belongs. (If it’s a dandelion, it is dispersed by wind, so it gets put in the wind
category.)
- Each student should have at least one seed or plant glued into each category.
- They will work with their groups to share ideas and pictures.
- The class will get 30 minutes to work on this assignment.
Orient
-Vocabulary: dispersement/ seedling/ bud/ radicle/ leaves/ chlorophyll/ flower/ fruit/ root/ stem/
seed/ endosperm/ embryo/ life cycle/ pollen
- Concept: To help students understand how plants come to be and how the cycle works on earth.
-The students will learn what each seed looks like and how each seed will travel and be dispersed
to start its own life cycle.
Prerequisites/Review
-Life cycle of a plant
-Reproductive life cycle of a plant
-Weather patterns
Introducing the Lesson
Ask the students what are some of the plants or flowers that they saw on the way to school that
morning. Ask them what their favorite flower, plant, or fruit is. Ask them how they think some
of their favorite plants got to where they are. Have the students share their ideas amongst the
class once called on.
Teach the Lesson
Take a few of the students' ideas and explain to them how it started out as a seed and that the
seed did not just appear there, it was brought there by one of the four dispersement methods. Pull
up pictures on the projector/white board and show pictures of the different kinds of seeds and
what they look like. Explain how to identify how it is dispersed to its new location by features
each seed carries.
Check for Understanding
- Ask the student questions such as: What are the four ways that seeds can be dispersed? What is
one seed that can be dispersed by water? Which dispersal method has the chance to travel the
furthest distance?
Provide Independent or Group Practice:
-The group practice that will be used in this lesson plan is the Jigsaw Method. Each contributes
their own ideas to the group and helps one another.
Provide Modifications
-Gifted Students: This lesson has already been modified for gifted students in way to where they
are to work with their peers around them and gather different ideas if they are stuck. If I needed
to modify it even more, I could group all the gifted students together or if the gifted students did
not want to work in groups or struggles, the student may work individually.
- ELL Students: Simplify words that I am using when explaining the assignment, allow the
student to take a break as needed if comprehension is stressing them out. I can assess which
vocab words are difficult for the student to use and try to help strengthen the student’s
understanding of that word through visual representation.
-Learning Disabilities: To break down the lesson as simple as possible and when explaining the
lesson use many visual tools so that the student may better grasp the concept. Give the student
steps to achieve one by one instead of overwhelming them with the whole assignment at once.
Assessment
-Once the students have completed their assignment, it will be collected to be graded. Full points
(or understanding) of the lesson would be the correct completion of the worksheet. Correct
completion of the worksheet would be at least one correct seed labeled in the right category.
Alignment
2-LS2-2
https://doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Nevada_Academic_Standards/Science/
NSACCSScienceTopics.pdf
Grade/Subject Level Appropriate
Yes, it came from the Nevada State Academic Standards of Science specifically for Second
grade