STEM 434/534 Lesson Planning Template

(Complete answers in Purple font)

Name: Kelci Spence Grade:2nd Topic: Life processes

Brief Lesson Description: Students will understand the life process between plants and animals.

Specific Learning Outcomes: Students will understand the life cycles of plants and animals. They will learn how plants come from seeds
and animals come from their moms. This will give them an idea of how things reproduce and how we get food from plants and animals.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
Students of all back grounds including different cultures, different learning styles, etc. must know the life cycle of plants and animals.
Some of them are our food sources.

Narrative / Background Information

Prior Student Knowledge:
Students will recall what they previously learned on habitats and remember the plants and animals in those areas.

Science VA SOL
2.4 The student will investigate and
understand that plants and animals
undergo a series of orderly changes as they
mature and grow. Key concepts include
a) animal life cycles; and
b) plant life cycles.
Health VA SOL NGSS (You may have to look to a different
2.1 b) Identify where and how fruits and grade level for the connection)
vegetables are grown. 3. LS1.B: Reproduction is essential to the
continued existence of every kind of
organisms. Plants and animals have unique
and diverse life cycles.

Science & Engineering Practices: (You must tie engineering practices into your plan)
Students will choose a plant or animal to do a life process poster. Students will be placed into groups for this project.

Possible Preconceptions/Misconceptions:
 Students may think plants and animals’ life processes are the same.
 Students may think animals survive the same way as plants.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
 Ask students if they know how we get plants and animals.
 Ask how we get fruits and vegetables.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Students will be shown pictures of plants and animals in different stages of their lives. They will then view videos on how they survive.
EXPLAIN: Concepts Explained and Vocabulary Defined:
How plants and animals are on the planet.

Vocabulary:
 Life cycle
 Photosynthesis
 Herbivores
 Carnivores
 Omnivores
 Mature

ELABORATE: Applications and Extensions:

Day 1: introduction of life cycle
https://youtu.be/H90btgKqNZU

Day 2: plant cycle video

https://youtu.be/ib5uiLMM2wY

Day 3: review, animal cycle video

https://youtu.be/F3ElGMVU6SY

Day 4: review, mini quiz

Day 5: introduce project and groups
Day 6: review, group projects
Day 7: review, finish projects
Day 8: review, present projects.
EVALUATE:
Discuss what students have learned over the last week and a half on plant and animal cycles.
Formative Monitoring (Questioning / Discussion):

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Presentation of project
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
 ELL
 Gifted learners
Students who differentiate with learning will gain in-sight into how their peers process information when working in groups. Each group will
have a strong leader who could be a gifted student or an average student who understands the assignment. This helps students with
learning disabilities and ELL students will have an encounter with peers.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
 Where might/did learners struggle in the lesson?
 How can the lesson be strengthened for improved student learning?
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
 Students will work as a group and receive a group grade. After presentations, students will grade their peers in their group on
how they did individually. This will give them and individual grade on the project.
 Students will receive a review from the day prior before starting the lesson on new information.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
6 Poster board Wal-Mart 0.44 cent each
Unsure pictures School printer Unsure
30 Glue sticks Wal-Mart $ 8.27