STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Cargen Taylor Grade: Second Topic: Living Systems and Processes

Brief Lesson Description:

In this lesson, students will learn about and investigate the life cycles of plants and animals. The students will get to explore the life cycle of plants hands on and the life cycle of plants and animals through a presentation of their chosen

plant and animal. This lesson will take approximately 1 week to fully implement.

Specific Learning Outcomes:

● Students will be able to explain how animals and plants change as they grow.
● Students will be able to compare life cycles of an insect and a mammal.
● Students will be able to compare life cycles of a plant and an animal.

“I Can” Statements:
 I can describe what happens to plants as they grow.

 I can describe what happens to animals as they age.

 I can compare what happens during the life cycles of insects and mammals.

 I can compare what happens during the life cycles of 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.)

This lesson appeals to student interests because it provides students the opportunity to make a presentation based on an animal and plant of their choosing. It also allows all students to give input and share their knowledge about plants

and animals, showing that the thoughts and experiences of all students are valued and can be learned from. All students will have an equal opportunity to learn and participate, as all of the work can be done in the classroom where all of

the materials are provided.

Narrative / Background Information

Prior Student Knowledge:

In prior grades, students have learned about living systems, classifying things as living or nonliving, and the basic needs and life processes of plants and animals.

Science VA SOL Health VA SOL NGSS (You may have to look to a different grade level for the connection)

2.4 The student will investigate and understand that plants and animals 2.1.n Describe how the environment influences health. 2-LS4-1. Make observations of plants and animals to compare the diversity

undergo a series of orderly changes as they grow and develop. Key ideas of life in different habitats.

include (This will be discussed when learning how plants, specifically trees, produce
a) animals have life cycles; and oxygen which allows us to breathe.)
b) plants have life cycles.

Science & Engineering Practices: (You must tie engineering practices into your plan)
● Analyze a model of the life cycle of an insect and describe the changes that occur within the life cycle.
● Analyze a model of the life cycle of a mammal and describe the changes that occur with the life cycle.
● Investigate the question, “What is the life cycle of a flowering plant?” and record observations using a table and/or graph; explain the results of the investigation.
● Develop models to describe the concept that organisms have unique and diverse life cycles but they all have in common birth, growth, reproduction, and death.

Possible Preconceptions/Misconceptions:
● Plants are not alive/ plants do not have life cycles.
● Plants get their energy from the soil.
● Plants “breathe” in carbon dioxide and “breathe” out oxygen.
● All animals eat food or get nutrients in the same way.
● All animals reproduce the same way.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: Discrepant events are awesome to use here)
(
Discussion about the lives of plants and animals.

Materials:
● Paper pad for KWL chart.
● Black marker
● Two additional different colored markers (I’m using red and blue for the procedure).
● Life Cycles: Everything from Start to Finish by DK
Procedure:
1. The teacher will introduce the science block for the day and have the students sit on the carpet in front of a paper pad.
2. The teacher will ask the students if they are familiar with plants and animals and what kind of plants and animals they have seen before.
3. The teacher will call on the students one by one to allow them to talk about the different plants and animals they may have seen.
4. The teacher will then ask the students if they saw the plants and animals grow or age and what did they notice happen to the plants and animals as they grew or aged.
5. The teacher will call on the students one by one to allow them to talk about what they noticed about the plants and animals as they grew or aged.
6. The teacher will ask the students that based on what they have seen of plants and animals, what do they know about the changes that happen in the lives of plants and animals as they grow or age.
7. The teacher will use the black marker to make a KWL chart on the paper pad.
8. As the teacher calls on the students one by one to give their input, the teacher will write everything pertaining to animals in red and everything pertaining to plants in blue under the K in the KWL chart.
9. The teacher will then ask students what they want to know pertaining to the lives of plants and animals as they grow or age.
10. As the teacher calls on the students one by one to give their input, the teacher will continue to write everything pertaining to animals in red and everything pertaining to plants in blue under the W in the KWL chart.
11. The teacher will then introduce and read the life cycle of two plants under the Plants and Fungi section and two animals under the Animals section in Life Cycles: Everything from Start to Finish by DK.
12. The teacher will ask students what they learned about the lives of the plants and animals read from the book.
13. As the teacher calls on the students one by one to give their input, the teacher will continue to write everything pertaining to animals in red and everything pertaining to plants in blue under the L in the KWL chart.
14. The teacher will then ask the students that based on what they know and what was read in the book, how are the life cycles of plants and animals different and similar.
15. The teacher will have the students do a Think, Pair, Share with their shoulder partners about the question.
16. The students will have a minute or so to think and another minute or so to discuss their thoughts with their partners.
17. As the teacher calls on the partners one by one to give their input, the teacher will continue to write everything pertaining to animals in red and everything pertaining to plants in blue under the L in the KWL chart.
18. The teacher will explain to the students that they will learn more about how the lives of plants and animals are different and similar.

Probing Questions:
 Have you ever seen plants/What plants have you seen? What do you know about plants? How do you know this about plants?

 Have you ever seen animals/What animals have you seen? What do you know about animals? How do you know this about animals?

 Have you seen a plant grow? What did you notice about the plant as it grew?

 Have you seen an animal grow and get older? What did you notice about the animal as it got older?

 Have you heard of the changes that happen as a plant or animal grow? What do you know about these changes? How do you know about these changes?

 What do you want to know about the changes that happen during the lives of plants and animals?

 What have you learned about the lives of plants and animals from this book?

 How are the life cycles of plants and animals different? How are they similar?

Picture of Book and link to book:

https://www.amazon.com/Life-Cycles-Everything-Start-Finish/dp/1465497447

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

Growing and observing a flowering plant.

Materials:
● Flowering plant seeds (Cosmos)
● Pots
● Watering cans
● Soil
● Sunlit and warm place to store plants
● Paper
● Pencils

Prep Work: The teacher must plant the seeds in the pots and begin growing them 35-40 days before giving them to the students. The students will be observing the sprouts for 5 days until they begin to bloom and grow flowers. The

teacher will record themselves going about the process of planting the plants that they will be working with and show the video to the students so that they can see the process as well. The teacher will also record a timelapse of the

plants until now and show that to the students as well and discuss it with them.
Procedure:
1. The teacher will explain to students that they will be getting into groups to observe a flowering plant and record their observations of the flower.
2. Before starting the activity, the teacher will ask the students what they expect to happen as they watch their plant grow.
3. The class will have a group discussion about what happens during the life of a plant.
4. The teacher will split the class into groups of 3.
5. The groups will go to their specific workstations where they will have a flowerpot with the sprouting plant, a watering can, paper, and a pencil.
6. The teacher will show and model for the students how to go about watering the plants.
7. The students will follow the teacher’s demonstration of watering the plant.
8. On their paper, the students will record their predictions and draw a picture of their “Day 1” plant.
9. The students will place their plants in the designated place where they will get sunlight.
10. Every day, the students will water and observe their plants.
11. The students will record what is happening to their plants and draw a picture of the plant for everyday they observe it.

Probing questions:
● What do you think will happen to your plant? Why?
● What do you see happening to your plant?
● Why do you think this is happening to your plant?
● How do you think the water, soil, and sunlight are allowing the plant to grow?
● What changes have you noticed in your plant?
● How do you think these changes have happened?

Observation worksheet:

EXPLAIN: Concepts Explained and Vocabulary Defined:

Comparing and contrasting the life cycles of plants and animals.

Materials:
 Smartboard

 Smartboard markers

 Paper

 Pencils

The teacher will show the class these videos to explain the life cycle of different plants.
https://www.youtube.com/watch?v=ib5uiLMM2wY

https://www.youtube.com/watch?v=AcSgaUBwIn4

These videos illustrate the life cycles of plants and how even though some different types of plants may have slightly different life cycles, the life cycles of all plants are generally the same.

Procedure:
1. The teacher will ask students what they remember about what happens to plants as they grow.
2. The class will have a group discussion about this.
3. The teacher will introduce and show the class the first video about the life cycle of plants.
4. The teacher will ask the class what they noticed about the life cycle of plants.
5. The teacher will call on students one by one to allow them to give their ideas.
6. The teacher will then introduce and show the class the second video about the life cycle of plants.
7. The teacher will ask the class what they noticed about how some different types of plants have different things happen in their life cycles.
8. The teacher will call on students one by one to allow them to give their ideas.
9. The teacher will go over and explain the life cycle of plants.
10. The teacher will then go over and explain the key vocabulary terms mentioned in the videos that describe what happens in the life cycles of plants.

The teacher will show the class these videos to explain the life cycle of different animals.

https://www.youtube.com/watch?v=GYbPtbPipLk

https://www.youtube.com/watch?v=5mM1rYe_ngc

These videos illustrate the life cycles of animals and how the life cycles of mammals, insects, and birds are a bit different.

Procedure:
1. The teacher will ask students what they remember about what happens to animals as they grow and get older.
2. The class will have a group discussion about this.
3. The teacher will introduce and show the class the first video about the life cycles of different types of animals.
4. The teacher will ask the class what they noticed about the life cycles of the particular types of animals shown in the video.
5. The teacher will call on students one by one to allow them to give their ideas.
6. The teacher will then introduce and show the class the second video about the life cycles of mammals.
7. The teacher will ask the class what they noticed about the life cycles of mammals and how they’re different from the other types of animals from the first video.
8. The teacher will call on students one by one and allow them to give their ideas.
9. The teacher will go over and explain the life cycle of animals, and how the life cycle of mammals and insects can be slightly different.
10. The teacher will then go over and explain the key vocabulary terms mentioned in the videos that describe what happens in the life cycle of animals.
11. The teacher will pull up a Venn Diagram for the life cycles of plants and animals on the Smartboard that has statements that fall under the plants, animals, or both categories.
12. The teacher will call on the students one by one to go up to the Smartboard to click and drag a statement to its respective category.
13. The students will take turns doing this on the Smartboard.
14. The teacher will ask each student to explain why they put it where they did.
15. The teacher will ask the class if they do or do not agree.
16. If a student does not agree, they will explain why.
17. The class will decide if the statement was put where it belongs to correctly.
18. When every student has had a chance to go and all of the statements are on the Venn Diagram, the students will record the information onto their own copies of the Venn Diagram.

Vocabulary:
● Life cycle
● Mammal
● Insect
● Animal
● Plant
● Flowering plant
● Seed
● Root
● Stem
● Leaves
● Flower
● Pollen
● Birth
● Reproduction
● Young
● Adult
● Death
● Growth
● Organisms
● Stages

Probing Questions:
 What do you remember about what happens to plants as they grow?

 What did you notice about the life cycle of plants in the videos?

 What did you learn that changed the way you thought about the life cycles of plants?

 What do you remember about what happens to animals as they grow and get older?

 What did you notice about the life cycle of animals in the videos?

 What did you notice about the life cycle of different types of animals?

 What did you learn that changed the way you thought about the life cycles of animals?

 How are the life cycles of plants and animals different?

 How are the life cycles of plants and animals similar?

 How do we know where this goes in the Venn Diagram?

Venn Diagram and Smartboard activity:

ELABORATE: Applications and Extensions:

Insect and mammal life cycle centers.

Materials:
● Small pictures of insects and mammals at different stages of the life cycle (labeled with letters)
● Worksheet
● Plastic bags

Procedure:
1. The teacher will explain to students that they are going to get into groups of 5 and go around the room in centers to arrange their set of pictures of their insect or mammal in order according to their life cycle.
2. The students will get into their groups.
3. The teacher will pass out worksheets and a plastic bag filled with 4 pictures of an insect or mammal at different stages of the life cycle to each of the groups for their first center.
4. The groups will discuss the pictures and work together to sort the pictures in order of the life cycle.
5. The students will fill out a worksheet that corresponds to each center.
6. The groups will circulate to each of the centers to do the same process at each center.
7. The students will answer all of the questions for each center, meaning that they will fill out four worksheets for the four centers.

Probing Questions:
 How did everyone in your group come up with the order for your life cycle?

 What is going on in the pictures that led you to organize them the way you did?

 Do you agree or disagree with this group and why?

 What have we noticed about the life cycles of insects and mammals? How are they different? How are they similar?

Centers worksheet (one copy at each center)

Pictures for the centers:

Insect 1 – Fly:

Insect 2 – Butterfly:
Mammal 1 – Rabbit:

Mammal 2 – Panda:

EVALUATE:

Formative Monitoring (Questioning / Discussion):

To assess the students’ knowledge of the plant life cycle, the groups of students from the EXPLORE activity will take turns discussing and explaining their flowering plants after they have finished growing. The groups will discuss what they

observed at every stage in the life cycle and show the pictures that they drew that represented the different stages of the life cycle of their plant. They will also discuss the answers to the questions on their observation sheets. The teacher

will use their recorded data, pictures, discussions, and answered questions to monitor their learning.

To assess the students’ knowledge of the animal life cycle, the teacher will use the group and class discussions from the ELABORATE activity. The groups will explain how they were able to come together and determine the order of the

pictures based on the life cycle. The other groups will state how they agree or disagree with their order of the pictures and explain why. The class will also discuss what they notice about the differences and similarities between the life

cycles of insects and mammals. The teacher will use the explanations, discussions, and worksheets to monitor their learning.

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

Students will get into groups of 4 and choose and research an animal and a plant to create a presentation on Google Slides to illustrate the life cycle of their chosen plant and animal. The students will be shown a model presentation so

that they can get the idea of what they are going to make. The first part of the presentation will consist of either the plant or animal and the second part will consist of the other. The presentation will include the title slide, the slides that

each feature one stage of the life cycle, and the sources slide. The presentation will include pictures of what the animal and plant look like at each stage of the life cycle and a description of what is happening or what changes are

occurring at each stage in the life cycle. The rubric will contain the following:

Rubric We’ve hit the target! We’re close to hitting the target! We have not hit the target…yet!

(3 points) (2 points) (1 point)

Pictures Every slide of our presentation has a picture of Most of the slides of our presentation have a Some or none of the slides of our presentation

our animal and plant showing what it looks like picture of our animal and plant showing what have a picture of our animal and plant showing

at that stage in the life cycle. it looks like at that stage in the life cycle. what it looks like at that stage in the life cycle.

Descriptions Every slide of our presentation includes a Most of the slides of our presentation include a Some or none of the slides of our presentation

description explaining that stage of the life description explaining that stage of the life include a description explaining that stage of the

cycle of our animal and plant. cycle of our animal and plant. life cycle of our animal and plant.

Presentation Our presentation has a slide for each stage of Our presentation has a slide for most of the Our presentation has a slide for some or none of

the life cycle. It also includes a title and sources stages of the life cycle. It also includes a title or the stages of the life cycle. It does not include a

slide. sources slide. title or sources slide.

Model presentation for the animal part:

https://docs.google.com/presentation/d/1HYCEYoAaM-jyKbECEAIU6oizSwqNuwR5cAt3aO_BRbc/edit?usp=sharing

Plan for differentiation: (Be sure to specifically address the following learners)
● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)

These students will be able to work with just one partner instead of larger groups to limit being overstimulated or frustrated. Their partners will also be able to guide them through the activities. These students will also be able to use any
assistive technology as needed. The teacher will also work more closely with these students and provide more guidance. The directions provided will be made sure to be given at their level so that they can best understand what to do.
● ELL

These students will be given information and directions in their native language and/or simpler English language. These students will also be grouped with other ELLs when able so that they can help each other learn at their level of

understanding. The teacher will also check for understanding after class discussions and go over what was discussed to make sure they understand everything.
● Gifted learners

These students will be given opportunities to expand their learning and complete more difficult and thought-provoking tasks. These students will be given work and activities to complete that align with what they will be learning in third

grade to expand their learning of this SOL. They will be able to work with SOLs 3.4 and 3.5 where they learn about ecosystems and the relationships that exist among organisms to satisfy life needs. These students will also be grouped

together so that the work they will be completing will be at a higher level. For the summative assessment, these students will be completing a detailed written report of an additional plant and animal.

Elaborate Further / Reflect: Enrichment:

● How will you evaluate your practice?

I will constantly assess my students by checking for understanding and asking questions to make sure they are learning effectively and not getting confused or left behind. I will constantly walk around and see how my students are

engaging with the activities. I will also use the assessments to evaluate my teaching and the effectiveness of the lesson.

● Where might/did learners struggle in the lesson?

Students might have trouble grasping the concept that insects and mammals are both classified as animals, even though they have different life cycles. This can be because they are learning that plants and animals are different and have

different life cycles. They may also struggle with recording data for their flowering plants.

● How can the lesson be strengthened for improved student learning?

This lesson can be strengthened by including opportunities for me to check for understanding as a class. This can be done by doing fun quizzes like Kahoot or implementing entry and exit tickets.

● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?

Even though this lesson does allow students to give their own input and have their knowledge be valued, I feel that it could be enhanced a bit more by allowing all students from all different backgrounds to talk about how what they’re

learning about plants and animals means to them personally. I feel that this could be done with student journals or conferences.

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item #) Estimated Price

1 Paper pad Dollar Tree $1.25

1 Black marker Dollar Tree $1.25

1 Pack of different color markers Dollar Tree $1.25

1 Life Cycles: Everything From Start to Finish by DK Amazon $12.89

7 Pack of Cosmos plant seeds Walmart $2 each

7 Flowerpots Walmart $2 each

7 Watering cans Walmart $5 each

2 Bag of potting mix Walmart $5.37 each

1 Container of Ziploc bags Kroger $5.99