Rivier University

STUDENT TEACHER LESSON PLAN

Camryn Santiago

Day: Wednesday Date: 9/13/2023

Subject: What Makes Pinecones Open and Close?

Common Core Standard(s):

3-LS3-2 Heredity: Inheritance and Variation of Traits

Use evidence to support the explanation that traits can be influenced by the environment.

Objective(s): At the end of this lesson my students will be able to use their collected evidence
to draw a conclusion on why pinecones open and close.

Resources/Materials List:
● Why Do Pinecones Open and Close? Worksheet for all students
● Pencil for all students
● 3 pinecones
● 3 clear jars
● Hot water
● Cold water
● Computer/iPad if needed
● The Scientific Method song

Duration: 45-60 minutes

Procedure:
1. Have students put away everything on their desk and gather in the center of the room
2. Tell students that today we will be determining what makes pinecones open and close
3. Remind students of the scientific method process
a. Question, hypothesize, experiment, analyze, and report conclusions
b. Play The Scientific Method song
4. Brainstorm together about what we know so far about pinecones
a. Write on the board as students volunteer answers
5. Before starting the experiment, hypothesize on what makes a pinecone open or close
a. Write on the board
6. Place one pinecone in each jar
a. In jar #1 leave the pinecone with no water
b. In jar #2 pour hot water
i. Students observe what the pinecone looks like at the 1 minute mark, 5
minute mark, and 13 minute mark
c. Do not start jar #3 until the 13 minutes for jar #2 are done
i. In jar #3 pour cold water
1. Students observe what the pinecone looks like at the 1 minute
mark, 5 minute mark, and 13 minute mark
 7. Discuss as a class what was observed
8. Explain that pinecones adjust to humidity by opening and closing. When the scales are
wet they close and when they are dry they open
9. Compare what we observed and now know to our prior hypothesis
a. Were any correct?
Plans for differentiation:
● Students may type or draw on a computer/iPad

Plans for accommodation/modification:

Accommodation:
● Work one-on-one with another adult
● Providing the worksheet with larger boxes
● Instructions should be verbally stated and written out
● Students may have possible drawings given to them and they choose what they see
instead of drawing

Modification:
● Students may focus on a observing one jar

Assessment: I will know my students have reached the objective when they are able to use their
observations to explain what makes pinecones open or close.

What’s next? Next, students will learn about the life cycle of a pine tree.

Reflection/Feedback from my cooperating teacher: