Differentiated Higher Level Students Work

Contextual Information

Name: Lauren Hobbs

Big Idea: Classifying Flowering Grade: Date: 3/24/23 Time: Lesson: 5

and Nonflowering Plants Third 1:00-1:45

Resource Link:
https://www.cpalms.org/PreviewStandard/Preview/1660

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
Math Learners: Flexible environment: Students
Integrated with… will be walking around the room
to find what plant they are looking
Students will for.
have to keep Flexible scheduling
track of Flexible seating:
timers.
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS):

SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those
like ferns and mosses that produce spores, according to their physical characteristics.

MA.3.M.2.1 Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m.
appropriately.

Learning Trajectory:

Previous Standard: SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish,
arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their
physical characteristics and behaviors.

Next Standard: SC.3.L.17.1 Describe how animals and plants respond to changing seasons.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.

WIDA ACCESS scores for ESOLs:

Dominic

Listening Proficiency Level: 5.9

Reading Proficiency Level: 4.8

Speaking Proficiency Level: 3.8

Writing Proficiency Level: 1.9

Overall Proficiency Level: 3.2

Gabriel

Listening Proficiency Level: 6

Reading Proficiency Level: 4.5

Speaking Proficiency Level: 4.8

Writing Proficiency Level: 2.5

Overall Proficiency Level: 3.7

Derwin

Listening Proficiency Level: 6

Reading Proficiency Level: 1.9

Speaking Proficiency Level: 3.2

Writing Proficiency Level: 2.6

Overall Proficiency Level: 3

Dylan

Listening Proficiency Level: 6

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 2.6

Writing Proficiency Level: 2.6

Overall Proficiency Level: 3.1

Damien

Listening Proficiency Level: 4.8

Reading Proficiency Level: 2.7

Speaking Proficiency Level: 3

Writing Proficiency Level: 2.3

Overall Proficiency Level: 2.6

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson, the students will..

● Identify non-flowering plants that produce seeds (e.g. cypress tree, pine tree, sago palm, juniper tree).
● Identify non-flowering plants that produce spores (e.g.m fern, moss, horsetails, liverworts).
● Identify flowering plants (e.g. marigolds, cacti, apple tree, oak tree).
● Compare the structures of different nonflowering plants.
● Compare flowering and nonflowering plants.
● Create their own questions for classifying nonflowering plants.

Learning Target:

I can identify non-flowering plants that produce seeds (e.g. cypress tree, pine tree, sago palm, juniper tree).
I can identify non-flowering plants that produce spores (e.g.m fern, moss, horsetails, liverworts).
I can identify flowering plants (e.g. marigolds, cacti, apple tree, oak tree).
I can compare the structures of different nonflowering plants.
I can compare flowering and nonflowering plants.
I can create my own questions for classifying nonflowering plants.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 &
Intermediate for 3-5 Kids.Wordsmyth
Spores: Spores are something that
plants grow from.
Seeds: Seeds are something that plants
grow from.
Marigolds: A plant that makes flowers,
also called a flowering plant. Marigold
flowers are usually orange and yellow.
Oak Tree: A plant that makes flowers,
also called a flowering plant.
Cypress tree: A plant that DOES NOT
make flowers, also called a
nonflowering plant.
Sago palm: A plant that DOES NOT
make flowers, also called a
nonflowering plant.
Select your materials and technology. Then, include a copy of print or
teacher made material and/or hyperlink to any digital materials in the
space provided.
Teacher selected read aloud: Powerpoint slides
SC.3.L.15.2 PowerPoint slides
Day 5: Science Unit
Paper, pencil, markers, crayons
Teacher created materials Worksheet for students
Teacher-made sample of activity/project
Teacher-made sample of activity/project
Day 5 Worksheets (if extra work is needed)
Day 4&5 Scavenger Hunt
ipad/computer
Graphic organizer: Other-name
Assessment: Interactive Notebook
Science supplies (list)
- Glue
- scissors
(if we get to it)

Juniper tree: A plant that DOES NOT

make flowers, also called a
nonflowering plant.

Moss: A plant that DOES NOT make

flowers, also called a nonflowering
plant.

Horsetails: A plant that DOES NOT

make flowers, also called a
nonflowering plant.

Liverworts: A plant that DOES NOT

make flowers, also called a
nonflowering plant.

Ferns: A plant that DOES NOT make

flowers, nonflowering plant. Ferns grow
from something called spores. They do
NOT grow from seeds.

Introduction/Building Background: 5 mins

1. Greeting: Good afternoon, class! Clear everything off your desks except for a pencil.
2. Hook: https://www.youtube.com/watch?v=t7vR5qPJIT8

3. Prior Knowledge: So for the past 3 days we identified flowering plants (e.g. marigolds, cacti,
apple tree, oak tree) and how seeds play apart in flowering plants. And then we identified
non-flowering plants that produce seeds (e.g. cypress tree, pine tree, sago palm, juniper tree)
and non-flowering plants that produce spores (e.g.m fern, moss, horsetails, liverworts).
Yesterday we did a fun scavenger hunt trying to figure out which plant was which. Today we
are going to finish the scavenger hunt, I am going to be giving you all some extra time.

Instructional Steps (allotted time): 38 mins

1. Introduce: Review the examples of flowering plants and the examples of non flowering plants
that grow from seeds and the non flowering plants that grow from spores. Show the students
their partners, give them time to sit and go over what they all got yesterday and make sure
they are all on the same page. (5 mins for this)

2. Explain: Tell the students to review the plants that they have already found and check to see if
there is a green star next to it. I put a star next to the plants that the students need to go back
and check because they put the wrong plant under that riddle. Put the timer on the board so
students can keep track of time. *Remind students to stay with their partners, don’t wander
off*

**if extra time is needed** Fold in each flap. On the outside of the flaps, write a question that
can be answered with the word on the inside of the flap Then circle True or False for each
statement.

3. Review: As the students finish up their scavenger hunt, hand out their past work that needs to
either be touched up or finished. (A lot of students have left early and been absent).

**if extra time is needed** Go over as a class what questions students came up with to answer
their foldables. Go over the true and false statements. Even ask the students about their HOT
questions and see if they want to share.

Go over the riddles and what plant was each one. Talk about it and go over how you saw
confusion between an Oak tree and Pine tree. A lot of the students were mixing those up
which is very important to address and correct because one is a flowering plant and the other
is a nonflowering plant.
Differentiation Content/What .
1. Students are put into heterogeneous groups; lower level students are grouped with either
higher level or at level students so they are able to bounce off ideas and information together.
Additionally, the students will be able to get spelling help from their group mates.
2. Caylee (higher level student) has finished the Scavenger Hunt and I checked it off so she will
fix her exit ticket from Wednesday on the question she got wrong and then answer the HOT
question in her interactive notebook. At Mrs. Susid’s desk so she is not getting distracted from
her peers while they are doing the scavenger hunt.
3. **if extra time is needed** I will pull aside my ESOL and ESE students to help them come up
with questions for each one, because they are going to need support with writing and
grammar.
HOT question (and expected answer):
Have you ever planted a seed? What did you grow?

Possible answers: Yes I have it was a bean and it was really cool because I got to watch it grow
overtime.
No I have not but I have always wanted to.

Assessment: : Formative assessment name Assorted Assessments . Describe if needed 2 mins

The riddle scavenger hunt and any make up work that any student has missed over the past week.
**if extra time is needed** Interactive Notebook, coming up with their own questions and answering
the true and false.

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.

Everyone did an awesome job today! We compared the structures of different nonflowering plants.
We compared the structures of different flowering plants. We finished the scavenger hunt and
finished any make up work. Thank you all for reading my notes I left on your work to fix. I hope
everyone has a great weekend and I will see you all on Monday and on Monday we will be doing an
outdoor field trip.

**if extra time is needed** Also we created our own questions for classifying nonflowering plants.
This is important because to know the difference between spores and seeds and to distinguish which
plants have spores and which do not. Clear off your desks, put the glue away and the scissors.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

This was the lesson where things had to be adjusted and it had to be a catch up day. The students were able to
finish their scavenger hunt and based on the formative assessment I can see that the students are getting Oak Tree
and Pine Trees confused and this is something that I have to make very clear because there are questions on the test
where you have to know the differences in order to answer. Additionally, it is important because one is a flowering
plant and one is a nonflowering plant. So, I will spend the next couple days clarifying and specifying those plants.
Overall, the students were able to finish the scavenger hunt and there was even some extra time that all the students
had so I was able to give them the interactive notebook and some of the students were able to fix any work we did the
other day. Students also made the corrections that I pointed out for them and everyone did a great job being efficient
for today’s lesson.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.
 Since we were finishing the Scavenger Hunt up from yesterday, not much instruction was needed but I did go over
my expectations for the students and I reminded them of what I needed from them. I put a timer on the board for the
students to track and see how much time they have to wrap the Scavenger Hunt. Anytime the students started to get a
little bit rowdy and loud, I would yell peanut butter and the students would respond with jelly. This is so the students
give me their attention and I can address the noise and tell them to get back on task. Some students were making use
of me walking around and checking in. Sometimes they just needed me to read the riddle out to them and that was
helpful. So, I was happy to see the students were intentional and engaged. Overall, the students were efficient and I
got a lot of feedback from them that they really liked this activity and that they wanted to do it again or something
like that. So, I am excited for them to do the Nature Walk outside on Monday because it is similar to this lesson.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.