Low Level Students

Medium Level Students

High Level Students
Contextual Information

Name: Lauren Hobbs

Big Idea: Classifying Flowering Grade: Date: 3/27/23 Time: Lesson: 6

with seeds and Nonflowering Third 1:00-1:45
Plants with seeds and spores

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

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Hands-on Activity Content: English Language apply to your classroom:
Art Learners: Flexible environment: Students
Integrated with… will be walking around outside
and have free range to look for
If students plants.
choose to Flexible scheduling
draw what Flexible seating
they see.
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.

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..

● Classify plants into major groups based on their physical structures for reproduction.
- flowering (seed) vs. non-flowering (seeds or spores)
- seed production vs. spore production
● Explain the importance of communication among scientists who study plants.
● Compare flowering and nonflowering plants.

Learning Target:

I can classify plants into major groups based on their physical structures for reproduction.
- flowering (seed) vs. non-flowering (seeds or spores)
- seed production vs. spore production
I can explain the importance of communication among scientists who study plants.
I can compare flowering and 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.
Cacti: A plant that makes flowers, also
called a flowering plant
Oak Tree: A plant that makes flowers,
also called a flowering 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: Day 6: 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 6 worksheet nature walk
ipad/computer
Graphic organizer: Other-name
Assessment: Worksheet
Science supplies (list)

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.

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.

Reproduce: to bring into being again.

Numerous: great in number; many.

Introduction/Building Background: 2 mins

1. Greeting: Good afternoon, scientists! Clear everything off your desks except for a pencil.

2. Hook: Show the class my Making Life Easier Classifying Flowering and Nonflowering Plants
Nature Walk worksheet that I filled on Stetson campus. Talk about what I observed, how I
observed and if I collected something show the class. Bring in pine cones and acorns to pass
around class if I can find

3. Prior Knowledge: So last week we identified flowering plants (e.g. marigolds, cacti, apple tree,
oak tree) and how seeds and spores play apart in flowering plants. And then yesterday 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). Also we have been trying to classify these different plants. Well today I want you
all to apply this new knowledge we have collected and I want you to be a scientist.

Instructional Steps (allotted time): 42 mins

1. Introduce: Talk about the communication for scientists and how important that is for
studying plants. Talk about what I am looking for from the students before we go outside. The
rules and making sure the students stay responsible and stay within the area I take the
students.

2. Explain:

Take a walk around your school. List or draw the plants you observe growing within the
corresponding section of the recording sheet. For example, if you observe a fern plant, either write
‘fern’ or draw a fern within the section titled Non-flowering with Spores. You may even wish to make
a tally mark instead. Which group of plants is more numerous around campus?

As you are walking, collect a leaf from each of the plants you see along the way. Make a collage or just
simply add your leaf collection to a table in the classroom.
How many different leaves can you find?
Do these plants reproduce in the same way?
Are there more plants that reproduce in a particular way than another? Why?
**Remind the students of these questions as they are outside and remind them that they are on the
back of their nature walk worksheet.

3. Review: Once we head back inside talk as a class what we observed and what we wrote down
 on our nature walk. Let students share if they found a leaf or brought in a plant that they
found. Ask students why it's important for scientists to communicate about plants.

Differentiation Content/What .
1. ESOL and ESE students have the ability to choose whether they want to write words of what
they saw or draw what they saw. This helps with ESOL students because writing might take
up alot of time and creating and drawing helps them remember better.
HOT question (and expected answer):
Predict, which group of plants do you think you will see to be more numerous around campus?
Pine trees are more numerous because there are alot of pine cones.
Grass

Assessment: : Formative assessment name Assorted Assessments . Describe if needed 1 mins

Making Life Easier Classifying Flowering and Nonflowering Plants Nature Walk Worksheet.

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

Everyone did an awesome job today! We compared flowering and nonflowering plants. We also
classified plants into major groups based on their physical structures for reproduction (flowering
(seed) vs. non-flowering (seeds or spores) and seed production vs. spore production). Lastly, you all
are able to explain the importance of communication among scientists who study plants. You all were
truly the best scientists today. It was super cool to see all that you saw and observed on the nature
walk. I am going to come around and collect the nature walk worksheet and put all the leaves and
plants that you brought inside to the back table so I can take a picture.

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.

Based on the Nature Walk worksheet, I could tell students were putting Oak Tree under a nonflowering plant. I
think this is because the Oak Tree that we saw was covered in Moss. I thought I did a good job of telling the students
that moss and Oak Tree are two separate plants and that although Moss is all over the Oak Tree, the two do not grow
together.
Other than that, I think this activity was great for the students to see the plants that we have been learning about in
person and see where they grow. It is also cool to see the students interact with nature and have them start to think
about what plants they see on a daily basis that they can classify. Connecting it to the real world is important for the
students because that's what it's all about.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

I spent some good time showing the students how I did the nature walk myself at Stetson and for them to see an
example and to show them what I am expecting of them was beneficial. They really liked that I did this and they loved
hearing about my experience with it. I did a good job of making myself very clear about what I am wanting from the
students and making sure they follow my rules and listen to me because if we don’t we will just come back inside. I
did not think about this but I came up with it on the spot because I knew I needed something to get the students back
over to me when we went outside and so we could have a discussion. I was afraid that the students would just see it as
another time to play or run around so I used “peanut butter” and “jelly” as in if I yell that, everyone needs to find me
and huddle up so we can talk and discuss what we see outside. The students were awesome about finding broken off
pieces of bark, fallen pine cones and acorns, dead pine needles, and moss. They did such a good job listening and
following along with where we were all heading outside. No one wondered off and when they wanted to go grab
something like a pine cone, they came up to ask for permission first. They also did a great job spending time writing
down what they saw or drawing a picture. Although I had no control over this, it was one of the hottest days we have
had in a while so getting the students ready to go back inside was not a problem and ended up working in my favor.
Overall, we got back inside in perfect timing for us to wrap up the lesson and talk about what we saw and show the
things that we found on the ground. I was also really happy that the students listened to me when I told them to leave
all living things alone and to respect the plants because I was nervous they were going to touch and bother the living
flowers and trees.

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.

ESOL and ESE students

​
My ESOL and ESE students have the ability to choose whether they want to write words of what
they saw or draw what they saw. This helps with ESOL students because writing might take up a lot
of time and creating and drawing helps them remember better.
This was helpful because although I might not have completely known right away when looking at
their drawing what plant is that. They knew right away and could tell me, they were even able to tell
me where we saw the plant outside.
Talk about how this helps encourage them, take pride in work, motivates them,