Plants grow from seeds! Teacher/Pre-practicum student: Ms. Tatten/Kathleen Morris Grade: First Grade Intended date(s): April 23-May4th Lesson title and subject: Plants grow from seeds! Content Areas: English Language Arts Science Math Frameworks: English Language Arts: Standard 1: Discussion: Students will use agreed-upon rules for informal and formal discussion in small and large groups. 1.1 Follow agreed-upon rules for discussion. Standard 2: Questioning, Listening, & Contributing: Students will pose questions, listen to ideas of others, and contribute their own information or ideas in a group discussion to acquire new knowledge. 2.1: Contribute knowledge to class discussion in order to develop a topic for a class project. Strand 4: Vocabulary and Concept Development: Students will understand and acquire new vocabulary and use it correctly in reading and writing. 4.1: Identify and sort common words into various classifications. 4.2: Describe common objects and events in general and specific language. Science: Life Science: 1. Recognize that animals and plants are living things that grow, reproduce, and need food, air, and water. 8. Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light). Math: Data Analysis, Statistics, and Probability: 2.D.3: Formulate inferences (draw conclusions) and make educated guesses (conjectures) about situations based on information gained from data. 2. D.4: Decide which outcomes of experiments are most likely. Objective/Goals: For children to learn about how plants grow from seeds! For children to make predictions about what they thing will happen to their lima bean seed. For the children to be able to know what plants and seeds need to grow (water, sun, soil, and air). Assessment: Children will be able to identify that plants grow from seeds with 95% accuracy. Children will be able to make a prediction about their lima bean seed with 85% accuracy. Children will be able to identify that plants and seeds need water, sunlight, air, and soil to grow with 95% accuracy. Materials: Lima beans (one per child). Clear sandwich baggie (one per child). Paper towels (1/2 of one per child). Water. Butcher paper and markers (one for word web, another for predictions). Transition In (Motivation): Have a seed drawn on a piece of butcher paper for a word web. Instructional Procedure: 1. With the seed drawn on the butcher paper and hanging up in front of the class, invite the children up to the rug. 2. Have a grand discussion with the children about what seeds and plants need to grow, brainstorm ideas. (Water, sun, soil, and air). Children may talk about how seeds are different or alike. 3. Let the children know that we will be doing an experiment today with a lima bean seed to see if we can make it grow or sprout without soil. 4. Tell them that we are going to use a sandwich baggie, a paper towel, the lima bean seed and some water to see if the seed will grow. Let the children know that we will tape the baggie to the window so they will get sunlight (the teacher might ask the children where we should hang these bags). Ask the children to make predictions as to what they think will happen to the seed, write down their predictions on a piece of butcher paper with their name next to it. 5. Next at the rug have the children start the experiment. They need to put their name on the bag, then wet their paper towel and fold it up and then place the lima bean seed in the baggie on top of the paper towel and close it up. The teacher will remind the children that we have to keep the paper towel moist so that the seed will sprout. 6. Over the next few days we will discuss what is happening and refer back to our predictions. Closure: The children can come up and hang their lima bean baggie up in the window. Accommodations/Modifications: For visual learners, the word web and all the material that will be out and we will be using should serve as a nice visual for them to learn from. For auditory learners, by having grand discussions about what seeds need to grow and what we think will happen with our experiment this should provide these types of learners with some auditory experiences that they can learn from. For kinetic learners, by having the children come up to the rug and do their experiment, this will provide movement for these types of learners. For tactile learners, by actually doing the experiment and using all the materials this will provide opportunity for tactile learners to manipulate the materials and learn from this experience. Reflections/Extensions: This should be a short little lesson that will be fun for the children. It may take time for the lima bean to sprout and we will have to make sure that the paper towels stay moist. I may ask my teacher to add a new job to the list of jobs for a week or two. I would have the job be the lima bean watcher. This child would be responsible to check our lima beans daily to see if they need water on the paper towel. I may also want to have the children do a lima bean log and to write down every day what they see happening, even if it is nothing. Then we could document when and whose lima bean sprouted first.