Lesson+Plan+2

Collaborative Lesson Plan A.4.2

//How a Seed Grows// by Helene J. Jordan, illustrated by Loretta Krupinski [|www.kerpoof.com] KWL chart Sample Kerpoof Drawing The librarian and the classroom teacher will co-teach this lesson together. While the librarian reads the story, the teacher will be using the students’ answers to fill in the parts of the KWL chart. The students will process what they have just learned by creating a drawing with all the plant parts and basic needs labeled. The teacher will guide the students through the drawing project using the COW laptops. //English Language Arts and Reading TEKS:// (3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). //English Language Arts and Reading TEKS:// (29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
 * Planning**
 * **Reading Comprehension Strategy**
 * Using Background Knowledge
 * **Reading Development Level**
 * Emerging – 2nd grade
 * **Instructional Strategies**
 * Cues and Questions, Classifying, and Comparing
 * **Lesson Length**
 * 50 minutes
 * **Purpose**
 * The purpose of this lesson is for students to use background knowledge to make connections between different types of plants and what plants need.
 * **Objectives**
 * After reading //How a Seed Grows//, students will be able to identify plant parts and plant needs, compare plants, and create a drawing of a plant and its needs.
 * **Resources, Materials, and Equipment**
 * Children’s or Young Adult Literature (fiction and informational books)**
 * Websites (including pathfinders)**
 * Graphic Organizers**
 * Materials**
 * Equipment**
 * Interactive White Board
 * Projector
 * Laptop
 * COW – computers on wheels (cart of laptops)
 * Collaboration**
 * Assessment**
 * Informal assessment will be taken for group participation while filling out the KWL and observations while creating individual online drawings.
 * Formal assessment will be determined through a completed drawing on kerpoof.com.
 * Assessment rubrics for participation and the online drawing will be used.
 * [[file:plant rubric.docx]]
 * Standards (from the TEKS or other state standards)**
 * Reading and/or writing**
 * Listening and speaking**

//Science TEKS :// (9) Organisms and Environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (A) identify the basic needs of plants and animals.
 * Other content areas**

1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real-world connection for using the process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. 2.1.4 Use technology and other information tools to analyze and organize information. 2.3.1 Connect understanding to the real world. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 4.1.8 Use creative and artistic formats to express personal learning.
 * Information literacy (from the AASL Standards)**

//Technology TEKS:// (7) Solving Problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio, video, and graphics to enhance learning experiences.
 * Educational technology**

As students come into the library, a slide show with pictures of different types of plants will be playing. Students will be asked some introductory questions about plants. What kinds of plants do you have at home? Are the same kinds of plants here at school?
 * Implementation**
 * **Process**
 * Motivation**

Motivational Plant Slide Show The goal is for students to be able to process what a plant needs and make a drawing in kerpoof that shows comprehension and understanding. The teacher will model and show the complete example before students begin. Students will self-assess using the given rubric. The teacher and librarian will use the same rubric for assessing the online drawings. Now that we know what a plant needs, how can we compare that to what each of us needs. Students can reflect in their writing journals about the lesson.
 * Student-friendly Objectives**
 * 1) Participate in filling out a KWL chart.
 * 2) Create a drawing online showing the plant parts and the basic needs of plants.
 * Presentation**
 * 1) The teacher and librarian will bounce off one another taking turns in helping the class fill out the KWL.
 * 2) Begin by filling out the K or KNOW portion of the KWL.
 * 3) What do we already know about plants? Think about the plants you have at home or the plants you see here at school.
 * 4) What do you WONDER about or WANT to know about plants?
 * 5) The librarian will read //How a Seed Grows// by Helene J. Jordan. As she reads, she will periodically stop and ask questions to check for understanding.
 * 6) From the reading, the teacher can ask the students about what they just learned from listening to the story. This will fill in the LEARN portion of the KWL.
 * 7) The teacher will go back over what they learned about the plant needs and show the kerpoof example.
 * 8) The librarian will go over the rubric with the students.
 * 9) The teacher will model how to start the kerpoof drawing.
 * Draw a simple plant or flower.
 * Draw in the basic needs: water, soil, and sunlight.
 * Label the different parts of the plant and the needs.
 * Student Participation Procedures**
 * 1) Students will raise their hands to speak.
 * 2) The student will state KNOW or WONDER.
 * 3) The student will give their response while the teacher or librarian records it on the chart with their name next to it.
 * Guided Practice**
 * Closure**
 * Reflection**
 * **Extensions**(Moreillon 15)
 * //From Seed to Pumpkin// by Wendy Pfeffer
 * //The Tiny Seed// by Eric Carle
 * //A Seed is Sleepy// by Dianna Hutts Aston
 * //The Magic School Bus Plants Seeds// by Joanna Cole
 * Watch //The Magic School Bus Gets Planted// through Discovery Education streaming.
 * Doing the science activity in the book //How a Seed Grows// where 12 different beans are planted to watch and measure growth times.
 * Pretend, imagine, and act out a plant growing and moving through the life cycle.
 * Create a Venn Diagram of a comparison of 2 different plants (i.e. a tree and a flower)