Candidate:
Victoria
McDonald
L#:00099149
Date:
March
5,
2013
Grade
Level:
First
Grade
School:
Mathews
Elementary
Cooperating
Teacher:
Lori
Ashley
Subject:
Science
Lesson
Title:
Basic
Needs
of
a
Plant
Time:
45min-1hr
Intended
Curriculum
SC
Science
Academic
Standard:
1-2:
The
student
will
demonstrate
an
understanding
of
the
special
characteristics
and
needs
of
plants
that
allow
them
to
survive
in
their
own
distinct
environments.
(Life
Science)
Indicator:
1-2.1:
Recall
the
basic
needs
of
plants
(including
air,
water,
nutrients,
space,
and
light)
for
energy
and
growth.
English
Language
Arts:
1-5:
The
student
will
write
for
a
variety
of
purposes
and
audiences.
Indicator:
1-5.2:
Create
narratives
(for
example,
stories
and
journal
entries)
about
people,
places,
actions,
or
things.
Visual
Arts:
1:
The
student
will
demonstrate
competence
in
the
use
of
ideas,
materials,
techniques,
and
processes
in
the
creation
of
works
of
visual
art.
Indicators:
VA1-1.1:
Use
his
or
her
own
ideas
in
the
creation
of
works
of
visual
art.
VA1-1.4:
Use
all
art
materials
and
tools
in
a
safe
and
responsible
manner.
EEDA:
2
Students
will
demonstrate
decision-making
Safe
School
Climate
Act:
SECTION
59-63-140.
Local
school
districts
to
adopt
policies
prohibiting
harassment;
required
components;
model
policies
by
State
Board
of
Education;
bullying
prevention
programs.
(3)
a
description
of
appropriate
student
behavior;
Learning
Objective
(Goals):
Students
will
recall
that
plants
have
basic
needs
for
energy
and
growth.
Students
will
recognize
the
basic
needs
of
plants
using
drawings,
symbols,
and/or
words.
Students
will
also
demonstrate
an
understanding
of
plants
needs
by
planting
and
caring
for
seeds
during
germination.
Prerequisites
(Prior
Knowledge):
The
class
briefly
discussed
the
needs
of
a
plant
last
week
when
learning
the
parts
of
a
plant.
Also,
in
kindergarten
(K-2.1),
students
recognized
the
needs
of
organisms
(including
air,
water,
food,
and
shelter).
In
2nd
grade
(2-2.1),
students
will
recall
the
basic
needs
of
animals
(including
air,
water,
food,
and
shelter)
for
energy,
growth,
and
protection.
Students
will
take
this
information
and
expand
their
knowledge
of
basic
needs
of
plants
in
3rd
grade
(3-2).
(South
Carolina
State
Standards
Science
Support
Document)
Science
Ideas:
Students
should
make
predictions
and
observations
during
this
lesson.
Their
predictions
should
be
formulated
based
on
what
they
observe
and
prior
knowledge
from
the
previous
lesson
about
the
parts
of
a
plant.
Awareness
of
the
parts
of
a
plant
and
the
functions
of
each
part
will
guide
students
to
higher
learning.
Student
observations
should
demonstrate
an
understanding
about
essential
needs
for
a
plant
to
grow
and
have
energy.
Implemented
Curriculum
Engage:
This
lesson
will
begin
with
students
observing
two
flowers.
One
of
the
flowers
is
healthy,
while
the
other
is
beginning
to
wither
and
is
dying.
Students
will
take
notes
in
their
science
notebook
describing
the
two
flowers.
Students
will
be
asked
to
pair
up
with
another
student
to
participate
in
think,
pair,
and
share.
Students
will
be
given
the
following
question
to
answer
with
their
partner:
What
could
have
caused
one
flower
to
be
so
healthy
while
the
other
is
not?
Expected
answers:
o
You
did
not
take
care
of
it.
o The
dying
flower
did
not
have
enough
sun.
o The
healthy
flower
had
water
and
the
other
did
not.
Explore
and
Explain:
Materials:
SMART
Board
Crayons
Pencils
Writing
paper
2
plants
(1
healthy
and
1
dying)
Soil
Grass
seeds
Water
Picture
flash
cards
o Soil/Nutrients
o Water
o Sun
o Air
o Space
o 3-5
additional
cards
with
pictures
of
items
not
needed
for
plants
energy
and
growth
During
this
lesson
I
used
the
following
additional
cards
Ice
cream
Lunch
tray
Play
ground
A
watch
Tennis
shoes
Procedures
o As
a
class
we
will
read
a
poem.
A
Seed
Needs
I
see
you
are
a
seed,
Tell
me
what
do
you
need,
I
need
some
soil
to
grow,
And
then
the
sun
to
glow,
Water
to
make
me
wet,
Air
for
my
leaves
to
get,
Space
for
my
roots
to
spread,
Now
Im
a
plant.
By:
Iram
Khan
o Using
the
SMART
Board
we
will
discuss
the
needs
of
a
plant
to
make
it
grow
and
give
it
energy
o Students
will
have
a
chance
to
think,
pair,
and
share.
EQ:
Why
do
you
believe
plants
needs
sunlight,
air,
space,
nutrients/soil,
and
water?
Expected
answers:
o To
grow;
o
To
have
energy;
o So
that
the
plants
will
not
die;
etc.
o After
some
open
discussions
and
explanations
of
each
need
for
the
plants
students
will
be
dismissed
to
their
seats
to
begin
seatwork.
o Students
will
write
about
plants
and
their
needs
for
growth
and
energy
in
their
science
notebooks.
o Students
will
be
asked
to
answer
certain
questions
in
their
writing.
What
are
the
essential
needs
of
a
plant?
Why
do
you
need
these
for
a
plant?
o When
students
feel
they
have
completed
their
writing
they
will
be
allowed
to
draw
an
illustration
showing
the
needs
of
a
plant
in
their
science
notebook.
o As
students
finish
up
their
writing
they
will
be
called
a
few
at
a
time
to
come
and
plant
their
grass
seeds
and
water
them
to
begin
the
growing
process.
While
students
are
planting
seeds,
ask
students
questions.
Why
do
we
need
the
soil?
Do
we
have
to
have
a
seed?
What
will
the
water
be
used
for?
o This
area
could
also
be
used
as
a
pre-assessment
for
the
next
lesson
on
the
plant
life
cycle.
o When
everyone
as
completed
both
task,
students
will
be
encouraged
to
volunteer
to
read
their
writing
aloud
to
the
class.
Elaborate:
At
the
conclusion
of
this
lesson,
we
would
resort
back
to
the
two
flowers
that
were
used
to
hook
the
students.
Students
will
be
asked,
according
to
what
we
have
learned
today,
what
are
some
procedures
that
could
have
been
done
differently
to
allow
this
unhealthy
flower
to
look
like
and
grow
like
the
other?
Students
will
have
the
opportunity
to
express
any
questions
or
wonderings
they
may
have
gained
during
our
exploration
of
plant
needs.
I
would
expect
students
to
understand
the
purpose
for
each
need
and
some
results
that
may
take
place
if
essentials
are
not
provided
for
plants.
Achieved
Curriculum
Cross
Curricular
Connections:
Students
will
use
be
practicing
English
language
arts
skills
during
this
lesson.
They
will
be
writing
about
the
basic
needs
of
plants
for
survival.
The
students
will
also
participate
in
visual
arts
because
they
will
have
the
opportunity
to
complete
an
illustration
to
coincide
their
writings.
Assessments
of
the
Objectives
(Evaluate):
Students
will
complete
a
writing
assignment
about
the
basic
needs
of
a
plant.
Students
will
be
given
a
word
bank
to
use.
Within
their
writings
students
will
be
required
to
discuss
the
reasons
these
essentials
are
needed
for
plants.
For
example:
Plants
need
light
to
make
their
own
food
and
grow.
This
sentence
would
receive
better
scoring
than
someone
only
saying,
Plants
need
light.
Students
will
also
be
individually
post-assessed
using
flash
cards.
This
will
be
done
throughout
the
next
day
or
two
during
student
daily
seatwork
and
center
time.
This
assessment
will
take
place
to
ensure
appropriateness
of
lesson.
From
this
post- assessment
it
will
be
easily
shown
which
students
did
and
did
not
meet
the
intended
goal
for
this
lesson.
Some
students
may
not
be
able
to
express
their
learnings
as
well
on
paper
as
others;
therefore,
the
post
assessment
will
allow
them
a
chance
to
demonstrate
their
learning.
Post
Assessment
(not
to
be
completed
in
the
same
day)
o As
students
finish
up
their
writings,
they
will
be
called
one
at
a
time
to
participate
in
a
one-on-one
assessment
with
me.
We
will
use
flash
cards
with
the
needs
of
a
plant
on
each
(there
will
also
be
some
other
random
cards
thrown
in).
Students
will
have
to
show
me
the
things
plants
need,
dont
need,
and
explain
to
me
why
certain
needs
are
essential
to
the
plants
life.
We
will
continue
our
lesson
on
plants
by
discussing
the
life
cycle
in
the
upcoming
class
periods.
This
will
be
a
time
where
students
can
observe
and
study
the
progress
of
the
seeds
they
planted.
Accommodations:
No
special
accommodations
are
needed
for
my
class
during
this
particular
lesson
at
this
time.
Students
that
may
have
a
difficult
time
expressing
themselves
through
writing
will
have
an
opportunity
to
explain
to
me
what
they
learned
about
plant
needs
during
a
teacher
(me)-student
conference.
This
is
when
the
flashcard
assessment
will
take
place
as
well.
If
accommodations
need
to
be
made
they
will
be
done
developmentally
appropriate
on
a
case-by-case
basis.
Early
finishers
will
be
allowed
to
complete
a
plant
vocabulary
word
search.
Resources:
SC
State
Standards
[Link]/elementary/[Link]
[Link]
