Stetson University Department of Education Daily Lesson Plan

Name: Sydney Matthews Date: 3/3/2020 Time: 1:40 – 2:10

Lesson# 3
Big Idea/Topic: Plants and Animals Grade/ Subject: 2nd/SCIENCE
CPALMS/ Resource link: https://www.cpalms.org/Public/PreviewStandard/Preview/1623
Lesson Structure: Whole Group – Discovery Activity
Standards: (CCSS/NGSSS)

SC.2.L.16.1
Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Embedded:
SC.2.N.1.1
Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and
generate appropriate explanations based on those explorations.

SC.2.N.1.2
Compare the observations made by different groups using the same tools.

SC.2.N.1.4
Explain how particular scientific investigations should yield similar conclusions when repeated.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

TSW...
a) Observe and describe major stages in the life cycle of a butterfly (egg, larva, pupa, adult).
b) Investigate the life cycles of other animals (e.g., cat, snake, hamster, spider, fish, kangaroo, salamander, penguin,
possum).
c) Observe and describe major stages in the life cycle of a bean plant (seed, seedling, mature plant).
d) Investigate the life cycle of other plants (e.g. marigolds, fern, pine tree, ivy).
e) Explain that, when repeated, life cycle investigations yield the same results.
f) Compare the life cycles of the butterfly to the bean (or other plants to other animals).

TSW…
a) Compare and contrast lima bean seeds before and after germination.
b) Apply knowledge of the plant life cycle by explaining the life cycle and then planting their own lima bean seeds.
c) Describe what will grow first and second when the plant begins to grow.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

 Life Cycle: the series of stages through which a living thing passes Materials/Resources/Technology
from the beginning of its life until its death. A cycle is something (include hyperlinks to videos & websites)
that repeats
 Grow: to become larger; to increase in size, amount, etc.  Ziplock bags with names prewritten
 Seed: a small object produced by a plant from which a new plant  2 germinated lima beans each (35)
can grow  Sharpie
 Seed Coat: the protective outer coat of a seed.  Water
 Root: the part of a plant that grows underground, gets water from  Paper towels
the ground, and holds the plant in place  Tape
 Sprout: to produce new leaves, buds, etc.  Ruler
 Seedling: a young plant that is grown from seed
 Adult plant: The adult plant is now mature and has the ability to APA citation:
reproduce through spores or flowers. After flowers are pollinated, Walker, J. (2010, June). The Plant Life Cycle
they get bigger and turn into fruit with seeds inside. (using lima beans). Retrieved March
 Germinate: to cause (a seed) to begin to grow 31, 2020, from
https://www.cpalms.org/Public/Previe
wResourceUpload/Preview/13416
H.O.T.S. Graphic Organizer/Thinking Map:

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga

http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Knowledge N/A
TSW define vocabulary and recall different observable properties about the
dry and wet lima bean.

Analysis
TSW compare/contrast the dry and wet lima bean through observations and
memory, and make a prediction about what the next stage in the life cycle
will look like after their seed has grown.
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge)

Tell:
 Yesterday, we explored how lima beans germinate. We
looked at the difference between dry beans and
germinated beans by observing their properties.
B:
I: Talk in a slow voice so they are able to
Ask:
follow along.
What does it mean to germinate? 5 min. A:
to cause to sprout or develop by adding water

What are the properties you observed about the dry lima
bean? Describe them.

What are some properties you observed about the germinated

lime bean? Describe them.

How are the dry and germinated lima beans different?

Instructional Steps:

Tell:
 Today we’re going to plant our own lima beans plants.
We are going to watch them grow and go through their 3 min. B:
life cycle, which looks similar to other plants. I: diagram is drawn on board of plant life cycle
 It will start out as a seed, become a seedling, turn into an A:
adult plant, create a fruit, and then the from the fruit there
are new seeds. *draw diagram on board*

Tell:
 In order to observe our plants grow, we’re going to plant 1 min.
them in zip lock bags with damp paper towels and hang
them up in the window.

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Stetson University Department of Education Daily Lesson Plan

Ask:
 Why do I need damp paper towels and to hang them in
the window? What purpose does this serve? (wet paper 2 min.
towels for water and put in the window for sunlight and
warmth. These are elements that plants need to grow.)

*hand out materials: Ziplock, 2 lima beans, wet paper towels.

Give instructions for what to do as whole group* 3 min.

Instructions for setting up lima bean plants:

 Give each student a plastic bag, 2 lima beans, and a wet 3 min.
paper towel.
 Give each student his/her paper towel and make sure to 1 min.
squeeze excess water out.
 Fold the paper towel in half and place the paper towel 1 min.
and both lima beans in the plastic bag. Be sure you can
see the bean.
 Discuss the reason for using a wet paper towel 3 min.
(moisture). 3 min.
 Write names on Ziplock and tape the bag to the window.

Closures Pacing ESOL Support

Content:

Ask:

*when students answer, draw the seed with roots coming out
of it and then add the leaves. This will help kids visualize* B:
4 min. I: visuals will be put on board for what will
Using our knowledge about how plants grow, what is the first happen when the seed grows
thing we should expect to grow from out lima bean seeds? (roots) A:

What should we expect to grow after the roots sprout? (leaves)

Procedural:
Pack up your belongings, it’s time to end the day.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)

SC.2.L.16.1 Teacher will use cochlear implant microphone

Independent: Observe and recognize the major stages in the life cycles of to speak into when speaking to class.
plants and animals.
Supported: Observe and recognize the sequence of stages in the life cycles of Student will follow along with instructions as
common animals. teacher does activity with them.
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Stetson University Department of Education Daily Lesson Plan

Participatory: Recognize that offspring can be matched with their parents,

such as a human baby with adult humans and a puppy with dogs. Student will be paired up with friend who will
guide him.
SC.2.N.1.1
Independent: Ask questions and make observations about things in the
natural world.
Supported: Answer yes and no questions and make observations about
common objects and actions in the natural world.
Participatory: Request a change or help to solve a problem in the
environment.

SC.2.N.1.2
Independent: Identify information about objects based on observation
Supported: Identify characteristics of objects based on observation.
Participatory: Use senses to recognize objects.

SC.2.N.1.4
Independent: Recognize that the results of a scientific activity should be the
same when repeated
Supported: Recognize that science activities can be repeated.
Participatory: Recognize common objects in different environments.
Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: Lima bean plant for every student. This is showing their
knowledge about the life cycle

Objective 2: Verbal questioning throughout lesson to observe how much

they know, remember, and are learning.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

This lesson is showing me that the 11 students I had in class today are really understanding the idea of life cycles. I had to
remind them what germination meant, but that will be reviewed tomorrow in the lesson’s introduction. Once I defined it, they
about jumped out of their chair with excitement. I had a wonderful moment that I got to run with as I was asking about life
cycles. We have yet to talk about animal life cycles, but a milkweed plant was brought into class today with about six just
hatched caterpillars. The students had the opportunity during the day to look at them, so many were excited and thinking about
the life cycle a caterpillar will go through to turn it into a butterfly. Because of this excitement, the life cycle of a butterfly was
brought up as I was asking about a plant’s life cycle. The student herself started comparing the life cycle of a plant to the life
cycle of a butterfly and she was spot on. I had a great unplanned teaching moment where the student compared the life cycles
just like the standard and objective asks for. It was amazing to see how much all of them are understanding.

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

The teaching went well. My behavior management is going well, too. The students are responding to my new signal in the
classroom by saying, “class, class” and they respond, “yes, yes”. They respond right away! I had one time where they didn’t
respond so I used the give me five signal and used wait time to make sure I gathered their attention back. Once I saw all eyes
on me again, I still paused for a couple more seconds to indicate I was serious before asking if they were ready to learn again.
Worked like a charm. This was a fun experiment to set up and do because all that was needing to be done was pass out
materials while they sat at their desk. Instead of presoaking the paper towels, I had them lay the dry paper towels in half in the
Ziplock baggie, then I poured a small splash of water into their bags to let the paper towel absorb it. This was a better idea than
I originally planned and required much less clean up and spill opportunities. I also decided to place staples in the bag to hold up
the lima beans. I learned the trick from another teacher and decided to test it out. The purpose of the staples is to hold the lima
bean out of the water in the bottom of the bag so it doesn’t get too much water and die. I was pleased with how this lesson
went.

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Rev. Spring 2019