STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Morgan (rough draft, more
Grade: Second Topic: Earth and Space Systems
activities and examples will be included)
Brief Lesson Description:
Students will be observing, hypothesizing, experimenting, and collecting data by completing their plant growth experiment. Students
will recognize the success rate of their plant growth based on the water, temperature, and sunlight conditions they chose as their
(weather/season/climate) Students will be given a variety of formative assessments that will gauge their understanding. This 5-day
lesson plan will include hands-on activities, collaborative opportunities, and technological tools.

Specific Learning Outcomes:

Essential Knowledge and Practices: Curriculum Framework
- The student will identify growth and behavioral responses of plants and animals to weather and seasonal changes.
- The student will identify animals that migrate, hibernate, or show other changes due to seasonal weather changes.
- The student will compare the responses of plants and animals to weather and seasonal changes.
- The student will explain how an animal’s behavior may change throughout the year due to food source availability.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
Individual student needs and proficiency stages are considered in this lesson. Each student will receive the same material opportunities
to ensure each student can effectively execute their plant growth experiment. When presenting their results of the plant growth
experiment, students will witness that their conclusions may be different. This provides students with an understanding that different
isn’t wrong or incorrect. Collaborative opportunities will ensure that students hear and see alternate perspectives and ideas.

Narrative / Background Information

Prior Student Knowledge:
Students should utilize their knowledge of temperature, light, and precipitation to investigate various problem types. Students will need
to recognize that changes in temperature, light, and precipitation affect plants and animals, including humans. Students should grasp
that there is a correlation between daily weather and the season.
Science VA SOL Health VA SOL NGSS (You may have to look to a different
grade level for the connection)
2.7 Earth and Space Systems 2.2 Healthy Decisions
The student will investigate and b) Identify foods that come from K-ESS2-1 Use and share observations of
understand that weather patterns and plants and animals. local weather conditions to describe
seasonal changes affect plants, animals, patterns over time.
and their surroundings. Key ideas include
a) weather and seasonal changes affect the
growth and behavior of living things;
.
Science & Engineering Practices: (You must tie engineering practices into your plan)

Students will complete multiple hands-on activities that incorporate engineering practices. Students will create their own watering
schedule for their plants, their own DIY rain gauges to measure precipitation, and their own mini greenhouse!

Possible Preconceptions/Misconceptions:

Students may have some misconceptions prior to the plant growth experiment such as all plants grow best in the summer and
that animals hibernate because they are tired. Explanations will be provided throughout the lesson to ensure students
understand that these are misconceptions. Students may struggle with the controls of the plant growth experiment. To assist
students with this, I will provide students with the necessary tools.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

Day 1-
Approximate Duration: 10 minutes
The teacher will read the book “What Will the Weather Be?” By Lynda DeWitt.
The Amazon purchase link: https://www.amazon.com/What-Weather-Lets-Read-Find-Out-Science/dp/0062381989?source=ps-sl-
shoppingads-lpcontext&ref_=fplfs&psc=1&smid=ATVPDKIKX0DER
The YouTube read aloud: https://www.youtube.com/watch?v=Pvtgry64KdY

Probing questions:
- What types of weather was mentioned in the book?
- How can you tell if a storm is coming?
- What kinds of things do you do in the rain/sunshine?
- Does anyone know how we measure rain?

The teacher will present the following directions: (Students should reach the conclusion that rain gauges measure water from the
probing question. If students are unfamiliar with the concept of a rain gauge, the following video should be played prior to reading the
directions: https://www.youtube.com/watch?v=isgfCQpjszk

Approximate Duration: 15-20 minutes

DIY Rain Guage and Stem Packet

Materials:
- Plastic Bottles (These should come precut for the students and each student should have one)
- Ruler

The teacher will provide the following directions:

Hi friends! Now that we briefly discussed the different types of weather and how we measure rainfall, we are going to be creating our
own rain gauges! Our classroom helper will be passing out precut plastic bottles, rulers, and sharpies! Once our friend has passed out
materials, we are going to mark our plastic bottles with the help of our ruler. The measurements should include every 5 to 10
centimeters starting at zero. While creating your rain gauge, you will work on your stem packet. You may work independently or with a
partner.

Teacher notes:
The teacher should go over the entire packet with the students. In the brainstorm portion, students can write where they plan on placing
their rain gauge and any other ideas they have. It’s important to remember that students working in pairs must complete their own rain
gauge and stem packet. In the labeled diagram portion, students will practice using their ruler to measure every 5-10 centimeters. The
test results will be concluded once students have collected their data after it rains.
(Students will have the opportunity to place their gauges around the school prior to a predicted rain forecast)

The Stem Packet: https://www.canva.com/design/DAGLmF8X9mI/GNtbtBZ6TIkljYHGcxmHIg/edit?

utm_content=DAGLmF8X9mI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Inspired by Canva creation “Rain Gauge STEM Challenge Worksheet in Orange Blue Minimalist Style”

Approximate Duration: 5 minutes

SciJinks It’s All About Weather- Precipitation Simulator
Game Link: https://scijinks.gov/precipitation-type/

Materials:
Chromebook or approved technological device

The teacher will provide the following directions:

Alright friends, we are going to open our chrome books and explore how the temperature affects precipitation. After we explore this for
a couple minutes, we are going to discuss our findings.

Questions
1. How did the warmer weather effect the precipitation? What about the colder weather?
2. How do you think snow/rain affect plants/animals?
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2-
Approximate Duration: 7 minutes
The teacher will read the book “A Year in Nature: A Carousel Book of the Seasons” By Hazel Maskell
The Amazon purchase link: https://www.amazon.com/Year-Nature-Carousel-Book-Seasons/dp/1786273063

Probing questions:
- How do different plants and animals adapt to changing seasons?
- Does temperature effect plant growth?

Approximate Duration: 30 minutes

DIY Greenhouse

Materials:
- Two clear cups
- Soil
- Seeds
- Tape
- Scissors
The teacher will provide the following directions:
Okay friends, today we are going to be creating our own greenhouses. Can anyone tell me what a greenhouse is? For our activity, we will
be planting seeds in the cups with our soil and seeds. We will then tape another cup on top of our cup and cut small holes in the top. We
will then write a reflection on our process and how we think your plant is going to grow in a greenhouse verse outside or in a pot.

Materials for reflection:

- Paper
- Pencil

Reflection sheet: https://www.canva.com/design/DAGLmXkh_6Q/E2kk0tSQEKKC5hnjagSTFA/edit?

utm_content=DAGLmXkh_6Q&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Approximate Duration: 8 minutes

The Magic School Bus: The Climate Challenge

Students will watch the following video: https://www.youtube.com/watch?v=GjDuDiE7ckY

EXPLAIN: Concepts Explained and Vocabulary Defined:

Day 3-
Approximate Duration: 6 minutes
The teacher will read the book “Over and Under the Snow” By Kate Messner
The Amazon purchase link: https://www.amazon.com/Over-Under-Snow-Kate-Messner/dp/1452136467/ref=asc_df_1452136467/?
tag=hyprod-
20&linkCode=df0&hvadid=692875362841&hvpos=&hvnetw=g&hvrand=2895010131452670788&hvpone=&hvptwo=&hvqmt=&hvdev=c
&hvdvcmdl=&hvlocint=&hvlocphy=1021248&hvtargid=pla-
2281435178578&psc=1&mcid=762e7a48173030c0b90457753f7edd48&hvocijid=2895010131452670788-1452136467-
&hvexpln=73&gad_source=1

Probing questions:
- Do you think the changing seasons impact the food sources for animals? Why?
- Why do we think animals hibernate?
- Do plants grow in the snow?

Approximate Duration: 30-45 minutes with “check-ins” throughout the next month.
Plant Growth Experiment

Materials:
- Clear cups
- Seeds
- Soil

The teacher will provide the following directions:

Alright friends, we’ve explored different types of weather and adaptations, now let’s put it together! You are going to choose which type
of weather conditions you want to grow your plant in? The amazon rainforest or an artic dessert, your choice! You will choose the
sunlight conditions, how much water your plant gets, and the temperature! You will first write out your hypothesis and fill your science
journal questionnaire. You will monitor your plant and its conditions throughout its growth. You will then plant your seed and place it in
your chosen conditions!

Brainstorm Ideas:
- Place your plant outside, by the window, in the freezer, or in a shaded area!
- How much water will your plant get each day?
Science Journal printout: https://www.canva.com/design/DAGLmurGdws/_2r4DY6BL2W5aAOugzxCNg/edit?
utm_content=DAGLmurGdws&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Students should have 5-10 minutes to discuss their ideas with their table

Vocabulary:
- Independent variable
- Hypothesis
- Dependent variable
- Adaptations
ELABORATE: Applications and Extensions:

Day 4-
Approximate duration: 8 minutes
The teacher will play the video “Lesson 2: How do animals respond to changing seasons?” published by Angelee Lopez
A link to the video here: https://www.youtube.com/watch?v=6pznr7PnT1A

Approximate Duration: 20 minutes

The teacher will give the following directions:

Okay, friends! We are going to be completing some activities in stations today. You will complete a drawing activity, hear a story, and
write about a plant/animal’s journey through the changing seasons!

Station one:
Review Sheet: https://www.canva.com/design/DAGLmqhu9Fs/JFsc0tOq3z3v9K1qoztKyA/edit?
utm_content=DAGLmqhu9Fs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Station two:
Approximate Duration: 8 minutes
The teacher/aide will read the book “A Tree for All Seasons (Rise and Shine) by Robin Bernard
An amazon link here: https://www.amazon.com/Tree-All-Seasons-Rise-Shine/dp/0792266749/ref=asc_df_0792266749/?tag=hyprod-
20&linkCode=df0&hvadid=692875362841&hvpos=&hvnetw=g&hvrand=17753061770080241046&hvpone=&hvptwo=&hvqmt=&hvdev=c
&hvdvcmdl=&hvlocint=&hvlocphy=1021248&hvtargid=pla-
2281435178098&psc=1&mcid=b208c4c20192331097be66e162a6fff2&hvocijid=17753061770080241046-0792266749-
&hvexpln=73&gad_source=1

Station three:
Where does it come from sheet: https://www.canva.com/design/DAGLmxb0sTs/7vyE0znppHwZIAbZLj3IJg/edit?
utm_content=DAGLmxb0sTs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Canva “Colorful Illustrative Where Does It Come from Worksheet”

Approximate duration: 8 minutes 12 seconds

The whole class will watch the video: https://www.youtube.com/watch?v=u95BSsaHUOo

EVALUATE:

Day 5-

Formative Monitoring (Questioning / Discussion): The students will answer the following questions posted on the white board. They will
write these questions in their science journal.
1. How does the changing of seasons effect plants and their growth?
2. How does the changing of seasons effect animals? What changes take place?

Summative Assessment (Quiz / Project / Report) (Include a rubric): https://quizizz.com/admin/quiz/669d6a13c8c66ccb35b3df00?

source=quiz_share

Rubric: Earth and Space System Quiz Rubric

3 - Exceeds 2 - Meets 1 - Below
Criteria
Expectations Expectations Expectations

Student
demonstrates
Student shows Student has limited
thorough
general understanding of
understanding of
understanding of the effects of
how weather
Knowledge of how weather and weather and
patterns and
Weather and seasonal changes seasonal changes on
seasonal changes
Seasonal impact living plants, animals, and
affect plants,
Changes things and their their surroundings.
animals, and their
environment. Explanations are
surroundings.
Provides adequate incomplete or
Provides detailed
explanations. inaccurate.
and accurate
explanations.

Student applies
knowledge of Student struggles to
Student applies
weather and apply knowledge
knowledge to
seasonal changes to and correctly
answer most (4-5)
Application of correctly answer all answers fewer than
of the 6 quiz
Concepts 6 quiz questions. 4 of the 6 quiz
questions correctly.
Demonstrates ability questions. Limited
Shows some ability
to make connections application of
to apply concepts.
and draw concepts.
conclusions.

Student completes
Student completes Student completes
fewer than 4 of the
the entire 6-question the majority (4-5)
6 quiz questions.
Completeness quiz. All responses of the 6-question
Responses are
are thorough and quiz. Responses are
incomplete or
well-developed. generally complete.
missing.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
During Each activity, students with high-incidence disabilities will have the opportunity to collaborate with peers and utilize
technological tools to enrich their learning. Each student’s IEP plan and the 504 plan will be carefully followed and considered
in this lesson.
 ELL
During each activity, English language learning students will be able to utilize a technological tool that translates the lesson.
Each student will work alongside their peers. Peer collaboration will promote oral communication. Accommodations will be
made based on the student’s IEP plan.
  Gifted learners
Gifted learners will be given the opportunity to advance their learning and skills by giving them additional resources and
activities. These activities and questions will challenge the learner to dive deeper into the subject. These additional resources
can be given as take home work.
Soil Worksheet: By The Classroom Pubhttps://www.canva.com/design/DAGLoKt6XBA/X14uXYn5651lSRD1XnN0GA/edit?
utm_content=DAGLoKt6XBA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
After the completion of the lesson, I will review the scores and data from the assignments. This will allow me to gauge what
students are comprehending and any misconceptions. I will then utilize this data to formulate the next steps for science
instruction. If few students miss the end goal, I will pull them for a small group remediation activity. Depending on the
circumstance we may revisit previous work or complete a review sheet together.
 Where might/did learners struggle in the lesson?
Students may have some misconceptions prior to the plant growth experiment such as all plants grow best in the summer and
that animals hibernate because they are tired. Explanations will be provided throughout the lesson to ensure students
understand that these are misconceptions. Students may struggle with the controls of the plant growth experiment. To assist
students with this, I will provide students with the necessary tools.
 How can the lesson be strengthened for improved student learning?
The incorporation of hands-on activities and collaborative opportunities allow students to submerge themselves into the
lesson rather than memorizing the material. Additional collaborative activities would allow students to be exposed to different
ideas and discussion.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
Through collaborative activities, students will be given the opportunity to work alongside students who share different
backgrounds, beliefs, and identities. This exposes students to various ideals and conversation
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
1 “What Will the Weather Be?” By Lynda DeWitt Amazon $6.99
1 “A Year in Nature: A Carousel Book of the Amazon $16.78
Seasons” By Hazel Maskell

1 “Over and Under the Snow” By Kate Messner Amazon $7.99

1 “A Tree for All Seasons (Rise and Shine) by Amazon $5.36 (used)
Robin Bernard
xStudents Ruler 60 pack Amazon $12.99
xStudents Plastic Bottle Recycled Free
xStudents Chromebook Provided by school -
xStudents Cups Amazon 500 count $26.98
xStudents Tape Walmart $10.00
1 bag Soil Walmart $8.47
Assort. Seeds Assort. Veg Pack Walmart $8.89
Pack