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Term III Science Lesson Plan - Responses To Instructor Comments
Term III Science Lesson Plan - Responses To Instructor Comments
Core Decisions
What
In this lesson, students will learn about how an apple develops from bud to flower to
fruit. Particular emphasis will be placed on the pollination of the apple flower and the role that
bees play in this process. The first grade at Penn Alexander did a unit on apples for two weeks in
October, culminating in a field trip to an apple farm. The purpose of this lesson is to reinforce
students understanding of how an apple flower becomes fertilized through pollination. My goal
is that by the end of this lesson, students will have a better understanding of this process, as
demonstrated by their ability to describe and place in sequence the development of an apple
throughout its lifecycle.
In addition to the content goals, I want students to learn to engage in scientific
simulations and discussions. These process skills are essential to students development as
critical learners of science. Since the majority of science learning at Penn Alexander takes place
at their science special, I have not had the opportunity to witness students engaging in these
activities in my classroom. As such, I am not sure if students are given opportunities to develop
these scientific practices. The structure of this lesson will encourage the growth and practice of
these process skills.
How
The aforementioned goals will be accomplished through several activities, with the intent
of providing multiple ways students can access the information. The format of this lesson, which
includes reading an informational text, participating in a simulation, examining and observing a
real apple and engaging in scientific discussion and questioning, appeals to several of Gardners
multiple intelligences. Rather than attempting to span a large breadth of content, this lesson is
focused on deep learning of one topic: the pollination of apple flowers. The combination of
activities included in this lesson is designed to provide multiple avenues for understanding. As
we have discussed in class, and read in multiple course texts, experience is an irreplaceable
component of building knowledge. As such, the simulation, which is a hands-on, materials-based
activity, will be the focus experience of the lesson.
Additionally, the activities in this lesson were chosen to encourage specific scientific
processes among students. Through participation in a pollination simulation, students will learn
not only how to use models to understand and investigate systems, but they will also learn how
to use models to construct explanations for observed phenomenon. Obviously, students will not
leave this lesson with a comprehensive understanding of these scientific processes, but this
lesson will give them an experience to draw from in the future. As they relate future experiences
or content knowledge to their experience with the simulation, they will begin to appreciate the
usefulness of models in supporting learning and understanding. At several points during the
lesson, students will engage in discussion about their developing understanding as it relates to
the various lesson activities. During this time, I will act as a facilitator, providing guiding
questions, but also encouraging and promoting student-to-student discourse. I want students to
practice engaging in scientific conversations by discussing key concepts, asking and answering
questions and co-constructing meaning from their shared science experiences.
Why
At Penn Alexander, science is primarily taught through a science special. In thinking
about my lesson, it was important to me that I utilize students prior knowledge without
incidentally replicating their experiences in science special. In discussing my ideas with my
classroom mentor, she mentioned that many first graders do not fully grasp the concept of
pollination as it is explained in class. While she would love to spend more time on the topic, she
felt that she did not have the class time to devote to it, so she suggested that I could use my small
group lesson to reinforce this concept with a group of students who probably did not understand
it the way it was taught in class. I chose to use a simulation to revisit this process because I
believe that an experiential approach is the best avenue for students to develop a deeper
understanding of this content. Furthermore, it requires students to become active participants in
their own learning, reducing the likelihood that students will tune out, which several of the
students chosen for this group have a tendency to do during whole group instruction in the
classroom. The content covered in this lesson, as well as the scientific processes promoted, are
supported by several elements of the Next Generation Science Standards and the K-12 Science
Education Framework, the specifics of which are outlined in the Standards section of the
lesson plan below.
Standards
The objectives of this lesson are in line with a number of standards from each of the three
domains in the K-12 Science Education Framework, as well as the Next Generation Science
Standards.
Framework & NGSS
Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
Ask questions about the natural and human-built worlds.
2. Developing and using models
Construct drawings or diagrams as representations of events or systems.
Use (provided) computer simulations or simulations developed with simple
simulation tools as a tool for understanding and investigating aspects of a
system, particularly those not readily visible to the naked eye.
6. Constructing explanations (for science) and designing solutions (for engineering)
Construct their own explanations of phenomena using their knowledge of
accepted scientific theory and linking it to models and evidence.
Use primary or secondary scientific evidence and models to support or refute
an explanatory account of a phenomenon.
Offer causal explanations appropriate to their level of scientific knowledge.
Crosscutting Concepts
2. Cause and effect: Mechanism and explanation
Events have causes, sometimes simple, sometimes multifaceted. A major
activity of science is investigating and explaining causal relationships and the
mechanisms by which they are mediated. Such mechanisms can then be tested
across given contexts and used to predict and explain events in new contexts.
K-2 crosscutting statements:
Events have causes that generate observable patterns.
Simple tests can be designed to gather evidence to support or refute
student ideas about causes.
4. Systems and system models
Defining the system under studyspecifying its boundaries and making
explicit a model of that systemprovides tools for understanding and testing
ideas that are applicable throughout science and engineering. K-2 crosscutting
statements:
Objects and organisms can be described in terms of their parts.
Systems in the natural and designed world have parts that work
together.
6. Structure and function
The way in which an object or living thing is shaped and its substructure
determine many of its properties and functions. K-2 crosscutting statements:
The shape and stability of structures of natural and designed objects are
related to their function(s).
Disciplinary Core Ideas
LS1: From molecules to organisms: Structures and processes
LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in
different ways to see, hear, grasp objects, protect themselves, move from place
to place, and seek, find, and take in food, water and air. Plants also have
different parts (roots, stems, leaves, flowers, fruits) that help them survive,
grow, and produce more plants. (Grade Band Endpoint end of grade 2).
LS1.B: Growth and Development of Organisms
Plants and animals have predictable characteristics at different stages of
development. Plants and animals grow and change. Adult plants and animals
can have young. In many kinds of animals, parents and the offspring
themselves engage in behaviors that help the offspring to survive. (Grand Band
Endpoint end of grade 2).
LS2: Ecosystems: Interactions, energy, and dynamics
LS2.A: Interdependent Relationships in Ecosystems
Animals depend on their surroundings to get what they need, including food,
water, shelter, and a favorable temperature. Animals depend on plants or other
animals for food. They use their senses to find food and water, and they use
their body parts to gather, catch, eat, and chew the food. Plants depend on air,
water, minerals (in the soil), and light to grow. Animals can move around, but
plants cannot, and they often depend on animals for pollination or to move their
seeds around. Different plants survive better in different settings because they
have varied needs for water, minerals, and sunlight. (Grade Band Endpoint
end of grade 2).
sequence enclosed and assign him or her a place in the room. When they are finished, students
will be asked to return the pictures to the Ziploc bag and place the bag on the counter. If time
allows, students who finish early may choose an apple-themed book to read from the selection
available on the counter. At the conclusion of the lesson, all students will be asked to return any
materials they have (including books) to the counter.
Management concerns
Due to the small size of the conference room, my primary management concern is that students
will have limited space for the simulation and picture sort activities. To mitigate these concerns,
it will be important to provide explicit expectations for how I expect students to conduct
themselves during the simulation. For the picture sort, I will assign students specific spaces in
the room, so that they each have a place to spread out and work without running into the issue of
students arguing over who gets to use a particular area.
b.
c.
d.
e.
Apple text exploration (for students who finish the picture sort quickly)
a. There will be a variety of apple-themed books available for students to read while they
wait for the rest of the group to complete the picture sort.
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in one of the armchairs at the perimeter of the room until they feel that they can
respectfully rejoin the activity.
Response to content of the lesson
Scenario 1: A student complains that they have already learned this material and/or that
they already understand it.
Response: Explain the importance of reviewing things so that we dont forget. Discuss how
even when we think we understand something completely, there is almost always
something new to be learned. Challenge the student to pay close attention to the activities
and try to learn something that they did not know before. Provide the child opportunities to
explain their understanding to the rest of the group; their learning will deepen through
explaining to others.
Scenario 2: A student finds the material too challenging and becomes exasperated.
Response: Provide individualized support. Ask questions that uncover the root of the
students confusion and use examples from the lesson activities to help them understand.
Scenario 3: A student is unable to complete one of the individual tasks (the simulation or
picture sort) because they did not understand or fully listen to the instructions.
Response: Repeat the instructions. Ask the student to repeat the instructions back to me to
make sure they understand. If necessary, guide the student through the activity by
providing instructions one step at a time.
Accommodations
Accommodations for students who may find the material too challenging:
Because the intent of this lesson is to reinforce material that has already been covered in the
classroom, I do not anticipate that students will find the material too challenging. The various
layers of this lesson (read-aloud, simulation, discussion, examination of apple) serve to provide
multiple avenues to understanding the content being taught. My classroom mentor and I selected
students for this small group whom we believe may have struggled to understand the process
when it was taught in class. In a way, this lesson, and the simulation in particular, serve as the
accommodations for students who may have initially found the material too challenging. As
such, this lesson is structured specifically to review and reinforce previously learned content,
thereby providing the necessary scaffolding to support these students developing understanding
of the concept.
With that being said, I understand that there is a chance that one or multiple students may still
find the material too challenging. These difficulties would likely be revealed during the
discussion following the simulation and during the picture sort. I would encourage these students
to draw from their experience with the simulation and do my best to uncover where their
confusion lies. Based on my experience working with these students, I think it is more likely that
students will understand the content but struggle to complete tasks independently. While explicit
instructions for both the simulation and the picture sort will certainly help, I believe it will be
necessary for me to give more individualized, directed instructions to some of the students in this
small group. When I see that a student is confused about what they are supposed to be doing, I
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will work with them individually to ensure that they stay on task, which will likely require me to
revisit with certain students several times throughout the independent activities.
Accommodations for students who may need greater challenge and/or finish early:
Since the majority of this lesson (read-aloud, simulation and discussion) takes place in a wholegroup setting, all students will be working at the same pace. The final activity, the picture sort, is
the only portion of the lesson where some students may be finishing earlier than other students.
For these students, I will provide a variety of apple-themed books that they may read while they
wait for everyone else to finish. I considered providing a more structured activity for students
who finished early, but given the nature of the picture sort, which does not involve a written
component (often the biggest time factor in activity completion times in my classroom), I do not
believe there will be a significant time gap in the amount of time it takes students to finish the
activity. Additionally, I do not want students to begin a task that they will not have time to finish,
which I would foresee happening given the time constraints of the lesson.
Although the students chosen for this small group were chosen because my classroom mentor
and I believe they would benefit from revisiting this material, it is possible that there will be one
or multiple students in the group who understood the content when it was taught in class and do
not find the material challenging enough. I will provide these students with a greater challenge
by giving them opportunities to articulate this understanding to peers during the whole-group
discussion. I believe that it is much more cognitively challenging to explain something to
someone else than it is to merely understand something, so the discussions we engage in should
provide these students with the appropriate level of challenge. Furthermore, my individual
conversations with these students during the tasks would include questions that require them to
go beyond understanding by utilizing inference, prediction and analysis.