Plans for Learning Segment 1: Plant to Seed Book

Pre-kindergarten: science, art, literature and language development

I. Title – Parts of a Plant book
II. Objectives –
a. Students will be able to match the parts of a plant to the pictures with
teacher assistance.
III. State/Common Core Standards-
a. A. 12.A.ECb Show an awareness of changes that occur in oneself and
the environment.
i. Identify and describe the different structures of familiar plants and
a greater range of animals (e.g., explain that plants have leaves,
stems, and roots and that fish have fins and gills)
b. 6.A.ECd Connect numbers to quantities they represent using physical
models and informal representations.
c. 12.F.ECa Observe and discuss changes in weather and seasons using
common vocabulary.
d. 12.B.ECa Describe and compare basic needs of living things.
IV. Instructional Strategies & Learning Tasks:
a. 10:00-10:05- I will ask the students how the weather is changing.
i. Is the weather getting warmer or colder?
1. Most of them will say warmer and fan themselves or blow
wind because when we do our letter cards, there is a
picture of wind next to the letter “W”. They have also been
confused with the weather since one day it has been cold
and the next it’s been warm.
ii. Is it raining more? Why do you think so/not?
1. Most students will say yes because we haven’t been able
to go out for recess for a couple days.
iii. What do you notice about the flowers? Is the grass changing
colors? What was it before? What is it now?
1. Most students will say they are starting to grow because
they see the grass changing colors and the plants breaking
through.
b. 10:05-10:15: I will read the book, “Seed to Plant” by Kristin Baird Rattini. I
will read the following parts from the book: parts of a plant, how does a
plant begin, a plant grows, and what a plant needs to grow.
c. 10:15-10:20: We will have a class discussion about what plants need to
grow and the parts of a plant. We will label a diagram of a plant as a
class.
d. 10:20-10:25: After the class discussion, we will talk about how the parts of
a plant are similar to our body parts.
i. Backbone - stem
ii. Feet - roots
iii. Hands - leaves
iv. Head – bulb
V. Assessment:
Participation Identified Plant Part Found Similarities

Student 1
 Student 2

Student 3

Focus student 1

Student 4

Student 5

Student 6

Student 7

Focus student 2

Student 8

Student 9

Student 10

I will be using this chart as a formative assessment tool and summative assessment
tool. When I use the chart as a formative assessment, I will be recording participation in
our class discussion, the student’s ability to identify plant parts after reading the story
and finding the similarities between their bodies and the plant parts. A formative
assessment allows the teacher to “monitor student learning to provide ongoing feedback
that can be used by instructors to improve their teaching and by students to improve
their learning”(Eberly, 2008). During our class discussion at the beginning of this lesson
when I am reading the book, I will keep track of who participated. For the students who
participate, I will put a star by their name on the class list. Evidence of student learning
can be in the form of participating when asked to identify the plant part after the story or
answering questions through the story during the group discussion. By using this chart, I
can add anecdotal records of what the students are saying and make note of any
confusion during this lesson. I will then talk to the students weren’t paying attention
during the lesson as a way to reinforce the material. If they aren’t actively engaged
because they aren’t paying attention or they are talking to a friend, I will put a dash by
their name. I will also write what the students are doing instead of following the
directions. Another way students will be assessed is if they are able to find the
similarities between plant parts and our body parts on the chart. For example, the
backbone is similar to the stem of the flower because it keeps it straight just like our
backbone keeps us straight. Feet are similar to roots of a flower because both parts are
needed to remain grounded on land. Hands are like the leaves because they come out
of a person like leaves come out of a flower. The bulb of the flower is similar to the head
because it sticks up above the surface.
I will use this chart as a way to gage if the students are meeting the learning
objectives for this lesson. As I take notes during this assessment, I will be able to review
what material the students are absorbing or missing. The summative assessment will
allow me to reiterate the information from this lesson as a starting point for my second
lesson. Students will also apply their knowledge and vocabulary of plant parts to the
lessons the following day. I will use both informal (the chart and by keeping anecdotal
records) and formal assessments (reviewing plant parts and numbers) to gather data.
Both of these methods will tell me to what degree students are meeting the learning
standards and objectives laid out in this lesson plan.
VI. Materials and Accommodations:
a. Materials:
i. Rattini , K. B. (2014). Seed to Plant. Washington D.C., D.C.:
National Geographic Partners.

ii. Whiteboard and markers

3. Plant Part Diagram Review, T. E. (2013, June 02). Printable

Science Worksheets. Retrieved April 03, 2017, from
https://www.pinterest.com/pin/344455071470146286

b. Accommodations:
 i. For the students that need more suppor5t, I will give them simple
directions one step at a time and demonstrate what I want them to
accomplish. I will say the directions for the activity before we start.
ii. For the students that need more support, I will say the directions
aloud and also write them on the board using pictures as I go. I
will point to the words as I read the directions in order for the
students to make the connections between letters and their
sounds. I will also review the directions before they start their
pictures.

Plans for Learning Segment 2:

Pre-kindergarten: Number recognition, number sense and one-to-one
correspondence
I. Title- Flower Counting Mats
II. Objectives-
a. Students will be able to recognize and verbally identify numbers 1-10
using a manipulative.
b. Students will be able to connect the manipulative to the quantity.
III. State/Common Core Standards-
a. 6.A.ECd Connect numbers to quantities they represent using physical
models and informal representations.
IV. Instructional Strategies & Learning Tasks-
a. Preparation: I will laminate 10 pictures of plants with a written number (1-
10) in the middle. Each plant mat will have a different number ranging
from one to ten written in the middle. The objective will be for the students
to match the number of erasers to the number written on the mat.
b. 9:20-9:25: I will pull a group of two students to work with during center
time. We will verbally review our numbers 1-10 using our fingers and
number cards. I will ask them to count the plant parts before starting the
activity.
c. 9:25-9:30: I will explain the directions to my small group of two students.
i. I will give each student a flower mat with a number in the middle.
During this activity, students will place the number of flower
erasers on the mat that matches with the number in the middle of
the mat. When they successfully match the number of erasers to
the number in the middle of the mat, I will give them a new
number mat.
ii. 9:30-9:40: The students will play the matching game.
iii. 9:40-9:45: When the students finish, we will again count to 10
using our number cards. I will have the students identify the parts
of a plant using plant pictures and an actual plant. I will ask them
to count the number of leaves, roots, pedals and stems in front of
them.
1. Since the students might not get through all the mats, we
will go over all the numbers while using the manipulatives
and reviewing the plant vocabulary from segment 1.
V. Assessments
Counted Plant Parts Know their Numbers Number said
instead
Zane

Jaxon

I will have a name chart with the students’ names on it. I will keep track of the
numbers the students know. For each number of erasers that the student can match
to the number in the middle of the mat, I will give them a check by their name. I will
record the numbers the students get incorrect by writing which number they did not
recognize so we can review it later. I will write down the number they said instead of
the correct number on the match. This tool will serve as an informal assessment
because it helps me keep track of student learning and progress in the small group
setting. Informal assessment is “content and performance driven”(Weaver,2017).
This assessment will record student participation and involvement throughout the
lesson. I will use this chart as a summative tool review what number and plant parts
the students still need to work on.
This lesson builds on lesson 1 because the students are using their new plant
part vocabulary along with developing their rote counting of the plant parts. First
students will count their plant parts. This will help review the numbers one through
ten, which they have been working on. They will get a star by their name if they
sequentially counted. Next, if the students are able to orally identify the plant parts,
they will get a checkmark. After merging these two content areas, students will play
the number mat game to reinforce plant part vocabulary and counting. The goal of
summative assessment is “ to evaluate student learning at the end of an instructional
unit by comparing it against some standard or benchmark” ( Eberly, 2008).
Additionally, this tool allows me to collect evidence to see if the students are meeting
the standards and objectives for the lessons.
VI. Materials and Accommodations:
a. Materials:
1. Levin, V. (2010, February 11). Spring Theme Activities in Preschool. Retrieved
March 30, 2017, from http://www.pre-kpages.com/plantseed/

2. Flower erasers
3. 2 Different Types of Real Plants

4. Pictures of plant parts

i. Pedals

ii. Leaves
iii. Stem

iv. Seeds

v. Soil

v. Roots
 5. Black Sharpie

5.Number Line

a. Accommodations:
i. For the students that need more support, I will give them simple
directions one-step at a time and demonstrate what I want them to
accomplish.
ii. For the students that need more support, I will also review the
directions before their start the activity.
iii. For the students that need more support, I will have a number line
if they need help identifying the number. I will let them point to the
number and I will say “ That is number three (3)”.

Plans for Learning Segment 3:

I. Title Plant Part Bingo
II. Objectives-
a. Students will be able to recite numbers 1-10 orally.
b. Students will be able to identify the plant part words to its correlating
picture.
III. State/Common Core Standards-
a. 6.A.ECf Verbally recite numbers from 1 to 10.
b. 6.A.ECd Connect numbers to quantities they represent using physical
models and informal representations.
IV. Instructional Strategies & Learning Tasks–
a. 9:20-9:25: We will verbally review our numbers 1-10 by using our number
cards and fingers.
b. 9:25-9:30. I will explain and demonstrate the directions.
 i. The two students I will be working with will match the plant part or
what is needed to make a plant grow to the picture in the bingo
game. I will say the part of the plant or what is needed for a plant
to grow and the students will try and find it on their bingo board.
c. 9:30-9:37: We will play the game. Since I will be sitting with the students
during this activity and calling the plant parts out, I will monitor the
students while they find the picture on the bingo card, I will also be able to
gauge time. When the students are done, I will ask them to touch their
finger to their nose so I know to say the next plant part.
d. 9:37-9:40: As a group, we will count the bingo spots we covered in order
to review our numbers and plant parts.
V. Assessment:
Correct identified plant parts Participated

Zane

Jaxon

I will have one chart with the students’ names on it. I will use one column to keep
track of which parts they could identify on the bingo board. For the other column, I will
keep track of if the students who participated in the bingo game. As a culmination of my
three learning segments, students will be asked to play a plant part bingo, which allows
the students to apply their knowledge to the plants they will see in the real world along
with reinforcing counting skills. When students verbally recite their numbers, they will get
a star by their name. It is also important for students to represent quantities to physical
models. I will gage their progress when they can identify the plant part on the Bingo
game. I will record evidence of learning in this small group setting, which will allow me to
target the specific skills that the students are struggling with. Evidence of learning will
allow me to see how they worked independently on identifying the plant parts and
counting in this activity. Evidence of learning is defined as any concept or strategy that
is derived from or informed by objective evidence””(S. Abbott 2014). This summative
chart will act as a tool which tracks progress throughout my three lessons.
Before starting the Bingo game, students will recite numbers one through ten. They
can use their fingers or the number line on their table to help them. I will have cards with
the words that correlate to the different plant parts or what a plant needs to grow. Once I
read the word on the card, I will show the card. Students will then identify what the word
is and find it on their bingo card, For example, if I say the word “ stem” students must
recall what the stem looks like and identify that picture on their Bingo board. After the
students find all the parts of the plant or what is necessary to make the plant grow, we
will count the number of spots they filled to reviewing counting skills. We will also review
our plant parts at the end of the lesson using the pictures on the Bingo board.
VI. Materials and Accommodations:
1. Cox, K. (2017, February 26). Alphabet Letter Identification Activities. Retrieved
March 30, 2017, from http://www.prekinders.com/alphabet-letter-identification-
activities/
Activities , E. (2003). BINGO Card Maker . Retrieved April 01, 2017, from
https://eslactivities.com/pbingo.php?fileID=3d76f5ddd582210fcdead824ccf41773
&step=2&back=1
2. Caller cards with Plant Part Words
a. Petal

b. Leaves

c. Warm temperature
d. Stem

e. Seeds

f. Rain

g. Soil

h. Sun
 i. Roots

3. Flower erasers

4. Whiteboard and Markers

a. Accommodations:
 i. For the students that need more support, I will give them simple
directions one-step at a time and demonstrate what I want them to
accomplish.
ii. For the students who need extra time to finish this activity, I will
give them five more minutes to find the picture.