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Amanda Brown

Flowers Looking For Pollination

VITAL INFORMATION

Total Number of Students: 20 - 12 Female 8 Male

Areas Students Live In: Suburban Marin County

Free/Reduced Lunch: 25% of Classroom

Ethnicity of Students:

● African American/Black - 2

● American Indian/Alaskan Native - 1

● Asian/Pacific Islander - 3

● White - 9

● Hispanic/Latino - 5

● Other - 0

English Language Learners

● 3 Hispanic/Latino

● 1 Asian/Pacific Islander

Students with Special Needs

● 1 - ADHD

● 1 - Student at risk of failing

Subject: Science and Mathematics

Topic or Unit of Study: Interdependent Relationships In Ecosystems

Grade/Level: 2
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Big Idea & Essential Questions

Students will be learning about interdependent relationships in ecosystems specifically

through the process of animal dispersing and pollination of plants.

This lesson is the evaluation lesson of the unit in which students will use their prior

knowledge of pollination and dispersing to create a picture/bar graph.

Learning Outcomes

1. Students will be analyzing and interpreting data about bee pollination.

2. Students will demonstrate ability to develop and use models to create a picture

and/or bar graph to represent the data.

3. Students will be able to obtain, evaluate, and communicate information using a

graph to and create conclusions.

Summary

Students will be gathered together to interpret the information that has been previously

learned through the engagement lesson about the overall dispersing and pollination

process. Teacher will overview the integrated Physical Education lesson that helped

students understand the number of times pollination occurs. Students will use their

understanding of the previous lessons to use the provided data to show a picture/bar

graph. Students will express understanding by their ability to accurately describe and

create a graph.

Standards

2-LS2.2 Develop a simple model that mimics the function of an animal in dispersing

seeds or pollinating plans.

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2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data

set with up to four categories. Solve simple put-together, take-apart, and compare

problems using information presented in a bar graph.

ASSESSMENTS

Assessment/Rubrics

1. TTW assess student ability to analyze and and interpret data using a bar/picture

graph by looking at the student developed graph.

2. TTW assess student understanding by walking around classroom and listening in

on conversations during assignments, asking open ended questions such as “How

did you get this?”

3. TTW informally assess student understanding by the pre and post conversations

that occur whole group and in pairs.

4. TTW will assess lesson ability to integrate the TRU Domain aspect of “Equitable

Access to Content” to ensure that all students regardless of ability or background

have equal access to support all student growth and learning.

MATERIALS AND RESOURCES

Instructional Materials (handouts, etc.)

● Paper - Graph

● Pencils / Colored Pencils

● Handout on number of bee pollinated flowers/plants

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IMPLEMENTATION

Sequence of Activities

1. Teacher will bring the students to the rug area for discussion of the upcoming activity.

2. TTW say something such as “Good morning everyone! This past week we’ve been

learning all about pollination and bees and we’ve been able to play some fun games like

our cheeto art project, and our outside races which we pretended to be the animals

pollinating, so today, I want us to show our knowledge and present it in a graph”.

3. TTW ask students to recall the prior learning of graphs and ask what types of graphs we

may use. Teacher will say “I want everyone to think of the type of graph they think will

be the most useful” (​Critical Thinking​)

4. Students will think silently alone, then teacher will have students, “think, pair, share”

(​Collaboration​).

5. TTW call on students who want to share, writing down all ideas on the board without

filter.

6. TTW then ask students to think again about the types we’ve written down, and then have

a whole class discussion about the types they could use. ​Teacher will try to influence

students towards bar/picture graphs. ​(​Collaboration​).

7. TSW participate in group conversation (​Collaboration​).

8. TTW close conversation, by showing students pictures of different bar graphs using iPad,

teacher may say, “We’ve all come up with such good ideas! Let’s look at these projected
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pictures, and can anyone give me a quiet hand and remind me of the parts we need to

include to make our bar graphs amazing!” (​Media/Technology​).

9. TSW raise quiet hands and wait for teacher to call on students.

10. TTW write down student responses (​Critical Thinking​).

11. TTW introduce the materials, showing all students the chart showing the number of bees

and the corresponding flower.

12. TTW ask students to use the chart to then graph the information

13. TTW transition students by saying, “When I say “Pollination”, let’s all get up and buzz to

our tables and get working!”.

14. TTW say “Pollination”.

15. TSW move from the rug area to their tables and take out their materials.

16. TTW encourage students who are stuck to ask a friend for help (​Communication​).

17. TSW return to their desks, gathering the materials they will need for the creation of the

graph (​Creativity​).

18. TTW walk around as students are completing their graph - answering questions - being

slightly open ended as to not give students direct answers.

19. TTW listen for students who are feeling stuck, and make observation of students who

seem to be asking for more understanding on how to do it.

20. TTW give students 5-3-1 minute warnings before transition back to the carpet.

21. TTW transition the students back together, for end of lesson debrief on the carpet with

their graphs by saying, “Bzzz, busy bees, you’ve been so busy, but now it’s time for us to

clean up our materials and buzz back to the rug area, please bring your graph with you!”
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22. TSW clean up their work area and move to the rug area brining their bar graph with them.

23. TTW ask students once at the rug area, “Everyone hold up your graph, and let’s look

around at our friends pictures, what can we learn from these?” (​Creativity​).

24. TTW give wait time for students and have another “think, pair, share” (​Communication​).

25. TSW share with their partners and then share out to the group about their findings

(​Communication/Critical Thinking​).

26. TTW ask students furthering questions such as “which flower was the most liked by the

bees?” (​Critical Thinking​).

27. TSW share out again (​Critical Thinking/Communication​).

28. TTW continue conversation - allowing for all students who are eager to share to do so.

29. TTW continue to ask furthering questions to reach more student participation.

30. TTW transition the students (for recess) by having students “buzz to turn in your bar

graph” if you are wearing (a specific color). Teacher will dismiss students by color of

article of clothing.

Grouping Strategies

Whole: Students will be in whole group during pre-lesson discussion and post lesson

discussion.

Small: Students will be in small groups for “think, pair, share”. Students will also be

grouped at their tables and have the opportunity to share with each other to further

understanding.
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Individual: Students will work individually on their own graphs, with encouragement to

connect with others if in need of support.

Differentiated Instruction

ELL: For English Language Learning students, the teacher will have the charts with

flower and bees available with pictures to make it visual. Teacher will provide numerous

opportunities for students to share with each other, and show pictures of the types of

graphs students develop during pre-lesson discussion.

ADHD: For the student with ADHD, teacher will have opportunities during transitions

for students to move, and dependent on student energy and even class energy, teacher

may add more complex movement for the students to perform during transitions.

At Risk of Failing: For the student at risk of failing, teacher will make sure to encourage

all students who are unsure to discuss with their table groups for further instruction. The

teacher will also give students opportunities to discuss strategies in small group prior to

assignment and during assignment. Teacher may give student hints/a pre constructed bar

graph to start.

REFLECTION

Prior to Lesson

Prior to the lesson students have been engaged in numerous activities learning about the

general topic of pollination and then moved into the specifics of bees and how/what they

pollinate.
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Prior to the lesson students have been introduced to graph types, and have practiced the

basic elements that are involved in a bar graph.

Post-Lesson

Teacher will look at student graphs and assess.

Teacher will also informally assess based on communication throughout the lesson if

more instruction is needed, or if the concept was grasped by the students.

Below is the Chart that students will be using to create their bar graphs, provided by the

“California Academy of Sciences” - Data Collection Sheet on Pollination