Professional Documents
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Science Lesson E-Unit
Science Lesson E-Unit
Science Lesson E-Unit
II. Management
• Materials:
o Potted plants
▪ One dead/dying
▪ One alive/blooming
▪ Seeds
▪ Pots
▪ Soil
▪ Fertilizer
▪ Watering Can
▪ Window
o Plant Observation Journals
Marina Brandle Science
Mrs. Slater 2nd grade
o Anchor Chart(s)
o Markers
• Time: 3-4 weeks
o Anticipatory set: 2 minutes
o Mini Lesson: 5-10 minutes
o Observations: 1-3 times a week, depending on plants’ development. For each
major change, they will write a journal entry along with the basic recording (as
seen in attached worksheet)
o Closure: 10-15 minutes
• Space:
o Students will be seated at their desks unless otherwise instructed.
o When given instructions to do so, children will be out of their seats observing the
plants we’ve placed in the classroom.
• Behavior:
o Students will be given one verbal warning prior to further action.
o Students will be reminded of Clip Chart if behavior becomes problematic.
o “I’m waiting,” or “I’ll wait,” can be stated firmly to remind students to stop talking
and focus their attention on me.
III. Anticipatory Set
• I will bring in two potted plants, one alive and blooming and the other dying and
shriveled.
o “I planted these plants from seeds and they grew and grew and grew! I was so
excited—but then, this one started to look kind of sad. The next thing I knew, it
was dying and I tried giving it more water. Then I thought maybe I watered it too
much, so I didn’t give it any water. Now, here we are and I have a dead plant. I
realized that I didn’t put very much effort into taking care of these plants. I
thought I could bring them into our classroom today and show you the problem I
was having. I believe that working together we could get better results than I got
all by myself. What do you think?”
• For writing, sentence clozes and prompts will be used to better enable students with
writing difficulties to participate in the journaling activities.
• For some students, I might walk them through the questions one by one so that they can
articulate their answers directly to me, considering they may not be able to communicate
it well in writing. If necessary, they could also use a program like Clips to record their
answers.