TCNJ Lesson Plan

Observing Pine Cones

Student Name’s: ​Emma Lamperti

School Name: Lawrenceville Elementary School
Grade Level: ​ Pre-K
Host Teacher’s Name:​ Katie Bergan

Guiding and/or Essential Questions

- What does observation mean?
- How can we think and talk like a scientist?
- What are the different parts of a pine cone?
- Why do pine cones open and close?
Student Prior Knowledge
- While students may have no prior knowledge on the subject of pine cones, they have
participated in multiple observation based activities/lesson. They have used words such
as “I observe ______ “ and used the sentence starter “I observe ______” before.
Standards

- Science:
- 5.1.3 Use basic science terms (e.g., observe, predict, experiment) and
topic-related science vocabulary (e.g., words related to living things [fur, fins,
feathers, beak, bark, trunk, stem]; weather terms [breezy, mild, cloudy, hurricane,
shower, temperature]; vocabulary related to simple machines [wheel, pulley,
lever, screw, inclined plane]; words for states of matter [solid, liquid]; names of
basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier]).
- 5.1.4 Communicate with other children and adults to share observations, pursue
questions, make predictions, and/or conclusions.
- 5.1.5 Represent observations and work through drawing, recording data, and
“writing” (e.g., drawing and “writing” on observation clipboards, making
rubbings, charting the growth of plants).
- Language Arts and Literacy:
- 3.1: Children listen and respond to environmental sounds, directions, and
conversations.
- 3.2: Children converse effectively with different audiences in their home
language, English, or sign language for a variety of purposes related to their
experiences.
- Social Emotional:
- Standard 0.1: Children demonstrate self-confidence.
 - Standard 0.2: Children demonstrate self-direction.
- Standard 0.4: Children exhibit positive interactions with other children and
adults.
- Standard 0.5: Children exhibit prosocial behaviors.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will use words associated with the parts
of a pine cone (open, closed, seed, scale) make
observations about the pine cones they are
looking at.
Students will take turns speaking and listening.
They will speak only when they have the
magnifying glass mediator card, and listen when
they do not have that card.
Students will write about and draw a picture of
an observation they make about a pine cone
using the sentence starter “I observe … “.
The teacher will listen to students observation of
the pine cones, specifically listening for
statements such as “I see a scale/seed.” or “This
pinecone is open and this one is closed!”
Teacher will sit at the tables with the small
groups and mediate their conversation. Teacher
will offer reminders if necessary, such as
reminding the students that they can only talk if
they have the magnifying glass mediator card.
Teacher will monitor students while they write
about and draw a picture of their observation.
They will make sure students are using the
sentence starter “I observe…”, proceed to write
down their observations and draw a realistic
photo. The teacher will offer support and
prompting if necessary.

Materials/Resources:
- Pine cones
- Pine cone Powtoon (​https://www.powtoon.com/embed/evoKs88zw5o/​)
- Mediator card (magnifying glass)
- Bell
- Scaffolded writing paper
- Crayons/pencils
- Whiteboard and markers

Step by Step plan:

 1. Lesson Beginning: T ​ eacher will call students onto the carpet and perform an attention
focusing fingerplay. Then, the teacher will explain the concepts of observation and
thinking like a scientist to the students. The teacher will then show the students the
powtoon video about pine cones. Once the video has concluded the teacher will model
making observations of a pine cone with one of the students. Then, the teacher will send
students to their seats and they will begin working. Emma, Katie, Pam and Stacey will
each be running a small group.
a. Model example: Pick up pine cone and magnifying glass mediator. Model the
language the students will be expected to use, “Hmmm, I observe the scales of the
pine cone and I notice that the pine cone is open!” Then, briefly model what
recording the data looks like (drawing a picture, drawing lines, writing words on
the lines).
2. Group Observation Activity: ​Students will go around the table and make observations
about a pine cone. Only the child with the mediator card may speak during this portion.
The teacher will prompt them to use the sentence starter, “I observe…”. If students agree
they can use the “connection” sign to show their peers. After every child has verbally
explained what they observe the teacher will hand out scaffolded writing sheets and
crayons. Students will draw a picture of what they observed and write their message at
the bottom, “I observe _____”.
3. Closure​: Students will read their paper to the teacher and then be sent to the carpet to
read a book/do a puzzle until it is time to go to art at 1:40.

Key Questions:
- What does observation mean? How do we make observations?
- What are the different parts of a pine cone?
- Why do pine cones open and close?
- What do we observe about the pine cones?
Key Vocabulary:
- Seed: part of a pine cone that grows a new pine cone.
- Scale: part of the pine cone that protects the seed.
- Open pine cone: a pine cone that is ready to spread its seeds; this happens in the spring.
- Closed pine cone: a pine cone that is protecting its seeds from harm; this happens in the
winter.
Logistics:
Timing:
- Lesson beginning: 10-15 minutes
- Observation activity: 15-20 minutes
- Closure: untimed
 Transitions:
- Students will be called onto the carpet by teacher and do a song/fingerplay.
- After the teacher goes over the parts of a pine cone, shows the video and models
how to make observations the students will be dismissed from the carpet into
small groups at the tables.
- Students who finish early may play with puzzles/ read books on the carpet until
art.
- At 1:40 students will be called to line up for art.
Classroom Management:
- “1, 2, 3 eyes on me, 1,2 eyes on you” or “macaroni and cheese, everybody freeze”
will be used if students begin to lose focus.
- Bell will be used to quiet students and focus their attention back to the front of the
class.

Differentiation Notes
- Students who have difficulty focusing will sit up front near the teacher.
- Shy students, or students who get nervous from talking will be paired with a
teacher/assistant or a student they feel comfortable with.
- Students with processing needs may be asked questions one on one in order for them to
be able to hear the question and answer it.
- EW will have help from his 1-1 if needed.