“The Carrot Seed”

Name of Student Teacher/Intern: Nailea Pena

Date: Thursday December 5, 2019

School: Chavez Elementary

Grade Level: Transitional Kindergarten

Supervisor: Barbara Taylor

Central Focus of Lesson/Learning Segment, or Students will be able to tell the life cycle of a
“Big Idea” plant.

Time Allotted for Lesson: 25 minutes

California Content Standard (s) Being K-LS1-1. Use observations to describe

Addressed: patterns of what plants and animals (including
humans) need to survive. [Clarification
Statement: Examples of patterns could include
that animals need to take in food but plants
do not; the different kinds of food needed by
different types of animals; the requirement of
plants to have light; and, that all living things
need water.]

Materials and Resources: “The Carrot Seed” by Ruth Krauss,

Crayons/Pencils in color caddys, gluesticks,
scissors, life cycle worksheet, cutouts

Academic Learning Objective: The students will be able to tell the life cycle
of a plant and in what order, learning how to
 sequence.

Prerequisites (what activities/events were We have read this book before and done
conducted before this lesson): different activities on it but never talked about
the life cycle of the plants, students know how
to do sequencing worksheets.

Key Modifications and Accommodations based Tiago will be able to sit in a chair while the rest
on IEP/504, or for students who require of the students are on the carpet so that he
additional support: can be safe and focus better, repeat directions
and help as needed.

ELD Content Standard by Proficiency Level(s) Part I: Interacting in Meaningful Ways

(if applies)
A. Collaborative

1. Exchanging information and ideas with

others through oral collaborative
conversations on a range of social and
academic topics

2. Interacting with others in written English in

various communicative forms (print,
communicative technology, and multimedia)

To check for understanding the students will

be asked what the order of the life cycle is,
Assessment/Evidence of Learning (check the
students will be given the opportunity to
space, describe the assessment and purpose):
complete the worksheet, proving that they
___ Formal Formative know the order of the life cycle, during table
time students will be asked what comes next
_x_ Informal Formative and why by the teachers, this will show their
understanding and whether or not they were
___ Summative

Lesson Body (modeling, guided practice,
frequent checks for understanding)
Differentiation/Multiple Means of Expression
(how are you offering students options to
demonstrate they achieved the objective?)
paying attention.
7-10 minutes
Students will sit in their learning spots on the
rug, I will do different attention getters to
make sure that I have their undivided
attention, I will proceed by asking them if they
remember reading this book and what it was
about. Then I will go through the pages
showing them the growth of the carrot plant
as I put up the cards of the names with
pictures. I will proceed to read the story.
5-7 minutes
I will then introduce the worksheet asking
students to come up to help me put them in
their correct order, a way of assessing them as
well, then students will be dismissed to tables
by rows.
5-7 minutes
Students will write their names, color pictures,
cut out and then stick on the paper, when all
done we will collect papers and go through
the cycle one last time together at their tables.
Students will be able to say what they think
comes next by raising their hands or saying it
out loud as a group. Students will also be able
to demonstrate their understanding of the life
cycle worksheet.
Lesson Closing (review and Students will sit at their assigned seats where
formative/summative assessment): they will do the life cycle worksheet as the
teacher goes around checking for
understanding.

Academic Language: Life cycle, Seed, Sprout, Seedling, Plant,

Flower

Reflection and Next Steps: Reflect on the steps of the plant life cycle,
then follow it with an activity on the life cycle
of a tree so students can see differences and
similarities.

Homework (optional): No Homework.

Comments/Concerns: No Comments.