Student Teaching Lesson Plan #2

(ECE – PreK to 2nd Grade)

AGE GROUP/GRADE LEVEL: Pre-Kindergarten/ 4-5 Years

CURRICULAR AREA: Science
DEVELOPMENTAL SNAP SHOT/PRIOR KNOWLEDGE: The students have been focusing on seeds,
flowers, and the overall concept of planting for the past two weeks now. The daily activities have consisted of
cutting practice, playdough mats, crafts, sensory bins, and more that revolve around planting, the life cycle of
a plant, and the exploration of seeds. In addition to our classwork, we have planted seeds outside in the school
garden pots, as well as individual flower pots in the classroom. Each student has their own plant to observe
everyday and draw+write notes about in their plant journals. So far, we have eben able to observe sprouts in
our classroom plants and water them, as well as go outside to our big plants and water them during recess.
Prior to planting these community flowers, the students were able to weed the dirt and really explore the
nature around them. For the most part, our students have grasped the concepts and are excited to learn all
about nature and the importance of plants.
STANDARDS
 Illinois Early Learning and Development Standards:

o 1.B.ECb: With teacher assistance, participate in collaborative conversations with diverse partners

(e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.
o 12.A.ECa: Observe, investigate, describe, and categorize living things.
o 12.C.ECa: Identify, describe, and compare the physical properties of objects.

LEARNING OBJECTIVES
 The children will be able to identify and match at least one picture of seeds to their correlating plants.
 The children will be able to recognize the physical differences between the seeds and plants.
 The children will actively participate in the lesson and discussion.
CLASSROOM ENVIRONMENT
The lesson will take place during the hybrid teaching time of the day, between 11am and 12pm. The second
teacher, who is working from home, will continue being in charge of the remote portion/technological
portion. We will begin class as usual, singing the hello song, going through the number cards, and such.
Then, we will begin a short lesson on seeds and plants. I will share the materials I have and continue on with
the lesson.
 Materials/Resources:
o Slides with seeds and their correlating plants
 Technology:
o iPads/Computers
o Google Meet
INSTRUCTION
 This will be a whole group activity with our in-person students and remote learners. We typically
have 4 students inside of the classroom and 6 online, however we typically do not have everyone at
once.
 Introduction (Lead-In; tie this to the Learning Objectives): I will be leading this lesson by discussikg
the lessons we have previously had regarding plants and seeds. We can focus on the process of our
individual plants. Then, I will go through each plant and show the picture of its seed, while having
the name of the plant on there for recognition. Afterwards, each child will have the opportunity to
match each plant/seed.
 Step-By-Step Procedures and Learning Activities: (What does the teacher plan to do and how will
instruction be differentiated to address varying learning styles and abilities of the children?)
 Adaptations for children
 ELL: I will ask our ELL student if he knows certain words in his home
language. I will provide him with additional support if by chance he cannot
 say certain words.
 Gifted (advanced): N/A
 Special needs: N/A
 Behavioral and/or attention support: I will have the assistant teacher sit by
our one student who requires attention support just to ensure that he stays
on task and has the one-on-one attention that he needs.
o Academic Language or new Vocabulary to be introduced or practiced (explain how it will
be used during the lesson):
 The following vocabulary will be used throughout our activity as we first discuss
what each plant/seed is, and then match them up:
 Plant/Seed
 Acorn/Oak Tree
 Sunflower/Sunflower Seed
 Corn/Kernel
 Pumpkin
 Dandelion
 Apple
 Watermelon
 Cherry Blossom Tree
o Critical thinking questions to ask:
 Which plant does this seed remind you of?
 Do all seeds produce small plants? Are some big?
o Managing the lesson
 I will do my best to keep the in-person and remote kids interested and on task.
Ideally, this activity should be perfect for having all of our students engage in
seed/plant review, particularly because we have been focusing on it for a while
now. I will use attention grabbers, as well as make sure I am giving everyone a
chance to speak and participate.
 Closure (should reflect the introduction): 
o Now that we have gone through and paired the seed to its plant, and vice versa, I will
reirerate which seeds and plants we talked about and how plants grow from trees. We can
mention again what a seed needs to be able to grow and conclude our lesson.
ASSESSMENT
 The assessment for this activity will consist of a simple rubric where I will check off whether or not
children hit each of the three objectives. (Will attach example of rubric)
PLANNING FOR THE NEXT LESSON
 Feedback
o I will give each student as much verbal feedback as I can. This will happen particularly
during the matching portion itself when each child receives a chance to share and find a
matching pair of seeds and plants.
o The types of feedback I will give will revolve around whether or not the match they made is
correct. I will redirect if their answer is incorrect and we will work it out together.
 Planning for the next lesson:
o The classroom will continue learning about plants throughout the next few weeks, especially
while they continue observing plants inside of the classroom and outside in the garden. For a
quicker inclusion of what we learned, we will be working on a plant and seed matching
game during center time with our in-person kids the day of the lesson, as well as bringing
the matching game out multiple times in the coming days.
o I will be watching to see which children are having a difficult time with the content I am
teaching. If it is tricky for them to pair items together, I may try to minimize the amount of
pairs I have pictured on one page. Additionally, I could intorduce different types of plants
 for another activity. I could adapt the activity to be hands-on materials and not virtual.
o Based on how the lesson goes and what the assessment analysis will look like, I could
change the way I introduce the topic or how in-depth I may go showing the differecnes
between each type of seed and plant. Additionally, I could put the children into groups or
even work with them individually to ensure that they understand the concepts I am trying to
convey.