Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Bailey Riddick Grade-Level: 1st Lesson Date: 3/30/22

Title of Lesson: Plants (Soil) Cooperating Teacher: Valori Justiss

Core Components
Subject, Content Area, or Topic
Science
Student Population
25 students (13 boys, 12 girls)
1 IEP student (Speech)
Learning Objectives
TSW…..
- Understand that plants have different structures (stem, root, leaves, and flowers)
that help it live in their environment
- Determine what plants need to survive (water, light, air, and space)

Virginia Standard(s) of Learning (SOL)

1.4 The student will investigate and understand that plants have basic life needs and
functional parts and can be classified according to certain characteristics. Key concepts
include
a) plants need nutrients, air, water, light, and a place to grow
b) basic parts of plants; and
c) plants can be classified based on a variety of characteristics

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
- Access to internet/smartboard
- And Then It’s Spring
- Potting soil, Clay, Playground soil, Sand
- Experiment Worksheet (Which Soil Works Best?)
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
 X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Process Components
5 min. *Anticipatory Set
TTW read And Then It’s Spring (used throughout instructional input)

~1 *State the Objectives (grade-level terms)

min. I CAN…….
- Know that plants need to live and grow
- Understand the different parts of a plant and how important each part is to
help the plant live and grow
10 *Instructional Input, Modeling, or Procedures
min. TTW review with students on prior knowledge and what they have been learning this
week.
TTW introduce the science experiment the students will do in class on soil.
- First, discuss the importance of soil for plants (Turn and Talk)
TTW read And Then It’s Spring to the students, stopping at certain points and asking
questions about the surroundings of the illustrations. (ex. “What season are we in at
the start/end of the book? How do you know?” “Why do you think the boy is worried
about the seeds?”
- TTW then talk about soil being an important part of the growth of the plant.
Where the seed is planted or growing matters!
TTW introduce the experiment. TTW prep 4 different soils for the seed to be planted
(Playground soil, clay, potting soil, and sand).
TTW ask each row to stand to view the soils at the front of each from TSW walk and
see each soil, noticing how it compares with the others. TSW talk with their
neighbors about what each soil looks like (Turn and Talk). Each student will receive
a Which Soil Works Best? Sheet to fill out their predictions.
- The soil experiment will continue into the next week
>5 *Check for Understanding
min. Continue to ask if the students understand the content and ask students questions to
get an idea of their mastery of understanding.

Scaffold and ask questions to get immediate student understanding.

 A pre-assessment will be given to access understanding of previous content
5-10 *Guided Practice
min. TTW guide discussion about the importance of soil. TTW guide students in
instruction of soil experiment

5 *Independent Practice
min. TSW will out their prediction sheets for the soil experiment. Each student must put
their prediction of which soil will work best and then draw pictures of what they think
each cup will look like once the experiment is finished.

Assessment
Informal pre-assessment at the beginning of lesson to access prior knowledge

~5 *Closure
min. TTW close the lesson by having the students go back to their seats and

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

This lesson caters to a variety of learning styles. Visual learners can see how plants grow
through the experiment and read aloud. Kinesthetic learners can learn through looking at the
soil and feeling it. Auditory learners can learn from instruction, discussion, and the read
aloud.

This lesson is also differentiated by interest, as the experiment will draw students in to
learning and engage them. This will also work on beginning of the scientific process by
teaching predictions and testing it to see the results.
Classroom Management Strategies (To ensure a positive learning environment).
Continue to monitor class participation and focus by checking in on students as they are
working on their activities. To get student attention, the teacher will do a “1,2,3, eyes on me”,
in which the students respond with “1,2 eyes on you”. The teacher will also say in a medium
voice, “If anyone can hear me….” and say an action the students must do if they can hear the
teacher. Continue to add on to the movements if students are still talking.

TTW also continue to repeat expectations to students will sitting on the rug. Calmly reinforce
and say students name if talking out or not following directions. As there is movement
towards the end of this lesson (students going up to examine the soils and beans), TTW
facilitate how students move in their rows and stay quiet as instruction is being said.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)?
What parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in
written report).

*Denotes Madeline Hunter lesson plan elements.