STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Alexis Bing Grade:3rd Topic: Earth and Space Systems

Brief Lesson Description: In this lesson, students will investigate how different types of soil (clay, sand, silt, loam) affect plant growth. This
will take place over the course of two weeks to allow for adequate plant growth.

Specific Learning Outcomes:

 Students will understand the importance of soil.
 Students will be able to determine which soil grows best.
 Students will understand the importance of light and water for plant growth.
 Students will investigate, describe, and record the results of the experiment.
I CAN STATEMENTS:
-I can know why soil is important.
-I can figure out which soil grows the best.
-I can know why light and water are important to grow plant.
-I can investigate, describe, and write down the what happens at the end.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson employs culturally sustained pedagogical strategies because it allows students to use prior knowledge about plants. Students of
all races and gender can complete this lesson. It is something that could be useful to all students. Students can make connections outside of
the school.

Narrative / Background Information

Prior Student Knowledge:
2.8 The student will investigate and understand that plants are important natural resources. Key ideas
include a) the availability of plant products affects the development of a geographic area; b) plants
provide oxygen, homes, and food for many animals; and c) plants can help reduce the impact of wind
and water.
Science VA SOL Health VA SOL NGSS (You may have to look to a different
3.6 The student will investigate and 3.3.r Demonstrate ways to reduce, reuse, grade level for the connection)
understand that soil is important in and recycle at home, at school, and in
ecosystems. Key ideas include: 2-LS2-1. Plan and conduct an investigation
the community.
a) soil, with its different components, is to determine if plants need sunlight and
water to grow.
important to organisms; and
b) soil provides support and nutrients
necessary for plant growth.
Science & Engineering Practices: (You must tie engineering practices into your plan)
 Asking questions and defining problems
 Planning and carrying out investigations
 Analyzing and interpreting data
 Obtaining, evaluating, and communication information

Possible Preconceptions/Misconceptions:
 All soil is brown.
 Plants eat soil.
 All soil feels the same.
 The seeds won’t grow in sand.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Day 1
Approximate time: 1 hour
Discrepant Activity: Different Soil Plant Growth

1. Begin lesson with a class discussion using probing questions (can be done through a PowerPoint).
Probing questions:
 What is soil?
 What needs soil?
 How do seeds grow?
 What do plants need to grow?
 What kind of soil do seeds grow in?
 Can plants grow without sunlight or water?
 How do plants impact our lives?
2. After class discussion, students will fill out KWL chart.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2
Materials:
-soybeans
-different soils (clay, sand, silt, loam)
-paper cups
- markers
1.Students will be divided into groups of 4. Each group will receive 4 cups, 12 seeds, a marker, and 4
different types of soil.
2. Students will discuss and write down within their groups the following questions:
-Which soil do you think will be the best for plant growth? Why?
-What is the color of the soil?
-How does the soil feel?
3. Students will then start to put the seeds and soil in different cups and label them based on the soil.
4. The cups will then be placed in a sunny location to begin growing. All plants should receive the same
soil, same sunlight, and same amount of water.
5. After discussion and investigation, students will start to fill out the scientific method worksheet:
.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Day 3:
Students will watch videos explaining different types of soils.
https://www.youtube.com/watch?v=7h6psLfYA7w&t=424s

https://www.youtube.com/watch?v=ownoP8e7Tl8&t=56s

Any misconceptions that students may have will be addressed.

Vocabulary:
 Soil
 Nutrients
 Sand
 Clay
 Silt
 Clay
 Loam
 Organism
ELABORATE: Applications and Extensions:
Over the next two weeks:
Students will continue to monitor their plant growth each day by measuring and watering as needed.
The experiment will last for two weeks to allow for adequate growth.
Students will revisit their answers about which plant they thought would grow the best and continue to fill out their worksheets.
They will discuss any surprises that they had, what the progress of their plant is, and what they expect the outcome will be.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

Students will complete exit ticket:

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Students will give an oral report of their results and what they learned and experienced as a group.
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
ADHD learners will be able to move around the classroom to water, measure, and monitor the plants. They will also be placed in
certain groups to limit distraction. For autistic students with sensory issues, gloves will be provided so they are still able to help
with the experiment and won’t have to feel the soil.
 ELL: Everything in the experiment will be labeled and further elaborated for ELL. A PowerPoint with both English and Spanish (or
their native language) will be included in the question-and-answer portion of the lesson so that they are able to follow along and
participate.
 Gifted learners Gifted learners will be given extra work to challenge them if they continue their work.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
Using the exit tickets provided, I will evaluate what students have learned and see if they need further teaching or if I need to
change the way I approach them.
 Where might/did learners struggle in the lesson?
Students might struggle with this lesson if they do not have any prior knowledge of soil or plant growth. If they don’t understand
how water and sunlight effect plants, they might also struggle there.
 How can the lesson be strengthened for improved student learning?
This lesson will allow students to learn about the environment and help students to realize the importance of soil. They will be
able to conduct this experiment outside of school and be encouraged to grow other things outside of beans.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
This can be enhanced through the group activities that take place during the lesson. Students will be able to learn from each other
and work together to make sure they are on the same page.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
50 Soybean seeds amazon $6
20 Paper cups Dollar tree $3
1 bag Clay soil Lowes $4.98
1 bag Silt soil Lowes $2.98
1 bag Sand soil Lowes $4.78
1 bag Loam soil Lowes $2.48
5 markers Dollar tree $7
1 box gloves amazon $15

https://ngss.nsta.org/PracticesFull.aspx

https://www.iowaagliteracy.org/Article/Plant-Growth-in-Different-Soil-Types

https://www.doe.virginia.gov/home/showpublisheddocument/23703/638043831485500000