- I can describe the connection between seeds, plants, flowers, and fruits. (SL.2.1, SL.2.3)
- I can record information about seeds, plants, flowers, and fruits. (W.2.8, SL.2.6)
These are the CCS Standards addressed in this lesson:
- W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
- SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
- SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
- L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark)
Daily Learning Targets
Ongoing Assessment
- After Work Time B, use page 2 of students' Plants and Pollinators research notebook to measure progress toward W.2.8.
Agenda
Agenda | Teaching Notes |
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1. Opening A.Engaging the Learner: What Researchers Do (15 minutes) 2. Work Time A. Reading Aloud to Build Background Knowledge: Plant Secrets, Pages 1-26 (15 minutes) B. Independent Drawing and Writing: Ordering the Stages of a Plant (20 minutes) 3. Closing and Assessment A. Sharing Our Work: Plants and Pollinators Research Notebook (10 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
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In Advance
- Prepare the plant set images in color, if possible.
- Preview the Plants and Pollinators research notebook to familiarize yourself with what will be required of students.
- The pages of Plant Secrets are not numbered. For instructional purposes, the page that begins with "These are seeds." should be considered page 1 and all pages thereafter numbered accordingly.
- Preview the Language Dive Guide and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting Materials). Select from the questions and goals provided to best meet your students' needs.
- Pre-determine groups of three or four for Work Time B.
- Pre-distribute Materials for Work Time B in the whole group area.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1 and 2.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to engage academic content about the stages of plants using multiple language modalities: speaking, listening, reading, and writing.
- ELLs may find it challenging to decipher some of the academic language in Plant Secrets. Guide students through Day 1 of a two-day Language Dive conversation during or after Work Time A.
Levels of support For
lighter support:
- In the Closing, invite students to use language from the Language Dive (optional for ELLs) to discuss their work in the Plants and Pollinators research notebook. (Example: If they get everything they need, tomato seeds can help tomato plants grow.)
For heavier support:
- During Work Time A, have students repeat each new word aloud that is added to the Frayer model (seed, plant, flower, fruit). Consider adding a movement to each word to help students remember each stage in the plant process and the sequence of the stages.
- During Work Time B, work closely with a group of students who need heavier support to complete their notebooks as a shared or interactive writing experience.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, the habit of initiative is highlighted as something that researchers do. To maximize understanding and generalization, invite students to practice sharing the definition with a partner. Provide explicit feedback to ensure students have an accurate understanding of this word and its meaning.
- Multiple Means of Action & Expression (MMAE): For students who may need additional support with fine motor skills: Continue to vary methods for responses by offering options for writing tools. Support strategy development by modeling how to draw lines for words you intend to write. This will help students recall their original ideas throughout the writing process.
- Multiple Means of Engagement (MME): Throughout this lesson, students have opportunities to share ideas and thinking with classmates. Some students may need support for engagement during these activities, so encourage self-regulatory skills by helping them anticipate and manage frustration by modeling what to do if they need help from their partners. (Example: "I can remember when I'm sharing that if I forget my idea or need help, I can ask my partner to help me. My partner could help me by giving me prompts that will help me share my thinking.") Consider offering sentence frames to strategically selected peer models. Offering these supports for engagement promotes a safe learning space for all students
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary(T); Vocabulary Used in Writing (W)
New:
- seed, plant, fruit, flower (T)
- stage, compound word (L)
Materials
- Student Questions anchor chart (new; teacher-created; see supporting Materials)
- What Researchers Do anchor chart (new; teacher-created; see supporting Materials)
- Plant Secrets (one to display; for teacher read-aloud)
- Plant set images (one to display and one per group)
- Plants and Pollinators research notebook, Part I (one per student and one to display; page 2)
- Pencils (one per student)
- Plants and Pollinators research notebook, Part I (example, for teacher reference)
- Language Dive Guide I: Plant Secrets (optional; for ELLs; for teacher reference)
- Language Dive Chunk Chart I: Plant Secrets (optional; for ELLs; for teacher reference)
- Language Dive Sentence Strip Chunks I: Plant Secrets (optional; for ELLs; one to display)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engaging the Learner: What Researchers Do (15 minutes)
"Initiative means 'I see what needs to be done and I do it."
"What questions do you have about how we get the fruits and vegetables we enjoy?"(Responses will vary, but may include questions such as: "How do seeds grow into plants?""How does a plant turn into a vegetable?")
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud to Build Background Knowledge: Plant Secrets, Pages 1-26 (15 minutes)
"What do you notice?" (Responses will vary, but may include: leaves, plants, a pink flower, a magnifying glass)
"What is Plant Secrets about?" (Responses will vary, but may include: the secret behind how plants grow, the secret inside of each plant part, plants growing into different parts)
"I can describe the connection between seeds, plants, flowers, and fruits."
"Based on what we learned about in Plant Secrets, what do you know about seeds, plants, flowers, and fruits?" (Responses will vary, but may include: Plants grow and become all of these things; these are parts of a plant.)
"Do you agree or disagree with what your classmate said? Why? I'll give you time to think." |
"Can you put the learning target in your own words?" (I can tell how seeds, plants, flowers, and fruits fit together.) "How do you feel about that target?" (I think I might already know the connection, but I'm not sure).
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B. Independent Drawing and Writing: Ordering the Stages of a Plant (20 minutes)
"What do you notice about the sort image sets?" (Responses will vary, but may include: I see the fruits and vegetables we sorted yesterday.)
"You will use the Plants and Pollinators research notebook throughout the unit to record ideas about plants. The information you record is important because you will be able to use the information to answer your research questions later on."
"I can record information about seeds, plants, flowers, and fruits."
"Where do you think you will record information today?" (Plants and Pollinators research notebook)
"What is the first stage of each plant?" (seed) What is the second stage of each plant?" (plant) "What is the third stage of each plant?" (flower) "What is the fourth stage of each plant?" (fruit)
"What did you notice about the shape of the seeds, plants, flowers, and fruits in the plant set images?" (Responses will vary, but may include: The seeds are round. The flower petals are shaped like triangles.)
"Who can add on to what your classmate said? I'll give you time to think."
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Sharing Our Work: Plants and Pollinators Research Notebook (10 minutes)
"What do you draw for your plant stage drawings on page 2 of your research notebook?" (Responses will vary.)
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For students who may need additional support with motivation and sustained effort: Support students to provide each other with positive feedback. Before students share their Plants and Pollinators research notebook, foster community and collaboration by discussing how to give a compliment to a peer about her or his work. (MME) |
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