- I can discuss the process of pollination with a partner. (RI.2.1, RI.2.7, SL.2.2)
- I can write about the process of pollination in my Plants and Pollinators research notebook, Part II. (W.2.7, SL.2.1)
These are the CCS Standards addressed in this lesson:
- RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
- W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
- 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.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Daily Learning Targets
- During reading aloud to research in Work Time A, listen for students to describe the process of pollination using details in the text. (RI.2.1, RI.2.7)
- After Work Time B, collect students' Plants and Pollinators research notebook, Part II to document progress toward W.2.7.
A. Poster Walk: Revisiting the Module Guiding Question (10 minutes)
2. Work Time
A. Reading Aloud to Research Pollination: From Seed to Plant, Pages 1-12 (20 minutes)
B. Engaging the Writer: Writing about Pollination (20 minutes)
A.Viewing the Video: "Pollinate" and Reflecting on Learning (5 minutes)
B.Introducing the Performance Task (5 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:
- Prepare posters for the Poster Walk protocol by printing them in color, if possible, and placing each picture on a piece of chart paper (see supporting Materials). Under each picture, create a two-column chart with "What I notice" and "What I wonder" written on it. Place the posters around the room.
- Pre-determine groups of four to six students for the Poster Walk protocol in the Opening.
- Post: Learning targets and applicable anchor charts (see Materials list).
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1, 2.I.B.5, 2.I.B.6, and 2.I.B.10.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to both review content from previous lessons and preview content they will encounter throughout the unit.
- ELLs may find it challenging to follow the process of pollination in details. Consider taking shared class notes during the read-aloud with illustrations. Invite students to refer to the class notes as they complete their writing in Work Time B. Reassure students that they will revisit the process of pollination throughout the unit.
Levels of support
For lighter support:
- During Work Time B, challenge students to use all four words (pollen, pollination, pollinate, and pollinator) in their writing.
For heavier support:
- During Opening A, provide students with pre-written notices and wonders on sticky notes they can use to match with the photographs. Also, consider allowing students to use sentence frames or sketch notices and wonders on their sticky notes.
- During Work Time B, consider pulling a small group of students who may need extra writing support to complete the activity as shared writing rather than independent writing.
Universal Design for Learning
- Multiple Means of Representation (MMR): To facilitate effective learning during this lesson, ensure that all students have access to the directions for each activity and feel comfortable with the expectations. Vary the ways in which you convey expectations for each activity or task. Consider engaging in a clarifying discussion about the directions and creating a visual display of the steps for each activity.
- Multiple Means of Action & Expression (MMAE): Before students begin writing in Work Time B, vary methods for fine motor responses by offering options for drawing utensils and writing tools. Some students may forget their sentence ideas once they begin directing their efforts toward writing. Support strategy development by modeling how to draw lines for words you intend to write. This helps students recall their original ideas throughout the writing process.
- Multiple Means of Engagement (MME): In this lesson, students have opportunities to share ideas and thinking with classmates. Continue to encourage self-regulatory skills by helping students anticipate and manage frustration by modeling what to do if they need help from their partners. Consider offering sentence frames to strategically selected peer models. Offering these supports for engagement promotes a safe learning space for all students.
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- pollination (L)
- Module Guiding Questions anchor chart (begun in Unit 1, Lesson 1)
- Student Questions anchor chart (begun in Unit 1, Lesson 2; added to during the Opening)
- Poster Walk posters (to display)
- Directions for Poster Walk (one to display)
- Sticky notes (two to three per student)
- From Seed to Plant (one to display; for teacher read-aloud)
- Pinky Partners Protocol anchor chart (begun in Module 1)
- Pictures Showing the Pollination Process (one to display)
- Plants and Pollinators research notebook, Part II (page 2; one per student and one to display)
- Interactive High-Frequency Word Wall (begun in Module 1)
- Plants and Pollinators Word Wall (begun in Unit 1, Lesson 3)
- Plants and Pollinators research notebook, Part II (page 2; example, for teacher reference)
- "Pollinate" (video; play 0:00-1:27; see Technology and Multimedia)
Materials from Previous Lessons
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||Meeting Students' Needs|
A. Poster Walk Protocol: Revisiting a Module Guiding Question (10 minutes)
"What is one question on this anchor chart that you can answer because of what you have learned so far about plants and their parts?" (Responses will vary, but may include: facts about how plants grow, how seeds help a plant to grow, and the plant life cycle)
"What do you notice and wonder about this photo?"
"What experience do you or your family have with any of these flowers, animals, and plants in the photographs?" (Responses will vary.)
|Work Time||Meeting Students' Needs|
A. Reading Aloud to Research Pollination: From Seed to Plant, Pages 1-12 (20 minutes)
"I can discuss the process of pollination with a partner."
"What scientific word do you hear that we will be focusing on today?" (pollination)
"What was the gist of this section of the book?" (It is about how a seed becomes a new plant.)
"What did we just learn about seeds on this page?" (They grow into the same plant that it came from.)
"Where do most seeds begin?" (in flowers)
"Why do bees and other insects go to flowers?" (to get nectar)
"What happens when they are getting nectar?" (Pollen gets on their bodies.)
"Then, the pollen comes off on another flower like it, and a new seed starts to grow inside that flower."
"After a fruit grows around the seed, what happens?" (The fruit breaks open, and seeds fall out. They are ready to become new plants.)
B. Independent Writing: Plants and Pollinators Research Notebook (20 minutes)
"How can you use these pictures to describe the pollination process?" (First, the bee goes to the flower to get nectar. When it is on the flower, pollen rubs off in its body. Then, the bee flies to another flower and the pollen lands on that flower. Last, a seed begins to grow so a new plant can grow.)
"Who can tell us what your classmate said in your own words?" (Responses will vary.)
"I can write about the process of pollination in my Plants and Pollinators research notebook, Part II."
Closing & Assessments
|Closing||Meeting Students' Needs|
A. Viewing the Video: "Pollinate" and Reflecting on Learning (5 minutes)
"What did we learn today about how we get the fruits, flowers, and vegetables we enjoy?" (We learned that pollination helps us get flowers, and that insects and some animals help pollinate.)
"Who can explain why your classmate came up with that response?"
B. Introducing the Performance Task (5 minutes)
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