Going to try this out tomorrow. It's definitely a challenge to create a lesson when you don't have clear objectives form the teacher. So this was an attempt. We'll see how it goes.
GENERAL TOPIC: Science GRADE: 4th
FOCUS QUESTIONS: What are the basic elements of the life cycle of a plant? What helps a plant to grow?
STUDENT OBJECTIVES:
§112.6. Science, Grade 4.
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence.
(5) Science concepts. The student knows that complex systems may not work if some parts are removed. The student is expected to: (B) predict and draw conclusions about what happens when part of a system is removed.
MATERIALS NEEDED:
Copy of The Tiny Seed by Eric Carle
Large piece of paper with the outline of a seed on it
Picture of a dead plant
Jacket
Enough paper for each student to have a sheet
LESSON:
ENGAGE:
Good morning everyone. It is so good to see you again. Today we are going to be using our imaginations a lot. Let’s get them nice and warmed up. Let’s start by rubbing our hands together, getting them nice and warm. Now place your hands on your head. Great! Let’s do it again. Thank you. Let’s place our hands back on our desks. I have a story to share with you today. While I do, I am going to invite you to close your eyes. Are you ready to go on a journey? Please close your eyes tightly. Now that your imaginations are warmed up, imagine that you are the seed in the story as I share it with you.
SHARE:
Guided Imagery
Read “The Tiny Seed.” In a moment, I am going to invite you to open your eyes. When you do, you will be yourself again. You may now open your eyes. Thank you.
REFLECT:
Describe: What did we do? What did we learn about the seed? What color flower were you?
Analyze: Why did some seeds not survive? What helped you to imagine the plants in the story?
Relate: What can we learn about seeds from this story?
TRANSITION: Thank you! Place the picture of the outline of a seed on the chalkboard. Let’s start filling in some of what we’ve talked about involving a seed growing into a plant.
EXPLORE:
Role on the Wall
I have here a seed. Let’s think about what happens around a seed or a plant that may affect whether or not it becomes a plant. I am going to write down what happens outside a seed or to a seed outside the one here on the board. On the inside, let’s add what goes on inside a seed as it grows.
SIDE-COACHING:
What made the seed move?
What helped it grow?
What made it difficult for seeds to grow?
REFLECT:
Describe: What did we do?
Analyze:
Relate: How did writing information in this way help you understand it better? What other types of information could we look at in this way?
TRANSITION: Great. Could I get two volunteers to assist me in passing out some paper? Thank you. Please make sure everyone gets one.
EXPLORE:
Teacher in Role
Last week, we talked about specialists. What kinds of specialists might know a lot about plants? What types of scientists? Imagine that you are a scientist who is an expert in a field that knows a lot about plants. Write down what type of scientist you are on the paper in the place where it says “type of scientist.” What country are you from? How old are you? What is your name? Write it down in the places listed. Open the paper into a triangle so that it stays up on your desk and your name could be read from the front of the class. Thank you.
I invite you all to close your eyes. Imagine that you are the scientist you just created. You have spent the evening at a celebration of scientists in the home of Mr. Green. A few minutes ago, you were asked to come and meet together but not tell anyone where you were going. On the count of three, you may open your eyes, and you will be that scientist. One..two…three. Put on jacket and step into role.
Hello, I’m Detective Smalley. I want to thank all of you for stepping away from the party this evening. We would not want anyone at the party in the next room to know that anything is wrong, so we need to keep this very hush hush. There has been a very serious crime this evening and I need your help in solving it. A plant has died. Yes, a very important plant belonging to the owner of this beautiful home, Mr. Green. Shhh. He doesn’t know yet. The gardener found it about 20 minutes ago and called us directly. We asked each of you to meet us here because I was told you are experts in plants, and I really don’t know very much about them. This may be a little hard to look at, but I’ve brought a picture of the body. Show picture of dead plant.
I’m hoping that by talking to you, I can find out more about the life of the plant, where it came from, and maybe that will help us discover the cause of death. What do you know about where plants come from? What do they need to survive?
SIDE-COACHING:
What can we observe in the picture of the dead plant?
Answer phone with an urgent call from Crime Lab. No fingerprints on the watering can nearby.
Have another teacher in role as a soil expert share the type of soil needed for plants to grow well.
Thank you so much for your help. I am going to take this information to the chief and talk to the scientists in our lab. Thanks to you, we may be able to solve this horrible crime. Take off jacket and step out of role.
TRANSITION: Thank you so much for helping out Detective Smalley. I know she is very appreciative of the help you gave her. Let’s take a moment and talk together about your meeting with the detective.
REFLECT:
Describe: What did we do? Who were you? What did you share with the detective?
Analyze: What helped you to know that the plant was dead? What might have made it hard for the plant to survive?
Relate: How can we tell if a plant is getting what it needs to survive? How can we help the plants in your terrariums survive?
TRANSITION: Thank you! You really did a great job. Not only imagining you were scientists but being scientists. Let’s review what we’ve done today.
REFLECTING ON THE LESSON:
Describe: What did we do today? What did we learn about?
Analyze: How did we learn about the life cycle of a plant? What helped you the most?
Relate: Why do you think it’s important for us to understand the life cycle of a plant? Why is it important to know where a plant came from? How are we like a seed? What do we have the potential to become? What external factors can help us succeed in school? What can we choose to do to succeed?
EVALUATING THE SESSION:
Were students able to get in and out of role? Were students able to have fun and treat each other with respect?
CONTENT APPENDIX:
Scott Foresman Science, Grade 4
The Tiny Seed by Eric Carle
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