Jamie's+Learning+Environment+and+Design+Project


 * ELD Lesson Plan** **Unit Name: Fun With Plants** **Lesson 3: Flower Power Activity Day!** **Lesson Duration: 1 hour**



Grade level: Kindergarten Proficiency levels: Early Intermediate to Intermediate Previous lesson: Students have been working on their listening skills during read-alouds. Students have been learning about sensory input and how they can utilize their senses when learning new information. Students have identified key vocabulary words related to plants (soil, roots, stem, leaves, bud, blossoms). Students have also matched realia with key plant vocabulary words and correctly labeled parts of a flower.
 * Class Description: **

Students will be able to identify six key parts of a plant through the reciting of a poem, by following step-by-step directions and properly planting a seed, and by participating in a plant-themed computer game(s).
 * Learning Objectives: **

// Active, Critical Learning Principle // – Through a poem, hands-on planting activity, and computer games students are actively participating and learning.
 * Principles of Learning: **

// Psychosocial Moratorium Principle // - There are no high stakes here. The activities are kindergarten appropriate. Grace and patience have been worked into the lesson. You can’t lose or die or get out. You might spill soil or drop your seed but this will not eliminate or disqualify you from the activities.

// Practice Principle // – This is the third lesson in a unit of 3 lessons. By the time we reach lesson 3, the students will have practiced memorizing, reciting, and applying the six key vocabulary words multiple times. Practice has been intricately worked into this unit.

// Multimodel Principle // – Realia, poems, hands-on engagement, movement, writing, talking, sharing, touching, computers, and more are embedded in this unit.

// __CCSS: English Language Arts & Literacy__ // EL.00.RE.18 Recognize some words by sight. EL.00.RE.21 Understand, learn, and use new vocabulary that is introduced and taught directly through orally read stories and informational text. EL.00.SL.01 Recite short poems, rhymes, and songs. EL.00.SL.10 Understand and follow one- and two-step oral directions.
 * Oregon ELP and Content Standards Addressed: **

// __ELP Aligned to English Language Arts__ // EL.00.RE.18 // Intermediate // responds to questions given using words common to the classroom words, (e.g., "Can you find the word "the" in this sentence?"). // Early Intermediate // repeats sight words and common words with classmates. EL.00.RE.21 // Intermediate // understands, learns and uses new vocabulary that is introduced and taught directly through orally read stories and informational text. Responds to questions and carries on conversations using short phrases and sentences. // Early Intermediate // understands new vocabulary that is introduced and taught directly through orally read stories and informational text. Responds with single words or phrases. Participates by repeating key words and familiar phrases and by using nonverbal responses. EL.00.SL.01 // Intermediate // produces short phrases or sentences contained in familiar short poems, rhymes and songs. // Early Intermediate // recites short poems, rhymes, and songs by orally producing a few key phrases or words with peers and/or teacher. EL.00.SL.10 // Intermediate // follows one-step oral directions with a larger vocabulary of English words. // Early Intermediate // imitates teacher modeling and class responses when an oral direction is given.

Function: Describing action (“My buds will grow”) Form: Verbs future tense (“will grow”)
 * Forms and Functions: **

Function: Describing things (flower growth) Form: Nouns (parts of a flower)

Function: Defining (parts of a flower) Form: Nouns, pronouns, and adjectives


 * Developing Language Skills: ** Listening, speaking, vocabulary development

// - // Flowerpots -Potting Soil -Flowering seeds -Watering cans (or something that holds water and is easy to pour) -A class COW -Realia items: // soil, roots, stem, leaves, bud, blossom // -Visual Direction (via slides on a Google Presentation) -Projector Screen
 * Materials: **

Children will have the opportunity to reference visual directions on a need-be basis through Google Presentation slides (these will be left up while the children are planting their seeds). Students will also have the opportunity to play one of two (or both) educational web-based computer games/videos that teach about plant growth.
 * Technology: **

I will begin this lesson by asking my kiddos to join me on the classroom rug. I will lead them in our plant poem/dance. Then I’ll have them sit in a circle and I’ll “quiz” them by holding up our realia one-by-one and asking them to identify each piece (soil, roots, stem, leaves, bud, and blossom). I’ll hold up a potted flower and will ask if they’d like to be gardeners with me!
 * Anticipatory Set: **



10 mins
 * **Time**

30 mins

20 mins || **Part 1: State Objective and Activate Knowledge**

Ask the students to find their special spot on the classroom carpet. Have everyone stand up (carefully and respectfully) and all together recite the (previously learned) flower poem. *Model your excitement and have fun making the corresponding hand motions with the kids. Say the poem in a loud voice, then a soft voice then a silly voice so the kids have multiple opportunities to rehearse and practice.

**//My soil is rich//** **//My roots are deep//** **//My stem grows long//** **//With leaves to reach//** **//When springtime comes//** **//My buds will grow//** **//And soon my blossoms will begin to show//**

Have the students sit back down and explain the order of this particular lesson (1. plant seeds 2. computers).


 * Part 2: Guided Practice - Plant the Seed**

While the children are still sitting on the classroom carpet, model the planting process using actual potting materials. After you’re done modeling, display the Google Presentation picture slides. Explain that these slides show each special planting step and at anytime if anyone gets confused he or she can simply look up at the screen for help. Show the children the planter box that’s waiting for them by the window sill. This is where they’ll put their plants when they’re done. Explain that they’ll need to put supplies back on the back table and wipe their desk clean before moving onto the computer activity. Supplies are organized and laid out on the back table. Ask the quietest students to collect their supplies and take them back to their desks. Encourage them to work alongside a classmate using an inside whisper voice.




 * Part 3: Individual Work – Computer Fun**

When the students are done with their planting activity they are allowed to carefully grab a computer from the classroom COW. Tell them to tuck and hold the computer back to their desk and assess one of the provided links.

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[] || **Check For Understanding** //Elicit excitement and memorization skills through music and movement.//

//Engage students. Check for understanding (encourage questions and comments).// //Participation in the activity will serve as a formative assessment. Circulate during the activity, monitoring behavior and proper use of materials. Make anecdotal records of student participation. Answer questions as they arise.// ||

Students who finish their planting early can begin the educational video games.
 * Differentiation: **

Students who need extra assistance will be partnered with a fellow classmate who is capable and enjoys helping others.

I will circulate constantly, keeping a close eye on those who I suspect might need additional assistance.

In Lessons 1, 2, and 3 we designed and labeled a flower picture and planted our own seeds. We learned a poem that reinforces learning and the memorization of flower vocabulary. Before moving onto a new unit, students will further explore plants and flowers through educational web-based games and videos.
 * Extensions: **