ddteachingexperiences.weebly.com€¦ · web viewlesson 1. students: danielle delizzio &...

Lesson 1Students: Danielle DeLizzio & Lauren Rothstein School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Plant prior knowledge

2. Lesson Essential Question(s): Will students be able to list what they know about plants and what they want to know about plants? (After the unit, we will come back to the KWL chart and the kids will fill in what they learned about plants.) Additionally, will students be able to apply that prior knowledge to make predictions before beginning an experiment?

3. NJCCC Standards: 5.3.2. B.3 Explain that most plants get water from soil through their roots and gather light through their leaves.

4. A. Objectives: B. Assessments:

Objectives Assessments

SWBAT list their prior knowledge on plants and will verbalize what they hope to learn.

The K and W sections of the KWL chart will be complete.

SWBAT make predictions before starting the celery experiment based on their prior knowledge.

Their predictions will be recorded in their science notebooks.

SWBAT make observations during and after the experiment and either prove or disprove their previous predictions.

This will also be recorded in their notebooks.

5. Materials: science notebooks, chart paper and markers, celery, food dye, clear plastic cups, water

6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants. They know the parts of a plant and the basic life cycle of a plant.

7. Lesson Beginning: We will begin the lesson by filling out our KWL chart on plants. The students will help us fill in the Know and Want to know sections of the chart. We will explain that we will come back to this chart at the end of our unit to fill in the Learned section to see how many of the things they listed we actually learned. The KWL chart will be hung where everyone can see it during the upcoming 2 weeks.

8. Instructional Plan:o Differentiation: The teachers will walk around and help the lower learners and any struggling students. There will be one “expert” student (a higher learner) in each group that will be designated to help/guide any struggling students if a teacher is unavailable.

o Lesson Steps:1. Students are sitting in their seats in their groups when the lesson begins.2. Each table we get a few pieces of cut celery to observe. The students will each

have a turn to observe a piece and share their observations with a partner.3. The teacher will ask students what they think will happen if we put a piece of

celery in a glass full of dyed water.4. The teacher will instruct the students to make their predictions based off of what

they wrote under the Know section of their KWL chart.5. Possible answers will include: the celery will turn the color of the water, the

celery will soak up the water, nothing, etc. They will write the predictions in their science notebooks.

6. When the students make their predictions, they will also explain their reasoning behind those predictions in their science notebooks based on their prior knowledge as well.

7. After this, we will get the pre-made celery in water (because the process takes 1-2 hours to show anything) and have them observe what happened. They will illustrate their observations in their notebooks.

8. We will then ask them why it happened (veins in celery soaked up the water, but since it is dyed the color gets soaked up as well). We will help explain the concept if they are struggling as well.

9. They will write their answers in their scientific notebook.10. Each table will receive a cup of water and food dye to make their own. They will

work as a team to dye the water and insert the celery.11. We will place the cups by the windowsill and we will check on them the next day

to see if they turned out like ours did.

o Questions:What do you know already about plants?What is a prediction?What do you predict will happen when we put this celery in this cup of colored

water?How long do you think it will take?What observations can you make?Were your predictions correct or incorrect?Why did that happen?

o Classroom Management: The children will be called individually to the rug to ensure that certain students are not sitting near their friends. The rest of the lesson will be taught at the students’ desks. This way, the children will not be sitting on the carpet or at their desks for the whole time. Misbehaving students will get one verbal warning and then will be sent back to their desk for the remainder of the lesson.

o Transitions:- The students will promptly clean up math centers and be given their new science notebooks that they will be using for the next 2 weeks we are here. The tables that are the quietest and have cleared their desks will be given the notebooks first.

9. Closure: Once the students understand the reasoning behind the experiment, they will turn and talk with a partner to discuss what they’ve learned today. We will fill in their responses in the KWL chart. We will collect their science notebooks until the next lesson.

1 KWL 4 3 2 1

Predictions Lists 2 or more good predictions that are very detailed and indicate proof of prior knowledge.

Lists 2 or more predictions that are detailed and indicate proof of prior knowledge.

Lists 1 or more predictions that lack details and may/may not indicate proof of prior knowledge.

May list 1 prediction with no details and may not indicate proof of prior knowledge.

Focus on task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Others can count on this person.

Focuses on the task and what needs to be done some of the time. Teacher must sometimes redirect.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Lesson 2: SONGStudent: Lauren Rothstein School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks 1. Topic of the Lesson: Jack and the Beanstalk 2. Lesson Essential Question(s): Will students be able to plant beans and, using their prior knowledge on plants, be able to predict what will happen to the beans?

3. NJCCC Standards: 5.4.2. E.1 Describe the relationship between the Sun and plant growth.

5.4.2. G.3 Identify and categorize the basic needs of living organisms as they relate to the environment.



SWBAT place the bean in the plastic bag and make predictions on what they think will happen.

They will write their predictions in their science journal and we will make a visual check of it.

SWBAT identify plant characteristics while we are reading jack and the beanstalk

The students as a group will create a list of things in the book that are related to what we are learning about plants.

5. Materials: science notebooks, Jack and the Beanstalk, plastic bag, paper towel, beans, water, staples 6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants. They know the parts of a plant and the basic life cycle of a plant. They may relate the beans to seeds, which they have learned in the past. 7. Lesson Beginning: We will begin the lesson by reviewing what the story was about that we read earlier in the morning (Jack and the Beanstalk). Jack planted beans and they grew huge! Now, let’s see what happens when we try to plant our own beans.


o Lesson Steps:

1. We will explain the rules of the classroom beforehand so that the children do not become noisy or too rowdy during the making of this experiment.2. We will pass out plastic bags and paper towels to the quietest children first, hopefully setting an example for the misbehaving children.3. Each student will fold their paper towel in squares until it can fit in the bag.4. We will then go around the room and put four staples through the bag and paper towel about one inch from the bottom. 5. At this point we will open the top of the bag and put 4 lima beans in, so that they rest on the staples.6. We will go around with a spray water bottle and the kids will dampen their paper towel.7. We will ask the students why we are wetting the plant and to see if they can make

an inference based on their prior knowledge.8. The students will also be asked to predict why we chose to put staples in the bag at their locations (because the beans need space for their roots to spread).9. The children will write these several predictions in their science journals and also draw a picture labeled ‘Day 1’ of what their bean plant looks like.10. Before we start a new lesson, we will ask the students to also write down what they think will happen to the bean and if they predict it will grow, we will ask them how long they think it will take.

o Questions:

Who can summarize what happened in the book this morning?What do you predict will happen when we plant these beans in bags?Why do we need to water the beans?How long will it take the beans to start growing?Why do you think the beans need to rest on the staples with room between them

and the bottom of the bag?

o Classroom Management: Students who are listening and following directions will receive their materials first. If students are goofing around, we will not even proceed with the experiment so that they can see we are being serious. Misbehaving students will get one verbal warning and then will be sent to the classroom across the hall.

o Transitions:

- The students will promptly clean up math centers and be given their science notebooks.

The tables that are the quietest and have cleared their desks will be given the notebooks first. 9. Closure: Once the students understand the reasoning behind the experiment, they will turn and talk with a partner to discuss what they’ve learned today. We will fill in their responses in the KWL chart. We will collect their science notebooks until the next lesson.

Showcase project song:

I’m a great big beanstalk yes it’s truemy roots are growingand my leaves are tooWhen the rain falls on meNice and slowshine some lightand see me grow

2 BEANS 4 3 2 1

Predictions Lists 2 or more good predictions that are very detailed and indicate proof of prior knowledge.

Lists 2 or more predictions that are detailed and indicate proof of prior knowledge.

Lists 1 or more predictions that lack details and may/may not indicate proof of prior knowledge.

May list 1 prediction with no details and may not indicate proof of prior knowledge.

Activity The students followed all instructions in a cooperative manner and correctly planted their beans.

The students followed all instructions and planted their beans.

The students somewhat followed instructions and planted their beans.

The students did not follow directions and struggled planting their beans.





Lesson 3: SONGStudent: Danielle DeLizzio School: Carroll Robbins

Grade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Dirt

2. Lesson Essential Question(s): Will students be able to identify different soil attributes?

3. NJCCC Standards: 5.3.2. C.2 A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.



SWBAT list at least three observations that they make about the container of dirt in the front of the classroom.

These observations will be recorded in their science notebooks.

SWBAT illustrate five particles found in the dirt after listening to the class’ observations.

This will be illustrated and labeled on nice paper to be collected and bound into a book.

SWBAT state the importance of the five particles that they chose to illustrate.

They will turn and talk to share their answers with a neighbor.

5. Materials: science notebooks, dirt samples (soil, rocks, pebbles, bugs, sand, leaves)

6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants. They are expanding their knowledge on plants with each lesson. They now know importance and function of veins in a plant.

7. Lesson Beginning: We will begin the lesson by asking the students how familiar they are with dirt and its uses (ex: Is there dirt by your house? Does anyone you know garden? Have you ever played in dirt?).


o Lesson Steps:

1. There will be 4 containers of dirt samples (one for each group). Before passing out these samples, the teacher will explain the rules by informing each group that they need to take turns observing each container.

2. The teacher will tell them that they should be looking for any objects they can find, examining the texture, smell, etc. etc.

3. All observations will be recorded in their notebooks.4. After the class has finished examining the dirt samples, the teacher will call on

several silent students to share their answers on what they found out about the dirt.

5. Each student will then receive decorative paper and will be instructed to illustrate and label five objects found in the containers of dirt. These pages will be bound into a class booklet.

6. The students will discuss in pairs, what they think each object’s importance is in the dirt.

7. They will share their thoughts and the teacher will correct any misconceptions.

o Questions:Why do we plant things in dirt?What objects can you find in this dirt?Why do you think they are there?Is there any other material that we can plant things in?How do the bugs in the dirt affect a plant?


o Transitions:- The students will promptly clean up math centers and be handed their science notebooks. The tables that are the quietest, have cleared their desks, and are ready will be given the notebooks first.

9. Closure: Once the students understand the reasoning behind the objects, nutrients, etc. found in dirt, they will turn and talk with a partner to discuss what they’ve learned today. We will fill in their responses in the KWL chart. We will collect their science notebooks until the next lesson.

(Pop goes the weasel)

Deep below the green green grassdirt fills the groundNutrients, worms, and rocks are there toosmall and big and round

3 DIRT 4 3 2 1

Observations Lists 3 or more good observations that are very detailed and indicate proof of prior knowledge.

Lists 3 observations that are detailed and indicate proof of prior knowledge.

Lists 2 or more observations that lack details and may/may not indicate proof of prior knowledge.

May list 1 observation with no details and may not indicate proof of prior knowledge.

Illustration There are 5 correctly illustrated particles. All parts are colored and labeled.

There are 5 illustrated particles. All parts are colored and labeled.

There are 4-3 illustrated particles. Some parts are colored and labeled.

There are less than 3 illustrated particles. Many parts are not colored and labeled.





Lesson 4: SONGStudent: Danielle DeLizzio School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Seeds

2. Lesson Essential Question(s): Will the students be able to draw how a seed works and discuss the inside functions of a seed?




SWBAT successfully label the parts of a seed.

They will complete a worksheet as a class labeling these parts to be collected and graded.

SWBAT communicate the definitions and importance of each part of the seed.

The students will turn and talk with a partner and share their ideas with the whole class.

5. Materials: science notebooks, seeds worksheet, examples of different types of seeds (apples, grapefruit, avocados, peaches, lemons, pumpkin, cherries)

6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants. They know the parts of a plant and the basic life cycle of a plant. They can compare the growth of their bean from the Jack and the beanstalk lesson and try to use that knowledge to help them understand how a seed works.

7. Lesson Beginning: We will begin the lesson by showing the students various types of seeds. Each group will receive a handful of the same type of seeds that they will be responsible for matching with the correct food it comes from. Around the room, there will be posters with the name and picture of each type of food. Each group will be responsible for placing their seeds on the corresponding poster. After the groups have all hypothesized which fruit belongs to which seed, they will sit down and we will go over their thoughts and the correct answers together as a class.

8. Instructional Plan:o Differentiation: The teachers will walk around and help the lower learners and any struggling students. There will be one “expert” student in each group that will be designated to help/guide any struggling students if a teacher is unavailable. o Lesson Steps:

1. Review of the seed sorting activity.2. Each table will then receive a blank piece of paper with an outline of a

seed pre-drawn. There will be a large example drawn on the board.

3. The teacher will inform the students that we are about to learn all of the important parts within a seed. As we draw these parts on the board, you need to be paying attention and copying what we do on your own paper.

4. First we outline the seed with a brown marker or crayon. This is called the seed coat. It is hard and protects the seed.

5. Next, we will color the inside of the seed yellow. This is the food store. It is a store of food (starch) for the young plant to use until it is large enough to make it’s own food. (Does anyone know how plants make their own food? - photosynthesis)

6. Finally we will color in the green embryo. This holds the young root and shoot that will grow into the adult plant.

7. The students will paste the worksheet in their science notebook and label the individual parts. As they are doing this, the students will review with a partner the names functions of each part of the seed.

o Questions: What is the purpose of a seed?What types of plants grow from seeds? What are the similarities and differences between different types of seeds?Can we match the seeds to the fruit they belong to?What are the different parts of seeds? Why are they important?

o Classroom Management: The children will be expected to raise their hands if they have something to say. Otherwise they should be working silently at their desks. Misbehaving students will receive one verbal warning before clipping down. If students are not cooperating in their groups, they will not be able to participate in figuring out where their seed belongs.


9. Closure: Before we end our lesson, we will briefly talk about ways that seeds can be dispersed. We will have the students turn and talk with a partner and discuss how they think it happens. Then we will go over it as a class. After the answers are discussed, we will collect their science notebooks until the next science lesson.Examples:

● wind e.g. dandelion, sycamore fruits are light and have extensions which act as parachutes or wings to catch the wind

● animal internal e.g. tomato, plum, raspberry, grape have brightly colored and succulent fruits which contain seeds with indigestible coats which allow the seeds to pass through the animal undamaged

● animal external e.g. goose grass, burdock, the fruits have hooks which attach them to the fur of passing animals.

● explosive/ self propelled e.g. pea pod. The pod burst open when ripe projecting the seeds away from the plant.

4 SEEDS 4 3 2 1

Worksheet Every item that needs to be identified has a label. It is clear which label goes with which structure.

Almost all items that need to be identified have labels. It is clear which label goes with which structure.

Most items that need to be identified have labels. It is clear which label goes with which structure.

Few of the items that need to be identified have labels OR it is not clear which label goes with with item.





(“Row, Row, Row Your Boat”)

Grow, grow, grow a plantPlace it in the dirtWater, water, sun and thenYour plant will surely spurt!

Lesson 5:Student: Lauren Rothstein School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Photosynthesis

2. Lesson Essential Question(s): Will students be able to explain how plants make their own food and why they do so?




SWBAT label how and why a plant gets food from the sun

The students will complete a worksheet and fill in the blanks of a short paragraph that explains the photosynthesis process.

SWBAT identify many words that are related to photosynthesis, such as CO2, Oxygen, light, sugar, etc.

The class will complete a group vocab chart on the steps of photosynthesis and what each step means.

5. Materials: science notebooks, photosynthesis worksheet, class vocab anchor chart

6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants. They know the parts of a plant and the basic life cycle of a plant. They have also learned about seeds and how they grow. They can use that knowledge, along with the growth of their beans to determine what makes plants grow and predict how plants capture light to make their own food.

7. Lesson Beginning: We will begin the lesson by having an anchor chart at the front of the room with various words on it. The words will include sun, plant, oxygen, carbon dioxide, photosynthesis, leaves, roots, sugar/food, and water. As a class, we will discuss what we think each word means and how it is related to the process of photosynthesis, which we will also explain the definition of. We will complete the vocab chart and leave it at the front of the board for the remainder of the lesson.

8. Instructional Plan:o Differentiation: The teachers will walk around and help the lower learners and any struggling students. There will be one “expert” student in each group that will be designated to help/guide any struggling students if a teacher is unavailable. o Lesson Steps:

1. The students will be called by table to the carpet. The vocab anchor will be posted there.

2. We will build off of the students’ prior knowledge and the definitions they brainstormed earlier in the day.

3. Sun: A bright star in the sky that gives off light and energy.

4. Carbon dioxide: What the plant takes in from the air during photosynthesis.

5. Oxygen: What the plant gives off after the process of photosynthesis.6. Photosynthesis: The process when plants take sunlight energy and turn it

into food for the plant.7. Leaves: Provide trees with all their food because they turn sunlight into

food energy through photosynthesis. Leaves also make the oxygen in the air that we breathe.

8. Roots: Found at the bottom of the plant and extend into the dirt. They absorb nutrients and moisture, anchor the plant in the soil, and support the stem.

9. Stem: The upper part of the plant and holds the branches, leaves, flowers and fruits. It is usually green when young and later it may become woody and dark brown. It moves water and minerals from the roots to the leaves.

10. Sugar: The food that plants make themselves. Not the same sugar we use.

11. The teacher will distribute the worksheets and the students will complete them silently at their desks with a pencil.

o Questions:What is photosynthesis?What is the difference between sugars the plants make and the sugar we eat?What is carbon dioxide?Why is a stem important?

o Classroom Management: The children will be expected to raise their hands if they have something to say. Otherwise they should be working silently at their desks. Misbehaving students will receive one verbal warning before clipping down.


9. Closure: We will collect the completed worksheets to be graded. Any students that finish early will be told to draw and label the parts of a plant in their science notebooks.

5 PHOTOSYN. 4 3 2 1

Worksheet All 5 blanks are correct.

All 5 blanks are filled in, but less than 5 are correct.

All blanks are filled in, but less than 4 are correct.

All blanks may not be filled in, and less than 3 are correct.





Lesson 6: EARTH DAY / SONGStudents: Danielle DeLizzio & Lauren Rothstein School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Earth Day

2. Lesson Essential Question(s): Will students be able to understand the impact that humans have on the environment around them?

3. NJCCC Standards: 5.4.2. G.3 Identify and categorize the basic needs of living organisms as they relate to the environment. 5.3.2. C.1 Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs.



SWBAT identify an action that they will be able to do to positively impact the earth.

They will right these statements on their individual Loraxs that will be hung up.

5. Materials: The Lorax by Dr. Seuss, template writing paper, crayons

6. Pre-lesson assignments and/or prior knowledge: The students will be aware that Earth Day, a national holiday, happened just recently. We have been working on our plant unit for a few days now, so they are becoming familiar with plants and nature. Also they can use their background knowledge of where they live to determine where trees and plants thrive best.

7. Lesson Beginning: We will begin the lesson by giving a brief history of Earth Day.

8. Instructional Plan:o Differentiation: The teachers will define any unknown words.

o Lesson Steps:1. The teacher will call ready tables to the carpet and read The Lorax.2. As we read the book, we will discuss the problems that are occurring because of

industrialization (cutting down the trees and building factories). We will talk about the Lorax and his role in the book. We will also talk about the solution to this problem.

3. The students will be called back to their desks individually to brainstorm in groups ways that they can help the Earth like the Lorax did (recycle, don’t litter, save water, plant trees/gardens, walk, eat local, etc.). We will go over there possible answers as a class as well.

4. We will pass out the writing template worksheets that say, “If I was a Lorax, this is how I would help our Earth…” The children will fill in their worksheets neatly.

5. As they are working, only students who are working silently will be called over to take their pictures with the Lorax.

6. Any children that finish early will be instructed to color the border around their worksheet.

o Questions:How do the people affect the environment and plants in the area?What is the reason the people are doing what they are doing?Is there a solution to the problem created?


o Transitions:- The students will promptly clean up math centers and the tables that are the

quietest and have cleared their desks will be given their notebooks first.

9. Closure: We will collect the students’ worksheets and will hang them up along with their pictures with the Lorax on the bulletin board to show off their work.

Twinkle, twinkle, little star, See those trees that give us shadeIn the wind they sway and swayDon’t cut them down please I begthat’s where birds can lay their eggssquirrels and chipmunks live there tooSo keep trees tall and skies blue

6 LORAX 4 3 2 1

Lorax writing piece

Lists one or more great way to help the Earth. Proof of editing.

Lists at least one good way to help the Earth. Proof of editing.

Lists one way to help the Earth. There may be some proof of editing.

Tries to list one way to help the Earth. No proof of editing.

Editing Excellent use of Appropriate use Satisfactory use Unsatisfactory

finger spaces, punctuation, capitalization, and spelling of sight words.

of finger spaces, punctuation, capitalization, and spelling of sight words.


use of finger spaces, punctuation, capitalization, and spelling of sight words.





Lesson 7: Student: Lauren Rothstein School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Trees

2. Lesson Essential Question(s): Why are trees important?

3. NJCCC Standards: 5.3.2. B.1 Describe the requirements for the care of plants and animals related to meeting their energy needs. 5.4.2. G.3 Identify and categorize the basic needs of living organisms as they relate to the environment. 5.3.2. C.1 Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs.



SWBAT describe where certain trees are planted in the community.

They will turn and talk with a partner to discuss their answers.

SWBAT identify why those trees are planted where they are.

They will discuss this answer in groups to lead into a class discussion.

SWBAT observe and illustrate the tree on the playground. They will draw this in their notebooks.

5. Materials: science notebooks

6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants and trees. We have been working on our plant unit for a few days now and they are becoming more familiar with plants and nature. They can use their knowledge of their community to build on their knowledge as well.

7. Lesson Beginning: We will begin the lesson by discussing the location of certain trees in the area.

8. Instructional Plan:o Differentiation: The teachers will walk around and help the lower learners and any struggling students. There will be one “expert” student (a higher learner) in each group that will be designated to help/guide any struggling students if a teacher is unavailable.o Lesson Steps:

1. We will discuss where trees are planted in Trenton, NJ (in the playground, along the sidewalks).

2. As a class, we will go outside to the playground to observe the tree that is planted there. There, we ask the children, the benefits that trees provide to people and wildlife in the area (birds live in tree, acorn for squirrels, shade, muffle traffic noise, clean the air).

3. We will discuss several more questions, including: what are some hardships that urban trees face?, Do you think trees live longer in the trees or the country? etc.

4. We go inside and the students will return to their desks. In groups, the students will discuss the benefits of having trees using what we discussed outside and they will write these benefits in their science notebooks. Each group will elect a table captain that will quietly raise their hand and state the benefits that their group came up with to the class. We will be writing down each group’s ideas on the board so that, as a class, we have come up with a concrete list as to why trees are important.

o Questions:Do trees live longer in the city or the country?What are the benefits of trees?Why do we need trees to survive?What do you observe about the

o Classroom Management: The children will be called individually line up to go outside. Once outside, the class will be instructed to stay in line order for the duration of the trip to the playground and when observing the tree. Once inside, the rest of the lesson will be taught at the students’ desks. Misbehaving students will get one verbal warning and then will be sent to a secluded area for the remainder of the lesson.


9. Closure: We will fill in the L section of our KWL chart based on what we’ve learned today. We will collect their science notebooks until the next lesson.

7 TREES 4 3 2 1

Illustration The illustration is complete, detailed, accurately portrays tree height, and mirrors the tree

The illustration is complete, portrays tree height and mirrors the tree outside.

The illustration may not be complete, detailed and somewhat mirrors the tree outside.

The illustration is be complete and may not mirror the tree outside.

outside.





Lesson 8:Student: Danielle DeLizzio School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Poet-tree

2. Lesson Essential Question(s): Will students be able to create their own poems using adjectives and other words to describe plants and trees?

3. NJCCC Standards: 5.4.2. G.3 Identify and categorize the basic needs of living organisms as they relate to the environment.



SWBAT express their views and attitudes about the environment and nature using various forms of poetry.

Their poems will be collected and graded.

SWBAT analyze their own and other people’s poetry to discover its full meaning.

The students will edit their work and share with a partner and then the class.

5. Materials: science notebooks, poem worksheet, sample poems, descriptive language review posters

6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants. They know the parts of a plant and the basic life cycle of a plant. They have also been working with poems in the past, so they should understand the basics of writing a poem.

7. Lesson Beginning: We will begin the lesson by reviewing the different types of poetry that exist and reviewing detailed language, including adjectives, writing with the five senses, etc. We will share our pre-written poems with the class as inspiration.


o Lesson Steps:1. The children will each receive a blank pre-writing sheet to brainstorm ideas.

They will be given several minutes to pre-plan their writing.2. The students will then be given time decide which type of poem they want to

write. They will begin to draft and write their poems in their science notebooks.3. Students will be given time to edit their work using their editing checklist and

share their poems with a partner.4. Any students that finish early will be instructed to add an illustration to their

work or begin a new poem.

5. A few well-behaved students with exceptional poems will be called on to share their work in front of the class.

o Questions:What is a poem?What is a haiku, acrostic poem, free verse poem, etc?How can your poem teach someone else about plants?What did you learn from x’s poem?



9. Closure: Once a few students have shared their work, the teacher will ask the class to give compliments to the students’ work. Only silent children that are raising their hands will be called on to state what they learned from the poems. We will collect their science notebooks until the next lesson.

8 POET-TREE 4 3 2 1

Poem The poem is very creative and is centered around nature.

The poem is creative and is centered around nature.

The poem is somewhat creative and may not be centered around nature.

The poem is not creative and is not centered around nature.

Editing Excellent use of Appropriate use Satisfactory use Unsatisfactory

finger spaces, punctuation, capitalization, and spelling of sight words.



use of finger spaces, punctuation, capitalization, and spelling of sight words.





Lesson 9: SONGStudents: Danielle DeLizzio & Lauren Rothstein School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Fruits and vegetables

2. Lesson Essential Question(s): Will students be able to identify where and how different fruits and vegetables are grown?

3. NJCCC Standards: 5.3.2. C.2 A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.



SWBAT draw a picture of a fruit and explain where it is grown.

With their completed drawing, students will place their fruit or vegetable in the correct growing spot on the bulletin board.

SWBAT make a list of foods that grow in trees, bushes, on vines, and under the ground.

The teacher will walk around and put stickers on each completed page.

5. Materials: science notebooks, stickers, paper and markers, bulletin board supplies (tape, staples, paper, etc.)

6. Pre-lesson assignments and/or prior knowledge: The students already have a brief prior knowledge on plants. They know the parts of a plant and the basic life cycle of a plant. They have learned about seeds and how plants grow, so they can use that knowledge to predict where certain foods would grow.

7. Lesson Beginning: We will begin the lesson by asking the students create a table in their science notebooks. The categories should be: trees, bushes, vines, underground. The class will be instructed to list as many fruits and vegetables as they can in each category in their notebooks. The teacher will walk around and help the students as they work, but will not correct any wrong answers.

8. Instructional Plan:o Differentiation: The teachers will walk around and help the lower learners and any struggling students. There will be one “expert” student (a higher learner) in each group that will help any struggling students if a teacher is unavailable. o Lesson Steps:

1. The teacher will assign each student a fruit or vegetable to draw and color in as best they can on a piece of blank white paper.

2. The teacher will call the quietest students individually to the bulletin board to place their fruit where they think it grows with a piece of tape.

3. After all the students have placed their foods onto the bulletin board, the teacher will ask the students if they agree with everyone’s placement.

4. Any incorrect placements will be discussed and corrected.

5. Now, the tables in the students’ science notebooks will be revisited. As a class, we will ensure that all of the students have sorted the foods correctly.

6. Stickers will be given to the children that have correctly completed their tables.

o Questions:Where does ‘x’ grow? Why? What parts of the habitat help/hurt its growth?


o Transitions:- The students will promptly clean up math centers and be given their science notebooks. The tables that are the quietest and have cleared their desks will be given the notebooks first.

9. Closure: We will ask the students, “If you could be any fruit or vegetable, what would you be and why?” Students will be given a few seconds to think, then share with a partner, and share with the whole class. We will collect their science notebooks until the next lesson.

9 FRUITS 4 3 2 1

List Each area of the list has 2 or more foods that grow there.

Each area of the list has 2 foods that grow there.

Not all areas of the list have 2 foods that grow there.

All areas of the list have less than 2 foods that grow there.





Lesson 10:Students: Danielle DeLizzio & Lauren Rothstein School: Carroll RobbinsGrade level: First Host Teacher: Erica Brooks

1. Topic of the Lesson: Biomes

2. Lesson Essential Question(s): Will students be able to identify which plants belong in different biomes?

3. NJCCC Standards: 5.4.2. G.3 Identify and categorize the basic needs of living organisms as they relate to the environment.5.3.2. C.1 Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs.



SWBAT view various plants from each biome and sort them into the region they come from.

The teacher will ensure that each object has been sorted into its correct geographical region.

5. Materials: science notebooks, Plants Live Everywhere by Mary Dodson Wade

6. Pre-lesson assignments and/or prior knowledge: The students have some understanding of the different geographical regions of Earth and can list some plants that live there (ex: a cactus lives in the desert and not the ocean). They can also use prior knowledge from the fruits and vegetables lesson to understand what things grow in different areas.

7. Lesson Beginning: We will explain what a biome is and will discuss the various biomes (a large, naturally occurring community of plants and animals that occupy a major habitat. Ex: regions/areas that are similar in geography and climate so that certain plants, animals, organisms, etc. can survive there). The teacher will ask the students what geographical region we live in.

8. Instructional Plan:o Differentiation: The teachers will walk around and help the lower learners and any struggling students. There will be one “expert” student (a higher learner) in each group that will help any struggling students if a teacher is unavailable.o Lesson Steps:

1. Each child will receive a picture of a plant that is from one of the biomes we will be talking about. The children will be warned to pay attention as we read the book as they will be responsible for sorting their plants into the right biome.

2. The teacher will read Plants Live Everywhere!, stopping on each page to teach the students more about the types of plants in certain biomes (location, characteristics, what are similarities and differences between the plants that live there, objects that can be found there, climate, etc.).

i. Biomes: beach, desert, forest, mountains, pond, tundra3. After the book is read, each child will have the chance to put their plant in the

correct biomes that are labeled around the room. We will call the children by table to do this so that it does not get too rowdy.

4. After everyone has placed their plants in the correct biomes, we will go over as a class which plants belong in which biomes as the students write it down in their science notebooks.

o Questions:Where do we live? In what geographical region?Have you ever been to the beach, mountains, forest, etc?What did you find in those places (objects, animals, plants, etc.)?Why does a maple tree live in the forest and not the desert?What differences exist between a tundra and a beach?

o Classroom Management: The children will be called individually to sort their plants to ensure that certain students are not sitting near their friends. The rest of lesson will be taught at the students’ desks. This way, the children will not be sitting on the carpet or at their desks for the whole time. Misbehaving students will get one verbal warning and then will be sent back to their desk for the remainder of the lesson.


9. Closure: Once the students finish writing in their science notebooks, they will be collected. As a class, we will fill in the L section of our KWL chart.

10 BIOMES 4 3 2 1

Sort The child quickly and correctly placed their plant in the correct biome with no help.

The child correctly placed their plant in the correct biome with no help.

The child correctly placed their plant in the correct biome with some help.

The child did not correctly place their plant in the correct biome.

ddteachingexperiences.weebly.com€¦ · web viewlesson 1. students: danielle delizzio &...

Documents