Lesson #3: National Flowers

Name: Kaile Okura Grade: Kindergarten

Date: Content Area: Language Arts, Science

Duration: 70 minutes

Materials needed:

Falling Flowers by Jennifer B. Reed

Chart paper

Parts of a Flower Video (https://www.youtube.com/watch?v=hZdbJFmEFtY)

Flower diagram

Parts of a Flower Activity Sheet (one per student) Materials for Flower Representation

Artificial leaves (one per student)

Pipe cleaners (one per student)

Brown shredded paper (five strands per student)

Flower petal cutout(one per student)

Seeds (three per student)

Parts of a flower labels (one set per student)

Cotton balls Pictures of national flowers

America- Rose

Germany- Cornflower

Mexico- Dahlia

Japan- Chrysanthemum

Guiding Questions:

What are the national flowers of Hawaii, Germany, Mexico, and Japan?

What are the physical characteristics of each national flower?

What are the parts of a flower?

Enduring understanding: Each country has a national flower. These flowers help to distinguish their nation from other countries. All flowers have the same structure, even though they look different

What component/s will be the lesson focus?

Reading

Writing

Science

Strategy or skill emphasis Reading

Ask and answer questions about key details in a text

Writing

Informative

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Science

Observations

Purpose of lesson The purpose of this lesson is to inform students about national flowers in America, Germany, Mexico, France, and Japan. The students will use observations to identify similarities and differences of each flower. The students will learn the parts of a flower and label the parts on an activity sheet.

Language modalities to be used in this lesson:

Reading

Speaking

Listening

Critical Thinking Skills ACEI 3.3-Critical thinking, problem solving and performance skills.

Remembering

Understanding

Applying

Student Engagement Techniques and Grouping ACEI 3.4-Active Engagement in Learning

Partner sharing

Individual sharing

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DIFFERENTIATION PLAN ACEI 3.2 Adaptation to diverse students.

Identify type of learner (ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

List type of differentiation (learning environment, content,

process, product, performance task)

Instructional approach (Write the instructional

approach/accommodations that will be used for these learners)

Striving Learners Process Students will be asked guided questions when making observations

Students will be given assistance when writing descriptions

Students will be given more time to answer questions

Students with Short Attention Spans or Behavioral Problems

Learning Environment

Process

Students will be given frequent reminders to stay on task throughout lesson

Students will be given repeated instruction when going off task

ELL/SPED Process Students will be given individual assistance when making observations

Students will be given assistance when writing descriptions

Accelerated Learners Process Performance Task

Students will be asked to respond to higher-level thinking questions about the similarities and differences between the national flowers

Students will be asked to give explanations about their predictions

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1. Standards/Benchmarks/GLOs ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

Common Core State Standards Writing W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic “I can write the correct names of the parts of a flower.” Hawaii Content and Performance Standards Science SC.K.1.1 Use the senses to make observations “I can use my eyes to describe different flowers and name the parts of a flower.” GLO GLO#4: Quality Producer The ability to recognize and produce quality performance and quality products “I can complete my Parts of a Flower Activity Sheet to the best of my ability.”

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2. Assessment Task (ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria)

In this lesson, the students will listen to story called Falling Flowers by Jennifer B. Reed. The students will answer questions regarding key details of the story during the whole group read aloud. The students will be introduced to the national flowers of Hawaii, Germany, Mexico, and Japan. The students will make observations of each flower and identify similarities and differences. The teacher will record their observations on a chart paper as a form of a formative assessment. The students will watch a video to learn the parts and functions of a flower. The students will choose a national flower and identify the parts of the flower (petals, leaves, stem, roots, seed). The students will create the flower using petal cutouts, pipe cleaners, leaf cutouts, brown shredded paper, and seeds. Then the students will label the parts of the flower they made using the appropriate terms. This will be used as a summative assessment of this lesson.

3. Activities/Instructional Strategies (ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

Attention getter/s to be used in this lesson.

*Clapping pattern (Students are expected to repeat the clapping pattern as soon as the teacher finishes the pattern)

1. Introduction (2 minutes):

a. Call Students to the carpet b. Explain to students that they are going to learn about different

types of flowers and the parts of a flower

2. Building background (10 minutes):

a. Explain to students that they are going to listen to a story b. Read Falling Flowers by Jennifer B. Reed c. Ask questions regarding key details in the story to monitor

student comprehension

3.Focus/Mini lesson (I do) (5 minutes):

a. Ask students to name the different types of flowers they are familiar with

b. Explain to students that the five countries they are learning about have national flowers

c. Explain that a national flower is a symbol that represents each country

d. Use projector to introduce the name and picture of each national flower i. America- Rose ii. Germany- Cornflower iii. Mexico-Dahlia iv. Japan- Chrysanthemum

e. Explain to students that they are going to pick a flower to create as a take-home project to do with their families

f. Ask students which flower they would like to create and take note of each students choice

4.Guided practice (We do) (20

a. Leave the pictures on the projector screen and ask students to make observations about the flowers

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minutes):

b. Ask students to identify similarities and differences between the flowers (size, shape, color)

c. Explain to students that each flower has the same structure on the inside, even though they look different on the outside

d. Explain to students that they are going to watch a video to help them learn the parts of a flower

e. Show Parts of a Flower Video f. Use a flower diagram to identify the parts and use labels to

identify each part i. Petal ii. Leaf iii. Stem iv. Roots v. Seeds vi. Pollen

g. Explain to students that they are going to show that they understand the parts of a flower by creating a flower and labeling the parts correctly

h. Introduce the materials that will be used to create the flower and glue down each part is it is introduced

i. Use flower cutouts as the petals j. Glue green pipe cleaner under petals to represent the stem k. Use artificial leaves to represent the leaf l. Glue a cotton ball to represent the pollen m. Glue brown shredded paper under pipe cleaner to represent the

roots n. Glue seeds on top of roots to represent the seeds o. Label each part of the flower using label cutouts p. Leave this example on the overhead projector for students to see.

Remove labels q. Call on students who are sitting quietly and patiently and ask

them to grab their materials and go to their desk r. Give students a set of materials for the flower and ask them to go

to their desks and begin their work

5.Work Time (30 minutes)

Independent work Independent work (You do it alone)

a. Ask students to write their name at the top of their Parts of a Flower Activity Sheet

b. Remind students to use the example to help them create their flower

c. Remind students not to use a lot of glue when gluing their pieces on the paper

d. Circulate the classroom at this time to monitor student progress e. Take anecdotal notes

6.Monitoring Plan

a. Give individual assistance when needed b. Assist striving learners and SPED students by showing them the

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picture of the national flower they chose. Explain the functions of each part to help the students identify the location of each part

c. Assist students with behavioral issues by giving reminders to stay on task. Give these students specific instructions and goals to meet by the next time the teacher checks on them

d. Assist accelerated learners by asking them to label the parts of the flower without using the label cutouts

7.Closure (3 minutes):

a. Call students to the carpet b. Ask students to bring their Activity Sheet with them to the carpet c. Ask students to turn to a partner and tell their partner which

flower they made and identify each part d. Ask several students to share what their partner said e. Ask students to rename the five national flowers they learned

about f. Explain to students that they can create the flower they chose

now that they have a better understanding of the parts of a flower. Encourage students to use a variety of materials (paint, craypas, tissue paper, etc.) Tell students to do this activity with their families and bring it back to school when they finish

g. Explain to students that these flowers will be placed on the world map next to the country it is from to help them remember which national flower it represents

Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

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Teacher Assessment Tool: Anecdotal Notes (Formative Assessment)

Name: Name: Name: Name:

Name: Name: Name: Name:

Name: Name: Name: Name:

Name: Name: Name: Name:

Name: Name: Name: Name:

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Teacher Assessment Tool: Rubric (Summative Assessment)

3 2 1

WK.2 Use a combination of

drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are

writing about and supply some

information about the topic

Student labels each part of the flower

with 0-1 errors

Students labels each part of the flower

with 2-3 errors

Student labels each part of the flower with more than 4

errors

SC.K.1.1 Use the senses to make

observations

Student identifies characteristics of

flowers and similarities/differences of national flowers

without assistance

Student identifies characteristics of

flowers and similarities/differences of national flowers with assistance from

the teacher

Student does not identify

characteristics of flowers and

similarities/differences of national flowers

GLO #4: Quality Producer

The ability to recognize and produce quality

performance and quality products

Student works quietly all the time and does

not disrupt others Students is always

on-task

Student works quietly most of the time and rarely disrupts others Student needs some reminders to stay on

task

Student disrupts others most of the

time Student is off-task most of the time

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Student Assessment Data Table: Checklist (Summative Assessment) Students’ First Name

WK.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

SC.K.1.1 Use the senses to make observations

GLO #4: Quality Producer The ability to recognize and produce quality performance and quality products

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Parts of a Flower Diagram

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Resources

Rose

Cornflower

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Dahlia

Chrysanthemum

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Resources Parts of a Flower Diagram https://s-media-cache-ak0.pinimg.com/736x/30/b0/0a/30b00aa471c49dff4c003b98c8b6f065.jpg

Hibiscus https://therosejournal.files.wordpress.com/2011/09/rose-bouquet2.jpg Cornflower http://upload.wikimedia.org/wikipedia/commons/3/39/Bachelor's_button,_Basket_flower,_Boutonniere_flower,_Cornflower_-_3.jpg Dahlia http://images.whiteflowerfarm.com/40865a.jpg Chrysanthemum http://upload.wikimedia.org/wikipedia/commons/7/73/Chrysanthemum_(0883)-Relic38.jpg

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