Lesson Plan : Planting Seeds
Teacher Name: | Kelli Kinton |
Grade: | Preschool |
Subject: | Special Education |
Topic: | Plants and how they grow. (They need food (dirt,) water, and sunlight.) |
Content: | sun, dirt, seed, water, plant, and any colors associated with the plant (brown, green, etc.) |
Goals: | After this lesson the students will have learned how to plant a seed. They will work as a cooperative group to achieve a common goal. Appropriate TEKS (from the Prekindergarten guidelines): Language and Early Literacy Development (6) Print and Book Awareness � understands that print carries a message by recognizing labels, signs, and other print forms in the environment Science (1) Science Processes The child: � shows an interest in investigating unfamiliar objects, organisms, and phenomena � uses one or more senses to observe and learn about objects, events, and organisms � explores by manipulating materials with simple equipment, (e.g., pouring from a cup, and using a spoon to pick up sand or water) (2) Science Concepts The child: � identifies animals and plants as living things � begins to recognize that living things have similar needs for water, food, and air Social Studies (1) Individual, Culture, and Community The child: � cooperates with others in a joint activity Personal and Social Development (2) Social Development The child: � begins to share and cooperate with others in group activities Physical Development (3) Fine-Motor Development The child: � begins to develop pincer control in picking up objects (e.g., weaving, touching small objects) |
Objectives: | The students will be able to go to the table and select the appropriate item for their task. The students will complete the tasks in proper sequence. The students will follow the directions on their necklace. |
Materials: | pot, soil, scoop, watering can, tray, mini plant, bean seeds, sequence cards, necklaces with copies of sequence cards on them |
Introduction: | To introduce the lesson show the students a small plant that is already growing in a pot. Ask things about the plant. I.E. What is this? What is this brown stuff that is in the pot with it? What color is this plant? etc. Explain that what plants need to live. (The soil for food, water, and sunlight. Allow students to touch the soil and the plant. We have to take care of plants like we would take care of ourselves and provide these things for them.) Explain to the students that they will be planting a plant today. |
Development: | Go over the five sequence cards and put them on the sequence board. (get a pot, fill pot with dirt, plant the seeds, water the plant, put plant in sun) Explain each card. Ask each student which job they would like to have and distribute the necklaces that correspond to each step of the activity. |
Practice: | Ask the students what they should do first. Ask who has that job. Have that student go to the table and select the proper item to complete their job. (Assist or guide if necessary.) Have the student complete their job. Go back to the sequence board and take off the completed task saying, "We just finished (the task), (the task) is finished, what do we do next?" Repeat these steps until all jobs have been completed. |
Accommodations: | Provide assistance to students who seem confused, don't understand, or those that simply check out; Involve all students at all times, especially if they are not the one performing that task, so that they stay engaged; use a tray for student in wheelchair because they cannot reach the ground; use sequencing board |
Checking For Understanding: | Take pictures off of sequencing board and mix them up. Call on students one at a time and have them put the tasks back in the correct order. |
Closure: | Explain to the students that we care for our plants like we care for ourselves. We must check on our plant and provide food and water everyday for it. We eat and drink every day and we need to take care of our plant and do the same for it. |
Evaluation: | Evaluate the students throughout the lesson and after with verbal questions. Allow the students to use the sequence board if they need it. Encourage social interaction by asking questions about other student's jobs. (What job did Billy have?) |
Teacher Reflections: | Overall I thought that the lesson went really, really well. The students really benefitted from having their job tied around their neck. It was something they could refer back to easily. The sequencing board was something that was invaluable as well, especially since the necklaces corresponded with it. It really made the lesson appropriate for them and their different disabilities and I feel like they actually learned from it. I did not have to provide many answers or support, they were able to use other things to support themselves. The students stayed really engaged for the entire lesson, which was amazing and practically unheard of for this class of students. One student even went back and got the sequencing cards and played with them and arranged them many times after the lesson was over. During center times the students would repeatedly come up to the teachers and tell us what their job was and they didn't have their necklaces on anymore, so they remembered it!!! We will definately be using the sequencing for lessons and the necklaces again! |
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