The Life Cycle of A Pumpkin. Kindergarten

Transcription

1 The Life Cycle of A Pumpkin Kindergarten EDUC 280 Methods of Teaching Francesca Gabennesch

2 Table of Context Supplies List 3-4 Lesson Plan # Materials for Lesson Plan #1 (in clear sleeve) Lesson Plan # Materials for Lesson Plan #2 (in clear sleeve) Lesson Plan # Materials for Lesson Plan #3 (no worksheets) Lesson Plan # Materials for Lesson Plan #4 (in clear sleeve) Lesson Plan # Materials for Lesson Plan #5 (in clear sleeve) Any Materials Used for All Lessons (in clear sleeve) 2

3 Supplies List Pencils Colored Pencils Orange Pumpkin Green Pumpkin Vine and Flower Pumpkin Seeds Laminated Stages of a Pumpkin Cards Classroom Rug Life Cycle of a Pumpkin book Life Cycle of a Pumpkin book pages Song about the life cycle of a pumpkin GwFHQZI8 Enough Styrofoam cups (already labeled with students names in sharpie) for all students and teacher Bag full of soil and a cup to scoop soil with Life cycle of a pumpkin book Tarp on carpet Projector Small plastic containers with water in them Students tables Sentence strips for each student 3

4 Stages of planting a seed worksheet Container of already separated pumpkin seeds Scissors Glue Sticks Stages of a Pumpkin worksheet Life Cycle of a Pumpkin Video Blank paper Pumpkin Book: From Seed to Pumpkin Pumpkin Cut outs Small white board White board marker Stapler 4

5 Francesca Gabennesch, September 28, 2015, Kindergarten Learning Goals/Objectives: The student will understand that seeds are what grow plants. The student will understand that seeds need sun, water, and good soil to grow. The student will understand that pumpkins start as seeds that are planted in the ground. Content Standards: SL.K.2: Comprehension and Collaboration Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.4: Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Methods: Set up: place tarp over classroom rug put names of students on cups and fill cups halfway with soil and put in big plastic container and set by teacher s spot next to rug fill mini cups of water and place in container and place by rug set out sentence strips, colored pencils, and the stages of planting a seed worksheet at every desk place pumpkin with top open by rug gather enough pumpkin seeds from pumpkin for whole class and place in a container 5

6 get powerpoint with song ready put laminated cards by rug Call all students to the classroom rug Sit on the floor somewhere in the circle with the students Have students follow and participate by saying My two hands go clap clap, my two feet go tap tap, my whole body turns around and sits down. Students should be sitting on the tarp Say- Today we are going to learn about seeds and pumpkins and how they grow. When we finish learning about how a pumpkin grows you all are going to make your own life cycle of a pumpkin book to take home and show your parents. Show students the book as it is being explained. Today we are going to learn about the first stage in the life cycle of the pumpkin. The first stage in the life cycle of a pumpkin is the seed. We have a song that we are going to sing today to help us learn about how a pumpkin grows. Get up and start the pumpkin song powerpoint. Sing along with the powerpoint. Do you know how pumpkins grow? Pumpkins grow Pumpkins grow. Do you know how pumpkins grow in my garden? First I plant some pumpkin seeds Pumpkin seeds Pumpkin seeds First I plant some pumpkin seeds in my garden Then the seed grows a sprout Grows a sprout Grows a sprout Then the seed grows a sprout in my garden 6

7 Then the vines and leaves will grow They will grow They will grow Then the vines and leaves will grow in my garden Then flowers grow on the vine On the vine On the vine Then flowers grow on the vine in my garden Then green pumpkins start to grow Start to grow Start to grow Then green pumpkins start to grow in my garden At last the pumpkin turns orange all around Orange all around Orange all around At last the pumpkin turns orange all around in my garden Now we know how pumpkins grow Pumpkins grow Pumpkins grow Now we know how pumpkins grow in my garden Say- Ok now we are going to go through the first part of the song again and I need you to sing along with me. Start the powerpoint and song again Students and teacher sing Do you know how pumpkins grow? Pumpkins grow Pumpkins grow. Do you know how pumpkins grow in my garden? First I plant some pumpkin seeds Pumpkin seeds Pumpkin seeds First I plant some pumpkin seeds in my garden Stop the powerpoint after the first two verses of the song 7

8 Pull out laminated cards of the life cycle of the pumpkin Say- So we just sang a song about the life cycle of a pumpkin and how it grows. Who can raise their hand quietly and tell me what is the first stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a seed Say- That s right! The picture of the seed is the first stage of the life cycle of a pumpkin. You guys are so smart! Now we are going to plant our own pumpkin seeds. Everyone is going to get a seed and as I give you a seed I want you to describe to me what the seed feels like, smells like, or looks like. Take container of pumpkin seeds and walk around the circle handing a seed to each student. As each student takes a seed, ask him or her to describe it loud enough for the whole classroom. Teacher takes a seed for herself and sits back in her seat in the circle. Say- I would like everyone to put their seed on the floor in front of them. So we have our seed that we are going to plant, but I think we are missing something. Can anyone quietly raise their hand and tell me what else we need to be able to plant our pumpkin seed? Call on students who are quietly raising their hands to answer the question. Student who is called on responds soil Say- That s right! We need something to put our seed in and soil so that it gets the nutrients it needs to grow. So now I am going to have someone who has been 8

9 paying really good attention and sitting quietly to help me pass out cups with soil to everyone. Usually when you re planting a seed you will either use the dirt in the ground or you will put dirt in a flowerpot. I have already put the dirt in the cups for you. Students sit up straighter and get really quiet. Call on two students who has been well behaved during the lesson and seems to be having an easy time understanding everything to come up and get cups of soil to hand out. Say to helpers- There are names on the cups, please look at the name and then carefully take the cup to that student. Say to the rest of the students- As you get your cup with soil in it I want you to place it in front of you next to your seed and then put your hands in your lap. Help pass out cups of soil to students while keeping an eye on helpers and students. Students who were called on look at the name on the cups and give to the right student. Students receive cup and place it in front of their lap next to their seed and put their hands back in their lap. Take a cup with soil for yourself. Once every student has a cup with soil in it say while modeling it- Now we are going to make a hole for our seed to go in. So watch me first and then I want you to do it. So I am going to use my finger to dig a little hole carefully down the middle of my cup of soil. And then I am going to take my seed and place it in the 9

10 hole I made with my finger. Now go ahead and make a hole in the soil with your finger and place your seed in the hole. Watch students as they are doing this and call students names who are doing a good job, or give some more direction to others who are struggling. Say- Good job. That s right, take your finger and make a little hole in the middle of the soil. Make sure you re being careful. Great job everyone. Ok now I need eyes on me again so I can show you the next steps in planting our seed. Model as you explain. Now I am going to cover up the seed with some soil so I can t see it anymore. Ok now it is your turn. Carefully cover up your seed with some soil so you can t see it anymore. I will know you are done covering up your seed when your cup is back in front of your lap on the floor and your hands are in your lap. Watch students and provide more direction as needed. Good job! So we have taken a pumpkin seed and planted it in some soil. Who can quietly raise their hand and tell me what else our seed needs to grow? Call on students who are quietly raising their hands to answer the question. Student who is called on responds water Say- That s right! We need to give our seed water so it can grow. I am going to give each of you some containers with water in them and when I do I want you to carefully pour the water on the soil. Take containers of water around and pass out to each student. Watch as students pour water. 10

11 Good job! Ok now we are going to do an activity at our tables. Pick up extra copy of activity to show and explain. Model as you explain. At your seat you each have a sheet of paper with pictures of how to plant a seed. You are going to color each of the pictures, cut out each picture and then glue them on the sentence strip you have in the right order. So the first thing you do when you plant a seed is to get a cup or a flowerpot to put it in. So I would glue the picture of the flowerpot down first. I am going to look for students who are sitting quietly with their hands in their lap and criss cross applesauce to send them to their table to start working. Send table groups back to work at a time. Students will quietly walk back to their seat as their table color is called. They will sit down and start working on the activity. First they will color the pictures, then cut out the pictures, and then glue them on the sentence strip in the right order. Turn on the life cycle of a pumpkin song again so that it is playing softly in the background. Walk around and give extra assistance to students, as they need it. For students who need to be challenged more ask them to number the steps or to label the steps. Materials/Resources: Classroom rug Pumpkin with top cut open Song about the life cycle of a pumpkin GwFHQZI8 11

12 Enough Styrofoam cups (already labeled with students names in sharpie) for all students and teacher Bag full of soil and a cup to scoop soil with Life cycle of a pumpkin book Tarp on carpet Computer Projector Stages of planting a seed worksheet on students tables Small plastic containers with water in them Laminated cards of the life cycle of a pumpkin Students tables Colored pencils at each table Sentence strips for each student 12

13 Container of already separated pumpkin seeds Connection to Prior Knowledge: The kindergarten class has been learning about plants and animals and that everything needs specific things in order to grow. They have been sitting in circles every day and learning how to properly participate. They may have some idea of what a pumpkin is. Assessment: Before- Students will pick out which stage of a pumpkin is first by looking at the laminated pictures of the life cycle of a pumpkin on the floor. During- Students will be asked what they see, feel, smell about seeds. What does the seed smell like? What does it feel like? What does it look like? Why do you think seeds need water? Why do we put the dirt in first? Why isn t the pumpkin the first stage of the life cycle? After- Students will do a seed planting worksheet that they will have to color, cut out and glue onto a sentence strip. Special Needs of Students: Intervention- For students who need some more intervention the teacher will ask them questions throughout the lesson as they seem to need help. The teacher will also give them more instruction through the lesson as they are participating in activities. The song is playing in the background to help them remember the order. Enrichment- For students who need some more enrichment they will be asked to color more and number or label the steps on the planting a seed worksheet. They 13

14 may also be asked to do some research about what different kinds of seeds there are and the plants that they grow. Reflection: This lesson addresses the physical, cognitive, language and social emotional development of students in several different ways. First it is age appropriate so it is a concept that students can understand and have possibly even had previous experience with. This lesson gets students to be involved in fine motor skills when they are planting their seeds and using their sensing to describe a seed. When they are learning about and describing seeds they are developing their knowledge and learning how interact and speak to their peers and adults. My evaluation strategy determines whether I have met my learning goals because I will know students have learned how to plant a seed and what it needs to grow if they are actively participating and answering my questions and if they correctly complete their worksheet. The worksheet will show that they were paying attention while they were planting their own seed and understand the order in which we did each step. If students understand that a seed is what plants grow from, that it needs sun, soil and water to grow and that it is the first stage of a pumpkin then they will successfully complete the end assessment and be actively involved during the lesson. I have hit multiple intelligences in this lesson. Children are learning by listening, by feeling and using their senses, by describing what they are learning back to me, and by actually planting their own seed and providing for it what it needs. Through all these different activities, students are learning and taking in information by listening, by singing about it, by physically doing something, and by discussing it. These different 14

15 activities each help children learn in different ways so that they fully understanding what is being taught. These different activities are also addressing different learning styles. They are addressing the hands on/kinesthetic learning style, auditory, and visual learning styles. The forms of assessment that will show if the student has learned what I intended are the worksheet at the end that requires students to place in order the steps of planting a seed. If they do not understand how we planted a seed then they will not put the steps in the right order. I will also know that students are learning what a seed is if they can accurately describe one to me. 15

16 Francesca Gabennesch, October 19, 2015, Kindergarten Learning Goals/Objectives: The student will understand that the second stage in the life cycle of a pumpkin is the plant. The student will understand that the third stage in the life cycle of a pumpkin is the flower. The student will understand that plants need sun, water and good soil to grow. Common Core Content Standards: SL.K.2: Comprehension and Collaboration Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.4: Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Methods: set out sentence strips, colored pencils, pencils, scissors, glue sticks, and the first three stages of a pumpkin worksheet place pumpkin with top open by rug gather pumpkin plant and flower and place by rug get powerpoint with song ready put laminated cards by rug 16

17 Call all students to the classroom rug Sit on the floor somewhere in the circle with the students Have students follow and participate by saying My two hands go clap clap, my two feet go tap tap, my whole body turns around and sits down. Say- Today we are going to learn about plants, flowers and pumpkins and how they grow. So remember when we finish learning about how a pumpkin grows you all are going to make your own life cycle of a pumpkin book to take home and show your parents. Show students the book as it is being explained. Last time we learned about the first stage in the life cycle of a pumpkin and today we are going to learn about the second stage in the life cycle of the pumpkin. So last time we sang a song about the life cycle of a pumpkin and how it grows. Who can raise their hand quietly and tell me what is the first stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a seed That s right! The picture of the seed is the first stage of the life cycle of a pumpkin. You guys are so smart! So now we know the first stage in the life cycle of a pumpkin. So the second stage in the life cycle of a pumpkin is the plant. We have a song that we are going to sing today to help us learn about how a pumpkin grows. Get up and start the pumpkin song powerpoint. Sing along with the powerpoint. 17

18 Do you know how pumpkins grow? Pumpkins grow Pumpkins grow. Do you know how pumpkins grow in my garden? First I plant some pumpkin seeds Pumpkin seeds Pumpkin seeds First I plant some pumpkin seeds in my garden Then the seed grows a sprout Grows a sprout Grows a sprout Then the seed grows a sprout in my garden Then the vines and leaves will grow They will grow They will grow Then the vines and leaves will grow in my garden Then flowers grow on the vine On the vine On the vine Then flowers grow on the vine in my garden Then green pumpkins start to grow Start to grow Start to grow Then green pumpkins start to grow in my garden At last the pumpkin turns orange all around Orange all around Orange all around At last the pumpkin turns orange all around in my garden Now we know how pumpkins grow Pumpkins grow Pumpkins grow Now we know how pumpkins grow in my garden Say- Ok now we are going to go through the first half of the song again and I need you to sing along with me. Start the powerpoint and song again 18

19 Students and teacher sing Do you know how pumpkins grow? Pumpkins grow Pumpkins grow. Do you know how pumpkins grow in my garden? First I plant some pumpkin seeds Pumpkin seeds Pumpkin seeds First I plant some pumpkin seeds in my garden Then the seed grows a sprout Grows a sprout Grows a sprout Then the seed grows a sprout in my garden Then the vines and leaves will grow They will grow They will grow Then the vines and leaves will grow in my garden Then flowers grow on the vine On the vine On the vine Then flowers grow on the vine in my garden Stop the powerpoint after the first five verses of the song Pull out laminated cards of the life cycle of the pumpkin Say- So we just sang a song about the life cycle of a pumpkin and how it grows. Who can raise their hand quietly and tell me what is the first stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a seed 19

20 Say- That s right! The picture of the seed is the first stage of the life cycle of a pumpkin. You guys are so smart! Now who can raise their hand quietly and tell me what is the second stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a plant Say- That s right! The picture of the green sprout, vines and leave is the second stage of the life cycle of a pumpkin. You guys are so smart! Now who can raise their hand quietly and tell me what is the third stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a flower Say- That s right! The picture of the yellow flower is the third stage of the life cycle of a pumpkin. You guys are so smart! So now we know the first three stages of the life cycle of a pumpkin! Which means we ve almost learned the whole life cycle! Get out pumpkin vine and pass it around the circle. This is the vine of a pumpkin; this is what it looks like in the plant stage. I want you to look at the vine, feel it and smell it and tell me what you observe. As each student touches the plant, ask him or her to describe it loud enough for the whole classroom. Get out pumpkin flower and pass it around the circle. Now this is the flower of a pumpkin; this is what it looks like in the flower stage. Again, I want you to look 20

21 at the flower, feel it and smell it and tell me what you observe. As each student touches the flower, ask him or her to describe it loud enough for the whole classroom. Now we are going to do an activity at our tables. Pick up extra copy of activity to show and explain. Model as you explain. At your seat you each have a sheet of paper with pictures of the stages of a pumpkin that we have talked about so far. You are going to color each of the pictures, cut out each picture and then glue them on the sentence strip you have in the right order. So if I think the seed is the first stage in the life cycle of a pumpkin I glue the picture of the seed down first. I am going to look for students who are sitting quietly with their hands in their lap and criss cross applesauce to send them to their table to start working. Wait for students to get silent, then call off physical qualities and send those students to their table. If you have brown hair you may walk to your table. Wait for those students to get back to their table before sending the next group. If you have blue jeans on you may walk quietly back to you table. Students will quietly walk back to their seat as a characteristic that matches them is called. They will sit down and start working on the activity. First they will color the pictures, then cut out the pictures, and then glue them on the sentence strip in the right order. Turn on the life cycle of a pumpkin song again so that it is playing softly in the background. Walk around and give extra assistance to students, as they need it. For students who need to be challenged more give them the next pictures in the stages to come. Ask students what order they think the additional stages will go in 21

22 and what they would be called. Have them place them in that order on the sentence strip and label them based on their predictions. Material/Resources: Classroom rug Song about the life cycle of a pumpkin GwFHQZI8 Projector Computer Life cycle of a pumpkin book Laminated cards of the life cycle of a pumpkin Pumpkin with top cut open Vine of a pumpkin Flower off a pumpkin Sentence Strip Scissors Colored Pencils Glue Sticks Pencils Stages of Pumpkin worksheet 22

23 Connection to Prior Knowledge: The kindergarten class has been learning about the life cycle of a pumpkin and has already learned the first stage. They know what a pumpkin is and that it starts out as a seed. They have an understanding of what plants needs to grow. The students have also been sitting in circles every day and learning how to properly participate. Assessment: Before- Students will pick out which stage of a pumpkin is second by looking at the laminated pictures of the life cycle of a pumpkin on the floor. During- Students will be asked what they see, feel, smell about the vine and flower. What does the vine smell like? What does it feel like? What does it look like? Why do you think plant and flower need water? What does the flower smell like? What does it feel like? What does it look like? Why isn t the pumpkin the second stage of the life cycle? After- Students will do a stage of a pumpkin worksheet that they will have to color, cut out, put in correct order and glue onto a sentence strip. Special Needs of Students: Intervention- For students who need some more intervention the teacher will ask them questions throughout the lesson, as they seem to need help. The teacher will 23

24 also give them more instruction through the lesson as they are participating in activities. The song is playing in the background to help them remember the order. Enrichment- For students who need more enrichment they will be given the future stages of a pumpkin pictures to look at. They will be asked to make predictions on the color, order, and labels of these future stages. Reflection: This lesson addresses the physical, cognitive, language and social emotional development of students in several different ways. First it is age appropriate so it is a concept that students can understand and have possibly even had previous experience with. When they are learning about and describing the physical vine and flower, they are developing their knowledge and learning how interact and speak to their peers and adults. My evaluation strategy determines whether I have met my learning goals because I will know students have learned the first three stages in the life cycle of a pumpkin if they are actively participating and answering my questions and if they correctly complete their worksheet. The worksheet will show that they were paying attention while we were doing the whole group activities and that they understand the order in which each stage comes. If students understand that a plant is what grows from a seed and that it is the second stage of a pumpkin and that then a flower grows on the vine and that is the third stage, then they will successfully complete the end assessment and be actively involved during the lesson. I have hit multiple intelligences in this lesson. Children are learning by listening, by feeling and using their senses, and by describing what they are learning back to me. 24

25 Through all these different activities, students are learning and taking in information by listening, by singing about it, by physically doing something, and by discussing it. These different activities each help children learn in different ways so that they fully understanding what is being taught. These different activities are also addressing different learning styles. They are addressing the hands on/kinesthetic learning style, auditory, and visual learning styles. The forms of assessment that will show if the student has learned what I intended are the worksheet at the end that requires students to place in order the stages of a pumpkin that they have learned so far. If they do not understand the stages then they will not put the stages in the right order. I will also know that students are learning what a vine and flower are if they can accurately describe one to me. 25

26 Francesca Gabennesch, November 16, 2015, Kindergarten Learning Goals/Objectives: The student will understand that the fourth stage in the life cycle of a pumpkin is a green pumpkin. The student will understand that pumpkins need sun, water, and good soil to grow. Content Standards: SL.K.2: Comprehension and Collaboration Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.4: Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Methods: set out blank paper, colored pencils, and pencils place green pumpkin with top open by rug get powerpoint with song ready, as well as the video put laminated cards by rug Call all students to the classroom rug Sit on the floor somewhere in the circle with the students Have students follow and participate by saying My two hands go clap clap, my two feet go tap tap, my whole body turns around and sits down. 26

27 Say- Today we are going to learn about the fourth stage of a pumpkin. So remember when we finish learning about how a pumpkin grows you all are going to make your own life cycle of a pumpkin book to take home and show your parents. Show students the book as it is being explained. We have learned the first, second and third stages in the life cycle of a pumpkin and today we are going to learn the fourth stage. So last time we sang a song about the life cycle of a pumpkin and how it grows. Who can raise their hand quietly and tell me what is the first stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a seed That s right! The picture of the seed is the first stage of the life cycle of a pumpkin. You guys are so smart! Who can raise their hand quietly and tell me what is the second stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a plant That s right! The picture of the plant or vine is the second stage of the life cycle of a pumpkin. Great job! Who can raise their hand quietly and tell me what the third stage of the life cycle of a pumpkin? Call on students to answer question 27

28 Students raise hands and wait to be called on to answer the question. Student who is called on responds a flower That s right! The picture of the flower is the third stage of the life cycle of a pumpkin. Awesome job guys! So now we know the first, second and third stages of a pumpkin. First is the seed, then the vine and then the flower. After the flower, comes the fourth step, which is the green pumpkin. Point to the green pumpkin laminated card and move the green pumpkin next to it. So now we are going to sing our pumpkin song that has been helping us learn how a pumpkin grows. Get up and start the pumpkin song powerpoint. Sing along with the powerpoint. Do you know how pumpkins grow? Pumpkins grow Pumpkins grow. Do you know how pumpkins grow in my garden? First I plant some pumpkin seeds Pumpkin seeds Pumpkin seeds First I plant some pumpkin seeds in my garden Then the seed grows a sprout Grows a sprout Grows a sprout Then the seed grows a sprout in my garden Then the vines and leaves will grow They will grow They will grow Then the vines and leaves will grow in my garden Then flowers grow on the vine On the vine On the vine Then flowers grow on the vine in my garden 28

29 Then green pumpkins start to grow Start to grow Start to grow Then green pumpkins start to grow in my garden At last the pumpkin turns orange all around Orange all around Orange all around At last the pumpkin turns orange all around in my garden Now we know how pumpkins grow Pumpkins grow Pumpkins grow Now we know how pumpkins grow in my garden Stop powerpoint after the song ends Pull out laminated cards of the life cycle of the pumpkin Say- So we just sang a song about the life cycle of a pumpkin and how it grows. Who can raise their hand quietly and tell me what is the first stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a seed Say- That s right! The picture of the seed is the first stage of the life cycle of a pumpkin. You guys are so smart! Now who can raise their hand quietly and tell me what is the second stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a plant 29

30 Say- That s right! The picture of the green sprout, vines and leaves is the second stage of the life cycle of a pumpkin. You guys are so smart! Now who can raise their hand quietly and tell me what is the third stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a flower Say- Great job! The picture of the yellow flower is the third stage of the life cycle of a pumpkin. You guys are so smart! Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a green pumpkin Say- That s right! The picture of the green pumpkin is the fourth stage of the life cycle of a pumpkin. You guys are so smart! Which means we ve almost learned the whole life cycle! We only have one stage left. Say- Now we are going to watch a video about the life cycle of a pumpkin so you can see real pictures of all the stages and see how a pumpkin grows. Turn on video of the pumpkin life cycle. Stop video at 1:10. Ask students what they saw in the video that was like what we have been talking about in class. Call on students as they raise their hands. Get out green pumpkin and pass it around the circle. This is a green pumpkin; this is what a pumpkin looks like in the fourth stage. I want you to look at the green pumpkin, feel it and smell it and tell me what you observe. As each student 30

31 touches the pumpkin, ask him or her to describe it loud enough for the whole classroom. Now we are going to do an activity at our tables. Pick up extra copy of activity to show and explain. Model as you explain. You are going to go back to your tables and at your seat you are going to draw me a picture of any of the stages in the life cycle of a pumpkin we have talked about. You can draw a seed, the vine, the flower, or the green pumpkin. While you are working, I am going to come around and ask you individually to tell me about that stage you are drawing and I am going to write down what you tell me so that you can remember information about that stage. So if I was drawing a picture of the seed stage, I would say that the seed is the first stage in the life cycle and that it is very small. I would also say that the seed is what the pumpkin grows from and that it needs sunlight, water and good soil to grow. I am going to look for students who are sitting quietly with their hands in their lap and criss cross applesauce to send them to their table to start working. Wait for students to get silent, then call off physical qualities and send those students to their table. If you have brown hair you may walk to your table. Wait for those students to get back to their table before sending the next group. If you have blue jeans on you may walk quietly back to you table. Students will quietly walk back to their seat as a characteristic that matches them is called. They will sit down and start working on the activity. They will pick a stage and then draw that stage. I will walk around a few minutes after students 31

32 have started working and ask them to tell me about that stage and write down what they say. Turn on the life cycle of a pumpkin song again so that it is playing softly in the background. For students who need more help, have the laminated cards available for them and prompt them more to get explanations of the stages. For students who need to be challenged ask them to write down their own explanation of the stage. Materials/Resources: Classroom rug Song about the life cycle of a pumpkin GwFHQZI8 Projector Computer Life cycle of a pumpkin book Laminated cards of the life cycle of a pumpkin Green pumpkin Life Cycle of a Pumpkin Video Colored Pencils Pencils Blank paper Connection to Prior Knowledge: The kindergarten class has been learning about the life cycle of a pumpkin and has already learned the first three stages. They know what a pumpkin is and that it starts out as a seed then grows a vine and a flower. They have an 32

33 understanding of what plants need to grow. The students have also been sitting in circles every day and learning how to properly participate. Assessment: Before- Students will pick out what the fourth stage of a pumpkin is by looking at the laminated pictures of the life cycle of a pumpkin on the floor. During- Students will be asked what they see, feel, smell about the green pumpkin. What does the green pumpkin smell like? What does it feel like? What does it look like? Why do you think the pumpkin needs water? After- Students will draw a stage that has been talked about so far. Then the teacher will walk around and ask them to explain the stage and write down what they say. Special Needs of Students: Intervention- For students who need some more intervention the teacher will ask them questions throughout the lesson, as they seem to need help. The teacher will also prompt them more to explain the stage they draw and give them the laminated cards to look at if they need it. The song is playing in the background to help them remember the order. Enrichment- For students who need more enrichment, they will be asked to write down their own explanation of the stage they drew. Reflection: This lesson addresses the physical, cognitive, language and social emotional development of students in several different ways. First it is age appropriate so it is a concept that students can understand and have possibly even had previous experience 33

34 with. When they are learning about and describing the physical green pumpkin, they are developing their knowledge and learning how interact and speak to their peers and adults. My evaluation strategy determines whether I have met my learning goals because I will know students have learned the first three stages in the life cycle of a pumpkin if they are actively participating and answering my questions and if they correctly complete their work. Their work will show that they were paying attention while we were doing the whole group activities and that they can draw the stage and explain it well. If students understand that a seed is the first stage in the life cycle, that it is very small, that the seed is what the pumpkin grows from, and that it needs sunlight, water and good soil to grow then I know they have been learning. I have hit multiple intelligences in this lesson. Children are learning by listening, by feeling and using their senses, and by describing what they are learning back to me. Through all these different activities, students are learning and taking in information by listening, by singing about it, by physically doing something, and by discussing it. These different activities each help children learn in different ways so that they fully understanding what is being taught. These different activities are also addressing different learning styles. They are addressing the hands on/kinesthetic learning style, auditory, and visual learning styles. The form of assessment that will show if the student has learned what I intended, is the drawing and explanation that students will be asked to do. If a student can draw the stage accurately and then describe it to mean in good detail, then I will know they have been learning. I will also know that students are learning what a green pumpkin is if they can accurately describe one to me. 34

35 Francesca Gabennesch, November 30, 2015, Kindergarten Learning Goals/Objectives: The student will understand that the fifth stage in the life cycle of a pumpkin is a big, orange pumpkin. The student will understand that pumpkins can be used for many different things. Content Standards: SL.K.2: Comprehension and Collaboration Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.4: Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Methods: set out pumpkin life cycle worksheet, sentence strips, and colored pencils at tables place orange pumpkin with top open by rug get powerpoint with song ready put laminated cards by rug put white board and marker by rug Call all students to the classroom rug Sit on the floor somewhere in the circle with the students Have students follow and participate by saying My two hands go clap clap, my two feet go tap tap, my whole body turns around and sits down. 35

36 Say- Today we are going to learn about the last stage in the life cycle of a pumpkin. So remember when we finish learning about how a pumpkin grows you all are going to make your own life cycle of a pumpkin book to take home and show your parents. Show students the book as it is being explained. We have learned the first, second, third, and fourth stages in the life cycle of a pumpkin and today we are going to learn the fifth stage. So we ve been singing a song about the life cycle of a pumpkin and how it grows. Who can raise their hand quietly and tell me what is the first stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a seed That s right! The picture of the seed is the first stage of the life cycle of a pumpkin. You guys are so smart! Who can raise their hand quietly and tell me what is the second stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a plant That s right! The picture of the plant or vine is the second stage of the life cycle of a pumpkin. Great job! Who can raise their hand quietly and tell me what the third stage of the life cycle of a pumpkin? Call on students to answer question 36

37 Students raise hands and wait to be called on to answer the question. Student who is called on responds a flower That s right! The picture of the flower is the third stage of the life cycle of a pumpkin. Awesome job guys! Who can raise their hand quietly and tell me what the fourth stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a green pumpkin Good job! The picture of the small, green pumpkin is the fourth stage of the life cycle of a pumpkin. So now we know the first, second, third and fourth stages of a pumpkin. First is the seed, then the vine, then the flower, and then the green pumpkin. After the green pumpkin, comes the fifth stage, which is the orange pumpkin. Point to the orange pumpkin laminated card and move the real orange pumpkin next to it. So now we are going to sing our pumpkin song that has been helping us learn how a pumpkin grows. Get up and start the pumpkin song powerpoint. Sing along with the powerpoint. Do you know how pumpkins grow? Pumpkins grow Pumpkins grow. Do you know how pumpkins grow in my garden? First I plant some pumpkin seeds Pumpkin seeds Pumpkin seeds 37

38 First I plant some pumpkin seeds in my garden Then the seed grows a sprout Grows a sprout Grows a sprout Then the seed grows a sprout in my garden Then the vines and leaves will grow They will grow They will grow Then the vines and leaves will grow in my garden Then flowers grow on the vine On the vine On the vine Then flowers grow on the vine in my garden Then green pumpkins start to grow Start to grow Start to grow Then green pumpkins start to grow in my garden At last the pumpkin turns orange all around Orange all around Orange all around At last the pumpkin turns orange all around in my garden Now we know how pumpkins grow Pumpkins grow Pumpkins grow Now we know how pumpkins grow in my garden Stop the powerpoint after the song ends Pull out laminated cards of the life cycle of the pumpkin Say- So we just sang a song about the life cycle of a pumpkin and how it grows. Who can raise their hand quietly and tell me what is the first stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. 38

39 Student who is called on responds a seed Say- That s right! The picture of the seed is the first stage of the life cycle of a pumpkin. You guys are so smart! Now who can raise their hand quietly and tell me what is the second stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a plant Say- That s right! The picture of the green sprout, vines and leaves is the second stage of the life cycle of a pumpkin. You guys are so smart! Now who can raise their hand quietly and tell me what is the third stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a flower Say- Great job! The picture of the yellow flower is the third stage of the life cycle of a pumpkin. You guys are so smart! Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds a green pumpkin Say- That s right! The picture of the green pumpkin is the fourth stage of the life cycle of a pumpkin. You guys are so smart! Which means we ve almost learned the whole life cycle! We only have one stage left. 39

40 Who can raise their hand quietly and tell me what the fifth and last stage of the life cycle of a pumpkin? Call on students to answer question Students raise hands and wait to be called on to answer the question. Student who is called on responds an orange pumpkin Good job! The picture of the big, orange pumpkin is the fifth stage of the life cycle of a pumpkin. Get out the book From Seed to Pumpkin and read it to students. Introduce the book first. Ask questions about the title, cover, author and illustrator. Ask them what they think the book will be about. Read the book with lots of enthusiasm, while also pointing out what we have already learned that they talk about in the book. Get out the orange pumpkin and pass it around the circle. This is a pumpkin; this is what a pumpkin looks like in the fourth stage. I want you to look at the green pumpkin, feel it and smell it and tell me what you observe. As each student touches the pumpkin, ask him or her to describe it loud enough for the whole classroom. Do the Jot Thoughts Kagan Structure. So now we know the whole life cycle of a pumpkin. Pumpkins can be used for lots of different things. What kinds of things do we use pumpkins for? Get out white board and marker and make list of what students say. Call on students to answer question. Students raise hands and wait to be called on to answer the question. 40

41 Make a decent size list of the different answers. We have a great list of things that we can use pumpkins for. We can use them for decoration on Halloween, we can make them into pie, or cupcakes, and we can eat the seeds. You guys know a lot about pumpkins! Now we are going to do an activity at our tables. Pick up extra copy of activity to show and explain. Model as you explain. At your seat you each have a worksheet with pictures of the different stages. I want you to color each stage, and then cut it out place it in the right place on the pumpkin cut out. So I would color the seed stage, cut it out, and then place it in the circle that is by the number one because it is the first stage. Now I am going to look for students who are sitting quietly with their hands in their lap and criss cross applesauce to send them to their table to start working. Wait for students to get silent, then call off physical qualities and send those students to their table. If you have brown hair you may walk to your table. Wait for those students to get back to their table before sending the next group. If you have blue jeans on you may walk quietly back to you table. Students will quietly walk back to their seat as a characteristic that matches them is called. They will sit down and start working on the activity. Students will color 41

42 the stages on the worksheet, then cut them out and glue them into the right spaces on the pumpkin cutout. Turn on the life cycle of a pumpkin song again so that it is playing softly in the background. Walk around and give extra assistance to students, as they need it. For students who need to be challenged more give them the worksheet that doesn t have any labels and ask them to label the stages as well. Materials/Resources: Classroom rug Song about the life cycle of a pumpkin GwFHQZI8 Projector Computer Life cycle of a pumpkin book Laminated cards of the life cycle of a pumpkin Orange pumpkin Pumpkin Book Colored Pencils 42

43 Glue sticks Pumpkin cut outs Pumpkin life cycle worksheet Small white board White board marker Connection to Prior Knowledge: The kindergarten class has been learning about the life cycle of a pumpkin and has already learned the first four stages. They know what a pumpkin is and that it starts out as a seed then grows a vine and a flower and then turns into a green pumpkin. They have an understanding of what plants need to grow. The students have also been sitting in circles every day and learning how to properly participate. Assessment: Before- Students will pick out what the fifth stage of a pumpkin is by looking at the laminated pictures of the life cycle of a pumpkin on the floor. 43

44 During- Students will be asked what they see, feel, smell about the orange pumpkin. What does the green pumpkin smell like? What does it feel like? What does it look like? Why do you think the pumpkin needs water? After- Students will get a worksheet with each of the stages of the life cycle of a pumpkin and a pumpkin cut out. They will cut out each section, color them and clue them into the right places on the pumpkin cut out. Special Needs of Students: Intervention- For students who need some more intervention the teacher will ask them questions throughout the lesson, as they seem to need help. The teacher will also give them more instruction through the lesson as they are participating in activities. The song is playing in the background to help them remember the order. Enrichment- For students who need more enrichment they will be given the worksheet without the labels and will be asked to label each stage themselves. Reflection: This lesson addresses the physical, cognitive, language and social emotional development of students in several different ways. First it is age appropriate so it is a concept that students can understand and have possibly even had previous experience with. When they are learning about and describing the physical orange pumpkin, they are developing their knowledge and learning how interact and speak to their peers and adults. My evaluation strategy determines whether I have met my learning goals because I will know students have learned the first four stages in the life cycle of a pumpkin if they are actively participating and answering my questions and if they correctly complete 44

45 their work. Their work will show that they were paying attention while we were doing the whole group activities and that they understand the order in which each stage comes. If students understand the full life cycle of a pumpkin, then they will successfully complete the end assessment and be actively involved during the lesson. I have hit multiple intelligences in this lesson. Children are learning by listening, by feeling and using their senses, and by describing what they are learning back to me. Through all these different activities, students are learning and taking in information by listening, by singing about it, by physically doing something, and by discussing it. These different activities each help children learn in different ways so that they fully understanding what is being taught. These different activities are also addressing different learning styles. They are addressing the hands on/kinesthetic learning style, auditory, and visual learning styles. The forms of assessment that will show if the student has learned what I intended are the worksheet at the end that requires students to put all five stages in the proper order and color them correctly. If they do not understand the stages then they will not put the stages in the correct order or color them correctly. I will also know that students are learning what a orange pumpkin is if they can accurately describe one to me. 45

46 Francesca Gabennesch, December 2, 2015, Kindergarten Learning Goals/Objectives: The student will understand that the there are five stages in the life cycle of a pumpkin. The student will understand that the first stage is a seed, the second stage is a vine, the third stage is a flower, the fourth stage is a green pumpkin, and the fifth stage is an orange pumpkin. The student will understand that a pumpkin can be used for many different things. The student will understand that a plant needs water, sunlight and soil to grow. Content Standards: SL.K.2: Comprehension and Collaboration Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.4: Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Methods: Get out the example pumpkin book and put it by the rug Set out enough sheets of each of the pages of the book at each table Also put pencils and colored pencils at the tables Call all students to the classroom rug Sit on the floor somewhere in the circle with the students 46

47 Have students follow and participate by saying My two hands go clap clap, my two feet go tap tap, my whole body turns around and sits down. Say- Today is our last day working with pumpkins. We have learned ALL of the stages in the life cycle of a pumpkin, which means it s time to make your own book. This is what the book looks like when it s all done. Today when you go back to your seats, you are going to take a sheet from each pile. Each one has a different stage on it, and then one has a title page. Once you have all of the sheets you need, you are going to color each stage and label each stage correctly. Then you are going to put the stages in order and staple your book together and put your name on it. Any questions? I am going to look for students who are sitting quietly with their hands in their lap and criss cross applesauce to send them to their table to start working. Wait for students to get silent, then call off physical qualities and send those students to their table. If you have brown hair you may walk to your table. Wait for those students to get back to their table before sending the next group. If you have blue jeans on you may walk quietly back to you table. Students will quietly walk back to their seat and start working on making their booklet. Walk around and check on students, but don t give them answers. Make sure they have all the sheets they need. Materials/Resources: Classroom rug 47

48 Life cycle of a pumpkin book Laminated cards of the life cycle of a pumpkin Pencils Colored Pencils Life cycle of a pumpkin book pages (minus sprout and without labels) Classroom stapler Reflection: This lesson addresses the physical, cognitive, language and social emotional development of students in several different ways. First it is age appropriate so it is a concept that students can understand and have possibly even had previous experience with. When they are learning about and describing the physical orange pumpkin, they are developing their knowledge and learning how to interact and speak to their peers and adults. My evaluation strategy determines whether I have met my learning goals because I will know students have learned the life cycle of a pumpkin if they are actively if they correctly complete their work. Their work will show that they were paying 48