Advanced Organizer Template .docx

Advance Organizer Lesson Plan Your Name: Coco Boothby, Jana Matthes and Katie Peterson Grade Level: 2nd Grade Subject: Science

Unit: Gardens Lesson Title: Similarities and Differences in the Garden

Content Standards: Next Generation Science Standards, 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

Materials Needed: Watermelon bowl

Popsicle sticks with students names on themTwo worksheets, or exploration sheets, per student (attached)PencilsCrayons / Colored Pencils 4-8 Magnifying Glasses4-8 Tweezers

Seeds Pumpkin Seeds Corn Kernels Tomato Seeds Mustard Seeds Green Bean Seeds

Sunflower Seeds

Soil Rocky Soil Sandy Soil Potting Soil Clay-Like Soil

Vegetables

Green Pepper Corn Pumpkin Green Beans Tomato Carrots Pea Pods Turnips

Flowers Sunflowers Tulips Rose Gardenia Daisy Setup:Four different centers will be set up throughout the room, one for flowers, seeds, soils and vegetables. Each station will have multiple varieties as well as colored pencils and crayons. Magnifying glasses and tweezers will be available to encourage exploration.

Prerequisite Skills: 1. Work within a group of peers2. Spell basic words3. Write with a pencil

Lesson Objective:

After the lesson, second grade students will be able to name and write with 100% accuracy at least three similarities and at least three differences between various garden seeds, several types of soils, a number of different vegetables, and different kinds of flowers. 1. Present objectives: Second graders, today we are going to continue working on our garden unit and learn about some similarities and differences between items from the garden. We are going to talk about what similarities and differences are and why it is important to know them. We are going to do that by working in groups and investigating actual seeds, soil, vegetables, and flowers from a garden. When we are finished with our work you will be able to talk about and write down at least three similarities and three differences between all of the garden items that you investigated.

2. Present advance organizer Time: 5 minutes

Before we talk about similarities and differences we need to learn what they are, dont we? Who can tell me what the word similarity means? Yes, it means something that is the same as something else, or kind of the same. Who knows what the word difference means? Thats right, it means things that are different from each other, or not the same. Before we investigate the similarities and differences between garden items, we are going to use EACH OTHER to learn about similarities and differences! I drew three of your names out of this watermelon-shaped bowl. Katie, Michael, and Sonia would you like to be my volunteers and come to the front of the room and stand so that we can find similarities and differences between you? Thank you! [Three students stand in front of the room] First, lets find similarities, or something that is the same or mostly the same between Katie, Michael, and Sonia. Please raise your hands if you know one similarity. [Picks a student] Thats right Landon, they each have hair. So having hair is something that is similar, or a similarity between all three of them. [Continue with two more examples] Now, raise your hands if you can find something different about each one of them. [Pick a student] Yep, thats a good one, Calvin. Katie has brown eyes, Michael has green eyes, and Sonia has blue eyes. They each have something different about their eyes, their different eye color, so those are differences between them. [Continue with two more examples] Just like people have similarities and differences, things in the garden, or in nature, have similarities and differences, too. Thank you Katie, Michael, and Sonia. You may go back to your seats. 3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 5 minutes The teacher will model the activity by choosing three vegetables, for example green pepper, pumpkin, and peapod. He/she will then think aloud, sharing their thought process as they come up with three similarities and three differences. A larger version of the worksheet should be drawn on the whiteboard so that all the students can see how the teacher would fill it out. For example,

First Im going to draw these vegetables on my paper [draw the vegetables in the three sections]. Well, if I open each of these up, they all have seeds on the inside [write seeds under the similarities section]. That is something that is similar. And look, when I look at their labels, all three of them have two ps in them [write two ps in each name]. They each feel pretty waxy on the outside too [write feels waxy on the outside].

They are each very different, I can see that. They are very different sizes - the pumpkin is big, the green pepper is medium, and the peapod is small [write different sizes under the differences section].

Now its your turn! Each of you will get two exploration sheets and then I will call off your names to partner you up. You will get some time at each station to explore the variety of vegetables, seeds, soils and flowers. Choose three of each and draw and label them in the boxes. Next, study them with your partner and the two of you can find three similarities and three differences. These you will record on your exploration sheets. Lets go investigate!

Students will be paired up (teacher decide the pairing ahead of time based on ability levels) and given five minutes at each station. While at the station, they will fill out their worksheet by drawing three of the varieties and then listing three similarities and three differences between them. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?) Time: 20 minutes (done concurrently with centers)

While students are at their centers working on forming observations and critically thinking about the similarities and differences the teacher will clipboard cruise. Teachers will observe students and stop by their centers to discuss students observations of similarities and differences.

Teacher will ask simple scaffolding/guiding questions to check students understanding of similarities and differences. If needed teacher may provide examples of similarities and differences in the seeds, soil, flowers, etc.

Example: What are some things that you have been observing? What characteristics about this seeds(soils, flowers,etc.) are similar(alike/the same)? What are some things you observed that where different about the seeds (soil, flowers,etc.)? How are these characteristics similar or different? 5. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: 5 minutes

Closing:

Teacher will collect all of the partner worksheets. Then they will have students meet on the group space. Teacher will facilitate a closing discussion to wrap up the lesson on observing similarities and differences.

I want you think about all of the centers you went to today. Now I want you to think about one similarity and one difference you found when observing, or looking at all of your materials today. Dont blurt them out. We are going to whip around the room I want you to share one similarity. (Whip around) Now we are going to whip around the room and I want you share one difference you observed today (Whip around) When you were at your centers was is harder to find similarities or differences? Dont blurt think about it. Okay turn to your discussion partner and tell them what is harder to find. Now I want you to tell them why this is harder. (Have a few partners share) I am very impressed with how well you did with observing similarities and differences. This is a skill that we will get a lot of practice using this year. We will do a lot of activities with finding similarities and differences throughout the year.

Assessment:

For this lesson the teacher will use the clipboard cruising document, observations made, and the worksheets handed in by students to assess. The teacher is looking for mastery of the skill or if students need more practice with the skill. Teacher is using this lesson to find out if more explicit instruction is needed to learn the skill of observing similarities and differences. 6. Adaptation for students who need extra help, time, or attentionAs the teacher clipboard cruises, he/she will be listening carefully to student thoughts and responses. For those who are struggling to think of similarities and differences, the teacher can provide certain prompts to engage the senses, such as What do they feel like?, What does it smell like? Such questions are to prompt the students individual thoughts more than guide them to certain answers. As the students are at each station, the teacher must be aware of students that are needing help staying on task or those that are struggling. The teacher may need to spend more time with them, but be sure not to ignore the students that are not struggling or that are at a higher ability level.

ELL students may be encouraged to write their similarities and differences in their native language. Because the goal of the lesson is to work on comparison skills, it is more important that they grow this skill, rather than be confined to the little vocabulary they may know. After the lesson, the teacher and student can meet one-on-one to translate the words into English together.Extension for students of high ability?Before the lesson, the teacher will decide on the pairing for this flexible grouping activity. Students will be paired with someone at a similar ability level to ensure that the workload is shared equally, they challenge each other and can both provide insight to the activity. Students of higher ability will be challenged to come up with similarities and differences that are less obvious. Creativity will be encouraged here!

TOTAL LESSON TIME: 35 minutes

7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc):

Our noggins :)

Picture Sources:

http://www.brownbagonline.com/wp-content/uploads/2013/10/pumpkin-seeds.jpghttp://upload.wikimedia.org/wikipedia/commons/7/78/Ab_food_06.jpghttp://newlifeonahomestead.com/2009/08/saving-tomato-seeds/http://floridaherbhouse.com/kitchen_spice_blog/wp-content/uploads/2012/07/mustardseed.jpghttp://1.bp.blogspot.com/_HcW_QK7WCrY/TOQQLrm0TaI/AAAAAAAANq4/85I76ewPGLU/s1600/beans+for+seed.JPGhttp://www.onlyfoods.net/wp-content/uploads/2012/02/Sunflower-Seed-Pictures.jpghttp://2.bp.blogspot.com/-0myU9DffkJg/UdrZbN10KjI/AAAAAAAAAgA/ZzplvvmC5xM/s1600/DSC08046.JPGhttp://photos.worldisround.com/photos/29/219/570_o.jpghttp://static1.wikia.nocookie.net/__cb20080516004460/recipes/images/5/59/GreenBellPepper.gifhttp://www.longfellow.org/wp-content/uploads/2013/07/Corn.jpghttp://www.elanaspantry.com/blog/wp-content/uploads/2008/10/dsc_6136.jpghttp://www.bigoven.com/uploads/Turnip.jpghttp://www.ishs.org/sites/default/files/news-images/tomato.jpghttp://www.glutenfreecat.com/wp-content/uploads/2011/02/IMG_5920.jpghttp://1.bp.blogspot.com/-pQE5fYS7YvA/Tw8E9Fyv5aI/AAAAAAAAA4g/CLBHMBc6GnQ/s1600/green-beans-1.jpghttp://imgsrv.gardening.ktsa.com/image/ktsag/UserFiles/Image/P_Images/peas.jpg

Beisser, 2000