The Bean Lesson Plan 3

Subject / Course: Science TC Name: Rebecca Schuler

Grade Level: Kindergarten Date: March 1st 2017
Topic: Growing beans Time of Class:
Cooperating Teacher Name: Carla Thorson Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
Life long learners, sense of self, community and place, engaged citizens

LTK.1 Examine observable characteristics of plants, animals, and people in their local environment.

b) Indicators:
- Students will activate prior knowledge of the story Jack and the Beanstalk
- Students will be able to recognize and draw parts of the bean.
- Students will be able to recognize a fiction and non-fiction book.

c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

English language arts students will refer back to Jack an the Beanstalk story
Students will develop thinking by the next stage of growth of the bean and the parts of the plant including
the roots, stem, leaves and bean. Develop identity by working as a member of a group when drawing
observation two of the bean and also self identity with creating their own drawing. Students will develop
literacies by being able to tell the difference between a fiction and non fiction book and to add words to the
drawing such a big, stem, leaves etc. Students will develop a social responsibility with caring for the bean
plant and how plants are a crucial part of our world.

d) Professional Growth Portfolio Goal(s):

2.2 proficiency in the Language of Instruction
2.6 ability to strive for/pursue new knowledge

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings

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 2. Assessment and Evaluation:
(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

- Formative assessment during the lesson while I read students the book from seed to plant, will asses on
students prior knowledge from other lessons and their ability to participate in a meaningful way. Assessing
behaviours during story time on if the students are sitting quietly, raising their hands to be called on. During
the drawing breakout activity I will asses on ability to use instructions such as good colouring and drawing
skills and taking their time.
- Summative assessment will be using the completion of the bean journal booklets meeting the criteria given
to students during lessons.
Printing name on the front, drawing what they see in front of them, drawing big picture to fill in the space,
realistic colouring, the use of words to describe pictures.

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

1. FH is always moving and not sitting still when 1. Modified bean journal activity when filling out
told to do so. He has trouble with constant stamina bean observation two, will be assisted by
of paying attention to the teacher educational assistant.

2.E has a hard time sitting still and doing the 2. E will have a body break part way through story
activity assigned. time and will have a modified bean journal activity
with educational assistant.

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 b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)

The learning environment will be created in the kindergarten classroom, for story time the teacher
will sit in front of the semi circle while the student sit around. The beans will be taped to the
classroom window for the students to look at whenever they want to. There will be three tables of
groups of students for the journal activity, each of these tables will have pencils, crayons and
books we have already read for students to refer back to.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)
- Seed to plant book
- Bean journals
- Pencils
- Crayons
- Beans in zip lock bags
- Fun tack to stick to window

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Last lesson before the school break we planted the beans and stuck them to the window to grow while we
were gone. This lesson students are returning to see the beans growth. I will start with showing the
students the beans and talking about the parts of the bean by referring to the ones we planted and talking
about the magic beans in Jack in the Beanstalk. Next we will read a book called from seed to plant and
talking about if it is a fiction or non-fiction book. After the book we will move into the breakout activity
where students will fill in their bean journal observation two with drawing what they see. At the end of the
lesson I will hang the beans back on the window to continue to grow into a beanstalk.

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b) Introduction (motivational start, minds-on, hook, etc.)
(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

I will get the students motivated at the start with pulling our bean baggies out of my bag as a surprise!
Then I will pass them around so everyone can see how much they grew and all the different parts of the
plant.

c) Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an
activity, problems to solve, worksheets etc.).
30 minutes
1. Pull beans out to show students
2. Talk about the parts of the plants we see
3. Show students seed to plant book and ask if it is fiction or non fiction
4. Read book
5. Breakout activity- bean journal, 3 groups
6. Walk around give instructions and help

What do plants need to grow?

Show me your roots, stem and leaves with your body.
How big did Jacks beanstalk grow in the book?
What makes a good drawing?
What colours should we use for a bean?

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d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)
In the end of the lesson while students are cleaning up and getting ready for home I will put the
bean baggies back on the window and tell them to come and look at the beans everyday and
look at the differences, what has changed? Everyday something will be different and then one
day maybe they will get as big as Jack and the Beanstalks bean.

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective in your lesson?

The students enjoyed being able Make my whole lesson more

Breaking the lesson into two to stand up and move around interactive for students
parts after sitting and listening

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 Students loved their bean journal More in depth bean journal
The bean journal and seeing what they did the last
day and creating a new drawing

The book had in depth I could of skipped those pages or

My book choice could have been information about topics we were tried to find a more fun
improved not covering. interactive book

b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well?
This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective about you as a
teacher?

I improved on my classroom I was able to make it to all of the Be more one on one
management and being able to tables of students to help and
help many students remind them of good colouring
and drawing

I need to focus more on my I wanted to cover everything I Be flexible

students and their learning than
my lesson plan
I need to work on my excitement
for kindergarten students
had planned out but realized
after the lesson that I could of
went deeper into some aspects
that the students were excited
about
I improved on this a little since Worry less and have more fun
my last lesson but I need to work
on being very enthusiastic when
I teach to create interest

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