Name: Brittany Lowry Cohort: D

Lesson Plan
Lesson Title: Soils and Planting Grade: 3 Date: April
Subject/Strand: Understanding Life Systems Growth and Changes in Plants Unit: Life Systems Growth and Changes in Plants
Location: Classroom Times: 75 minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
In today’s lesson students will be learning and understanding the importance of soil types in a garden and how soils can
affect the growth of a plant. Student will be selecting soils and planting seeds to see how different soils can affect growth
of plants. In order to document growth and materials used students will draw and label diagrams in reference to their
plants. They will use 2 art techniques including colour and shape/form.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Science:
Understanding Life Systems Growth and Changes in Plants
2. Developing Investigation and Communication Skills

Visual Arts:
D1: Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art
works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Understanding Earth and Space Systems Soils in the Environment
2.2 investigate the components of soil (e.g., nonliving things such as pebbles and decaying matter; living things such as
organic matter, bacteria, earthworms, and insects), the condition of soil (e.g., wet, dry), and additives found in soil (e.g.,
pesticides, fertilizers, salt), using a variety of soil samples (e.g., sand, clay, loam) from different local environments, and
explain how the different amounts of these components in a soil sample determine how the soil can be used (K)
2.6 use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, flower, adaptation, and
germination, in oral and written communication

D1.4 use a variety of materials, tools, and techniques to respond to design challenges
(e.g., • drawing: use a variety of lines and shapes, drawn with pencil and marker, to show movement in a flipbook about
weather • mixed media: use wax crayons, oil pastels, paint resist, and materials of various textures [e.g. yarn, found
objects] to depict a tree or plant above ground, and use the technique of elaboration to depict what is hidden below
ground • painting: create a watercolour or tempera painting of animals, using colour in a non-representational and
expressive way • printmaking: paint stencil prints in warm and cool colours, creating a simplified pattern inspired by a
favourite fruit • sculpture: use modelling clay to create organic forms that are inspired by nature, such as shells, seed
pods, and water-worn stones, and that show some kind of metamorphosis or transformation into another form or figure)
(C )

Elements of Design

● shape and form: symmetrical and asymmetrical shapes and forms in font and image; positive and negative shapes
that occur in the environment; convex, concave, non-objective shapes
● colour: complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour
with a small amount of its complementary hue)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
I am learning to investigate soils and their characteristics through books/tablets
I am learning to explain my selection of soil for my plants
I am learning to use colours, shapes and lines to create a diagram
I am learning how to properly label a diagram (soil, stem,leaf, seed, sun, water etc)
I am learning to use at least 2 elements of design to create my diagram (line, shape/form, colour, texture)
I am learning to write a simple prediction about my plant/seeds
● For example, “I predict my plant will grow 1cm over the next week because I will give it water.”

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can label the soils I explored with my group
I can explain why I selected certain soils for my plants
I can draw a diagram of my plants/seeds
I can label my diagram correctly
● I can label the soil I used
● I can label a leaf
● I can label the stem
● I can label the seed name
● I can label where the sun/water would be
I can identify at least 2 different drawing techniques used for my diagrams
● shape/form
● colour
I can make a prediction about my plants/seeds in my diagram

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Performance Students will investigate soils in groups and be During minds on soil investigation:
responsible for labelling their soils. They will Check-list on groups labeling
also individually be selecting soils and plants. ❏ Correctly labelled 1 soil
❏ Correctly labelled 2-3 soils
❏ Correctly labelled 4-5 soils
❏ Attempted to find all soils
❏ Attempted to find at least 3 soils
❏ Attempted to find less the 2 soils

Anecdotal notes the soil selections of each

student

Written Labelling and drawing their diagrams and Checkbric on diagram labels, Checkbric on
writing their explanation of soil selection and element of design, explanation for soil
their predictions for their plants selection, and predictions

Oral
Students will discuss the soils they have Anchor chart
investigate and contribute in making a class
anchor chart with the characteristics of the
 different soils

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
● learned how to find information in books and on tablets
● learned how to label and create a diagram

I.E.P. program implications: Accommodations, Modifications

N/A

Differentiation: Content, Process, Product, Environment, Assessment

If needed students can pair up to help each plant and work together to label diagrams

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ X] collaboration, [ X] initiative, [ ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
peat
loam
silt
clay

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
● Soils
○ peat
○ loam
○ silt
○ clay
● Anchor chart paper
● two pots per student
● paper booklets for diagrams
● tablets
● little spoons for digging
● pencils and pencil crayons
● seeds for children to select and plant
○ radish seeds
○ basil
○ annual flowers
○ perennial flowers
● baby plant for each student
○ succulents
○ herbs

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (10-35 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 10-35 mins (Indicate time breakdown of instructional elements)

0-20 mins
In groups of 4 students will play “guess the soil.” In small
pots there will be 5 soils per group numbered 1-5.
Working together students will look through books and
tablets to try and guess what each soil is called (sand,
clay etc). After about 10-15 mins groups will send one
member to write their soil guesses beside the
appropriate number. (For example, if a group through
pot #1 was clay, they would come and write clay beside
the #1 column and initial it). After each group has come
up to write what they think each soil is we will discuss
the results as a class and make an anchor chart about
the potted soils.

15-35 mins
The anchor chart will take roughly 10 minutes after
students research done during the “guess the soil”
activity. Using their knowledge from the research they
did to investigate soils they will share characteristic of
certain soils they found. An anchor chart will be made as
a class with the characteristic of each type of soil. This
anchor chart will be made through research in books and
from physically touching the soils from the previous
activity. .

On the anchor chart students will list the characters of

sand, loam, silt, clay and peat. The colour, texture, smell
etc.

Example:
Sand: feels like tiny little rocks
Loam: a darker brown soil that is fine similar to sand
Silt: a smoother feeling soil
Clay: a sticky earth typically greyish or redish in colour
Peat: a brown soil formed from decomposed plant
materials

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 35-65 (Indicate time breakdown of instructional elements)

35-45 mins: modelled teacher example

Before selecting soils and planting on their own using our
class made anchor chart students will watch a teacher
guided example. Students will also have an anchor chart
to reference for what the labelled diagram may look like.
The teacher will demonstrate how to properly label
diagram including, soil type, seed type, amount of water
given, if plant is in sunlight etc. Teacher will use proper
scientific language while modelling planting. After the
modelled demonstration and demo of labelling students
will select their soils, seeds and a baby plants and be given
time to complete their diagram and planting. Teacher will
explain to students that they must give an explanation to
why the selected a certain soil. For example, “I decided to
use peat because I found during our investigation that it is
good for plants.” Teacher will also explain the
expectations for their diagram drawing. The picture does
not need to be perfect but a use of proper colour and
shapes/form is an expectation that will be posted on
checkbric.

45- 65 mins
Using the class made anchor charts students will now be
given three flower pots. One pot will be for a seed and the
other pots for baby plants. Each student will select soils
for their plants. For the purpose of exploration of plants
students will be instructed to select a different soil for
both of their baby plants but can reuse a soil for their
seeded pot. Once there planting is complete students will
begin to draw their diagrams of their plants and use labels
to identify the soils selected.
Students will be fully responsible for their plants, which
includes watering, ensuring sunlight etc. Students will
record how much water and sunlight they give to their
plants which should be recorded on their diagram.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 65-75 mins (Indicate time breakdown of instructional elements)

65-75 mins
Students will reflect on the soils they have selected and
make predictions about what they think will happen to
their plants in the upcoming weeks. This will allow
students to reflect on why they have chosen a certain soil.

Extension Activities/Next Steps (where will this lesson lead to next)

Over the next two weeks students will be responsible for their plants and taking care of them. They will be expected to
make at least 6 labelled diagrams of their plants along with observations and recording of what they have given their plant
(sunlight, water etc) Next steps for this lesson will to be to have students investigate why their plants/seeds grew or
didn’t grow. Did the soil you choose have an affect on the growth of plant? Did you give plant too much water? Not
enough? Just right?

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?
Science Lesson Rubric

Area/Mark 80-100% 70-79% 60-69% 50-59%

5/4 3 2 1

Learning goals Exceptional, Very good to Satisfactory, at Below

and success above good, meets or below expectations
criteria connect to expectations expectations average
curriculum(S.C
more detailed)

Minds on is Exceptional, Very good to Satisfactory, at Below

engaging and above good, meets or below expectations
introductory expectations expectations average

Action section Exceptional, Very good to Satisfactory, at Below

connects both above good, meets or below expectations
curriculum expectations expectations average
expectations and
is clear

Consolidation Exceptional, Very good to Satisfactory, at Below

wraps up lesson above good, meets or below expectations
and learning for expectations expectations average
students

Lesson exhibits Exceptional, Very good to Satisfactory, at Below

inquiry learning, above good, meets or below expectations
hands on science, expectations expectations average
outdoor activities
or other creative
effort

Writing, mechanics Exceptional, Very good to Satisfactory, at Below

engagement above good, meets or below expectations
expectations expectations average

Brittany you have some interesting ideas and what looks like a fun lesson, very engaging. Your mechanics of meeting the
curriculum through your lesson plan need some work. The curriculum is not clearly addressed, both science and art.
There should be more focus on why students are choosing their soils, maybe more discussion as part of the action. Also
there is no art instruction or criteria that students are expected to use in their drawing, at least not mentioned in the
action portion. Aligning your lesson more clearly with the curriculum would improve your mark significantly, because
your lesson is relatively well thought out. 68%
Science Lesson Rubric

Area/Mark 80-100% 70-79% 60-69% 50-59%

5/4 3 2 1

Learning goals Exceptional, Very good to Satisfactory, at Below

and success above good, meets or below expectations
criteria connect to expectations expectations average
curriculum(S.C
more detailed)

Minds on is Exceptional, Very good to Satisfactory, at Below

engaging and above good, meets or below expectations
introductory expectations expectations average

Action section Exceptional, Very good to Satisfactory, at Below

connects both above good, meets or below expectations
curriculum expectations expectations average
expectations and
is clear

Consolidation Exceptional, Very good to Satisfactory, at Below

wraps up lesson above good, meets or below expectations
and learning for expectations expectations average
students

Lesson exhibits Exceptional, Very good to Satisfactory, at Below

inquiry learning, above good, meets or below expectations
hands on science, expectations expectations average
outdoor activities
or other creative
effort

Writing, mechanics Exceptional, Very good to Satisfactory, at Below

engagement above good, meets or below expectations
expectations expectations average