Developmental Lesson Plan #4

Teacher Candidates: Sarah Supplee Date: 10/24 Group Size: 20

Allotted Time: Day 1: 35 minutes Day 2: 60 minutes Grade Level: 2nd

Subject or Topic: Lesson 4: Plant Adaptations - Content/Inquiry

Common Core/PA Standard(s):

4.1.2.E - Identify how living things survive changes in their environment.

Learning Targets/Objectives:
● Students will identify the reason why leaves change color and the reason why
trees lose their leaves by watching a video and answering the discussion
questions.
● Students will demonstrate their understanding of the inquiry by drawing and
labeling a picture of the inquiry as well as writing a description of what they
did and what they saw.

Assessment Approaches: Evidence:

1. Performance-based 1. Completed foldable
2. Performance-based 2. Drawing of the inquiry and a
description of what the
students did and saw during
the inquiry.

Assessment Scale: Inquiry

Advanced: Drawing of inquiry has all parts drawn and labeled; description is very
detailed and shows a thorough understanding of the purpose of the inquiry
Proficient: Drawing includes most of the parts drawn and labeled; Description shows
an understanding of the purpose of the inquiry
Basic: Drawing is missing some parts and labels; description shows some
understanding of the purpose of the inquiry.
Below Basic: Drawing is missing many parts and labels; description shows that there
is very little understanding of the purpose of the inquiry
Subject Matter/Content:
● Prerequisites:
○ Trees in a deciduous forest need to adapt or change something about
themselves to survive during the different seasons. Deciduous forests
experience all four seasons.
○ Adaptations are a physical feature or behavior that helps an organism
survive in the environment.
● Key Vocabulary:
Day 1:
○ Chlorophyll: special chemical in leaves that helps trees make food.
Day 2:
○ Chromatography: a process of separating out different parts of
chemical mixtures onto an absorbent material

● Content/Facts: Day 1
- When weather starts to get colder, the leaves transfer their energy to the trunk
of the tree. This is what helps trees survive during the winter.
- Chlorophyll is the green chemical in leaves that helps produce food for the
tree.

Introduction/Activating/Launch Strategies:
Day 1:
Good morning 2nd grade scientists! In the beginning of the week we talked about
trees in a deciduous forest and what happens to them as the seasons change.
- Ask students if they remember what happens and ask one student to answer
the question. (5 minutes).
Day 2:
Good morning scientists! Can anyone remember what we did yesterday and share
with the class? Turn and talk with a partner, and then we’ll come back as a class and
share. (5-7 minutes)
- Have a couple of students answer the question and then review with the
students the key word from yesterday.

Development/Teaching Approaches:
Day 1:
So now that we remember what happens to the trees, can anyone tell me why they
think the leaves change color?
- Ask students to think about why the trees change color, and then ask for some
volunteers to share their thoughts with the class. (5 minutes)
 - Write the word chlorophyll on the board and say “This is going to be our key
word for the day! While watching the video, I want you to listen for the key
word and it might come in handy later on!
Play video: https://www.youtube.com/watch?v=Xk4-6II8l5Q
- Watch the video (4 minutes)
- Pause the video at 1:04 and ask the students what the purpose of chlorophyll
is.
- Pause the video at 1:34 and ask the students what other pigment colors could
be in plants.
- Pause video at 2:30 and ask the students why the leaves fall off of the trees.
So now that we have watched the video, I want you to talk with your table group
about the questions on the board and when you’re done, we will create a foldable that
will help you organize your information
Questions: Discussed after the video
- What is the special chemical in leaves called, and what does it do?
- Chlorophyll, and it is a green chemical in leaves that helps to make
food for the tree.
- Why do the leaves fall from the trees?
- They transfer their energy to the tree and after that there is no other
purpose for them, so they fall.
- Are there other colors that are in leaves, or are leaves only green?
- Leaves could have red, yellow, orange, or even purple pigments!

- Have students talk about the questions on the board in table groups. (5
minutes)
- Guide the students through making a foldable to keep the information
organized. (16 minutes).
Day 2:
Now that we have reviewed what we went over yesterday, we are going to do an
inquiry that allows you to see the pigments or colors that are in leaves. There is a
special word for this so I’m going to show you. (pull up the slide with the word
chromatography). Is there anyone who wants to guess or knows what this word
means?
- Give enough wait time for the students to think about it and make their
guesses. Have about 3 students guess, and then bring up the definition on the
PowerPoint. (10 minutes)
- After talking about what chromatography is, pull up a picture of what we will
be doing and start explaining what the goal of the inquiry is. (10 Minutes)
- “Today we are going to be exploring what makes leaves green. Can anyone
tell me what we said yesterday is in the leaves to make them green?
 - Answer: Chlorophyll
- So, I am going to pass out the materials, but I don’t want you to touch until I
tell you to okay? We are going to do the inquiry together step by step.
(Approx. 33 minutes)
- Step 1: Pass out materials.
- Step 2: Pour the ripped-up leaves into the jar
- Step 3: Pour the rubbing alcohol into the jar with the leaf pieces.
- Explain that we are using rubbing alcohol since it evaporates
quickly.
- Step 4: Mix the leaves with the rubbing alcohol ( Stir well!)
- Step 5: Cover the jar with plastic wrap
- Step 6: Place jar in a small bowl, and pour hot water in the bowl
- Teacher will pour hot water!
- Step 7: Let the jar sit for 30 minutes
- Step 8: After the 30 minutes, place the strip of coffee filter in the
rubbing alcohol
- Step 9: Let the coffee filter strip sit in the alcohol for approximately an
hour, then check it.
* The students will have the opportunity to have time at the end of the day to
check their results, and will have time to draw and write in their science
notebooks.

Closure/Summarizing Strategies:
Day 1:
Ask students to keep this information fresh in their brains for tomorrow and to be
ready for the inquiry we will be doing the next day.

Day 2:
Since these have to sit for a while, explain that they will have a chance to check
them and fill out their science notebooks closer to the end of the day. After the
discussion lead into the next day by saying “I want you to keep this information in
your brain because you’ll have to pull it out tomorrow!”.

Accommodations/Differentiation for SLD Auditory Processing Disorder:

- Seat the student in the front of the classroom while showing the ecosystem
video.
- Write the answers to the foldable questions on the whiteboard during
discussion.
- Provide the student with a sheet that shows pictures and has descriptions of
each of the inquiry steps.
Materials/Resources:
● PowerPoint
● 10 medium mason jars
● Rubbing alcohol
● Kale Leaves (already ripped up)
● Coffee filter strips
● Plastic Wrap
● 10 small pans (For hot water)
● YouTube video about leaves changing color:
○ https://www.youtube.com/watch?v=Xk4-6II8l5Q
● Construction paper for foldable
● Paper for drawing of inquiry