60 Plants: Supplemental Guide 2B | Plant Parts
etc., and find out how both of you are similar and different. [Ask two
or three students. If necessary, guide and/or rephrase the students’
responses: “ and I are similar because we both.. .” and
“ and I are different because I... , but... ”]- What are the words we’ve been talking about?
Use a Drawing activity for follow-up. Directions: Draw a picture of the
ways you and your partner are similar and different.
Variation
- Have students make a collage of items that are similar (e.g., items
that have the same color, are about the same topic, are in the same
category). - Then have students share their collage in small groups or with home
language peers and see if others can guess what is similar about the
items in their collage.
End-of-Lesson Check-In
Plant Parts
Choose four students to focus on and record their scores on the Tens
Recording Chart. For this kind of informal observation, you should
give a score of zero, five, or ten based on your evaluation of students’
understanding and language use.0 Emergent understanding and language use
5 Developing understanding and language use
10 Proficient understanding and language use- Remind students that they have learned new words and information
about plant parts and how plants make food for themselves. - Ask them to talk with their partner about what they have learned today
using as many new words and as much new information as they can. - Students may use this time to ask their partner about unknown words
from the read-aloud.
Items to listen for: - The words seeds, roots, stems, leaves, flowers
- The word photosynthesis
- The words similar and different
- The functions of different plant parts