The focus that is essential to this lesson is the understanding of the basic needs of plants. Students must activate their prior knowledge, thinking aloud their thoughts from the lesson, and write three sentences of information about what a plant needs to survive. This lesson will include the need for room to grow, appropriate temperature range, light, water, air, and nutrients. This lesson includes changes in conditions within the classroom that can affect a certain plant growing season. Finally, the distribution and amount of certain conditions will influence certain types of plants needed to survive in an area. It is the teachers job within this lesson to lead partners in a discussion and questions about the plants. The students, under teachers supervision, will be monitoring their plants from seedlings to plants. As the plants grow, students will observe and record their observations. They will document their observations, with guidance, all of their information on a form created by the teacher. At the end of the lesson, students will write about their data and compare them to their classmates. Then extending the activity by measuring and graphing their plants with rulers as their plants grow. All of this will be done with teachers assistance. Utilizing all of the data and observations, the teacher will assist the students and prompt discussions on how their plants are surviving. Engaging all of the students, these activities encourage students to work together in groups with the teacher and/or with partners. The writing component to this activity is included which students at this age need to do.

The developmental level is established when the students will discuss the basic needs of plants. After discussions, students will identify information about the specific needs of plants and what we will need to grow them in our classroom. As a whole group, students will work together and recall information on the smartboard and the schema PowerPoint. This is how foundational information will be established. This whole process will be completed with teacher assistance. Discussions will include explaining and justifying students information consisting of room to grow, appropriate temperature range, light, water, air, and nutrients. The teacher will be helping partners to ask questions to each other about the plants. While monitoring the plants, students will start recording their observations once they start growing. With guidance, students will document any observations on a form that will show all of their recordings. The teacher will give directions to the students for the next step once the lesson ends. Demonstrating their knowledge of their research, students will be writing about their data. Then they will compare it to their classmates. Extending the lesson, students will continue with measuring and graphing their plants as they grow with rulers. Using their graph information and discussing as a group, students will discuss how their plants are growing and what observations are made. Working with groups with teachers or with partners, students will engage in these activities. Students will be doing a writing activity in order to add in a writing component. They will be able to apply and analyze their evidence by choosing what they want to document on videos and documenting their information in articles they will be composing. The teacher will also start the partners to their guiding question, then allow students to ask their classmates questions about their plants.

Through the extension level of engagement, students will have the opportunity to research questions and answer discussion questions about plants. Students work together in pairs and will design their own questions with answers. They will also provide pictures of how conditions within the classroom can change will affect the growth of certain plants. They will create a graph of how their plants grow with the information that students have documented throughout the growing process. An extension of this activity will be creating a tally mark graph documenting whole class information. Using the graph, students will apply and analyze evidence by choosing what information they want to video document and document their information in writings they will be composing. The teacher will also start the partners to their guiding question, then allow students to discuss what they want in their video.