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A Lesson on "I Like Plants" Export Lesson as PDF | Save As Favorite

A Lesson on Grade: Grade 4
Subject: English Language Arts
Created by: Carolyn Lisiecki
Lesson Length: 2 hours
Keywords/Tags: I Like Plants - environment, ecology, habitat
Lesson Description: In this lesson students will read the passage and identify common vocabulary used in context with the passage. The students will identify new words in the passage with teacher guided instruction and make inferences to the meaning using surrounding text. Students will practice writing skills, using a journal to write new vocabulary words and the meaning of the new vocabulary words. After vocabulary words are written and defined, the students will continue in their journal and write about a career that they would choose, and draw in their journal about their career choice.
Common Core Standards Covered with This Lesson
  • CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS.ELA-Literacy.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
  • CCSS.ELA-Literacy.RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
  • CCSS.ELA-Literacy.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
  • CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • CCSS.ELA-Literacy.W.4.1d: Provide a concluding statement or section related to the opinion presented.
  • CCSS.ELA-Literacy.W.4.2c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
  • CCSS.ELA-Literacy.W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • CCSS.ELA-Literacy.W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
  • CCSS.ELA-Literacy.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
 
     
     
 
Lesson Content: Reading
Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed.

I Like Plants

Even when I was very young, I always loved plants. When we walked to school, I would look at the different plants. I would make up names for them. I would draw pictures of them. When my teacher asked us to draw a picture of anything we liked, I always drew pictures of plants. 

When I got to high school, I took a course that was all about plants. Most students took the course in biology. But I took the course on plants. We went into the park to identify different species. It was amazing. I found out that there were at least 27 different kinds of plants in our neighborhood park. There were also about12 different kinds of trees. Some were deciduous. We were there in spring, so they had their leaves. 

I learned that weeds are not really bad plants. They are interlopers. They come from another environment. Somehow they get to the new environment. It could be that animals bring them. The animals might pick up the seeds on their fur and carry them to the new habitat. Then they fall off and start to grow. 

When I went to college, I knew that I wanted to study plants. I wanted to be a plant scientist. I wanted to be a botanist. I took classes in math, English, and history. They were good classes. But it was the science classes I loved. 

Now I teach at a college. I teach about plant life. I explain how fertilizers can help plants grow but also can destroy the balance of nature. I teach about helpful insects. One of the most helpful insects for plants is the ladybug. Ladybugs are small insects that eat aphids. They can protect plants by eating the aphids that would eat the plants' leaves. There are about 5,000 kinds of ladybugs. In winter the ladybug hibernates. Then in spring it comes back out and starts to protect the plants again. Several states have named the ladybug their state insect. I teach students ways to help the environment like that.

I teach about ecology, too. I teach how important decisions are. I explain that if you introduce a non-native herbivore into an environment it can cause problems. For example, in Australia long ago people brought rabbits. The rabbits ate so many plants that they caused a problem. This invasive species ate plants that other animals depended on. The rabbits even killed trees. They ate the bark off the trees, and the trees died. Some people think that Australia's desert has expanded significantly because of the introduction of the rabbits. They say it is a 
very big problem. If they had understood ecology, they might not have brought those rabbits. I hope my students take what they learn and make good choices for the environment.

I keep learning more about plants and the animals that depend on them, and I teach students what I learn. I learn from my research on the Internet now as well as going to the park and studying the plants in my community. I share what I learn when I teach, and I write books that help people learn about nature.

 

 
     
     
 
Task 1: Discussion Activity (35 points)
Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic.

  Topic Title Replies

Message Plants and ecology
In this passage the author says "I always loved plants", the author also says "I teach about ecology" why are "plants" and "ecology" important to the author?
Sent on: Oct 10, 2014 by: Carolyn Lisiecki
0

Message A helper of plants
How does the author help the plants and envirnoment?
Sent on: Oct 10, 2014 by: Carolyn Lisiecki
0

Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.1, CCSS.ELA-Literacy.RL.4.3, CCSS.ELA-Literacy.RF.4.3, CCSS.ELA-Literacy.W.4.1, CCSS.ELA-Literacy.W.4.2c, CCSS.ELA-Literacy.W.4.2d, CCSS.ELA-Literacy.W.4.3b,
 
     
     
 
Task 2: Vocabulary Activity (30 points)
Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence.

Vocabulary Questions

Word/Phrase: In this passage the author writes about the love of plants, what does the word | Tier: 2 | Points: 15
Q1 The author in this passage says "When we walked to school, I would look at the different plants". What does the word "plants" mean in this story?
A. Buildings used to make things.
B. Shrubs, weeds, flowers, and trees and other growing things found in nature. *
C. Animals in nature.
D. Putting seeds in the ground and watching them grow.

Which one of the sentencs below uses the word "plants" with the same meanig as in the passage?
A. I watch workers leave the
B. My mom bakes
C. I enjoy taking walks with my sister and looking at all of the beautiful *
D. I enjoy looking at the

Word/Phrase: In this passage the author use the word \ | Tier: 2 | Points: 15
Q2 The author says that weeds come from another environment. The animals might pick up the seeds on their fur and carry them to a new habitat. What does the word "habitat" mean?
A. Animals picking up seeds and dropping them.
B. Animals picking up seeds and planting them.
C. Seeds that grow in the wild.
D. A place that supports plants, animals, and people. *

Which on of the sentences below uses the word "habitat" correctly.
A. Biting your nails is a bad "habitat".
B. The car requires a "habitat" to go.
C. My habitat is too big for my foot
D. My home is my "habitat" and the woods is a "habitat: for deer. *

Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.4, CCSS.ELA-Literacy.RL.4.10, CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.RI.4.4, CCSS.ELA-Literacy.RF.4.3,
 
     
     
 
Task 3: Writing Activity (35 points)
Instructions: In the passage explain why the author feels so strongly about teaching to students about plants and the enviroment?   Use at least two example from the passage to support your answer.
Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.1, CCSS.ELA-Literacy.RI.4.4, CCSS.ELA-Literacy.W.4.1, CCSS.ELA-Literacy.W.4.1d, CCSS.ELA-Literacy.W.4.3b, CCSS.ELA-Literacy.W.4.6,
 
     

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