J.D Davis, Year One
Peterson- Meagan Cascone
Learning Objective/Exit Outcomes:
Students will be able to identify different parts of a plant.
Students will be able to identify what a plant needs in order to survive.
Students will be able to understand how outside forces affect a plant.
Students will work as an ensemble to convey meaning with movement.
Life Science S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
- Develop models to identify the parts of a plant—root, stem, leaf, and flower.
- Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).
TA1.CR.1 Organize, design, and refine theatrical work.
- Use imagination to create, revise, and/or add to ideas.
- Demonstrate skills of the mind (e.g. imagination, focus, concentration).
- Follow directions and contribute to planning in theatre experiences.
- Listen to others with respect and courtesy in an ensemble.
TA1.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Use body to communicate ideas and emotions.
Students started behind their chairs for this activity.
Students started behind their desks to start this activity. The PAIR specialist started the strategy by asking the students to name different parts of the plant.
The PAIR specialist then asked one table at a time to come to the front of the classroom and show that part of the plant as a group, with their bodies. We continued this until each group had gone. The PAIR specialist had to talk the students through creating the different parts so that all of the students in the group wouldn’t be copying each other and doing the exact same thing.
Once all of the groups had gone, the PAIR specialist told the students that she wanted them all to be seeds and plant themselves in their chair. As a whole group, we went through how the seed first grows their roots and then where they go from there. All of the students showed how they would grow as a plant, that had been planted in their seat.
The PAIR specialist then pulled the teacher into the activity by asking her to be different types of weather and the students or “plants” had to react to the changes she made. For example, if she was the sun, and the sun moved to a certain spot in the room, the students would have to show how plants grow towards the sun.