Pumpkin

Grade Level: 2 Length of Lesson: 45 minutes Date: -. Identify the 5 stages in the life cycle of a pumpkin (jack-o-lantern) -. Create a model showing the correct order of pumpkin life stages || Students demonstrate an understanding of reproduction by… 3a. Observing and scientifically drawing (e.g. recording shapes. Prominent features, relative prop potions, organizes and differentiates significant parts observed) and labeling the stages in the life cycles of a familiar plant or animal. 3b. Sequencing the life cycle of a plan of animal when given a set of pictures. || -1. 2 small paper plates per student (sprayed or colored orange) -1. Green string (about 1 yard or so) per student -1. Scraps of yellow and green construction paper (enough for class) -1. [|Life cycle patterns sheet] (1 per student) -1. Stapler -1. Tape -1. Crayons -1. Markers -1. Glue - 1 felt board · Scissors · * Note teachers should spray color paper plate orange before lesson  ||
 * Pumpkin (Science Lesson)**
 * **Objectives** || The students will:
 * **Standards** || LS1 (K-2)-3
 * **Instructional Materials and Resources** ||
 * **Instructional Activities and Tasks**

And fold them in half. 6. Explain that the students now will lay out the life cycle along in the proper order on their desk. The proper order of the live cycle is seed, sprout, plant,flower, green pumpkin,orange pumpkin. Students will practice on a felt board figuring out the order of the life cycle, and become more farmiliar. Once they are comfortable putting the pumpkin's lifecyle in order they will move onto the worksheet I have provided. If they are having trouble, guide them to the correct order of seed, plant, flower, and green pumpkin, orange pumpkin. Once the pieces are in order, explain to the students that the jack-o-lantern (the 2 plates) represents the last phase of the life cycle. Tell students that a jack-o-latern is different from a pumpkin, because it is the face that is made on the outside of the pumpkin.They should then place their pieces, in order on the string so that the orange pumpkin is closest to the paper plates, and the seed is farthest from the plates at the end of the string. **7. ** Finish the life cycle by cutting off the excess string and tying a large knot in the string at the seed end. The place the piece gently into the pocket, leaving the knot hanging out. 2. We will discuss our life cycles and compare and contrast the differences that our pumpkin life cycles have with other plants. Are they different? How are they the same? || __Formative:__ Teacher will use an observational checklist to assess participation, engagement, and appropriate data recording. See below for the checklist ( Objective 2) || 2.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> For inclusion students with specific needs, teacher will arrange specific partners to ensure that all students learn from this activity. 3.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> The directions will be said aloud for all of the students which address the auditory learners in the classroom. || Students should work collaboratively if necessary while putting together their life cycle pumpkins. Students would be partnered up in groups of two: strong science students and weaker science students if they are not understanding the material.
 * Opening:** || Open discussion by asking students if they know another about plants, particularly how they grow. How do they start growing? What happens to the seeds? Then what happens? How do you think the roots develop? If students don’t know the answer to these questions show them through a poster or picture of the pumpkin life cycle. ||
 * **Development:** || 1.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Have the students decorate one back of a paper plate to resemble a jack-o lantern
 * 2.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> **Then have students attach a stem or curly wine to top made of green or brown construction paper
 * 3.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> **The student then glue or tape one end of their green string or yarn to the middle of the inside of plate 1
 * 4.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> **The student will then glue or staple the bottom halves of the two plates together (orange sides out) Leave the top open, like a pocket, and are sure the green string comes out the opening.
 * 5.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> **Let the students color the seeds, plants, and pumpkins appropriately. Then cut the shapes out
 * 8.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> ** Have the students then test their models by pulling on the string. As each piece comes out, they are showing the life cycle of a pumpkin. ||
 * **Closing:** || 1.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Have students come back together as a group and ask them what makes their pumpkin model a cycle? If they start at the end is it still a cycle?
 * **Assessment** || __Summative:__ Students will be assessed through a filling in a life cycle of a pumpkin hand out that they will hand in for a grade. Students will also have to explain their pumpkin life cycle to a 1st grader in an upcoming activity that includes going to another classroom and having to explain their work. They will have to include all part of the life cycle and make it easy for the 2nd grade class to figure out what the word cycle means and how it is represented. This will be graded by teacher observation and checklist.( Objective 1)
 * **Learner Factors** || 1.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> The hands-on nature of this activity will help visual and kinesthetic learners grasp the material stronger.
 * **Environmental Factors** || 1.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Students will discuss information that they learned after participating in the hands on pumpkin life cycle lesson

Checklist

Students have properly labeled each portion of the life cycle Yes No Students have participates in group work Yes No Students have paricipated in clasroom conversation Yes no ||