Week 2 Team Assignment

1. Learning Team Assignment
Diannia Brown Simpson, Derek Vaughn, Kim Plumb
Qualekqua Cooper and Toccara Reid
SEI 500
8/24/2015
Faculty Instructor Mary Jane Hill

2. Grade – 4th grade
Subject- Science
Standards- Life Processes, 4.4
Topic- Plants
Domain- Reading
Building Background:
The fourth grade class is taking a field trip to the local Farmer’s market. Before
leaving, students are shown a brief power point presentation showing them the
parts and functions of a plant. Since the new vocabulary words and definitions are
listed on the board, the teacher reviews each word and definition. Students are
asked to echo the teacher after each definition. Once the fourth grade class is on the
bus, they are asked to partner up because they will be working in pairs once they
arrive at the Farmer’s market. Each pair of students will receive a hand out with
three instructions and a plant diagram on one side. On the other side of the handout
is a map of the Farmer’s market.
Here are the three written steps: 1) Use your map to find or locate the name of the
flower, (2) touch and notice the parts of the flower, for example, the stem, leaves,
and flower. (There is a copy of a plant and it parts on your handout also), (3) snap a
picture of the flower. Once these steps are read and reviewed with the students,
each student will be assigned a certain job. One student will be the map navigator
and the other student will be the photographer.
Each pair of students will receive a handout instruction sheet that shows the names
of the plants and their location. Once the plant is found, both students should
investigate the parts of a plant by touching the stem, leaves, flowers, etc. Next, each
pair of students will be given a disposal camera. After finding and touching the
plant, students will take a picture of the plant. At the end of the trip, students will
return all disposable cameras to their teacher and each pairs of students’ names will
be listed on the camera for a later activity.
After students return from their trip, they will notice all vocabulary words are
written on the board with simple definitions written beside each word. Student will
write all vocabulary along with definition from the board. Next, using a highlighter,
students are asked to highlight the vocabulary word characteristics they saw and
touched on the plant. For example, if you saw the leaves, highlight that vocabulary
word. However, you did not see the ovary, so do not highlight unseen
characteristics of a plant. ELL will read supplemental material on an Emergent level
to further explain what the characteristics of a plant are and how each part
functions (works).

3. Comprehensible Input:
All disposable camera pictures are developed and the students pair back up with
partners from the Farmer’s market trip to view the pictures. Now it’s time for the
teacher to present the content and language objectives. The teacher asks student,
“Who would like to share their Farmer’s market experience with class?”
“Why do you think this store is called the Farmer’s market?”
“What was your assignment once we arrived?”
“Were you able to match your vocabulary words with things you saw at the
Farmer’s market?”
“Who can give me a few vocabulary words and there meanings?”
“Now think about what we have discussed today and tell me what our lesson might
be about?”
Content Objective:
Students will be able to identify parts of a plant.
Students will explain how each part functions (works).
Language Objective:
Students will be able to read new vocabulary words as it relates to the parts of a
plant.
Students will listen and read aloud passages on how parts of a plant function
(work).
ELP Standard 3: The student will read with fluency and accuracy.
Reading (E-1) The student will demonstrate fluency and accuracy by reading aloud
sight words, sentences and short passages from familiar patterned text (e.g. poems
and chants, etc.) with fluency. (i.e., accuracy, appropriate phrasing, and attention to
punctuation) (Arizona Department of Education, 2015).
A bulletin board for this unit (Life Process) has been set up and the students will be
able to staple their pictures from the trip to the bulletin board. Students will staple
the names of their plants or flowers below their picture. Vocabulary words and
parts of a plant are pictured and diagramed on the bulletin board also.

4. References
Arizona Department of Education (2015). ELL Stage II: Grade 1-2 Reading.
Retrieved from http://www.azed.gov
Echevarria, J., Vogt, M., & Short, D.J. (2013). Making Content Comprehensible for
English Learners: The SIOP Model (4th ed.). Upper Saddle Brook, NJ: Pearson
Education, Inc.