The lesson plan involves students in third grade measuring the growth of sprouting plants in different environments. The students will be separated into groups and each group will monitor plants in environments with different levels of light (direct sunlight, low light classroom, no light). Each day the students will measure and record the plants' growth in a chart and spreadsheet. They will then analyze which environment allowed for the most growth and discuss their observations. The teacher will review plant parts and measurement tools, work with students with learning disabilities, and ensure students can accurately record data and complete the spreadsheet and analysis.

2. Measure the growth of sprouts in each environment based on the metric system of inches.

3. Create a chart and digital spreadsheet listing daily measurements and characteristics gathered from all environments using Microsoft Excel.

6. Fertilizer

7. Water

8. Plant Seeds

9. Plant growth Spreadsheet (hardcopy)

10. All students will be separated into 6 groups of three students.

11. 6 Rulers with visible centimeter and inch markings

13. Teacher will check plants for accurate measurements.

14. MS Word will be used to create table of gathered information

15. Teacher will display pre-made table after students are doneSample chart Environment AEnvironment BEnvironment CTotal Height356Total Width23.44Total Height (Root-Top)2.533Total Dimension of Plant7.511.413 Require Learner Participation Once the groups have imputed their data and created their chart they will then analyze all data observed. They will discuss why they think which environment showed more progress than the other two. They will also discuss the types of characteristics they observed amongst the three plants. The students will then present their charts and evaluation of the project to the class. Sample Chart Evaluate and Revise Group discussions were enthusiastic and positive. Each group had their own reason of why their plant grew better in one environment than the other. The discussions were insightful as well as imaginative. However there was a debate, being that some students felt other statements were not realistic. All in all the students gathered together and requested for more hands on projects throughout this subject. 90 percent of the students were able to correctly identify and label the parts of the plant. The use of the ruler helps and proved accuracy to their charts. Also with detailed instructions students were able to successfully complete their chart and spreadsheet using the tool Microsoft Excel. Bibliography BIBLIOGRAPHY (n.d.). Retrieved from http://www.listen-up.org/edu/teach.htmFriend, M., & Bursuck, W. D. (2009). Including Students with Special Needs A Practical Guide for Classroom Teachers. Saddle River, New Jersey: Pearson Education Inc.Kirk, S., Gallagher, J., Anastasiow, Nicolas, C., & Ruth, M. (2006). Educating Exceptional Children. Boston; New York: Houghton Mifflin COmpany.Plant Growth Experiments. (n.d.). Retrieved from Cornel Composting, Compost in Schools: http://compost.css.cornell.edu/plantgrowth.htmlUpside Down Plants. (n.d.). Retrieved from We Grow Plants Upside Down: http://upsidedownplants.com/myPictures/grdnbeangrwngnrmalilustration.jpg