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The follow 3 points need to thought about before you create your lesson plan.

a. Important Facts: Plants need sunlight, water, air, and soil to grow. There are many types of
plants. They have five main parts: seeds, roots, stem, leaves, and flower. They make their
own food.
b. Key Concepts: Plant growth, plant parts, and basic needs of organisms.
c. Skills students need for lesson and skills taught: Students need to be able to think critically,
compare and contrast, and use listening skills to learn a new song.

Demographic Information
The following should be given:
a. Student Teachers Name: Laila Ali
b. Grade Level: 1st
c. Topic: Plants
d. School: Washington Elementary
e. District: Wyandotte
f. Lesson Plan Title: Plants Introduction
g. Duration: (estimate how long your lesson will take to teach): 45 minutes


SWBAT listed and should demonstrate the following:
-Identify the basic needs of a plant (sunlight, water, air, and soil)
-Identify the five parts of a plant (seed, roots, stem, leaves, and flower).


Common Core Curriculum

The following should be explained:
a. List the Common Core objectives used in the lesson

E.ES.01.12 - Demonstrate the importance of sunlight and warmth in plant growth.

S.IA.00.12 - Share ideas about science through purposeful conversation.

b. Explain why you decided to teach this lesson and how it is theoretically sound.
This lesson is a part of their science curriculum in first grade. Students have already
learned some things about plants in kindergarten and are now exploring plants
c. How is the content relevant to students?
Plants are everywhere around us. It helps them understand how they are a part of our
lives and how they give us the oxygen we need to survive.


Learning Resources and Materials

The following should be explained:
a. List appropriate materials: list all items
Exit Ticket paper
b. List resources

- Discovery Education
- Gibbons, G. (1993). From Seed to Plant. New York: Holiday House Inc.
c. List technology: computers, smartboard
d. Bibliography
Gibbons, G. (1993). From Seed to Plant. New York: Holiday House Inc.

Teacher Procedure/Lesson Development

1. Anticipatory Set-I will ask students to do some stretches. I will ask them to
touch their toes, reach up high, and get the wiggles out. I will play a quick
round of silent Simon says so that they could have a quick break before we
begin the lesson. I will begin the lesson by asking students, So what do you
know about plants? I will set up a K-W-L chart on the whiteboard and fill it
out with the students.
2. How you will link the lesson to the students prior knowledge: I will use a
K-W-L chart to assess prior knowledge. The first part of the chart ask
students what they already know about plants, the second part is what they
want to know, and the last part is what they have learned about plants (which
is filled out at the end of the unit). I will write down what students say on the
whiteboard. This will give me an idea of what students already know about
plants and what I need to cover in this unit.
b.Methods/Procedures (Lesson Development)
1. Essential Question:
What are the parts of a plant and what do plants need to survive?
2. Lesson Described in Detail Step-by-Step (This will be lengthy)
Engage: I will begin my lesson by activating prior knowledge. I will ask
students, What do you know about plants? Students will give me their
answers and I will write them down on the whiteboard.
-After having a discussion about what they know about plants, I will put up
two pictures of two different plants (a vine, and a sunflower). Ask students,
How are these two plants alike? Listen to their answers and look for they
have leaves, they have a stem, they both need water, sunlight, and air to
survive. Then ask students, how are these plants different?
Explore: Show students a sunflower (on the computer). Have students try to
identify the different parts of the sunflower. Point to the various parts and
ask, Do you know what this is?
Explain: Once students have tried to identify the parts of a flower, I will
begin to explain the five main parts. I will say, There are five parts to a
flower. I flower first begins as a seed, and then roots grow. The stem grows
from the ground and then you start to see the leaves, and petals (or flower). I
will draw a flower on the whiteboard and label the five parts for students. As
I say each part, I will ask students to repeat the words after me.
-Tell students they are going to learn a new song. Tell them its to the tune,
head, shoulders, knees and toes. Play the video, and show them how to
move their hands. Then play the song again and sing with them.

Ask students what did you learn from the video? What kinds of parts of a plant
did they talk about? How do the different parts of a plant work together?







Evaluate: Once you go over the song of the parts of a flower, pass out the
flower parts worksheet.
-Explain to students that they will label each part of the flower by cutting and
pasting the parts to the correct section.
-Go over the scissors rules. They should only use the scissors to cut out the
words and then put them away. No waving scissors around or throwing them
across the table. If they have to give them to someone, they hand them with
the handle pointing towards the other person.
-Collect their papers and assess understanding.
-Tell students, You did a great job today! Can someone tell me what we
learned about? Pick five students to share. Ok great! Tomorrow we will talk
more about plants.
Type(s) of Teaching Described
a. Direct Teaching: I will explain to students the five parts of a plant
and teach students a short song that will help them remember these
five parts. I will also facilitate discussion on how plants are the same
and different. Students will be able to tell me what they already
know about plants and I will use that information to guide
Cooperative Group Teaching: Students are in six different groups. As they
work on their worksheet, they will be able to help each other read the words.
I will walk around and help students who are having trouble identifying
certain parts of a flower.
Method of Practice
a. Guided Practicestudents will practice labeling the parts of a
flower through a worksheet I will provide for them. I will walk
around and help them understand the concept if they are struggling.
b. Independent PracticeThe worksheet will be worked on
independently. Students who need help will raise their hand but
otherwise, it is meant to assess their understanding of the material.
Your RoleDescribe your role.
a. Modeling: I will read the directions for the worksheet and show
students where to cut out the words. I will model how to read the
words by chunking and blending.
b. Facilitating: I will walk around the room to observe how students
are working. I will look to see if students are correctly identifying the
parts of a plant. If they are not, I will stop and repeat the material we
covered and help guide them towards the correct answers.
How Will You Integrate Across the Curriculum?
Students are using their gross motor skills to cut and paste. They are also
reading the words and using decoding skills to read each part of the plant. We
also incorporate music into the lesson by singing the plant parts song.
a. How you will help students summarize what they have learned
I will ask students to tell me one thing they have learned in the
lesson. Students would be able to share what new things they have
learned about plants.

b. What are you doing to help students summarize/synthesize what

they have learned and prepare them for the next learning
I will ask questions and facilitate discussion on what they have
learned from this lesson. I will write down what they have learned on
the class K-W-L chart we created at the beginning of the lesson
(under the L section for what they have learned).
I used a computer and smartboard to help
me prepare for my lesson. I found the song
on YouTube and the pictures through a
search engine online.
Yes, I used the smartboard and camera to
show students the pictures of the various
plants. I also used the smartboard to teach
the plant song to students. It makes the
lesson interesting and more engaging.
c. Accommodations/Adaptations
1. Are there any safety issues that you need to address/ If so explain.
Yes, there was one safety issue. I went over the rules for using scissors.
Students know that they only use scissors to cut out the words. Once, they
are done, the scissors should be put away. I went over the rules of not
throwing scissors, how to hold scissors when giving them to someone and
how to handle them.
2. How will you differentiate instruction to accommodate your students
individual strengths, interests and needs? What adaptations in the
environment, materials, equipment, teaching strategies or lesson
objectives will be made when implementing the lesson?
Visual learners-Students will be able to color the flower to better see the
various parts.
Tactile learners: Students are cutting and pasting the parts of the flower to the
correct sections.
Gifted learners: Students can help their peers who are struggling to
understand where to put the various parts or cannot read the words.
1. Describe the criteria by which you can assess/evaluate student
Students are usually graded on a number system 1-4. 1 means it exceeds
expectations, 2-met grade level standards, 3-means it is minimally meeting
grade level standards, and 4-means it is below grade level. I will give
students who label 4-5 parts correctly a 2. If they get more then 3 parts



incorrectly, I will write the correct answer for them and review with them in
small group the next day.
2. How were the objectives/outcomes reflected in the students work?
Students were using the terminology to identify the five parts of a plant. The
worksheet builds on what they have learned in class through discussion and
the song they learned.
Methods of Assessment and Evaluation utilized, such as (these are suggestions):
a. How will you monitor learning using some of the examples above?
I will ask questions to see what students know, and what they have learned. Students
will also work on a worksheet that will help me assess their learning.
b. What did the students learn? How do you know?
Students learned about what the plants needs to survive and the five parts of a plant. I
know this through questioning them and the worksheet they worked on in class.
c. Did assessment and evaluation provide evidence of student learning (e.g.,
oral/written report, visual representations, or viewing a technology
Yes, the discussion I had with them showed evidence of student learning. The k-w-l
chart also shows evidence of learning along with the flower parts worksheet.
d. How you will give feedbackis it written, is it verbal?
I will give both verbal and written feedback. Students will have verbal feedback like
great and awesome when they answer questions correctly. I will also write
positive feedback on their worksheet if they have the correct answers.
e. How will you help students summarize what they have learned and prepare
them for the next lesson?
We will have a discussion at the end of the lesson to talk about what we have learned.
Students will get a chance to share their ideas and hear their classmates share ideas as
f. Does your evaluation match your objectives?
Yes, my evaluation matches my objective.
Teacher Reflectiondone AFTER teaching the lesson to help you gain insight into your
practice and help you make adjustments in your teaching.
This is completed after teaching the lesson and is meant to help you gain insight into your
a. Reread your objectives. Were your objectives supported by the outcomes you
Yes, my objectives were supported by the outcomes observed. Students were able to
identify the parts of a plant and tell me what plants need to grow.
b. What do you think worked? Why?
The song and the worksheet really helped students understand the material. It made
the lesson hands on and fun for them. It allowed them to move around and learn the
lesson in an engaging way.
c. What did not work? Why?
At one point, the camera froze up. I wasnt able to use it for five minutes so I used
the whiteboard instead and drew a picture of the flower on the whiteboard. Students
were able to see the various parts and come up to label the various parts.
d. What could you do differently to make the lesson more successful?
I could have incorporated more informational videos to help reiterate information
they are learning in this lesson.
e. Which student teacher standard/standards did you demonstrate during the

I demonstrated standards 4 and 6. I made sure the content was grade appropriate and
that I was giving them the information they needed to understand the concepts. I also
demonstrated standard 6 because I used an assessment that would allow me to gauge
the effectiveness of the lesson and whether or not students understand the material.
f. Did some things happen for which you were not prepared? How did you react?
Yes, the camera did not work so I was not able to finish showing students the picture
of the sunflower. I ended up using the whiteboard and drawing my own version of a
sunflower. I labeled the parts of the flower and asked students to repeat after me.
g. Identify three things you think went well with the lesson and why.
1. The K-W-L chart was really good. It helped me see what students already
know and what they want to know about plants. It also helps students gather
their thoughts and write down (as a class) what they have learned after the
lesson. We will add to this chart all through the unit and use it as the classs
final assessment.
2. The plant parts song went really well. Students loved moving around and
singing. It was fun and engaging for students and it helped get them moving
after our discussion.
3. The worksheet was another aspect that went well. Students were able to cut
out and paste the words without any trouble. Students followed the rules and
did really well cleaning up afterwards.