Name: Casey Casten

Class: ELED 3221

Date: 10/28/15
edTPA Indirect Instruction Lesson Plan Template

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Central Focus/Big Idea: Plants
Subject of this lesson: Parts of the plants
Grade Level: 3rd
NC Essential Standard(s): Remember the function of the following structures as it relates to the
survival of plants in their environments:

Roots- absorb nutrients

Stems- provide support
Leaves-synthesize food
Flowers- attract pollinators and produce seeds for reproduction

Next Generation Science Standard(s): 3-LS4-3 Biological Evolution: Unity and Diversity
LS$.C: Adaptation: For any particular environment, some kinds of organisms survive well, some
survive less well, and some cannot survive at all.
21st Century Skills: Creativity and Imagination: The students will use this when drawing their
pictures of what they think will happen when they leave the plants alone for a few days.
Collaboration and Teamwork: They will have to work together in small groups to complete the
experiment.
Academic Language Demand
Language Function: I chose predict because the studetns will be doing a lot of predicting
when they are doing this experiment. They will have to predict what will happen to the
plants when they sit in the water, what will happen to the sand when water is added, and
if sand is a good place for plants to grow or not.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: Roots, stem, leaf, flower, sand, water, sunlight

Instructional Objective: Students will be able to label the parts of the plant and tell what each
of them does. They will also understand what happens when plants are in water and where the

water goes. They will have to answer questions and draw diagrams in their science notebooks.
They will need to get 3 out of 4 sections on each diagram correct to meet the objective.
Prior Knowledge (student): The student should have a pretty good idea of what each part of the
plant does. They should also know what sand, clay, and soil are.
Content Knowledge (teacher): The teacher should know the order in which the experiment
should be conducted and also what will happen in the experiment. They should also know what
the leaf, stem, roots, and flower do in a plant.
Accommodations for special needs: For students who struggle with English I will make sure
that they are either put in a group with very fluent students or put them in a group together so
that I can focus in on helping them with every step. I can also make sure that students that
struggle with spelling and sentences have all the words spelled out somewhere for them that they
will need in their sentences.
Materials and Technology requirements:

Doc cam
Diagram of plant
Celery and lettuce for each group
Cups with water for each group
Dark good coloring
Sand
Soil
Magnifying glass for each student
Crayons
Science notebooks
https://www.youtube.com/watch?v=s2r5LLy9Qaw
Computer
Sticky notes

Total Estimated Time: 45 min to an hour

Source of lesson: Mrs. Herman
Safety considerations: Make sure students are walking when there is water in the room in case
some gets on the floor so they do not slip. Have the celery and lettuce already cut so that you do
not need a knife or sharp scissors in the classroom.

Content and Strategies (Procedure)

Engage: Start by getting the kids together on the carpet. Show them this video:
https://www.youtube.com/watch?v=s2r5LLy9Qaw When they are done watching the video ask
them.
Put the diagram of the flower up on the board using the doc cam:

.
Ask the students:

Can anyone tell me what the roots do?

Can anyone tell me what the flower does?
Can anyone tell me what the stem does?
Can anyone tell me what the leaf does?

Once they have answered all of these questions you will need to ask for volunteers to come up to the
board and label one of the parts of the plant.

Explore: Put the students in groups of 4 and separate them around the room. Pass out 2 cups of
water to each group. One containing a celery stalk and one containing a lettuce leaf. Then go
around and put food coloring in each cup of water. When you have done this pass out two cups
of sand to each group along with magnifying glasses to each student. Have the students observe
what the sand looks like up close and far away. Then come around with water and add a little bit
to each cup of sand. Ask the students:

What did the sand look like before the water was added?
What did the water look like after the water was added?

Explanation: Have the students open their science notebook to the next open page and draw 4
squares. At the top label it plant experiment. Have them label the first section was prediction,
the second is labeled picture of what I see, the third is labeled picture #2, and the fourth is
labeled what happened. They should fill out the first two sections by answering the questions

What did you see when I first put the cups in front of you?

What do you think will happen when I put the food coloring in your cups?

They will then turn their notebook to the next blank page and label it Sand. In the four sections
label section 1 picture, label section two if we add water, section three picture after water, and
section four plants in sand. They will fill out these sections by answering the questions:

What does the sand look like under the magnifying glass?
What do you think will happen if we add water to the sand?
What does the sand look like under the magnifying glass after we add water?
Do you think that sand would be a good place to grow plants?

Elaborate: Hand out a sticky note to each student. Instruct Them to draw a flower on the sticky
note. They must answer these questions:

What are the 4 parts of the flower you drew

What does a plant need to survive

Evaluate: Formative : Questions during the lesson and the information in their science
notebooks.
Summative: the exit ticket
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills: 15 met the objective. 3 did not.