TITLE OF LESSON: Grade Level(s): 1

Characteristics and Basic Science

Needs of Plants
Drama/Visual Arts

Content Standard(s): Arts Standard(s):

S1L1: Characteristics and Basic
needs of plants
a. Identify the basic needs of a plant-
air, water, light, nutrients
c. Identify the parts of a plant-root,
stem, leaf, and flower
TAES1.3b,c,d,e: Acting by developing,
communicating, and sustaining roles
within a variety of situations and
environments.
VA1MC.3 Selects and uses subject
matter, symbols, and ideas to
communicate meaning.
VA1PR.2 Understands and applies media,
techniques, and processes of 2-
dimensional works of art (drawing,
painting, printmaking, mixed-media)
using tools and materials in a safe and
appropriate manner to develop skills.

Lesson Procedure:
a: Hook
Ask students what Theodore Roosevelt was known for-as conversation leads to
his love and contributions for plants and animals, tell students we are going to
learn more about plants and animals just like T.R.
b: Instructional Steps
*Review the elements of a tableau. (practice some elements if needed) Divide
students into groups of 4. With very little direction, ask them to create a tableau
showing what they know about plants, specifically a flower. Tell them you are
trying to see what they already know about plants. Listen in on their planning
discussions. When they are ready create an audience space and a performance
space. As groups perform their tableau, ask the audience to tell what they think
they are seeing, then ask the performers what they represent. (Take a picture of
performers). As you go through the groups, create a chart of any vocabulary
words that were used by either the audience or performers.
*Add any words to the chart necessary to include all parts and needs of plants.
Ask groups of students to put words into two lists. Parts of Plants and Needs of
Plants. Have groups defend their choices and make any necessary corrections.
Discuss why plants need air, water, light, and nutrients and how each part helps
it get what it needs. (It would be good to compare it to what we need as people)
Each student will design their own flower (draw, paint, technology etc.) and label
the parts. Students will also create texture around the flower to show what
plants need. They will create a key to show what each texture stands for.

c: Formative Assessment
-tableaux before and after
-Document use of any vocabulary words in description of tableaux prior to
learning.
-Vocabulary word sort

d: Summative Assessment
Students will properly design and label parts of a plant
Students will use texture and create a key to show what plants need around their
designed and labeled flower.
e: Closing
Tableaux again showing what they have learned
Differentiation Key Words/Vocabulary:
(support/scaffolding): Characteristics
Heterogenous groupings Needs
Examples of textures
Plant
Vocabulary chart of parts and needs
Examples of flower artwork Root, stem, leaf, flower
Acceleration (extension): Air, water, light, nutrients

Resources: Ideas to present/display student

Monet pieces showing flowers learning:
ipads Finished labeled flower with key
Examples of textures for visual arts Pictures of tableaux before and after
Vocabulary chart and word sorts