Bonnie Kellett

EDIT 604
Spring 2017
ASSURE Model Instructional Plan

Lesson Title: Plant Parts

Bonnie Kellett
First
Science
Lesson Length: 20 minute periods stretched throughout a week

Analyze Learners
Class population:
1. 20
2. 12 Males
8 Females
3. 6-7 years old
4. Mental, Social, Physical, Social Notes such as:
o Disabilities- In my class of first graders, I have two students who receive
speech services, and I have two English Language Learners.
o Cultural/Ethnic Notes- Our classroom community consists of many cultural
backgrounds and ethnicities.
5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes
Students have learned about plants needs and the plant parts. Students appear eager to
learn more about the plant parts jobs.
6. Learning Styles

o Visual 10 out of 20 students

o Auditory (Aural)- 5 out of 20 students
3 students are auditory with visual cues
2 students are solely auditory
o Kinesthetic (Hands On)- 5 out of 20 students have extreme gains in retaining
information once theyve had Kinesthetic learning experiences.

ABCDs of strong objectives are included:

A Action
First grade students will be exposed to multiple plant parts and what each plant part does to
help the plant survive. First grade students will watch a video on plant parts, read non-fiction
books on plant parts, participate in discussion on plant parts and their jobs.
B Behavior

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First grade students will be able to identify the different plant parts jobs.
C Condition
When shown a diagram of a plant, students will be able to identify the plant parts as well as
the specific job of each plant part.
D Degree
First grade students will be able to accurately name each plant part, and correctly state the
overall function of each plant, they will not recite a specific definition/wording of the plant
parts.
Select Methods, Media, , and Materials
All methods, media, and materials needed for the lesson are listed. Give rationales why
these selected methods, media and materials are appropriate for your lesson.
1. What are the methods (more than 2)?
Students will be exposed to many media formats to learn about the plant parts and
their jobs. Some of the methods include: sill images (diagrams) used in whole group
discussions, interactive labeling activities, video from BrainPopJr. on plant parts, non-
fiction books in our classroom library, and non-fiction books from BigUniverse (an
online library).
2. What are the media (EX: flip chart, PowerPoint Slide, computer-based tools, etc.)
Still images using a document camera and a projector screen
Video displayed on a projector
Interactive Whiteboard activities (SmartBoard)
Books
3. What are the materials (ex: textbook - the book title, Educational Game, WebQuest,
etc.)
BrainPopJr. Video:
https://jr.brainpop.com/science/plants/partsofaplant/
Books are listed below:

Utilize Media, Materials, and Methods

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For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. Preview the materials: What you need to preview?
All materials will be previewed before being used with students. All materials are hand
selected by the teacher.
2. Prepare the materials: What things need to prepare before the lesson?
Before the lessons, I will have materials needed pulled and ready. I will pre-copy any
student activity sheets prior to the lesson. I will also have the video pre-loaded and
ready to play prior to having students seated and ready to watch.
3. Prepare the environment: Where the learning takes place? How about the seating,
lightening, temperature of that place?
The learning will take place in our classroom. I know that each student has a
comfortable seat, all materials they need to complete each learning task, the lighting is
great for all learners as well as the temperature.
4. Prepare the learners: How you engage students in learning during the warm-up section?
I connect to students prior knowledge and hook their interests by posing the question,
what is the job for this part of the plant? students will be guided to the learning
materials to find the answer to my question.
5. Provide the learning experiences: Outline the Require Learner Participation section.
Require Learner Participation
Day One: Assess Students Prior Knowledge
Pose the question on chart paper: What is the job for each of the plant parts below? Show
students the plant diagram- using the projector and document camera. As students provide
answers, ask them to provide evidence for their opinion this will lead to inquiry time in our
non-fiction plant books. Allow students time to fill in the student copy of the plant diagram.

Day Two: Begin by checking over the students diagram of plant parts. Use the document
camera to correctly state each plant parts job. Allow students to edit/change or confirm their
responses from day one. Play the BrainPopJr. video, allow students to make connections
between the video and research from non-fiction books.

Day Three: Students will read the mystery plant problems (given to them by me) and will
use their knowledge about plants to decide which plant part is missing (which plant part is
needed to fix the problem from the mystery plant problems.

Day Four: Students will identify each plant parts job and why the plant needs each of its
parts.
Evaluate & Revise

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Evaluation methods for each of the following are included:
1. Student Performance

2. Media Effectiveness
After I use each media, I will reflect on student engagement, the learning outcomes
from the use of the media, and the availability of the media.
3. Instructor Performance
I will have my administrator complete an ELEOT evaluation on me. This is a
professional growth tool used by administrators in my school district. I am used to
this assessment tool and will be able to easily reflect on my instruction and make
plans for improvement.

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