Lesson Plan

Teacher Candidate: Andrea Taber Date: September 17, 2017

Grade and Topic: 4th Grade Science Length of Lesson: 1 hour 30 minutes

Mentor Teacher: Marla Phillips School: The University of Memphis

Unit Objective
The Parts of Plants lesson is part of the life cycle unit, and what plants need in order to grow and be
sustained. Plants give off the necessary oxygen needed for breathing, and protection, and some plants
even provided nourishment. Being continence of plants, their parts, and the life cycle of plants is
important to our environment as described in the TN state science standard LS1.

Lesson Objective
Content Learning Goals and Objectives
1. Given background information on plants, students will explain important structures of a plant and
their roles food production, support, water and nutrient transport, and reproduction. with a score
of three out of four on the rubric. (Blooms taxonomy: comprehension)
2. Given an image of a flower, the students will identify important functions of a flower. With a
score of three out of four on the rubric. (Blooms taxonomy: knowledge, comprehension,
analysis)
3. Given a computer and word processing software, and Google images, students will be able to
construct their own image of a plant and the parts that make up the plant of the students
choice based on the plants that they see daily or ones that they have shown interest in her/him
with a score of three out of four on the rubric. (Blooms taxonomy: synthesis)

Student Participation

The goal of this lesson is for students to demonstrate a clear understanding of each key component that
make up the Parts of Plants. Students provide visual representations and write reflections on the
meaning of each Parts of a Plant of their choosing.

Standards
State/District, Common Core Standards

TN Science 1.0 Describe the Parts of Plants that are instrumental in the successful upkeep of the
environment.
ISTE Standard(s)

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media

Materials
Materials Used

1. Pencil
2. Paper
3. Plant Parts worksheet
4. Computer
5. Internet Access to:
a. Plant Parts worksheet
https://i.pinimg.com/originals/17/74/66/1774668b471a79faedd60b75d0538cfc.png

b. Google Images http://www.nourishinteractive.com/nutrition-education-printables

6. Glue
7. Scissors
8. Green/ White construction paper
9. Colored Pencils

Background and Rationale

Students will demonstrate a clear understanding of each plant part component by
providing visual representations and written reflections on the meaning of each of
the common parts all plants share.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN science standard 1.0.
We will refer to the summary created here as we continue to explore the Food
Pyramid. We will also use our outlines for a unit on creative writing.
I am aware that the lesson will be differentiated for students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered in this
course and are not part of this particular lesson.

Procedures and Timeline

Introduction
 Begin by drawing a picture of a plant on a large screen display, overhead, or whiteboard.
Provide some brief background information about its purpose, who created it, and when it was created.
Give students a few minutes to silently examine the plant drawn on the board; then have the class aloud
will name the parts of the plants together.
Following this with a brief discussion pointing out important parts of the plants.
However, for the next two days, the students will be using pictures and images to make understand the
Parts of Plants easier to understand.

Procedures

Prior to the Computer (15 minutes)

Teacher Procedures: Student Procedures:

1. After the Introduction, 1. Students complete their Parts of Plants

distribute the Parts of Plants
worksheets to students and
ask them to briefly describe a
possible picture or image that
would illustrate each of the
plants parts.
worksheet by briefly describing a picture or
image for each of the major food groups.
2. They then list two or three key words they can
use to find images for the plant parts.

At the Computer (45 minutes)

Teacher Procedures: Student Procedures:

1. Have students open both MS Word
and an Internet browser
2. Direct students to the Parts of
Plants website.
3. Direct students to the Google
image website.
4. Monitor and assist as needed.
1. Open MS Word and an Internet browser
2. Go to Parts of Plants website and copy the
Parts of Plants.
3. Go to MS Word and Paste the Parts of Plants
into a new document.
4. Add the following title: My Plant and its Parts
5. Below the title, insert a blank Parts of Plant
to be filled in.
6. Add the following names in the proper
places: Roots, stem, flower, and leaf.
7. Use key words to locate an image for each of
the part of the plant chosen.
8. Use Google image to copy the image.
9. Paste the Picture
10. Write a brief description for why you chose
the Plant to describe.
11. Save work
12. Repeat items 7-13 for the remaining phrases.
13. When all phrases are finished, correct any
spelling errors
14. Print a copy
After the Computer (30 minutes)
Teacher Procedures: Student Procedures:

1. Place students in groups of 3 to 4 students 1. While in a group, students

2. Ask students to pass their My Plant and its Parts review each others work and
work to the person on the right. note differences and
3. Students are to quietly review the work and take similarities.
notes of the key similarities and differences, then 2. Students discuss the different
pass the paper to the next person until students plants chosen.
have reviewed all the papers in the group. 3. Students write one or two
4. Give students 5 to 10 minutes to discuss the paragraphs describing what
differences. the plant chosen means to
5. Have students individually write a reflection about them.
why they chose the plant they chose and what it
means to them.

Closure
Students volunteer to share their Parts of Plants reflections. At the end of class, the teacher collects reflections,
checks for assignment submissions, and allows the students in the class to ask questions and make comments
about the things learned from this assignment.

Assessment Evidence

Criteria 1 2 3 4

Graphic images Very few or none of Only a few of the Almost all of the All of the chosen
represent each the chosen chosen graphics chosen graphics graphics very
of the 5 major food graphics represent clearly or clearly represent clearly represent
groups. the concepts of somewhat clearly the concepts of the concepts of
their associated represent the their associated their associated
Parts of Plants concepts of their Parts of Plants. Parts of Plants.
associated
Parts of Plants

Rationale for The rationale for The rationale for The rationale for The rationale for all
using the very few or none of some of the almost all of the of the chosen
graphics the chosen chosen graphics chosen graphics graphics very
graphics demonstrates a clearly clearly
demonstrates an fairly appropriate demonstrates why demonstrates why
appropriate representation of the image is an the images were an
representation of the concept. appropriate appropriate
 the concept. representation representation of
the concepts.

Reflections The reflection does The reflection The reflection The reflection
not demonstrate an demonstrates a demonstrates a demonstrates a
understanding of somewhat vague somewhat clear clear understanding
the Parts of Plants understanding of understanding of of the Parts of Plants
and/or what it the Parts of Plants and the Parts of Plants and and what it means
means to the what it means to what it means to to the student.
student. the student. the student.

Modifications
For ESOL students, teachers should have the picture of the plants labeled so that they can make
connections.