1.

Basic Information

 Name: Mrs. Balch

 Date: 10/19/2017

 Title of Lesson: Parts of a Plant and How They Work Together

 Age or Grade: Third Grade

2. Indiana Academic Standards

 Subject Area: Life Science

o Standard Indicator (letters and numbers): 3.LS.2

o Standard: Plan and conduct an investigation to determine the basic needs

of plants to grow, develop, and reproduce.

3. Learning Objectives

 Students will be able to identify the different parts of a plant.

 Students will label the different parts of a plant and explain how they work

together to keep the plant alive.

4. Materials

5. Materials and Preparation

 Board markers
 Pencils
 Erasers
 Ground coffee
 Paper flowers
 Straws
 Green construction paper

Updated 4 April 2018

 White construction paper
 Glue
 Scissors
 Parts Of A Plant worksheet (one per student)
 Colored pencils
 Sticky notes

6. Procedures

Focusing Event: (attract attention and begin the lesson)

 Draw a plant on the board and be sure to include the different parts of the

plant. Question students on what each part of the plant is to see what kind of

knowledge they have of the subject.

Teaching Procedures: (step-by-step directions for what and how it is taught)

 Discuss the parts of the plants with your students.

 Explain the function of each plant part, including the function of the roots, stem,

flower, and leaves.

 The roots hold plants into the soil and take in water and minerals to help the

plant stay alive.

 The stem carries water from the roots throughout the plant.

 The flower is used to create seeds that eventually turn into new plants.

 Leaves absorb air and light that a plant needs to survive.

 Discuss what is necessary for plants to survive including, sun, water, soil, and air

to live.

 Pass out the following supplies: coffee grounds, fake flowers, green construction

paper, glue, scissors, and white construction paper.

Updated 4 April 2018

  In this activity, students will be creating a plant that has roots, a stem, leaves,

and a flower.

 Instruct the students to use their sticky notes to label the parts of their plants.

Closure: (end the learning activity and summarize what was learned)

 Have the students complete the Parts of a Plant worksheet.

 Have the students present their plants to the class and describe the parts of their

plants and their functions.

7. Rationales:

Bloom’s Taxonomy: Write rationales for how at least two of the six domains are represented
and implemented in this lesson. This section will have a connection to your learning
objectives written at the beginning of your lesson plan. A helpful resource is
http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
 Remembering: The students had to present their plants at the end of the class

and discuss the different parts of their plants therefore, they had to remember

the parts of the plants in order to tell the class.

 Creating: Students had to create and put together their own plant. The students

had to build their own plants.

Gardner’s Multiple Intelligences: Write rationales for how at least two of the nine learning
styles are represented in this lesson. A helpful resource is
http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelli
gences.pdf
 Visual-Spatial: Visual- Spatial is the ability to think in images and pictures,

to visualize accurately and abstractly. The students had to do this by creating

the plants. The students had to think in images and pictures and figure out

the way that they wanted their plants to look like.

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  Naturalistic: Naturalist intelligence is the ability to recognize and categorize

plants, animals and other objects in nature. The whole lesson plan that I just

discussed was all about plants and learning about them.

8. Assessments

Formative (informal, check progress during the lesson) Assessment:

This is what the teacher does to determine if the children/students are meeting the objectives.
 The children are to complete a worksheet by their selves that is all about the

parts of a plant.

Summative (formal, record of progress) Assessment:

This is the data collected to determine if the children/students have met the objectives. This
is also used in further lesson planning with the children/students.
 After the students complete their worksheets, they will be taken, graded, and

recorded in the grading system. According to the grades, the teacher will be able

to determine who needs help and who is ready to go on with the lesson plan.

9. Adaptations

Adaptations for Anti-Bias/Multicultural:

 Any lesson plan material such as worksheets will be in English and also in any

other language that is needed for anyone in the class.

Special Needs (Disabilities) Identified:

 Depending on the disability, the teacher will be there to help them with anything that

they need help with.

Adaptations Needed:

 If there are any adaptations needed then they will be met.

Updated 4 April 2018

 A helpful resource that gives ideas for accommodations is
http://www.childaction.org/families/publications/docs/guidance/Handout48-
Caring_For_Children_With_Special_Needs.pdf

10. Modifications

Describe an activity that you could use for follow-up that would help children who still
need more practice. This is a modification of the activity. It simplifies the activity for
those children/students who are struggling with the concept.
 I would have the students do a lab where they could watch the water slowly move

through the plant by adding red dye to the water and having the plant absorb it.

Describe an activity you could use for children who are ready for more of a challenge.
This is a modification of the activity. It is for children who have already mastered the
concepts.
 Once the children have mastered the parts of a plant I would have them start

researching how the plant life cycle works.

10. References (APA Format)

List your references. The most commonly used resources are children’s books and

websites.

education.com. “Parts of a Plant | Lesson Plan.” Lesson Plan | Education.Com, 5 Oct. 2015,

www.education.com/lesson-plan/parts-of-a-plant/.

“Fun Facts for Kids on Animals, Earth, History and more!” DK Find Out!,

www.dkfindout.com/us/animals-and-nature/plants/parts-plant/.

Revised Bloom’s Taxonomy Action Verbs

Definition Remembering Understanding Applying Analyzing Evaluating Creating
s

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 Bloom’s Exhibit memory of Demonstrate Solve problems to Examine and break Present and Compile
Definition previously learned understanding of new situations by information into defend opinions information
material by facts and ideas by applying acquired parts by by making together in a
recalling facts, organizing, knowledge, facts, identifying judgments about different way
terms, basic comparing, techniques and rules motives or causes. information, by combining
concepts, and translating, in a different way. Make inferences validity of ideas, elements in a
answers. interpreting, giving and find evidence or quality of work way new
descriptions, and to support based on a set of pattern or
stating main ideas. generalizations. criteria. proposing
alternative
solutions.
Verbs  Choose  Classify  Apply  Analyze  Agree  Adapt
 Define  Compare  Build  Assume  Appraise  Build
 Find  Contrast  Choose  Categorize  Assess  Change
 How  Demonstrate  Construct  Classify  Award  Choose
 Label  Explain  Develop  Compare  Choose  Combine
 List  Extend  Experiment with  Conclusion  Compare  Compile
 Match  Illustrate  Identify  Contrast  Conclude  Compose
 Name  Infer  Interview  Discover  Criteria  Construct
 Omit  Interpret  Make use of  Dissect  Criticize  Create
 Recall  Outline  Model  Distinguish  Decide  Delete
 Relate  Relate  Organize  Divide  Deduct  Design
 Select  Rephrase  Plan  Examine  Defend  Develop
 Show  Show  Select  Function  Determine  Discuss
 Spell  Summarize  Solve  Inference  Disprove  Elaborate
 Tell  Translate  Utilize  Inspect  Estimate  Estimate
 What  List  Evaluate  Formulate
 When  Motive  Explain  Happen
 Where  Relationships  Importance  Imagine
 Which  Simplify  Influence  Improve
 Who  Survey  Interpret  Invent
 Why  Take part in  Judge  Make up
 Test for  Justify  Maximize
 Theme  Mark  Minimize
 Measure  Modify
 Opinion  Original
 Perceive  Originate
 Prioritize  Plan
 Prove  Predict
 Rate  Propose
 Recommend  Solution
 Rule on  Solve
 Select  Suppose
 Support  Test
 Value  Theory

Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon

Updated 4 April 2018