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5E Learning Cycle Lesson Plan

Lesson Plan Title: Life Cycle of Plants

Student Teacher University Supervisor/

(Block B Student) Cooperating Teacher
Katie Richey Susanne Porath
Quinn Osborne Annette Sherley
Anna Murphy

Grade Level/Subject Unit Title

2nd grade/ Life Cycle of a Plant
Brassica Seeds

Lesson Length (hours/days) Area(s) of Science (From NGSS/DCI’s) – Circle one

Date(s) 11/7/18 Earth Space Science

In-Class Time Period 55 minutes Life Science

Physical Science
Out-of-Class Time None


Performance Expectation(s):
● 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Science and Engineering Disciplinary Core Idea(s): Crosscutting Concepts:

Practices: ● Events have causes that
● 2-LS2-2. Develop a ● Plants depend on water and generate observable
simple model that light to grow. (2-LS2-1) patterns. (2-LS2-1)
mimics the function of ● Plants depend on animals
an animal in dispersing for pollination or to move
seeds or pollinating their seeds around. (2-LS2-
plants.* 2)

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Dr. K. A. Staples (Fall 2015)
Connections to CCSS Literacy in Science
W.2.7 Participate in shared research and writing projects

OBJECTIVES (Intended Learning Outcomes) please write as list.

● Students should be able to understand the stages of the plant life cycle.
● Discuss that plants have a life cycle that includes sprouting; developing roots, stems, leaves, etc.
● Examine the stages of the plant life

● Students will be able to put together the plant life cycle foldable

● if you were going to create a garden what would you plant and when would you plant it. If you wanted it
grow very well.


1. Sit students closer to screen if they can’t see the board for the video
2. Instructions on board
3. Repeat directions multiple times

MATERIALS Attach all materials, i.e., handouts, PREPARATION Describe any advance preparations for the
worksheets, etc., needed to teach this lesson. lesson.

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● Baggie of foldable items, string, glue, something to write Check out book.
with Print out papers for lesson.
Cut out all papers for foldables and put them in a bag for each student.

Safety Rules: .
-Be sure and keep all of your materials together. If you lose them, you can’t finish the fun activities.
-Don’t eat glue
-when using scissors (in science 11/16 not in practicum) we don’t poke or cut others or their things with
the scissors.


Engagement: In detail describe the initial Introductory Activity (e.g., open-ended problem, scenario,
demonstration, story, etc.). Include the Divergent (open-ended) Question to engage
individual student involvement in active scientific inquiry. Include appropriate
classroom procedures to initiate a positive learning environment.

● “Sophie’s Squash” by Pat Zietlow

● Before I start reading:
● Talk to students about how they have been learning about plants and their cycle of growth.
● Remind them that there are stages of growth that a plant has
● Talk to them about how seasons can affect what type of plants can grow
● pg: 1 Ask the students “What stage of the life cycle of plants is Sophie’s Squash?” -She is in the
(grown plant)--- is that the right word? ( stage )
● pg 2: Sophie is using her squash as a friend right? Do we usually keep plants as friends? No? what do
we usually do with them? (answer “right we eat them)
● pg 7: Sophie’s mom says what is going to happen if they don’t eat Bernice soon? (She is going to turn
mushy and gross)
● Pg 10: What word does her parents use to say to describe what is going to happen to the squash? (Rot)
● Notice how Bernice changes (starts to get soft and bruised)
● pg16: When Sophie asks the Farmer what will keep her squash Bernice healthy what does he tell her?
(Fresh air, good clean dirt, and a little love)
● How long do you think it will take for Bernice to get better? Quick or a long time?
● *Notice that Bernice is changing into a Stem..
● Why do you think that Bernice is getting so big? Did Sophie do a good job planting her and making
sure she had what she needed to grow?
● In the end she ended up with 2 healthy squashes, so she must of done a good job of making sure her
squash had what? (fresh air, good clean dirt and love).

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Dr. K. A. Staples (Fall 2015)
Related Web Site:

Exploration: Describe the introductory directions to initiate student-to-student interactions as

active participants in scientific inquiry, recognize ALL safety precautions,
materials needed, and reasoning for how students will be grouped (e.g.,
“Jigsaw,” “Think-Pair-Share,” etc.). Describe how experiences during this phase
will provide opportunity for students to confront their prior knowledge.

Card Sort Game

- Kids will be given Ziploc baggies of 4 cards
- T: “In the bags you’ve been given, there are 4 cards. Each card has a picture of one step in the
plant life cycle. It is your job to put them in the order you think they go in!”
- Students sort the cards the best they can using their prior knowledge.
- Teacher monitors and answers questions

Related Web Site:

Explanation: Include scientific explanations appropriate for the grade, social, and
developmental levels of the learner. Provide a Convergent (closed) Question
Sequence to promote concept formation/term introduction, and science content
and/or process skills explanation(s). Finally, describe how students will
demonstrate cognitive construction of concepts, which include making
connections to exploratory activities.
Video & Questions!
- T: “Now that you have your best guesses down for the cycle order, we are going to watch a
video that tells us about the plant life cycle in more detail. As we go, switch your cards to match
what the video says.”
- Play Plant Life video
- Pause at 1:45 T: “Ok wait a minute-- she just said water, temperature, and light. Why do you
think she said that?”
- Pause at 2:35 T “The first thing to come out of the seed is called the root. What do you think the
roots job is?”
- After the video T: “Make any last minute changes to your card order now!”
- Call on students to put the cards in order under the doc cam.
- T: “Raise your hand if you got them right the first time!”
- T: “We are going to put our new knowledge into a our own paper flower”

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What temp is it outside?? How are plants doing outside? are they starting to droop???

Related Web Site:

Elaboration: Describe a related Science Activity to provide opportunity

for students to apply key concepts to new/different situations. Students
should show deeper understanding of concepts, make decisions, and/or
design [extended learning] experiments to further engage in scientific
-For this activity, students will be making a foldable of the life
cycle of a plant. This is to help them practice their learning and
to have a hands on activity in putting together a visual
representation of the life cycle of plants
-To save on time and to keep the class clean from a paper mess,
all items will be cut and in a baggie ready for the students to put

1. The teacher will explain that we will be putting this together step by step. We will
color and write on them when I give the signal of “Its flower time!”
2. Fold green 9 x 12 paper in 3rds to make the stem
3. Grab the paper that says “How do plants make their own food?” We are going to
glue this on the left side of the “stem”
4. Grab the paper that says, “Parts of a plant.” Glue that in the center of the “stem.”
5. Grab the paper that says, “A plant’s life cycle.” Glue that on the right side of the
6. Moving on to the leav, grab the sheet that says, “The job of the leaf” and glue it to
the green construction paper cut out in the same shape.
7. Next, grab all 5 of the red petals and all 4 of the white sheets that say “facts.” We
are going to glue the 4 facts sheets to 4 of the 5 petals.
8. Alright students!! Still using your 4 facts petals, I want you to WRITE 4 facts! one
on each petal. 1, 2, 3… ITS FLOWER TIME! (Press doorbell to grab attention
9. We are going to glue the petals down so I want you to have all petals and the
yellow circle. Let’s start with the blank petal, and glue that down first. we want to
glue the flat side to the yellow and we only want to glue it super thin!
10.Now lets grab our firts fact petal, we are goint to make sure the white is showing
when we glue it down on the same side as the blank petal! now lets do the rest!

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11.Now, grab the brown pot and the white sheet that says “Life Cycle of the Plants.”
First, I want you to write your name on the line under the title. Once you have
written your name, I want you to glue it to the front of the pot. the front of the pot
has the line that goes across the top.
12.Still using your pot, I want you to flip it over to the back side. Now I want you to
get the sheet that says “the job of the roots.” We are going to glue it to the back.
13.We are going to put it ALL TOGETHER!!! I want you to grab your stem and the
pot! I want you to flip your pot to the back and make sure you have your stem
facing the front! and glue the bottom of the green stem to the back of the pot! Just
a tiny piece of the stem though!
14. Now I want you to flip your stem and pot to the front and grab your leaf. Where
the dotted like on the leaf is, I want you to fold it in half and keep it folded. with
the fold on the right side- i want you to glue the back of the leaf to the stem. and
make sure it can still open and close!
15. Now grab the top of your flower! I want you to use the side of the facts and glue
the petal with NO fact on it. and glue it to the front of the stem!
16.Now that we have our plant all put together, I want you to look at the board and
read through all of these facts. Once you have read through all of them, I want you
to pick 4 and write one on each petal.
17. Now, I want you to go through each of the other sections that we haven’t filled
out yet on your own!

Related Web Site:

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Evaluation: Describe two ways in which you will assess student understanding.
(Note: one should involve either “performance” or “authentic” assessment).

Assessment (1)
Student Learning Outcome Description: Criteria: Describe criteria Level of Mastery: Set the
(Cognitive Learning Describe the used to grade/score the level of acceptable
Objective): assessment used to assessment (include point performance using a
evaluate the student- values) measurable quantity.
learning outcome(s).
Students will understand Our first assessment There will be no point Students will use their prior
the cycle of growth will be through the value. It is just a visual knowledge to use their best
exploration phase assessment. guess on the phases of the
using observation plant life cycle. We expect to
.Using a card game, have most right with maybe
we will activate their 1 or 2 wrong answers. This
prior knowledge and is to challenge.
assess what the
students know about
the plant life cycle.
Students will match
the picture to the
order of what
happens in the cycle.

Assessment (2)
Student Learning Outcome Description: Discuss Criteria: Describe criteria Level of Mastery: Set the
(Psychomotor or the assessment used used to grade/score the level of acceptable
Affective Learning to evaluate the assessment (include point performance using a
Objective): student-learning values) measurable quantity.
Students will also be able Our second There will be no point All parts should be
to put together the plant assessment will be value. It is just a visual completed and done with
life cycle foldable. through the assessment. their best intent. Required to
elaboration phase use information provided or
where students apply learned from the lesson. This
what they know. part is not guess work. They
Students will be are expected to use the
putting together a information they have
foldable of the plant learned throughout the
life cycle and then lesson to provide the correct
filling in the answers in the foldable.
information that they
learned on their own.

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Check all that apply.

Teaching Model(s) Activity Type(s)

X 5E X Individual
Cooperative Learning X Small Group
X Direct Instruction X Whole Class
Presentation Outside of Class
Problem-Based Instruction Other
X Discussion

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