LESSON PLAN C108 Science Methods

GENERAL INFORMATION

Lesson Title & Subject(s): Science: Plant Structure and Function

Topic or Unit of Study: Ecosystem

Grade/Level: 3rd Grade

Instructional Setting:
Lesson will be taught in a 3rd grade elementary classroom with 26 students. Student have individual
desks that are arranged in 6 heterogenous groups. 4 groups have 4 students and the remaining 2 groups
have 5 students. Students will use these table groups for discussion as well as a cooperative group
activity during the lesson.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

North Carolina Essential Standard:

3.L.2 Understand how plants survive in their environments.

3.L.2.1 Remember the function of the following plant structures as it relates to the survival of plants in
their environments: • Roots – absorb nutrients • Stems – provide support • Leaves – synthesize food •
Flowers – attract pollinators and produce seeds for reproduction.

Lesson Objective(s):
When given a worksheet with image of a plant, students will be able to identify and label each plant
structure and list its correct function, with 100% accuracy.

When given the supplies to create a plant, students will create a plant with correct structures that are
labeled with name and correct function, with 100% accuracy.

MATERIALS AND RESOURCES

Instructional Materials:
SmartBoard
SmartBoard clickers for students
YouTube Video “The Parts of a Plant (song for kids about flower/stem/leaves/roots)”
Markers
Various colors of construction paper (Green, yellow, red, pink, brown, etc.)
Brown Yarn
26 pieces white card stock paper
Glue Sticks
26 copies of worksheet from 4th grade science worksheet website
26 copies of teacher created assessment worksheet.

Resources:

4th grade science worksheets, PDF Printable. (n.d.). Retrieved May 5, 2019, from
https://www.ecosystemforkids.com/4th-grade-science-worksheets.html

Kindergarten, H. (2015, October 17). The Parts of a Plant (song for kids about flower/stem/leaves/roots).
Retrieved May 5, 2019, from https://www.youtube.com/watch?v=ql6OL7_qFgU

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:

Prior to this lesson, students should be familiar with the names of the 4 plant parts/structures,
roots, stem, leaves, and flowers.

2. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

Step 1: Teacher will ask students to think about the names of the 4 structures of a plant. The
teacher will then use the smartboard and have the students use clickers at their table groups to identify
the 4 parts on the image of a plant on the smartboard. This is to check for their prior knowledge of plant
structure and to see if the plant structures need to be reviewed before moving on to the function of each
structure. .

Modeling:

Step 2: The teacher will then explain that each of the 4 structures of a plant have a specific function
and that the purpose of this lesson is to learn what each structure does in order for the plant to survive in
its environment. The teacher will ask the class as a whole group if they know what the functions of each
part are. The teacher will use popsicle sticks with student names and draw a name at random to answer
the questions so that there is equal opportunity for participation.

Step 3: Once the teacher knows about the student’s current knowledge on plant structure functions,
she will explain the functions for each part in more detail.

Step 4: Teacher will use the smartboard to project the YouTube video “The Parts of a Plant (song for
kids about flower/stem/leaves/roots)”. During the video the teacher will encourage the students to stand
up and act out being different parts of the plant.

Step 5: Teacher will have the students pair up and discuss what they have just learned as well as
using what they have learned to think about other possible plant parts and function.
 Teacher: After viewing the video I would like for you to think about what you just learned and how
that might apply to other plant parts such as the fruit of a plant. How do you think the fruit of the plant
would function that would help the plant survive? Then pair up with a partner at your table and share what
you have learned so far about the function of each plant structure and what you think other plant
structures such as the fruit of a plant might do to help the plant survive.

After the pair and share strategy the class would then discuss what some of their thoughts were as
a whole group. The teacher will then tell the students that they will be working at their table groups to
complete an activity. The teacher will explain that the students will be using construction paper, glue, yard
and markers to create a plant that must include the 4 structures/parts, and that they must label each part
with its correct name and function.

3. Guided Practice:
Teacher: Now we are going to work on creating our own plants with the construction paper
and yarn like we just discussed.

The teacher will explain again that the students will be using scissors, construction paper, yarn,
and markers to create a plant on a piece of white cardstock. The plant must include the 4
structures/parts, and that they must label each part and include its function.(Hands-On Activity)
During this time the teacher will be walking around the classroom to see if any of the students
need help identifying the function of the plant and answering student questions about the
assignment. As students work on this activity the teacher will monitor the class as well as ask
questions of the students to check for understanding.

4. Independent Student Practice:

After the activity and discussion on the lesson, students will then work independently to complete
a worksheet where they are asked to label the parts of plants and then there are a few multiple-
choice questions to check for understanding of plant structure function.

Worksheet can be found in list of resources*

5. Culminating or Closing Procedure/Activity/Event:

At the end of the lesson students will come together as a whole group and students will have a
chance to share their group activity which was the creating and labeling of their own plant. After
all groups have shared, the teacher will hold a brief discussion about the days lesson and let the
students know that in the next lesson they will be learning about how the environment can also
affect the growth and survival of plants.

Instructional Strategy (or Strategies):

Direct-Instruction: The teacher modeled the parts of the plant as well as the functions of each part using
the smartboard. The teacher discussed with the students the specific functions of each part of the plant.

Differentiated Instruction Accommodations:

ELL Learners: Provide a list of vocabulary words, with definitions, that were used during the lesson so
that they can practice and become familiar with the words and their meanings. ELL students may also
use illustrations instead of wording to describe the function of the plant structure.

Gifted Learners: Provide an opportunity for the gifted learners to expand on their knowledge of plant
structure function by allowing them to use a classroom computer to learn more about photosynthesis and
how the process occurs within plants.

Use of Technology:

21st century technology was incorporated with the use of the smartboard and clickers to help access
student’s prior knowledge of plant structure. It was also incorporated with the use of the video song about
plant parts and function from YouTube as well as in the use of the classroom computers by the gifted
students to learn more about photosynthesis.

Student Assessment/Rubrics:

Informal Assessment: During guided practice as students are working to create their plants, I will be
checking for understanding by asking the student clarifying questions and by observing their
conversations with one another to check that they understand the function of each plant structure/part.
Formative Assessment: During independent instruction the student complete a worksheet that asks
them to label plant structures and then answer a few multiple-choice questions. I am using this as a
formal assessment to check for understanding of the lesson objective.
Summative Assessment/Formal Assessment: I will know that the students have mastered the learning
objective, when given a worksheet with image of a plant, students will be able to identify and label each
plant structure and list its correct function, with 100% accuracy.

Worksheet for Summative/Formal Assessment

 Task 1 Part B and Part C

My hands-on activity includes the students using construction paper, yarn, scissors, and

glue to create their own plant. The objective is for the students to create a plant with all 4

structures and to have the structures labeled with name and correct function. My justification for

this activity is that it allows the students a hands-on experience with the parts of a plant and it

allows the students to use their own unique creativity to come up with their plant. Being able to

have a hands-on project such as this allows the students to not just learn the plant parts and

functions, but the students are also taking part in kinesthetic learning. Kinesthetic learning allows

the students to actively engage with the lesson and the material being taught.

My formal/summative assessment is a worksheet that the students will complete with

100% accuracy for me to know that they have mastered the learning objective. I chose this

assessment because instead of just answering a few multiple-choice questions, the students must

take the time to label the plant parts and in their own words describe what the different

parts/structures do in order to help the plant survive in its environment. I feel like this assessment

is a proper way of assessing if the students have retained the information about plant structure

and function.