Developmental Lesson Plan

Teacher Candidate: Cecelia Weiler Date: March 15th, 2021

Group Size: 20 students Allotted Time: 65 min Grade Level: 1

Subject or Topic: Lifecycle of a Plant

Common Core/PA Standard(s):

Standard - 4.4.1.C: : Describe the life cycles of different plants and animals in a terrestrial
habitat.

Learning Targets/Objectives: The first grade students will be able to describe the lifecycle
of plants as well as identify them.
Assessment Approaches: Evidence:
1. Thumbs up/side/down 1. Observation
2. A singalong 2. Observation
3. Booklet (the observe and write 3. Notes using met/not met
findings in) 4. Completed or not
4. Exit Slip(choice board)
Assessment Scale:
1) None
2) Yes or no based on if they participated
3) >100% of class (who was there have it completed)
4) > 100% completed

Subject Matter/Content:
Prerequisites: Knowing only living things have a life cycle, and how to identify what living
things are (Lesson #1 in this unit). Also need to know what the parts of a plant is (as learned in
lesson #3)
- Living: something that is alive, something that can grow, move, reproduce, respire and
carry out various cellular activities.
- Nonliving: anything that was never alive.
- What are living things?
- Living things are something which is now or once was alive. In order for
something to be classified as living, it must grow and develop, use energy,
reproduce, be made of cells, respond to its environment, and adapt.
- How to identify external characteristics.
- External characteristics are traits that you can see and use to describe what a
character looks like. If you are identifying the external traits of a rock you
could say it is grey and has a hard surface, it could be smooth and firm.
- Knowing what plants are.
 - Knowing how to identify a plant.
- Knowing what Botanists do
- They study plants
Key Vocabulary:
- Plants: A plant is a living thing that grows in the earth and has a stem, leaves, and
roots.
- Growth: the process of increasing in physical size.
- Seeds: A seed is the small, hard part of a plant from which a new plant grows.
- Living: something that is alive, something that can grow, move, reproduce, respire and
carry out various cellular activities.
- Life: The aspect of existence that processes, acts, reacts, evaluates, and evolves
through growth
- Produces: Caused something to happen, grow, or come into existence.Creates a new
product.
- Flower: The seed-bearing part of a plant.
- Fertilised: To develop a new product by introducing pollination.
- Fruit: the sweet and fleshy product of a tree or other plant that contains seed and can be
eaten as food.
- Dead: no longer alive.
- Alive: living, not dead.
- Annuals: Regrow every spring.
- Botanist: Someone who studies flowers.
- Habitat: Summarises all of the resources that are present within one area that supports
the survival and reproduction of a living species.
- Terrestrial: Meaning it is found on land (Terrestrial Habitats are habitats mostly found
on land)

Content/Facts: Ask the question to the class, when they answer let them know if they were
correct or if they were incorrect provide the students with the information written below the
question.
- What are living things?
- Living things are something which is now or once was alive. In order for
something to be classified as living, it must grow and develop, use energy,
reproduce, be made of cells, respond to its environment, and adapt.
- What are Plants?
- A plant is a living thing that grows in the earth and has a stem, leaves, and
roots
- What do plants do?
- Plants provide us with food, fiber, shelter, medicine, and fuel.
- How many stages is there in a life cycle of a plant?
- The average plant goes through four stages: seed, sprout, seedling, adult plant.
- Do all plants have a life cycle?
- All living things (organisms) have a life cycle. They are born, grow up,
 reproduce and die. Different groups of organisms (species) have different kinds
of life cycles, and some have more steps than others.
- Is every life cycle the same?
- No, they are all different, some have more stages than others, and some die
after reproducing, but some are called annuals and they regrow themselves
every year.
- What is a botanist?
- Someone who studies plants!
- How do plants/ what plants need to grow?
- Plants need five things in order to grow: sunlight, proper temperature, moisture,
air, and nutrients. These things are found in environments where they can
survive (natural or artificial made environments) such as out in the woods, or in
a greenhouse.)
- What is a botanist and what do they do?
- Someone who studies flowers.
- What is a habitat?
- Summarises all of the resources that are present within one area that supports
the survival and reproduction of a living species.
- What does terrestrial mean?
- Meaning it is found on land (Terrestrial Habitats are habitats mostly found on
land)
- What is terrestrial Habitat?
- A terrestrial habitat is an area found on land that has a multitude of resources
and organisms that coexist and supports the survival and reproduction of one
another.

Introduction/Activating/Launch Strategies:
We will begin class with me asking the students three questions about the words botanist,
habitat and terrestrial. When we talk about these words and define them we will add them up
on the word wall, with the definitions. We will then listen to a song about how plants grow and
the things they need to grow(https://www.youtube.com/watch?v=U1ZCnOhBYTk ). The
students will be encouraged to get up and dance and sing along. There are lyrics displayed on
the screen.
Development/Teaching Approaches:
Together we will create a list on the whiteboard of anything we know of that has a life cycle.
A few examples are humans, bugs, and Daisies.
1. Modeling: I will hand out 3 worksheets and we will all cut out our worksheets and the
students will have a few minutes to color them in and make them pretty. We will then
stick them together and have a notebook filled with our information on the stages of a
plant's life cycle. We will watch a video(https://www.youtube.com/watch?
v=E0RZlbd4HA4 ) to review the stages, and we will pause the video to write down on
the white board breaking down what happens in each stage, and with that information I
will fill out an Anchor chart on the stages and things that occur in each stage, to keep
 in the classroom to remind us of the stages.
2. Guided Practice: For guided practice we will be acting out the lifecycle of a plant. We
will work together to grow as a whole flower patch. So we will start squatting in a ball
on the floor as the seed, we will then sprout. During the sprout stage we will grow the
start of our stem as well as our roots get bigger and take up more space under ground.
When the sprout turns to a seedling it will grow a few leaves so we will stick our hands
out to the sides and grow our stem even taller. The last stage is when it goes from a
seedling to an adult plant. To become an adult plant we will stick our arms out at up
because the flower is formed and we are fully grown. This is when the plant creates
new seeds that can go and then become a plant too. Then the cycle just continues by
starting over as a seed. When we finish acting out the lifecycle I will be asking the
student questions about the stages and what happens in them to check their knowledge.
3. Independent Practice: During independent practice we will be working in our science
journals. We will be using new pages but adding them to our journals from yesterday's
lesson. We will be observing a plant at each stage of its lifecycle. The students will
create an image of what they see on their page. They will also need to complete a
description and write down and observations. When they have their journal filled with
observations they will go sit down at their desk, they can color in their observations
and they will need to know which stage every plant was at.

Closure/Summarizing Strategies:
When we are finished with our science journals we can put them away and I have made a
choice board to close out the lesson. The students can select any of the images on the choice
board and then when completing the choice board they will need to fill out a form about which
one they chose. This is their exit slip, they need to complete for assessment. I will also hand
out an exit slip, this is 3 questions, just to see how comfortable they are with the knowledge
and information we learned today.

Accommodations/Differentiation:
Follow all IEPs
A student with ADHD
- Accommodations could include allowing them to stand during the lesson and teacher
modeling. You could also allow them to use different seating such as a yoga ball as a
chair. Use seating away from the door or windows to prevent them from having
distractions.

Materials/Resources:
- Youtube Song about Plants growing: https://www.youtube.com/watch?
v=U1ZCnOhBYTk
- Video on how the plants grow(In modeling): https://www.youtube.com/watch?
v=E0RZlbd4HA4
- Choice Board Worksheet:
https://docs.google.com/forms/d/e/1FAIpQLSe_tTCM7HinRlxIRojRYM4aFJBlTaLs0
xXyUAA2wkBy5q7aqg/viewform
 - Choice Board: https://docs.google.com/presentation/d/e/2PACX-
1vRVmcsmO0iOQJ1D70Pc1-5ysnVoH2FnnUHY2y90PDuC9xN-TVru0qU8-
un9RhDPxco7EchLZX-X_z3w/pub?start=false&loop=false&delayms=3000
- Exit Slip: https://forms.gle/UfFEgBBMuKeqWBHw7
- Journal Books: https://docs.google.com/document/d/1Tes729bu6G1tklxkhPmyrcK-
RoThtCpgMRNr5r6Z36Y/edit?usp=sharing

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts