TPACK Template

Subject Science

Grade Level 1st Grade

Learning Objective 1.4 The student will investigate and understand that plants
have basic life needs and functional parts and can be classified
according to certain characteristics. Key concepts include

1. a) plants need nutrients, air, water, light, and a

place to grow.
2. b) basic parts of plants; and
3. c) plants can be classified based on a variety of
Content

characteristics.

In this interactive white board activity, the children will touch the board to learn and
understand the life cycle of a plan and learn about what plants need to grow, what’s
Pedagogy Planning

good and bad for a plant, and to understand each job of the different parts of a plant.

Activity 1. Before the students come into class, the teacher will
have move desks to make a circle around the board.
There will be a morning worksheet on the life cycle of
plants to get the students started. Students will also
have green, red, and yellow popsicle sticks on their
desks to hold up during the next activity.
Green: I understand
Red: I need help
Yellow: I think I understand
2. The students will come in and put their belongings
away, find their seats, and complete the worksheet.
The purpose of the worksheet is to make sure they
remember the material before getting started on the
interactive whiteboard assignment. This is also a good
chance for the students to communicate with others in
their group about the life cycle of plants.
3. After the morning assignment, the teacher will explain
the use of the popsicle sticks before the activity begins
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 4. Beginning with slide two, one at a time, four students
will drag the correct term to the image of the plant.
Another four will be selected to drag the correct job of
the term. (Ex. Root- takes in water from the soil.)
Students will then use their popsicle sticks to show if
they understand the jobs of each part of the plant
correctly.
5. On Slide three, I will have two students come up. One
student will drag the red X on the items that plants do
not need, and one student will explain to the class why
that item does not belong. For the items that plants do
need, I will ask the class why they are important and
have them explain. The popsicle method will be used
again.
6. On Slide four, I will choose four students at random,
and have them each drag each picture in the correct
order of the life cycle while explaining why it is correct.
7. We will skip to slide six, and I will choose one student
randomly. I will ask other students to use their green
and red popsicles for this slide. Green meaning yes,
and red meaning no. The student will drag the green
circle over the items that are plant products, and a red
X over the products that are not. While doing each
product, the students will use their popsicles to
determine if the answer is correct.
8. The lesson will be concluded, and the teacher will go
over the terms again with the students and to review
with those who didn’t understand. Students will then
go back to their seats and will draw their own plants
and label each part.

Technology https://exchange.smarttech-prod.com/preview/a6d53746-
Techno

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logy