1st Grade “Life Cycle of a Flower” Lesson Plan

Topic: Life Cycle of a Flower

Subject: Reading / Science
Grade Level: Kindergarten - 3rd Grade

I. Describe the Class:

First-grade classroom. Approximately twenty students per class. Multiple students diagnosed
with dyslexia. One student who iss diagnosed with ADHD.

II. Objective(s):
By the end of the lesson, the students will be able to identify specific terminology through group
discussion and prompting questions with 90% accuracy.

After viewing the children’s book, “The Tiny Seed” by Eric Carle, the students will be able to
describe the moral of the story.

Succeeding the PowerPoint, the students will be able to demonstrate their understanding of the
life cycle of a butterfly through the corresponding activity with 90% accuracy.

Upon the completion of the lesson, the students will be able to compare and contrast the Life
Cycle of a Flower to other organism life cycles.

Following the lesson, the students will be able to work together in order to create a Life Cycle of
a Flower model.

The students will be able to evaluate the needs of a growing flower after viewing the children’s
book, “The Tiny Seed” by Eric Carle.

III. Procedure:
1. Introduce: Introduce the children’s book, “The Tiny Seed”, by Eric Carle to the students.
Discuss the topic Life Cycle of a Flower. Start with an entertaining introductory activity.
Pose the question: “Based on previous Life Cycle lessons, what do you think the Life
Cycle of a Flower entails?” Students will be asked to practice Think/Pair/Share strategy.
2. Read: Read the children’s book, “The Tiny Seed”, by Eric Carle to the students.
3. Discuss: Discuss the children’s book utilizing the Think/Pair/Share strategy. Pose a
question to the entire class, then have the students ponder it on their own. Upon the
students' digestion of the question as well as their answer, the students can discuss their
thoughts with a classmate sitting beside them. Repeat the aforementioned method for
each question posed to the students.
a. “What was the story about? Describe what happened in the story.”
 b. “At the beginning of the story, what force causes the seeds to travel?”
c. “Discussed in the story, what two things help the seed grow in the Spring?”
d. “Outlined in the story, what order do the parts of a flower grow?”
e. “At the end of the story, the journey of the seeds begins again. From where do
these seeds emerge?”
4. Lesson: Students will view a PowerPoint on the Life Cycle of a Flower.
5. Group Study: Following the lesson, the students will participate in Number Heads
(Random Reporter) strategy. The students will be asked various recall questions
pertaining to the lesson. The “Random Reporter” will be called on to write the correct
answer to a particular recall question on his or her personal white board. Correct answers
given by the “Random Reporter”, earn his or her team points.
6. Discuss: Through Whole Group Discussion, students will demonstrate their
understanding of the Life Cycle of a Flower. Further, students can pose questions,
comments, concerns, pertaining to the entirety of the lesson.
7. Activity: Students will be required to practice the strategy, Learning Together. Students
will work in groups of four to complete a Life Cycle of a Flower model.

IV. Materials
● The children’s book, “The Tiny Seed” by Eric Carle.
● Paper.
● Scissors.
● Glue sticks.
● Writing materials i.e. pencils, pens, etc.
● Drawing utensils i.e. colored pencils, markers, crayons.
● White Boards.
● EXPO markers.

V. Grouping Structures
Students will be encouraged to collaborate. Students will be placed at tables by skill/strategy.
Tables will have a blend of exceptional students as well as those who perform below the average.
This ensures that collaboration is beneficial. The students can learn from one another.

VI. Modifications
Text-To-Speech is an assistive technology available for all the students diagnosed with dyslexia.
This assistive technology will be available for students to utilize throughout the “Life Cycle of a
Flower” lesson. For example, students can utilize the aforementioned assistive technology when
attempting to read the activity handout, activity rubric, etc. The student diagnosed with ADHD
will be within close proximity to the educator. Further, a daily report card will be sent home to
his or her parents.
VII. Assessment
Students will be assessed on the Life Cycle of a Flower through their completion of the activity.
Further, the students will be assessed through their peer discussions, debates, etc.