Teachers:

Subject:

Harley Brooks

3rd Grade Science

Common Core State Standards:

Describe the function of the following plant structures:
roots absorb nutrients
stems provide support
leaves synthesize food
flowers attract pollinators and produce seeds for reproduction
Objective (Explicit):

Students will be able to identify the function of roots, stems, leaves, and flowers by matching a function
to the plant part.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Foldable with each plant function labeled to the correct part.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT describe different plants.
SWBAT identify several plant parts.
SWBAT describe the function of roots.
SWBAT describe the function of stems.
SWBAT describe the function of leaves.
SWBAT describe the function of flowers.
Key vocabulary:

Materials:

Roots

Plants book

Stems
Leaves
Flowers
Opening (state objectives, connect to previous learning, and make relevant to real life)

Instructional Input

How will you activate student interest?

How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Ive brought something today. Something that keeps our bodies alive and gives us breath to breath and
energy to live. What do you think it is? (plant) Plants give out oxygen so we can breath. Many plants
also give us fruits or vegetables to eat. Today we will be thinking about this question- What are the
functions of plant parts?
Teacher Will:

Student Will:

How will you model/explain/demonstrate

What will students be doing to actively
all knowledge/skills required of the
capture and process the new material?
objective?
How will students be engaged?
What types of visuals will you use?
How will you address misunderstandings
or common student errors?
How will you check for understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could teach it?
To find the answer to this question we are going Popcorn read the story
to read a book called plants and try to find the
function of each plant part.
Pause for plant functions
Read Plants
Step away from desk so they have room to move
While reading pause when the functions are
described and have students stand up to do the
action of the function.

Watch teacher demonstration

Do actions of plants and functions with teacher

instructions.

Teacher will demonstrate how to do each action

so that students understand their expectations
Teacher will instruct students to make sure they
are one step away from their desk so that they
are a safe distance away to do the action.

Roots- reach towards ground and scrunch hands

to show absorbing water and nutrients
Stem- stand straight with arms in air to show
being the backbone of plant
Leaves- bend arms and hold at sides and puff out
cheeks to show synthesizing food
Flower- wave hand to show attract pollinators
and cradle arms to show making seeds to
reproduce

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teachone assist
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Enlarged a copy of Plants for student with visual impairment.

Write the functions on an anchor chart for students to reference to during the lesson for those that have
trouble recalling previously learned information.

Guided Practice

Teacher Will:
How will you ensure that all students
have multiple opportunities to practice
new content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could facilitate this
practice?
Teacher will explain to students that she is going
to read the functions of the plants out loud to the
class and they will do the action and say the
name of the part.

Teacher will instruct students to take a step away

from their desk and make sure they have enough
room to move.

Teacher will ask students to wait for teacher to

say go after reading the function so that all
students have time to think about the answer.

Read descriptions of several plant functions.

Student Will:
How will students practice all
knowledge/skills required of the objective,
with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that align
to independent practice?

Students will listen to instructions for the activity.

Students will take a step away from desk and peers

for enough room to move.

Students will listen to the function description. Wait

for teacher to say go, then do the action and say the
part that matches with the description.

Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Independent Practice

For students with a physical disability they can do actions from their seat using only their arms. Any
students that cannot participate fully with their bodies will be offered a modification that fits what they
are physically capable of. They can also participate verbally by saying the name of the plant part with the
class.

Teacher Will:

Student Will:

How will you plan to coach and correct

during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the practice?

How will students independently practice the

knowledge and skills required by the objective?
How will students be engaged?
How are students are practicing in ways that align
to assessment?
How are students using self-assessment to guide
their own learning?
How are you supporting students giving feedback
to one another?

Teacher will hand out flower foldable.

Students will watch teacher model foldable.
Teacher will model how students are going to
put the functions of plant parts into a foldable.

Teacher will model the first plant part (roots) in

Students will work independently on their foldables,

writing in each function of the plant parts.

her own foldable so that students understand

what they are to do in their own foldable.

Teacher will monitor students as they work on

their foldables to find if any students are
misunderstanding the functions of plant parts.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach/one assist

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
For students that cannot write well, they will be offered a verbal assessment where they will do the
actions of the plant parts and say the functions verbally.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
Ask class to think about this question- Why are all parts of the plant important? Could a plant survive without
any of these parts? Could we survive without plants?