ED 345 Calvin College Lesson Planning Form

Teacher:
Plants

Rylie Eastley

Date: November 24, 2015

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
-Identifying plant part functions, and putting plant parts, needs, and life cycle all together by going on a
mini fieldtrip.
How does this lesson tie in to a unit plan? (If applicable.)
-4th lesson of unit plan
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1) Students will be able to identify plant parts and their functions.
2) Students will be able to dig out a plant and identify parts, needs and life cycle.

L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water,
and food. Plants also require light. Plants and animals use food as a source of energy and as a
source of building material for growth and repair.
L.OL.02.14 Identify the needs of plants.
L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals begin life
and develop into adults, reproduce, and eventually die. The details of this life cycle are
different for different organisms.
L.OL.02.22 Describe the life cycle of familiar flowering plants including the following stages: seed, plant,
flower, and fruit.

II. Before you start

Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

-knowledge of previous lessons

-Identifying and labeling plant parts and functions on plant parts art project.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
-real life plants
-brainpop video

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-dig out plants from garden

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-mini fieldtrip
-collecting seeds

Options for Language/Symbols

-plant part functions through media

Options for Expression

-students express what they
learned through project and
plants they get in garden

Options for Sustaining Effort &

Persistence
-students will take a break from
art project to go outside

Options for Comprehension

-students show what they learned in unit
by using real plants.

Options for Executive Function

Options for Self Regulation

-students complete art project

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

-brainpop video
-student plant part art projects
-school garden and dig out plants (it is okay with school that we do this)

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

-start in classroom, then go outside to garden!

III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
1) Review plant parts, needs, and life cycle.
say:
We are going to finish are plant parts are project today, and then go outside and do
some digging! Remember we are scientist, so lets put on our goggles and lab coats
and do some research! We are going to watch a video on the functions of each plant
parts.
2) Students go to seat and teacher passes out blank paper and write:
SEEDSROOTSSTEMLEAVESFRUITFLOWER^have on board for students to write down
-Explain that students need to listen to see what each plant part does and write it
down.
-After video, have students share what each plant part does.

3) We are going to go outside to the school garden, everyone put on you coats!
-Have students sit on benched explain what we are going to do: Each of you can go
pull out one plant, make sure you get the roots, then come back and sit on the
bench,
4) When all students have a plant play Mix Mix Freeze- students go a share with a
classmate about their plant, identify the different parts, life cycle, and needs.
5) Have class discussion on students plants identifying parts, needs, and life cycle.
Point out the radish, it is the root but we can still eat it!

Closure

6) Students come back to classroom with plants. While students are finishing plant
parts art project and identify the functions of each parts, call table groups to table
full of plants. Have students find where seed are in each plant and collect some to
replant in the spring!

Your reflection on the lesson including ideas for improvement for next time:
The students loved going outside and digging out plants and sharing them with their
classmates. They were so excited to be going outside, however, some of them did not follow
directions and pulled out several plants. If I were to do this again, I would think about taking
the students down in groups so it wasnt do hectic. They were able to identify the different
the different parts of the plant and we discussed the life cycle.