Ashley Blair

The Magic School Bus Plants Seeds

Lesson Objective(s):
Students will be able to identify the parts of a flowering plant and relate the
parts of a flowering plant to the job each part has in the life cycle of plants. Students
will be able to give a brief overview of the life cycle of a flowering plant.
Target Grade Level: 3rd
Science TEKS(write out): (4) In Grade 3, students learn that the study of
science uses appropriate tools and safe practices in planning and implementing
investigations, asking and answering questions, collecting data by observing and
measuring, and by using models to support scientific inquiry about the natural
world. ) Students explore patterns, systems, and cycles within environments by
investigating characteristics of organisms, life cycles, and interactions among all
components of the natural environment. Students examine how the environment
plays a key role in survival. Students know that when changes in the environment
occur organisms may thrive, become ill, or perish. (10) Organisms and
environments. The student knows that organisms undergo similar life processes
and have structures that help them survive within their environments. The
student is expected to: (A) explore how structures and functions of plants and
animals allow them to survive in a particular environment;
Other TEKS (optional): (2) Reading/Beginning Reading/Strategies. Students
comprehend a variety of texts drawing on useful strategies as needed. Students
are expected to: (B) ask relevant questions, seek clarification, and locate facts
and details about stories and other texts and support answers with evidence from
text; and (C) establish purpose for reading selected texts and monitor
comprehension, making corrections and adjustments when that understanding
breaks down (e.g., identifying clues, using background knowledge, generating
questions, re-reading a portion aloud)
Materials Needed:

1. Engagement: (How can I get students interested In this?)

Students will listen as the teacher reads the book The Magic School Bus
Plants Seeds.
Students should ask themselves if the lesson is going to be over plants
and flowers today. What part of the book will we use to learn? Why is the
teacher reading us this book?
2. Exploration: (What tasks/questions can I offer to help students puzzle
through this?)
The teacher will reread the book again. This time she will tell the students
to pay attention to the book and what its trying to teach us about. Once

Ashley Blair
the books been reread, students will Think, Pair, and Share one thing the
book taught them. Then, present their findings to the class.
What was the title of our book? What was something the book taught you?
Why did Mrs. Frizzle turn the bus into a bug? What bug did she turn it
into?
3. Explanation: (How can I help students make sense of their observations?)
What is the main purpose of us reading this book today? Why is important
for us to learn about the plant cycle?
Student explanations should precede introduction of scientific terms or
explanations by the teacher. What questions or techniques will the teacher
use to help students connect their exploration to the scientific concept
under examination? (Tech/book support could go here.)
4.

Elaboration: (How can my students apply their new knowledge to

other situations?)
Describe how students will develop a more sophisticated understanding of
the concept.
What scientific terminology will be introduced and how will it connect to
students observations?
How is this knowledge applied in science or in our daily lives? (Tech/book
support could go here.)

5. Evaluation: (How can I help my students self-evaluate and reflect on the

learning?)
Students will take the easy and hard quiz from brainpopjr.com
https://jr.brainpop.com/science/plants/plantlifecycle/
This may be done throughout the lesson as well as at the end of the
lesson.
Modifications (if needed):