USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being

Subject/Content: Science
Taught: 1st
What Standards (national or state) relate to this
lesson?
(You should include ALL applicable standards. Rarely do
teachers use just one: theyd never get through them all.)

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 04/21/16

SC.1.L.14.2
Identify the major parts of plants including: stem, roots,
leaves, and flowers.
SC.1.L.17.1
Through observations, recognize that all plants and
animals, including humans, need the basic necessities of
air, water, food, and space.
LAFS.1.SL.1.1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and
adults in small and larger groups.
a.

Follow agreed-upon rules for discussions (e.g.,

listening to others with care, speaking one at a time
about the topics and texts under discussion).

b.

Build on others talk in conversations by responding

to the comments of others through multiple
exchanges.

c.

Ask questions to clear up any confusion about the

topics and texts under discussion

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson?

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Students will be able to effectively communicate their ideas with their peers based on the
major parts of a plant. Students will practice their active listening skills throughout each
turn-and-talk which will assist the students in determining the parts and functions of each
part of a plant. The students will practice accountable talk by writing responses
individually before turning and talking with their partner.

Students will be able to:

- Identify the major parts of a plant.
- Recognize that all plants and animals, including humans, need the basic necessities.
- Identify the basic necessities of plants and animals.
- Effectively use the turn-and-talk method to communicate their ideas with their
classmates while practicing their active listening skills and accountable talk (I
agree/disagree because, I want to add...)
- Respond to questions based on the conversation the students had during their turn-andtalk time.
- Recall a specific fact from turn and talk/class discussion and record the statements in
the proper section of the plant diagram.
- This objective is being taught in order for students to identify the major parts of a plant
and make connections with each part and the corresponding function of the plant parts.
- This lesson fits within the larger plan of teaching the observations of plants and
animals. Students have been planting various types of vegetables and flowers in class.
This lesson will assist the students in identifying each part of the plants in the classroom
and the function of each part.
- I am teaching the lesson in this way for students to make connections with the plants
that they have been observing in the classroom. Students have expressed background
knowledge of the parts of a plant and this lesson will clarify the labeling of each part. I
am teaching the lesson in this way to keep consistency between the weekly topics and
the way in which the material has been presented.
- It is important for students to learn this concept in order for them to recognize that all
plants and animals, including humans, need the basic necessities of air, water, food, and
space.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this

- Formative assessment: Students will be assessed throughout the lesson with the use of
turn-and-talk evaluation and documentation of participation with accuracy. Students will
be asked to identify the parts of a plant while engaging in conversation about the
possible function of each plant part. Students will share their thinking (or their partners
thinking) with the class to informally address active listening skills and accountable talk.
- Summative assessment: Students will be asked to create a plant with each of the four
parts. Students must accurately place each part of the plant and label the part. Students
will then document the job that each plant part has. Students will discuss the significance
of each job before making documentation on their plant diagram.

- Most plants need air, water, food, and space

- Roots are below the soil
- Roots absorb water and soak up nutrients from the soil
- Roots hold the plant in the ground
- The stem brings the water from the roots to the other parts of the plant
- The stem supports the plant (standing up
- The leaves take in sunlight to make food for the plant
- The leaves take in carbon dioxide and release oxygen
- The flower makes seeds
- The flower attracts birds and insects that carry pollen
- Students have been participating in multiple short and long term investigations to
gather necessary information about the parts of a plant. These investigations will be
discussed throughout the week to ensure that students obtain accurate information.
- Students will complete various activities throughout the week based on the parts of
plants in order to ensure that the students understood the material before moving on to
further material.
- My learners are first grade students that have been examining the parts of different
types of plants. My students enjoy working with partners and sharing their observations
from long term investigations.
- I know that my students enjoy working with partners through the use of observational
data that has been recorded throughout each school day. Many of the students enjoy
working with others throughout the Daily 5 centers and often choose to work with a
partner when given the option.

content?

What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

- After reviewing their work from previous lessons based on facts about the parts of a
plant, the students have shown readiness in the identification of the functions that each
part of the plant performs. The students have been exploring this topic throughout the
previous week and discussing facts as a whole group. Their mastery of this content has
shown their readiness to move forward into indentifying the job of each part of a plant.
- All plants have flowers
- All stems are straight
- All plants need the same amount of air
- All plants need the same amount of water
- All plants need the same amount of space
- All plants need the same amount of soil
- All plants need the same amount of sunlight
Lesson Implementation
- This lesson will include a review session in which the students discuss their prior
knowledge based on a previous lesson on the parts of a plant.
- This lesson will include multiple uses of modeling. The students will identify these facts
with their partner and properly place each part of a plant on a plant diagram.
- Guided release will be demonstrated throughout this lesson as students discuss the
parts of a plant as a whole group before completing the assignment. Students will review
prior knowledge material, discuss facts based on the parts of a plant, have instruction on
the job of each part of a plant, participate in turn-and-talks, and discuss the correct
placement of each part of the plant with a partner.
4 min (hook)- Students will observe the plants that they plants for a long term
investigation and share observations about the parts of the plant.
4 min (teacher and students)- Review the location of each part of the plant that we have
previously discussed.
8 min (teacher)- Model examples of placing each part of a plant on a plant diagram with
student responses leading the conversation.
1 min (students)- Group students into partners (based on reading ability and readiness)
for turn and talks and activity.
4 min (students)- Turn and talk question "What do you notice about the roots compared

to the other parts of the plant?". Students share response with partner.
2 min (teacher and students)- Share turn and talk responses (teacher checks for accuracy
is sharing).
15 min (students)- Instruct students about each part of the plants function/job. Students
will make connections with the seed that they have planted and the observations that
they have made based on their plant. Create anchor chart of the parts of the plant with
corresponding jobs of each part.

What will you do if

What will you do if

Meeting your students

needs as people and as
learners

Other adults in the room will be circulating to ensure student mastery, accuracy, and
behavior is on task.
a student struggles with the content?
- If the student is struggling with the content, the student will be allowed to look through
previous documentation of facts based on the parts of the plant (completed in previous
weeks) to recall information before labeling the plant and writing the functions.
- Students will be prompted with probing questions to assist the student with
comprehending the assignment. The student can be reminded of the turn-and-talk
activities throughout the lesson to help the student make connections with the
assignment.
a student masters the content quickly?
- If a student masters the content quickly, they will be asked to compare their
observations of the flower seed that they planted to the vegetable seed that they planted
in regards to the parts of the plants.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
- The students in the class express and display interest in working with partners in
science. This gives students a chance to share their thinking to demonstrate that science
is social.
If applicable, how does this lesson connect to/reflect the local community?
- This lesson connects to the local community because the students will begin to plant
plants in the school planters in the hallways to help improve the schools image. Students
will be able to improve the school while applying their knowledge about plants to this
extracurricular activity.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

- Students that need enrichment will be encourage to observe the differences between
their flowering plant and the vegetable that they planted in regards to the parts of a
plant.
How will you differentiate instruction for students who need additional
language support?
- Students that need additional language support will be allowed to verbally explain the
parts of a plant and the job of each part. Students that need additional language support
will also be encouraged to draw an illustration of their thinking in order for a deeper
explanation of the information that they provide.
MM: Student may choose to not participate in class activities/lessons. Student
occasionally responds to positive reinforcement, but is often left alone to "cool down"
before being asked to complete any further assignments. Student requires extra time to
complete tasks and is allowed to finish work during center time or bell work the next day.
Student occasionally separates them self from the class by pulling the desk away from
the group until she is ready to join the class again.
AH: May need to move closer to the whiteboard to see any writing that is presented. Text
may need to be enlarged by using the Elmo. Student often moves to the carpet area to
complete work on a clipboard due to visual difficulties. Student may also need assistance
in reading the presented material. She will be partnered with a strong reader to give her
additional reading support.
SH: This student has been diagnosed with ADHD. He may stand to complete his work and
move on the carpet while attending to the lesson without receiving a penalty (dropping
his clip). This student has been placed on the corner of the carpet to prevent his
movements from distracting others. He also sits in the last row of desks in order to stand
and move without blocking the view of others or becoming a distraction.
- Plant anchor chart
- Cut-outs for parts of a plant
- Elmo/Projector
- Students personal supplies (pencil, glue)
- Students flowering plant and vegetable (LTI)