USF Elementary Education Lesson Plan Template (S 2014)

____________________________________

Name:

Lesson Content
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.)

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? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors

SC.3.L.14: Organization and Development of Living Organisms

SC.3.L.14.1 Describe structures in plants and their roles in food production,
support, water and nutrient transport, and reproduction.

What are parts of the plant and how do they affect how the plant
grows?

Students will be able to identify parts of the plant by completing

an interactive quiz.
Students will be able to understand how a plant intakes water
through observations.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________

Name:

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

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?
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

I am teaching this objective because it is important for students

to know how plants grow and thrive. They are the future of our
world and it is important for them to know how to keep the
plants that keep the world alive.
This less fits within a larger plan because once they know the
parts of the plant then we will go further in detail about what the
certain parts do in order to keep the plant alive.
It is important for students to learn this concept so they can keep
our earth green.

I will know the students have mastered my objective when I

collect my formative assessment of having them answer the
follow up questions on the video and taking a survey using an
app on my phone. I will be able to tell exactly who said what
answer.
My summative will eventually have them being gardeners and
they will have to construct their garden and label all parts of
their plants and explain what plants will grow best where.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________

Name:

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
content?

What misconceptions
might students have about
this content?

The content knowledge that is necessary for a teacher to teach this

material would be parts of a plant such as the roots, stem, flower, and
seeds. It would also be beneficial to know that the plants intake the
water and the stem hold the water. This would help during the results
of the experiment.

I will ensure students have previous knowledge by starting off with some
opening questions about plants.
My learners are my students
I know they need a lot of examples and direction before starting an activity.
They have some experience with how plants grown and their root systems
from a previous science experiment we have completed.

Some misconceptions that my students may have about this content is the parts of the
plant and their purpose. They may get different parts of the plant confused.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________

Name:

Lesson Implementation
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.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in

Some teaching methods I plan to use during this lesson are whole group, guided release,
and group work.

Time

5
min

15
min

20
min

Who is
responsibl
e (Teacher
or
Students)?

Teacher

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Engaging students by showing them a brainpop video

about the parts of the plant.

Teacher/
Student I will then go to the option on the brain pop and
s
select the easy quiz, using the app on my phone I will
have students take out their white boards and use
the elmo to display the multiple choice question.
Whatever they think the answer is I will have them
write it down. Then using my phone I will take a
picture of all their answers and use the answer that
the majority chose to answer the question. I will
repeat this step a few times to make sure most of
them have grasped the concept and retained some
information.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

5
min

Name:

Teacher/
Student
s
I will then move to my science experiment portion of
my lesson and have each table work together to
complete the assignment. I will give each group a
white carnation a clear plastic cup, water, and a
different color food coloring, and a directions sheet. I
will then have them follow the directions and once
they have completed their directions draw what they
have seen before the experiment. Once they are
Student completed I will have them take their flower to the
s
back counter.
For the closure of the lesson I will have the students
make a hypothesis of what they think is going to
happen to the flower. Once completed I will have
them place their sheets in their work in progress
folder and get ready to move on to the next subject.

What will you do if

a student struggles with the content?

If a student struggles with the content I would give them a diagram

with parts of the plant and use sort of a matching game to try and
supplement and give them a more hands on approach to parts of the
plant. There are also different activities on brain pop that they could
use to gain more information on the subject.

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________

Name:

If a student masters the content quickly I could have them create

their own diagram and have them draw and label their own part of
any plant. It can be a flower or another type of plant they know of.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

The lesson can connect to the interest and cultural backgrounds of my

students because many families have some type of plant or tree in
their yard/apartment complex. There are living plants all around them
and it will help them understand how to keep plants alive.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to their community because there are plants all around
the community if they understand how they grow, they may appreciate them
more.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will differentiate instruction for students who need additional challenge by
having them create their own plant diagram. They can label all the parts and
explain how they work.

How will you differentiate instruction for students who need additional
language support?
I dont need to differentiate instruction for students who need additional

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________

Name:

language support, but if I did, the video is also available in Spanish.

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!)

I dont plan to do any specific accommodations besides having the students work in
groups for their science experiment.

ELMO
Cell Phone App
BrainPop video
White Carnations
Food Coloring
Water
Clear Plastic Cups
I used Pinterest to find my science experiment, I knew about the experiment I just
wanted to make sure that the materials I needed were what I thought.
I also used the website brainpopjr.com to find my video and supplemental questions.