USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

3
Science/Plant

Group
Size:
Whole/
Centers

Name: Victoria MacDonald

Date of Lesson: 10/3

Lesson Content
What Standards (national
or state) relate to this
lesson?

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

Essential Understanding
What are the functions of the different structures in plants?
Objectives- What are you
teaching?

Students will be able to draw out the different structures in plants and label the different
parts with 100% accuracy.
Students will be able to list out the roles in food production, support, water and nutrient
transport and reproduction of plant structures with little to no errors.

Rationale
I am teaching these objectives so students will know about the world around them.
This lesson fits within a bigger unit about plants. This is one of the first lessons within the
unit.
I am teaching this lesson this way so we can get through more content, but still keep the
students engaged with the material. Students will be able to discuss more with peers this
way and learn from each other as well.
It is important for students to learn about this so they can have a basic foundations on
how plants function.
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?

Formative evidence:
-Antidotal notes of discussions
-Check for correct answers on worksheets and diagram
Summative evidence:
-Unit Test

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3
Science/Plant

Group
Size:
Whole/
Centers

Name: Victoria MacDonald

Date of Lesson: 10/3

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?

Plant structure and functions

Roots: absorbs water and nutrients, keeps plant embedded in the ground
Stem: Transfers water from roots to leaves, support plants up
Leaves: Take energy from the sun and create food
Flowers: Make seeds

New content therefore students dont need to have much background knowledge.
However, many students have background knowledge of plants from The Roof of
It book we read as a class the week before.
I have students who learn best while they are able to move or standup. There are
students who do best in small group situations. There are students who learn best
after being read to or reading through new information.
I know that this group of students learns well together and work well many times
in pairs.
I know that these students will be able to easily grasp this information based off
how well they did with The Root of It book.

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?

Student may have misunderstandings about which part of a plant does which function.
Lesson Implementation

Teaching Methods
Center work

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3
Science/Plant

Group
Size:
Whole/
Centers

Name: Victoria MacDonald

Date of Lesson: 10/3

Guided instruction
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
the room doing? How are
they supporting students
learning?
What model of co-teaching

Time

Who is
responsibl
e (Teacher
or
Students)?

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).
1. Introduce the fact that we are going to be going over plant
structures.
2. Why is it important to learn about plant structures? (Take a
few hands)
3. Relate to the Root of it book. We started learning about the
roots of plants, what do those do? (Take a few hands). Now we
are going to learn about all of the functions of the different
plant structures.
4. We are going to do this a bit differently than normal we are
going to have centers. There are 3 centers.
5. Have paper passers pass out papers.
6. The first center is going through the science fusion lesson
online. Mrs. Steers will be guiding you and you need the
paper that was just passed out.
7. The second center is on the floor in the front were you will be
coloring and labeling the parts of a plant.
8. The third station is with me and I need you to bring your
textbooks.
9. Make sure you bring a pencil to all of the stations.
10.The groups are: (Maggie, Zofia, Cole, Aiden, Noah) (Jonah,
Rishitha, Micah, Sebation, Axia) (Hailey, Naira, Willy, Julianna,
Edwin, Brooklyn)
11.There will be 8-10 minutes at each station.
12.After centers: What did we learn about the different parts of

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3
Science/Plant

are you using?

Group
Size:
Whole/
Centers

Name: Victoria MacDonald

Date of Lesson: 10/3

the plants? What are the parts of the plants? What do they
do? Why is it important to you, to know this?
Center with me:
Go through text book to section reach for the sky
Make sure to pin point text features (headings, key words, diagrams
and labels)
Discussions of what they think based off the text. Make connections
to self, other texts, and text

What will you do if

a student struggles with the content?

I during small groups I will make sure to clear up any misunderstanding that they may
come up with. Students will have materials after centers to study.

What will you do if

a student masters the content quickly?

We will be able to go through the material more quickly and have deeper conversations
over the materials.

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?
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
How will you differentiate instruction for students who need additional
language support?
N/A

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3
Science/Plant

Group
Size:
Whole/
Centers

Name: Victoria MacDonald

Date of Lesson: 10/3

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
Science Fusion virtual lesson: to go through needed material for students to study.
Mrs. Steers: to help students go through virtual lesson.
Science Fusion textbook: to go through content and carry out discussions.