Beruflich Dokumente
Kultur Dokumente
Basic Information
Date: 10/19/2017
3. Learning Objectives
Students will label the different parts of a plant and explain how they work
4. Materials
Board markers
Pencils
Erasers
Ground coffee
Paper flowers
Straws
Green construction paper
6. Procedures
Draw a plant on the board and be sure to include the different parts of the
plant. Question students on what each part of the plant is to see what kind of
Explain the function of each plant part, including the function of the roots, stem,
The roots hold plants into the soil and take in water and minerals to help the
The stem carries water from the roots throughout the plant.
The flower is used to create seeds that eventually turn into new plants.
Discuss what is necessary for plants to survive including, sun, water, soil, and air
to live.
Pass out the following supplies: coffee grounds, fake flowers, green construction
and a flower.
Instruct the students to use their sticky notes to label the parts of their plants.
Closure: (end the learning activity and summarize what was learned)
Have the students present their plants to the class and describe the parts of their
7. Rationales:
Bloom’s Taxonomy: Write rationales for how at least two of the six domains are represented
and implemented in this lesson. This section will have a connection to your learning
objectives written at the beginning of your lesson plan. A helpful resource is
http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
Remembering: The students had to present their plants at the end of the class
and discuss the different parts of their plants therefore, they had to remember
Creating: Students had to create and put together their own plant. The students
Gardner’s Multiple Intelligences: Write rationales for how at least two of the nine learning
styles are represented in this lesson. A helpful resource is
http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelli
gences.pdf
Visual-Spatial: Visual- Spatial is the ability to think in images and pictures,
the plants. The students had to think in images and pictures and figure out
plants, animals and other objects in nature. The whole lesson plan that I just
8. Assessments
parts of a plant.
recorded in the grading system. According to the grades, the teacher will be able
to determine who needs help and who is ready to go on with the lesson plan.
9. Adaptations
Any lesson plan material such as worksheets will be in English and also in any
Depending on the disability, the teacher will be there to help them with anything that
Adaptations Needed:
10. Modifications
Describe an activity that you could use for follow-up that would help children who still
need more practice. This is a modification of the activity. It simplifies the activity for
those children/students who are struggling with the concept.
I would have the students do a lab where they could watch the water slowly move
through the plant by adding red dye to the water and having the plant absorb it.
Describe an activity you could use for children who are ready for more of a challenge.
This is a modification of the activity. It is for children who have already mastered the
concepts.
Once the children have mastered the parts of a plant I would have them start
List your references. The most commonly used resources are children’s books and
websites.
education.com. “Parts of a Plant | Lesson Plan.” Lesson Plan | Education.Com, 5 Oct. 2015,
www.education.com/lesson-plan/parts-of-a-plant/.
“Fun Facts for Kids on Animals, Earth, History and more!” DK Find Out!,
www.dkfindout.com/us/animals-and-nature/plants/parts-plant/.
Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon