Sie sind auf Seite 1von 4

ED 345 Calvin College Lesson Planning Form

Teacher: Julia Lee Date: Subject/ Topic/ Theme: Science- Plants

I. Objectives
What is the main focus of this lesson?
To review what we learned in the plants unit.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson serves as the review for the past lessons.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

MI.OL.2.22 Describe the life cycle of familiar flowering plants including the following stages: seed, plant, flower, and fruit.
MI.OL.2.14 Identify the needs of plants.
MI.HE.2.13 Identify characteristics of plants (eg. leaf shape, flower type, color, size) that are passed on from parents to young.
MI.SE. K.12 Describe how Earth materials contribute to the growth of plant and animal life.

Students will be able to:

- Describe the stages of life cycle of plants and be able to tell how they look like in each stage
- Explain the process of photosynthesis
- Describe the job of different plant parts (flower, leaves, and roots)
- Tell whether the child plant will look similar to parent plant or not
- Tell which part of plants we eat

II. Before you start

Students should know about the life cycle of plants, process of photosynthesis, jobs of
Prerequisite knowledge and skills.
different plant parts, characteristics of offspring, and plant parts we eat. These are all the things
we have covered in plant unit.

Formative assessment: teacher will ask questions throughout the lesson.
(formative and summative)
Summative assessment: the plant foldable that students will be making during this lesson.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Visual and auditory perception. Students Students will have chances to talk in their Students enjoy doing hands on things.
will hear teacher’s instructions, as well as groups and also share with the whole class. Making the plant foldable will help to
see teacher’s demonstration. engage their interest. They will also get
chances to color the flower parts, which I
have noticed that they like to do.

Options for Language/Symbols Options for Expression Options for Sustaining Effort &

Options for Comprehension Options for Executive Function Options for Self-Regulation
- Green papers
- ‘Plant Foldable’ worksheet
- Computer
Materials-what materials (books, - Projector
handouts, etc) do you need for this - Pencils and erasers
lesson and do you have them? - Colored pencils
- Markers
- Glue sticks
- Scissors

Do you need to set up your Students will remain seated in groups of 3-4.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
2-3 (Opening/
- Show the finished product of the plant foldables to students, and tell them today they are going
minutes Introduction/
Engagement) to make these. Also tell them that they will get a chance to color them with any color they like.
Part 1: The Life Cycle of a Flowering Plant
minutes - Have group leaders come and collect the green paper (that has been folded into three parts) and
the ‘Life Cycle of a Flowering Plant’ worksheet.
- Instruct students to cut out the pictures and glue them in the order as it happens, and write how
it looks like during each stage.
- Have students glue this sheet on the inside of the green paper.
Part 2: How does a plant make its own food?
minutes - Have group leaders come and collect the ‘how does a plant make its own food?’ sheet.
- Have students talk in groups and share their ideas about how a plant makes its own food.
- Pick sticks and ask students, “What are the three things that a plant needs to make its own
food?” Desired answers are sunlight, water, and carbon dioxide.
- “What is the name of the food they make?” “Glucose.”
- “What is this process called?” “Photosynthesis.”
- Have students write down the process and draw the picture of it on the sheet.
- This will also be glued inside of the green paper, next to the ‘life cycle of a flowering plant’
Part 3: The job of roots
5 - Have group leaders come and collect the ‘job of roots’ sheet and the flower pot sheet.
- ‘Job of roots’ sheet will be glued on top of the flower pot sheet.
- Instruct students to write down the job of roots. Desired answer is that they suck up water for
the plant, so that the plant can survive and do photosynthesis.
- Tell students to glue this at the bottom of the green paper.
Part 4: The job of a leaf
5 - Have group leaders come and collect the leaf sheets.
- Instruct them to write the job of the leaves. Desired answer is that they make plant food.
- This will be glued at the front of the green paper.
Part 4: Job of the flower and offspring characteristics
- Have group leaders come and collect the flower and the petal sheets.
- Instruct students to write the job of the flower (they reproduce OR they make seeds).
- Look at the petal sheets together. Out of the 6 petals, only three of them are correct. Talk to
students about which ones are the correct ones. “Will baby plants be the same color as parent
plant or different color?”
- Cut out the three that are correct and glue them on top of the flower paper.
- This will be glued on top of the green paper.
Part 5: People and animals eat plants
- Have group leaders come and collect the ‘people and animal eat plants’ sheet.
- Ask, “Are carrots flowers, leaves, or roots?” Do the same for lettuce and cauliflower.
- Students will create flaps by cutting on the dotted lines, and matching the correct plant part
with the correct flower/leaf/root picture.

- This will be glued on the remaining page of the green foldable paper.
- If there is time left at the end, allow students to color the flower, leaf, and the root/pot parts
with colored pencils.

- Have students clean up their desks.
minutes Closure
- Call out groups one by one to throw away the trash.

Your reflection on the lesson including ideas for improvement for next time: