SETON HILL UNIVERSITY

Lesson Plan Template Abridged

Pre-Planning
EDITS FOR CASE STUDY ARE BOLDED
TOPIC DETAILS CK
Name Miss Stairs
Subject Science
Grade Level 2
Resource Room K-2
Date/Duration 45 minutes, 5 days
Standards/ anchors/  3.1.3.A5 ­ Identify the structures in plants that are responsible for 
competencies food production, support, water transport, reproduction, growth, and 
PA/Common
protection
Core/Standards
(Plus any others as
may be required)
Formal Evaluation
Formative AND/OR  Labeled flower paper
Summative  Discovery box – making a flower and labeling all of the parts
Assessment Evidence  Matching test on the parts of a flower with their functions

Billy – Billy will have a teacher to student correspondence when taking

his formal evaluation. He will have a matching test where he has to label
the parts of a flower by picking up the written word of a part on the
flower and gluing it to the correct visual area on the flower. This will help
him because he has 1 on 1, but also will be working on his fine motor
skills.

Cole – Cole will have the same evaluation as Billy, but the teacher will
help Cole sound out and read each written word on a flower. Billy will be
working on his letter-sound correspondence but will also be able to
identify the parts on the flower.

Kyle – Kyle will have an iPad test of dragging and dropping each part of
the flower written word to its visual area on the flower. Since Kyle likes
video games he will feel this is more of a game rather than an academic
task.

Nick – Nick will have a modified version of the worksheet that Billy and
Cole are doing. He will have to match the words root, stem, flower, and
leaves to the picture of a flower. He will have a vocabulary picture card on
his desk so he can match the word to the correct part on the flower. He
will be learning these different words, but will not feel overwhelmed
because he cannot read what they are.

Mason – Mason will have the same evaluation as Billy. Since Mason works
well with one on one he will be able to work with the teacher or his aid to
help him read the words and complete his test.
 Zoey – Zoey will have a similar test to Kyles where he will drag and drop
the words onto a flower on the iPad. With this Zoey will have a
vocabulary picture card to review the words and match them with the
words on the iPad. Since she has trouble reading the vocabulary picture
card is able to help her, and since it is on an iPad she will feel it is a game
versus an evaluation.

Addy – Addy is going to have the same test as Nick, but will not be having
a vocabulary card. Instead, Addy will have her teacher help her read the
words to correspond the word to the picture on the flower. Since Addy
does well with one on one correspondence and is on a kindergarten
grade level she will be able to complete this evaluation.

Paisley – Paisley is going to have the same activity as Kyle. Since Paisley is
working on the iPad she will not feel that it is general education work,
and more of a game. So, she will play the game to complete her
evaluation.

Informal Evaluation
 Question and answer
 Discussion in small and whole groups with the teacher having a
check list on what they should be talking about
 Exit slips
 White board practice

- Game where the students are running to the board and matching a
large written word of a flower part to the corresponding large
flower part.
- The students will have a real plant of their own in the classroom
and I will ask them questions about their real plant and check off
on a list if they are understanding or not.
- Game on the iPad where they will be matching written parts of the
plant to the visual plant.

Objectives  The students will individually describe and identify all of the parts
A-B-C-D on a flower with 80% accuracy.

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the We will be adding onto the students’ knowledge about ecosystems that CK
Learning Plan they will be talking about for a 9-week period. This lesson the students
will be learning the structures of a plant that are responsible for food
production, support, water transport, reproduction, growth, and
protection -- which is the PA standard. Since the students will be working
with virtual and real plants they will get a large understanding on what
 different parts do what for each different plant.
Introduction Activating Prior Knowledge
 Ask how plants get food and water
Ask what different parts of a plant there are
Hook/Lead-In/Anticipatory Set
 Time laps video on a plant from seed to flower
Explicit Instructions Big Idea Statement
Big Ideas  All parts of a plant are important for the survival of each plant.

Essential Questions Essential Question Statement

 What are all of the different parts of a plant and what do they do?
Key Vocabulary
 Seed
 Bud
 Flower
 Fruit
 Root
 Stem
 Leaf

We will go over these vocabulary words, but they will only be expected to
know the 6 basic parts – roots, stems, leaves, fruit, flower, seeds
Lesson Procedure Pre Assessment of the Students
Must include  Question and answer session with a check list on items I would like
adaptations & them to know by the end of the lesson
accommodations for Modeling of the Concept
students with special  Show the student multiple flowers and plants on the board and
needs label its parts and describe what that part does.
Also showing the students a physical plant and it’s parts
Accommodations, Guiding the Practice
Modifications  Have the students come up to the board and label the different
parts on each plant and flower. After they label their part, they
must describe one function that part does.
The students will play a game where the students are running to the board
and matching a large written word of a flower part to the corresponding
large flower part.
Providing the Independent Practice
 Give them their own real flowers and let them label and describe
each part
The students will get their own plant and touch and say the different parts
on their own plant while I go around with a check list and monitoring
making sure they are saying the right parts.
Transition
 Read a book on flowers, their parts, and what they do.
Play a matching game on the iPad about plants.
Adaptations/Accommodations for Students with Special Needs
 If the student is autistic and isn’t comfortable touching a flower
they can watch another student and then label its parts on paper.
 The students can pick a written or oral assessment
  If the student has a learning disability let them describe in less
detail about the parts of the plant
 Have the matching test in groups of 5 not all grouped together for a
learning disabled student
 If the student doesn’t feel comfortable touching the items to create
a flower, they will be able to create a flower on the internet, label
each part, and describe each part of the flower.

All of my adaptations for my class are in the formal and summative

assessments and throughout my lesson in red.
The students will not have to understand all of the concepts of every part
of the flower, but just get a basic understanding on what the different
parts on a flower are and what their purpose is.
Materials  Book on flowers
(reading, technology,  Smart board
equipment, supplies,  Time laps video
etc.)  Flowers
 Computer

Matching Game
iPad game
Closure Summary & Review of the Learning
 Go over the parts of different plants and what each parts purpose is
to helping the plant survive.
Homework/Assignments
 NA
Reviewing the different vocabulary words on flash cards with the word
and picture of the word so the students can see the word and read the
word. Some students will only need to read the word and others will need
both.
Other—(This area is
to be determined by
instructor OR student
as needed)
Supervising teacher
comments and
signature

Teacher
Self-reflection
 What worked?
 What would
you change?