Instructional Software

Lesson Idea Name: The life cycle of a plant(seed plants)

Content Area: Science
Grade Level(s): Pre-Kindergarten
Content Standard Addressed:
CD-CR2.4b Observes and discusses visual art forms and compares their similarities and differences.
Explain the similarities and differences in plants. (color, size, appearance, etc.)
CD-SC3.4a Observes, explores and describes a variety of animals and plants. Describes their basic needs
and life cycles.
a. Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
Technology Standard Addressed:
ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.
Selected Technology Tool: BrainPop

URL(s) to support the lesson (if applicable): : https://www.brainpop.com/science/diversityoflife/seedplants/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☒ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement
Universal Design for Learning (UDL)
To incorporate means of representation the teacher will show the video to get students interested in the lesson. This
will help hook students because the activity is engaging with songs, videos, and movement. For means of
engagement students will perform the movements in the song with their group. Means of expression Teacher act out
the movements, go through each line of the song having students repeat after the teacher(scaffold), Sign song with
the whole class.

Lesson idea implementation:

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 Instructional Software
The students will begin by watching a song that introduces the five basic needs of a plant. The song can be found
here: https://www.brainpop.com/science/diversityoflife/seedplants/ Once the students have watched the video, the class
will come up with movements and a chant to go with the five basic needs of a plant. The students will be shown a series of
pictures of different types of plants (trees, grass, flowers, etc.) as well as other items that can be found outside (frog, fence,
house, etc.). For each of the pictures, we will answer the following questions: Does it move? Does it make its own food?
Can it live in the dark? Does it need soil to grow? It is a plant? The student’s answers should correspond appropriately
based on the picture. Example: although the frog is green, it isn’t a plant. On the last slide of the PowerPoint, the students
will group the objects based on those that are plants, and those that are not plants. As a class, we will write the common
characteristics of plants on the board. Each student will provide at least one characteristic of the plants.

This lesson was created with the needs of multiple students in mind. The lesson provides the students with a variety of
ways to engage in learning. With the use of whole group, small group, and learning centers, students can explore the
concept of plants in a variety of ways. This is a key component to Universal Design for Learning (UDL).
Reflective Practice: To extend this project, students may be asked to turn and talk to with their peers about the
different steps in the plant’s life cycle. They can also take activity a step further by drawing and sequencing the life
cycle steps by placing student’s in groups have them decide which pictures are plants, and which are not, the student
will print the images, the students will then be given a poster board and glue by having them work together to create
a collage of “plants” and “non-plant”, students will use the picture they collected from outside to create their
collages then share their collages with the other groups in the class. Finally, students can plant their own flowers
inside the classroom or create a garden outside our classroom window. We can donate the flowers, fruit and
vegetables to the cafeteria and pass out flowers to the teachers at the school.

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