Katelyn Pullum

Final Project

 I have attached the original lesson plan as a separate attachment

Part 2:

Targeted Audience: First Graders

Learning Objectives
Students will be able to identify and describe the basic parts of a plant. Students will be able to
describe what each part of the plant does.

Materials
 Interactive whiteboard
 Parts of a Plant worksheet
 Computers

Introduction
 I will tell students we are going to play a guessing game.
 I will give clues to try to get students to guess that I am thinking of a plant.
 Once someone says plant, ask if anyone knows the different parts of a plant.
 After guessing the parts, I will show a song/video about the different parts of a plant
https://www.youtube.com/watch?v=ql6OL7_qFgU

Explicit Instruction/ Teacher Modeling

 After watching the song, I will draw a picture of a plant and ask students to come up and
label the different parts
 I will then pull up an interactive plant game where students have to drag the parts of the
plant to the correct part. The game also interacts with them and tells them what each part
of the plant does
 We will review what each part of the plant does

Guided Practice/ Interactive Modeling

 I will have students get into four groups of 5.
 I will assign a plant part to each group to research
 They will research about that part of the plant together
 They will then create a Sway or Powerpoint presentation on their plant part
 We will then come together and each group will present their findings

Independent Working
 Students will label the parts of a plant in their own worksheet to show what they have
learned

Differentiation
 Struggling students will come to my table for the independent work to have extra support
 Higher level students can go into the life cycle of a plant
Katelyn Pullum
Final Project

Assessment
 Grade the parts of a plant worksheet

Review and Closing

 Review the parts of a plant and review what each part does for the plant

Technology is a huge part of students’ lives in today’s society. It is very important to

transform our traditional lessons by using technology and making sure all the needs of students
are met. I first changed the lesson plan in the introduction by adding the song/video element for
the parts of the plant. For auditory learners I would just state the parts of the plant. However, for
visual and kinesthetic learners, I included the song and movement video for them. I wanted to
make sure I addressed all learners while still getting the point across. For the explicit instruction
part, I added an interactive lesson to review the parts of the plant. Instead of just labeling the
parts of the plant, I decided to get students moving. My personal students love interactive lessons
on the Smartboard so I figured this would be a good addition to the lesson. The interactive lesson
lets students come up to the board, drag, and drop the parts of the plant. It also interacts with
them and explains why each part of the plant is important. The biggest technology piece that I
added to my lesson plan was the research part. Instead of just having individual students do a
worksheet, I decided to do group work while incorporating technology. Group work is very
beneficial because students can learn from each other. I can also pair up stronger students with
struggling students so they can help each other. If struggling students worked on their own they
may get discouraged, so I figured this was a good way to solve that problem. For the group
project, I would assign the groups a plant part and have them do research on it. They would then
use their technology to create a Sway or Powerpoint presentation to present their findings. I
figured this would be a good way to incorporate technology because they are creating their own
project while teaching their classmates. I think many times, students learn more from their
classmates teaching them a subject. With each group taking a different plant part, all parts of the
plant would be covered and it would be a great review. The original lesson plan covered the
material needed, but was boring and lacked technology. The original lesson plan also lacked
addressing different students’ needs and digital citizenship. With making a few adjustments, my
new lesson plan incorporates all of the above. I bring in technology with the use of the
interactive activity and the technology used to create the group project. This then addresses the
issue of digital citizenship and gets them used to using technology and the internet at an early
age. I addressed the different needs of learners by hitting all learning styles in my lesson, and by
pairing higher up students with students who may struggle. I believe the new lesson plan is now
more engaging and powerful.

Part 3:
ITSE Standards that were addressed in my lesson:
 Empowered Learner: 1D  Students have to understand how to work Sway or
Powerpoint to complete this assignment. They have to know how to navigate them and
what to do if something goes wrong.
 Digital Citizen: 2C  Students have to understand how to use technology safely and
properly with others.
Katelyn Pullum
Final Project

 Knowledge Constructor: 3A  Students have to know how to properly research to find

effective information for the plant project. 3B  Students have to be able to tell what
plant facts are real and what plant facts are made up to include in their project
 Innovative Designer: 4D  Students have to be able to persevere and work together to
complete the plant project. They have to keep going even if they encounter problems or
get frustrated.
 Creative Communicator: 6A  Students have to choose the best format and tool that will
fit them to be able to create the presentation. 6D  Students will be publishing their
findings for their classmates using Sway or Powerpoint
 Global Collaborator: 7C  Students have to assign roles to each group member and work
together in order to reach the end goal, which is their presentation.

Learning Objectives:
 Students will be able to identify the parts of a plant
 Students will be able to describe what each part of the plant does

State Standards:
1.L.5A.1  Obtain and communicate information to construct explanations for how different
plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive,
grow, and produce more plants.

I will address how well students understood the material by walking around and seeing how the
groups are working together. I will see who is struggling and who understands the material in the
group project. I will also observe when students are presenting their research projects. I can also
assess students through the individual worksheet.