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Lesson Plan
Name:

Laura Buchanan, Maddie Shaw, Janelle McDonald

Date: 11/5/14

Lesson # & Title: # 2/6 Plants/Plant Life Cycle

Grade Level & Class Title: Grade Kindergarten Science Class

Standards & Objectives

Content Standards: Grade level and standards using the numbers as well as the text.
Ohio Science Standards
At this grade level, providing exposure through personal observation and stories to a
large variety of living things is required. The focus is not on naming the parts of living
things, but associating through interaction and observation that living things are made of
parts, and because of those parts, living things can do specific things. The scientific
explanations of how those parts function will come later. Identify and discuss examples
such as birds have wings for flying and beaks for eating. Dogs have eyes for seeing,
teeth for chewing and legs for moving. Trees have leaves and trunks .
There are different kinds of living things. The focus is on familiar organisms (e.g., grass,
trees, flowers, cats, dogs, horses). Some grade-appropriate characteristics include that
living things respond to stimuli, grow and require energy. (p. 22)
Living things respond to stimuli. The responses described must be easy to observe (e.g.,
fish in an aquarium respond to a stimulus food). Living things grow (e.g., plant seeds or
seedlings and watch them grow). Observing plants growing toward a light source can
lead to experiments and explorations of what happens when the plant is placed in a
different place in the classroom (e.g., on the floor, in a closet, on a desk) or rotated 90
degrees. Some observations also can be done virtually (p. 22)
Animals need food; plants make their own food. Read grade-appropriate, non-fiction
books to students or by students (e.g., picture books) that accurately describe the
characteristics of living things found in Ohio. Technology also can be used to find
photographs and stories or take photographs of living things in Ohio. (p.22)
ISTE-S
1.a Apply existing knowledge to generate new ideas, products, or processes
1.c Use models and simulations to explore complex systems and issues
5.b . Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
6.a Understand and use technology systems
Learning Objectives:
WHAT do you want students to think, know, and be able to do?
Be able to identify parts of a plant
Know key vocabulary words
Know the Life cycle of a plant
What a seed is

Be able to comprehend a reading passage and answer questions

Tell the difference between a plant and an animal

HOW will students demonstrate this?

Exit Exams
Checks throughout the lesson
Grow their own plant and complete a report on this.
Comprehensive exam at the end of unit
Graded Worksheet

Academic Language Objectives: List key vocabulary (content-specific terms)

Seed, Sunlight, Plant, Tree, Leaf, Flower, Mushroom, Water, Root, Petal, Soil, Stem, Life Cycle,
Animal, Bud

Instructional Strategies and Learning Tasks to Support Learning:

Time

Learning Activities and Purpose

Orientation/Engagement/Motivation:
Engage: Go outside and look around at plants
Link this to their lives:
Ask:Do they have plants at home?
Ask:What kind of plants do they know about?
Ask:What is your favorite plants
Ask:What is the difference between plants and animals
Presentation/Explicit Instruction (teaching/modeling strategies):
Ask about previous knowledge
Present the information on the board
Walk around the classroom to make sure students are on task
Hands-on activities in the lesson
Drag and drop
Circle Correct answer
Labeling parts of the plant
Give the definition of the vocabulary words and have them shout out the
vocab word.
Structured Practice/Exploration (learning activities):
Students complete the activities themselves
There are visuals and audio
Have student complete the worksheets
Plant their own seeds
Guided Practice/Feedback (Questions youll ask and feedback youll provide):

Ask: What is the difference between plants and animals

Ask: What is the life cycle stages
Ask: Identify the parts of a plant
Ask: What happens if a plant doesnt have roots? Leaves? Stem?
Ask: What if there is no sun or water?
Ask: Why are plants important?
Ask: Where do plants get food?
Ask: Why are plants considered to be living?
Ask: What do plants need in order to grow?
Ask: Do you understand the concepts?
Ask: Do you have any questions?

Independent Practice/Application:
Plant our own seeds-Different locations in the room
Additional Worksheets
Closure (concluding questions):
Whip arounds: Everyone has to tell me one fact about plants, cannot
repeat the same fact as someone else.

Instructional Materials and Support:

What materials will you need in order to teach this lesson?
Worksheet
Soil
Plant seeds
Water
Plastic cups
SmartBoard

What materials will students need? Why?

Pencil-worksheet
Coloring Utensils

Assessment:
Assessment description:
The activities built into the program
Just a couple students
Formal or informal and rationale:
Informal- This is just an introductions
How will gather information:
Observe students
Worksheet checks
Evidence:
Worksheet
Finger-rating of level of understanding
Whip around

Technology:
Why technology more appropriate:
Interactive
Gives immediate feedback
Students can lead the lesson
Guides students to the correct answer and response
Various games and activities in one place
Provides accurate and immediate visuals
How it will facilitate learning:
Hands on Learning
Immediate Feedback
See real life experience
Can repeat the same activity multiple times
Back-up plan:
Worksheet
Go outside and get real plants to identify
Draw/Label pictures of plants