KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Jessica Sheidy, Lindsey Sinton Date:

Cooperating Teacher:

Coop. Initials

Group Size: Whole Class

Subject or Topic:

2/18/15

Allotted Time 45 Minutes

Plants of Wetlands

Grade Level Third

Section:

STANDARD:
4.2.3.B
Identify plants and animals found in a wetland.
4.2.3.C
Identify plants and animals that live in lakes, ponds, streams, and wetlands.
Performance Objectives (Learning Outcomes):
A. Third grade students will identify the different plants found in a wetland environment
by correctly identifying an item grabbed from the bag and then stating one fact about the
item.
I. Instructional Materials
A. 5 paper bags
B. 5 sets of each plant numbered 1 through 10 ( cattail, rushes, water lilies, pine
trees, oak trees, maple trees, moss, grass, bladderwort, and algae. )
C. Wetlands Plants handout (2 copies per student) (see attached)
D. Student's journals
E. Guided notes (see attached)
II. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Basic knowledge of local plants.
B. Key Vocabulary
1. Aquatic Plants - plants that are primarily found in water.
2. Land Plants - plants that are primarily found on land.

C. Big Idea
1. Plants found in wetlands.
D. Additional content
1. Aquatic plants to be discussed include algae, cattails, water lilies,
rushes, and bladderworts.
2. Land plants to be discussed include pine trees, oak trees, maple
trees, grass, and moss.
III. Implementation
A. Introduction:
1. Hand out Wetland Plants handout.
2. Break up students into groups of about 5.
3. Give each group a paper bag with all the plants inside.
4. Instruct students to one at a time pull an item out of the bag and
try and correctly label it on their worksheet.
5. Walk around and supervise the students. Answer any questions.
6. When groups are finished have them return the paper bag and
return to their seats.
B. Development
1. Hand out guided notes (see attached).
2. Pull up "Plants Lesson Plan" power point.
3. Start by naming the four different aquatic plants that are
mentioned.
4. Ask students if they know anything about any of the plants
listed.
5. Read the facts for the first plant, algae.
6. Point out that the picture on the left is all algae and you can see
where the duck has made a path and moved the algae.
7. Point out that the second picture is seaweed which is also
considered an algae.
8. Continue to the next plant, cattail and read the facts.
9. Continue to the next plant, water lily. Show the video up to 2:48.
10. After the video, explain that water lilies grow in bunches, not
just one.
11. Continue to the next plant, bladderwort.
12. Explain the picture on the left. The sacs(bladders) release a
toxin which bring in the small prey. They then take the
small prey
and digest it. The sacs are what keep the plant
floating.
13. Read through the list of land plants.
14. Ask students if they know anything about the different land
plants.
15. Read the facts for the first one, maple tree.
16. Do the same for oak and pine trees.

17. Compare and contrast the differences of the three types of

trees like their leaves, their seeds, their color.
18. Continue with the next plants, grass and moss.
19. Compare and contrast moss and grass.
20. Ask students if they have any questions.
C. Closure

of the

1. Hand out another Wetlands Plants handout.

2. Explain to students that this time the paper will be done on their
own.
3. Pull one of the plants from the bag and announce what number
is on it. Students place the number under the correct name
plant.
4. Hang the plant on the board in order of the numbers they are
labeled.
5. Repeat pulling out the plants until all plants are out of the bag.
6. Give students a few minutes and then collect their papers.
7. Have students get out Wetlands book and draw about one of the
plants and write one fact.
8. Choose a few students to share their page.
D. Accommodations/Differentiation
1. For Danny who is visually impaired, for the formative
assessment, give him the same plant the teacher pulls out of
the
bag. Place it on his desk so he can see the plant better.
E. Assessment/Evaluation Plan
1. Formative- Students will watch the plant pulled out of the bag and
2. Summative- Book created about wetlands and watersheds by the students,
each page is about something they learned from the different lesson in the
unit.

IV. Reflective Response

A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
V. Resources (in APA format)
Daniel, L., Hackett, J., Moyer, R., Vasquez, J. (2006). Life Science 2. New
York: Macmillan/McGraw-Hill.