Ashton Prillaman

Eled 3221-002: Clinical Lesson Plan

March 15th, 2016
edTPA Indirect Instruction Lesson Plan Template
Plants
Elementary Science
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Central Focus/Big Idea: Different parts of the plants. The lesson will be taught in two days.
The cooperating teacher introduced the lesson plan on Monday, March 14th and I will be
following up on Tuesday, March 15th with more activities and talking more in depth on how roots
work.
Subject of this lesson: Students describe and explain what they found in the activity and how the
roots help the plant or tree. Students will be learning about the roots, steams, leaves, and
flowers. They are learning what each part of the plant does.
Grade Level: 3rd grade
NC Essential Standard(s): 3.L.2.1 Remember the function of the following structures as it
relates to the survival of plants in their environments:
Roots- absorb nutrients
Stems- provide support
Leaves- synthesize food
Flowers- attract pollinators and produce seeds for reproduction
Next Generation Science Standard(s): 4-PS4-2. Develop a model to describe that light
reflecting from objects and entering the eye allows objects to be seen.
21st Century Skills: Creativity and Innovation: I chose this one, because the students will be
doing problem-solving skills to figure out how to make a tallest tower. The students will have to
figure out ways and be creative to make the tallest tower.
Critical Thinking and Problem Solving: I chose this one, because the students will work together
to figure out the best way to make the tallest tower.
Academic Language Demand
Language Function: Students are going to be explaining and describing what they learned
about the different parts of the plant.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe
Summarize

Explain

Scientific Vocabulary: stem, root, leaves, flowers, absorb

Instructional Objective: Students will be able to name the different parts of the plant and be
able to say which each part does. They will be able to describe and explain what each part does.
Students will be able to tell me how they came to the conclusion of their hands on activity. They
will have to write down for me on sticky notes what each part does. It will need to be four
sentences.
Prior Knowledge (student): Students have been reading a book for their reading lessons about
trees and the different part of trees. They will know that the flower has different parts, but they
might not know what each part does for the plant.
Content Knowledge (teacher): The teacher needs to know everything about the plant. The
plants roots grow into the ground and help hold the plant in place. If the wind blows, the roots
help the plant not blow over and fall to the ground. The roots absorb water and nutrients to
supply to the plant. The stem or trunk helps keep the plant sturdy. It provides support to the
plant. Sometimes the stem can hold additional water incase of dry season. The leaves produce
food. The leaves take in sunlight to help make the food. The flowers have a sticky solution,
which is pollen. The pollen attracts animals to collect. The seeds from the flower spread in new
places to make a new plant.
Accommodations for special needs (individual and/or small group): The students that are
struggling with paying attention or do not capture the information very quickly will be placed in
a group that they will not be left behind. The group will make sure that they answer some of the
questions and help with the cup challenge.
Materials and Technology requirements: You will need 24 plastic cups from the dollar tree per
group. We have four groups in this classroom setting. We will need the smart board to show the
video from brainpop on plants. We will need sticky notes.
Total Estimated Time: 2 class periods
Source of lesson: The reading book, Journeys, they use for their reading lessons. A website as
well, http://corkboardconnections.blogspot.com/2014/07/tallest-cup-tower-stemchallenge.html,d. This is what I used for the activity.
Safety considerations: I will make sure that they are working with their cups on the ground, so
that they are not trying to climb on the desks to try to stack cups.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Earlier in the day, the students will be reading from their Journeys textbook. They will
be reading about trees. It is informational text that talks about the different parts of a tree. It
talks about the roots, stems, leaves, and flowers.
How do the roots help the tree grow?
How are new plants made?
The students will read that in the morning. The students will write what they know about plants
and then watch a video. The students came to class and we were reading to start the science
lesson in the afternoon. The students will come to the carpet and we will give them instruction
from there. The students will go back to their desk to write everything they know about plants.
The students will write for five minutes. The students will come back to the carpet after five
minutes and discuss what they have written. Students can raise their hands to volunteer to read
their essay. Once several students have read their essays we will have enough time to watch a
video about the different parts of plants.
What did you learn from the reading this morning about trees that is similar to plants?
What is one function of the flower?
What is the leaves job?
Explore: The students will be working with the cups in this section.
(http://corkboardconnections.blogspot.com/2014/07/tallest-cup-tower-stem-challenge.html)
I have some role cards that the students will use during this activity to make the activity less
crazy! I will want the students to have one piece of paper per group to record what they are doing
each time they try something new. The main objective of this challenge is to see which group
can make the tallest cup tower, which is going to represent a tree. Each group will have a total of
24 cups to use to make the tower. I will let the students work on this activity for around 20-30
minutes. The main goal of this activity is that the students see that you have to have a base and
large foundation (roots) to create a large tower. The students will see that you have to make a
base to make a taller tower.
Did you find something that didnt work?
How did you correct it to create a taller tower?
Explanation: The students will come down to the carpet when time is up. We will put the
papers to the side and discuss them in a minute, but we are going to go over what the parts of the
plants do. The different parts of the plant:
What do the roots do? (They grow down into the soil; holding plant into dirt; roots take in
water from soil; roots absorb the nutrients)

What is a stems function? (It is also known as the trunk when talk about trees; it supports
the plant and helps it not fall over when the wind blows or something is up against it;
help reach sunlight)
What is the purpose of the leaves? (Need sunlight and air to take in food)
What is the function of the flowers? (Sticky powder; pollen; make new plants; make
seeds and fruit)
What is absorbed in the roots to help the plant grow? (The nutrients and water is absorbed
from the soil to help the plant grow)
What is the function of a seed? (Seeds end up in new places to make new plants)

Elaborate: The students will discuss with the rest of the class and myself what they found that
worked in their challenge and what did not. Each group will get a few minutes to tell us about
their challenge. I will call on each group to tell me what they found that worked the best and
what they found did not work. I want the students to understand that the roots need to grow
down and out to make sure that the tree is sturdy.
Did you find that you could make a taller tower with a small short base?
Did you find that you could make a taller tower with a large wide base?
Evaluate: Formative Assessment: I will be walking around listening to the students. I will listen
to the students answer as they answer the questions that I have for them.
Summative Assessment: I will have the students get out a piece of paper and write down a couple
of things on the paper. First, I will have the students write down their name, date, and number (2
points). I will have them write down what they found did work (2 points), what did not work (2
points), and what their role was in the group (2 points). I want the students to write in complete
sentences with capital letters and periods (2 points). Some of the students struggle with
remembering their name, date, and number on their paper and also struggle with writing in
complete sentences.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________