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Teacher Candidate: Alison Waldron

Date: 3/11/14

Cooperating Teacher:

Coop. Initials:

Group Size: 30 Allotted Time: 90 minutes

Grade Level: 3rd Grade

Subject or Topic: Science - Organisms

Section: EEU 205

S3.A.2.1.2: Make predictions based on observations.
S3.B.1.1.1: Identify and describe the functions of basic structures (of animals and) plants
(e.g., animals [skeleton, heart, lungs]; plants [roots, stem, leaves]).
S3.B.1.1.3: Describe the basic needs of plants (and animals) and their dependence on
light, food, air, water, and shelter.
S3.B.2.1.1: Identify adaptations of plants (and animals) that have helped them to survive.
S3.B.2.1.2: Identify and describe plant (and animal) characteristics that are necessary for
S3.A.2.2.1: Identify appropriate tools or instruments for specific tasks, and describe the
information they provide (i.e., measuring [lengthruler; mass balance scale] and
making observations [hand lensesvery small objects]).
I. Performance Objectives (Learning Outcomes):
A. Students will be able to identify the parts of basic structures of plants
B. Students will list the adaptations and characteristics of plants
C. Students will be able to document and observe the stages of a flowering
plants life cycle from seed to flower to seed.
D. Students will be able to measure how much the plant grows every day by
making a bar graph


Instructional Materials
A. Plants already planted and starting to grow (weeks before)
6 plates needed
1. 2 in the beginning stage of growth
2. 2 in the middle stage of growth
3. 2 at the end stage of growth
Plants from website in references
B. Computer
For YouTube video
C. 10 Vocabulary cards
D. 10 Definition cards
E. 20 magnets for cards on white board
F. 15-20 Magnifying glasses
Limited for sharing purposes
G. 15-20 rulers
Limited for sharing purposes
H. 6 crayon boxes
I. 6 laminated growth chart sheets
J. 30 prediction sheets
K. 30 vocabulary sheets


Subject Matter
A. Pre-requisites:
Fine motor skills
Group skills
B. Key Vocabulary/Content:
Brassia rapa - Wisconsin Fast Plants
Seed - offspring of plant
Embryo - contains the seed
Seed coat - coat on the outside of the seed
Germinate - begin to grow or develop
Leaf - thin part attached to stem
Stem - plants support system
Root - absorbs moisture and nutrients from the soil
Flower - blossom/beauty of a plant
Fruit/seed pod- product of plant useful to humans or animals
C. Big Idea: The Life Cycle of the Plant
D. Content:
Stages of plant growth
What the plant needs throughout its growth


A. Introduction
*Have the plants at all the different stages already planted and
growing for multiple weeks, when they are just starting to sprout.
Ask questions
1. Do you know what a plant is?
2. Can you eat plants? If so, which ones have you eaten?
3. Do you know how a plant grows?
4. This week we are going to learn about plants
5. Today we are going to to learn about the plant cycle
Bring up SmartExchange Powerpoint and have student interact
1. http://exchange.smarttech.com/details.html?id=20ab9a482750-40ca-9ffb-74b3b7774238
2. Ask questions:
a. What did you learn that you did not know before?
b. What was your favorite part?
Split children into six sets of five students
1. 5 students each table
2. 6 tables
B. Development
Have the board on the front on the classroom have all the vocabulary
words and definitions listed above
Let the students come up and test to see if they know any of the
definitions by going up to the front and matching the definition to
the word
1. Attached student copy can be used as a powerpoint template
As a class they can communicate to see what they have wrong or
When the class thinks they are done, they will notify the teacher and
have her check the answers
If they are right, move on to the next step
1. If they are not, point to the ones they needs to rethink and let
them try again
2. If they are no where close to the right answers, give them hints
and tips
a. Try these two again or Where else can this one go?
Have a couple students help you put a plant on every groups desks
Have students hand out magnifying glasses, rulers, and crayon
Have students take out their prediction sheets and vocabulary sheets.
Show plant life cycle time lapse video

1. https://www.youtube.com/watch?v=fInh3iWv1LE
a. Ask questions:
i. What happened in this video?
ii. Did the plant go through the whole cycle?
Tell them to use the objects on the desk to predict what day the
plants in on during its cycle
The desk would have a magnifying glass, ruler, crayons, prediction
sheet, growth chart and vocabulary sheet.
Tell the children to use all of these objects to predict where the plant
is in its cycle
1. Using the Stage Letter on Growth Cycle Chart
During the activity, walk around and ask questions to further their
thinking but try not to give them any answers
1. How do you know the plant in at that stage of the cycle?
2. What stage would come next?
3. What is this part of the plant?
Let them independently figure out the stages by looking at the chart
what day the plant is on
Let them communicate to their group members about their findings
The students will independently move to one their on the next table
and do the same thing
1. Repeat for the third/last table
After the students visited every table, let them answer the three
questions under the Growth Cycle Chart picture into their Science
1. If their are students that finish really early, have them read a
book to themselves.
Move to closure when everyone is finished or working on their

C. Closure
I would close this day of the unit with the book The Plant Cycle by
Ray James to see what they have learned and to figure out what they
already know before we continue with the planting, as well as other
plant extension lessons, throughout the week.
I would let them ask me and their peers questions to create a deeper
conversation and knowledge level.
1. Ask them:
a. Why do you think plants are so important?
b. What do you think would happen if we did not have
any plants on earth?
c. How do you think the plants grow?
d. Do you think the plants need help to produce more

Tomorrow we will be learning about bees and why they are needed
for the plant cycle!
D. Accommodations/Differentiation
For children with ADHD, have them help you had out the materials
to keep them focused.
For children with handicaps, have them pair up in a group with a
helper to guide them and assist them when needed.
E. Assessment/Evaluation Plan
1. Formative
a. Students will give the prediction sheet to the teacher.
b. Students will keep a Science Journal and reflect on the day. This will be
handed in when completed.
c. Reflection requirements below on a worksheet.
2. Summative
a. Test at the end of the unit

Reflective Response
A. Report of Students Performance in Terms of Stated Objectives
Reflection on the students performance after lesson is taught
Remediation for failing students to meet acceptable level
B. Personal Reflection
Questions written before lesson
Answer to pre-made questions below
1. Were the students able to make predictions according to their
2. Were the students able to identify and describe the functions of
basic structures?
3. Were the students able to describe the basic needs of plants?
4. Were the students able to identity the adaptations and
characteristics of plants?
5. Were the students able to use the appropriate tools to measure
the plants?


A. Growth Chart:
B. Plant Cycle Video:
C. James, Ray. (2007). Plant Cycle. Florida: Rourke Publishing LLC.

D. The Fast Plants website (http://www.fastplants.org/index.php) with just about

everything you ever wanted to know about Fast Plants including growing tips,
activities and more.
E. Wisconsin Fast Plants Manual
(Carolina Biological https://www2.carolina.com/ )
F. SmartExchange: http://exchange.smarttech.com/details.html?id=20ab9a482750-40ca-9ffb-74b3b777423