5E Lesson Plan

Subject area/course/grade level (2 points):

Science/ 1st Grade
Standards (State and ISTE Standards for Students) (2 points):
1.4 Describe survival traits of living things, including color, shape, size, texture, and covering.
1.7 Identify components of Earths surface, including soil, rocks, and water.
10 Design original works using digital tools.
Objectives (2 points):
The students can:

Diagram, explain, and discuss the parts of plants and what they do.

Identify what plants need to survive and thrive.

Design and create original and group works using digital tools.

Differentiation Strategies (2 points):

How will the lesson address the various learning styles of the students and the needs of those with
special needs?
I will:
Use multiple learning styles to present content and to assess.
Provide guidelines for working in groups before group work begins.
Find a way for all students to contribute to the success of work done in groups.
Prompt high-level thinking and responses of all students.
Encourage and allow multiple responses to questions.
Encourage students to elaborate on responses to questions given by other students.
Vary assessment strategies for students to demonstrate what they have learned.
Vary group formats for learning depending on student needs (independent, partners, small
group, large group).
Vary grouping. Students will be grouped by needs, interest, and/or learning style.

Provide resource materials that vary in complexity and modality.

ENGAGEMENT (20 points):

DAY 1:
Fill a shoebox with pictures of aspects of plants that we will be studying, such as parts of a plant, what a
plant needs, different types of plants, etc. Introduce the box as a mystery box.
Explain that inside the box are clues to what we will be learning about in science. Students will take turns
drawing a picture from the box. As the students see each picture, the class will make predictions about the
upcoming unit.
Discuss the PBL unit they are about to begin.
Using the KWL chart that was created at http://www.readwritethink.org/classroomresources/student-interactives/creator-30846.html, ask students what they already know about
plant parts (and their function) and plant needs. Record student responses on the chart.
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(KWLs are created and saved on your computer for use)

Watch https://www.youtube.com/watch?v=tkFPyue5X3Q. Discuss.
Add new learning to the KWL.
EXPLORATION (20 points):
Note: Students will document their exploration by taking pictures throughout the activity with their
iPad to use in a culminating activity.
DAY 2:
Students will work with a partner to explore the parts of a plant by participating in the Plant
Dissection activity.
Using the iPad app Doodoo lite, the students will draw and label the parts of the plant. They
will share with the class and explain the function of each part.
Teach the song Parts of a Plant https://www.youtube.com/watch?v=ql6OL7_qFgU.
Add new learning to the interactive KWL.

Picture of activity with Doodoo lite.

DAY 3:
Discuss what a plant needs to survive. Check for understanding by dividing the class into
teams and playing the interactive game at
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow_fs.shtml.
Students will complete the Chia Head activity making sure they provide each thing the seeds
and plant needs to survive.
Add new learning to the interactive KWL.
EXPLANATION (20 points):
DAY 3:
Review all content learned by going to http://prezi.com/2cv-s75h-igw/?
utm_campaign=share&utm_medium=copy
ELABORATION (20 points):

STUDENT TECHNOLOGY PRODUCTS:

DAY 4 AND DAY 5:
Students will work independently on Storybird to create a book about plants and what they
have learned. A student product can be found at http://storybird.com/books/plants-159/?
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Students will use the knowledge they have gained in this unit and work as a class to design and
plant a flower garden at TES just as they used their knowledge about plants to plant their Chia
heads. They will work in small groups to create a movie on Animoto with the pictures that
were taken of them with their Chia. They will include text that illustrates the learning they
have obtained in this unit. A student product can be found at
https://animoto.com/play/e7CJeUKEDJK5JTgKjVYxTQ
EVALUATION:
Summative assessment: http://www.rcampus.com/rubricshowc.cfm?code=TX6XA82&sp=yes
Formative assessment: https://goformative.com/student/#/assignments/XUYA797

Name_____________________
PLANTS
Summative Assessment
TECHNOLOGY ASSESSMENT
OBJECTIVE

No
Progress

Initiating
Progress

0 pts.

5 pts.

Approachin
g
Expectation
s

Meeting
Expectation
s

Exceeding
Expectation
s

15 pts.

20 pts.

10 pts.
Diagram the
parts of a
simple plant
and explain
their
importance.

Student is
unable to
diagram the
parts of a
simple plant
and/or explain
what they do.

Student
attempts to
diagram the
parts of a
simple plant and
explain what
they do.

Student
diagrams most
of the plant
parts and
partially
explains what
they do.

Student
diagrams the
parts of a
simple plant and
explains what
they do.

Student
diagrams a
plant and labels
and describes
the function of
each part in
great detail.
Student includes
parts of the
plant beyond
the basic roots,
stem, leaves,
flowers, and
seeds.

Explain what
plants need to
survive.

Student is
unable to
identify
anything plants
need to survive
and thrive.

Student
identifies some
of what plants
need to survive
and thrive.

Student
identifies most
of what plants
need to survive
and thrive.

Student
identifies all of
what plants
need to survive
and thrive.

Student
identifies the
needs of a plant
as well as
makes
connections to
other living
things.

Design
original works
using digital
tools.

Student is
unable to create
a basic story on
Storybird.

Student
attempts to
create a basic
story on
Storybird.

Student is able
to partially
create a basic
story on
Storybird.

Student is able
to create a basic
story on
Storybird.

Student is able
to create an
elaborate story
on Storybird and
explores and
utilizes many
extra tools
available on the

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website.

Score: ___/60

Reflection
I use project based learning as a method to teach science and social studies whenever possible. It is a
method that allows me to present content in multiple learning styles to meet the needs of all my
students. I also find it engaging and fun! Overall, I was pleased with my unit on plants. The
engagement portion of the lesson was fun for the students and it set the tone for an exciting study on
plants. They enjoyed reaching into the mystery box to pull out an item and then predicting how it
would relate to our new study. It allowed the opportunity for multiple responses to questions as well
as a chance for students to elaborate on the predictions and statements of other students. The
exploration portion was also hands-on and exciting. The students liked getting their hands dirty when
they dissected plants and made their chia heads. This was the first year I have used chia seeds for
this particular activity. I usually use grass seed; however, I will definitely use chia seeds from now on.
They grew very fast and looked great on the student chia heads. The students also enjoyed the
elaboration portion of the unit. They enjoyed working in small groups to make their Animoto movie
about their chia heads. I used mixed ability grouping in this project in order to meet the varying needs
of my students; therefore, everyone participated and was able to contribute to the project. After the
group project, the students completed an independent project on Storybird. I was able to put my
geek squad to work during this portion of the lesson. If a student struggled with creating their story, a
member of our classroom geek squad would answer their questions and assist as need. I have found
this to be a great differentiation strategy! The use of the summative assessment tool I found on line
was great; however, I found it much easier to copy and paste it to a Word document and print it for
each child from there. I did not like the formative assessment tool I used. The site was not user
friendly and it created more trouble than it was worth. I had to physically go in and clear the site
before each group of students could complete their assessment; therefore, again, I copied and pasted
it to a Word document and printed it for each student from there. Overall, this was a good lesson. The
students enjoyed the activities and my objectives were met. After making some minor changes, I
would definitely teach it again!

COMPLETED ASSESSMENTS BELOW:

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References:

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Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

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