USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Life
3 Science
What Standards (national
or state) relate to this
lesson?
Essential Understanding
Objectives- What are you
teaching?
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
What misconceptions
might students have about
this content?
Name: Brooklyn Westfall
Group Date of Lesson: 3/2/17
Size: 19
Lesson Content
SC.3.L.15.2: Classify flowering and nonflowering plants into major groups such as those
that produce seeds, or those like ferns and mosses that produce spores, according to
their physical characteristics.
Where do spores grow, and what do they look like?
SWBAT observe spores and understand where they grow and what they look like, and
how plants reproduce with spores with 90% accuracy.
I am teaching this objective to cover the standards required in life science on
plants.
I am teaching this objective as part of the larger life unit on plants where students
learn about plant structures, reproduction, and life cycles.
We chose to do a lab for this lesson to give students a hands-on chance to explore
their world.
It is important for students to learn this concept in order to understand how their
world works and to be successful throughout their scientific learning.
For my formative assessment I will be conducting observations and recording the
lab to observe students understanding and identifying any misconceptions.
For my summative assessment, I will be collecting my students science notebooks
to check their answers to our connected questions on the lab.
Teachers need to know where spores occur and how plants use them to reproduce.
This lesson is part of an overall unit on the life science of plants. Students have
previously learned how seeds germinate, how plants make their own food, and how
plants are grouped and reproduce. My learners are an energetic bunch who works well
collaboratively. They do well in labs and will be eager to participate. They do have the
background knowledge necessary to complete this lab and make connections to their
previous learning on plants.
Some misconceptions include not understanding that some plants reproduce with spores
while others reproduce with seeds.
USF Elementary Education Lesson Plan Template (S 2014) Name: Brooklyn Westfall
Grade Level Being Taught: Subject/Content: Life Group Date of Lesson: 3/2/17
3 Science Size: 19

Lesson Implementation
Teaching Methods This lesson will begin as teacher guided and lead into collaborative group work. I chose to
teach the lesson this way to introduce students to the content and then let them explore
at their pace.

Step-by-Step Plan Time Who is Procedures

responsibl
e
15 1. Introduction to lab and review of lab rules
min Teacher -Groups of 4
-Stations to observe spores, fronds, and moss
-DLEs (draw, label, explain) and questions answered in their
science notebooks
-Microscope Rules
2. Brain Pop: Seedless Plants
-1:25- So how are spores different from seeds?
-2:05- discuss fronds and how they are similar/different
compared to leaves
-End Video at 2:08
3. Distribute fern fronds and moss
30 Students 4. Review how fronds and moss reproduce through spores
min 5. Have students explore the fronts and moss and locate the
spore cases with their hand lenses
6. Have students create DLEs of the fronds, moss, and
spore/spore cases
7. Have students compare large and small leaves and make
comparisons on the amount and size of the spore cases
8. Invite students to view spore slides under a microscope to
help detail their DLE
9. Have students answer the connecting questions on their table
in their science notebooks
Teacher 10.Come back together and discuss findings
5 min -What did you notice about your fronds and moss?
-Where the spore cases different on the different sized
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Life
3 Science
What will you do if
What will you do if
Meeting your students
needs as people and as
learners
Accommodations (If
needed)
(What students need specific
accommodation? List
Name: Brooklyn Westfall
Group Date of Lesson: 3/2/17
Size: 19
leaves?
-How are they different, why do you think theyre different?
-How are spores different/similar from seeds?
a student struggles with the content?
Both teachers will be circulating to talk with students and provide additional support
where necessary.
a student masters the content quickly?
Students will be working in groups to complete the lab and questions. If they master the
content quickly they can tutor their class and group mates.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
All students need to learn about plants and their life science. This helps students build
knowledge for future science classes and sets them up to become educated members of
society.
If applicable, how does this lesson connect to/reflect the local community?
Students were asked to gather the plant materials from around their school community.
This helped them relate to their community and the plants they have around them. This
activity helped students to become more knowledgeable about the vegetation they
notice every day.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students who need additional challenge can be tutors and group leaders to help their
classmates understand the material. This lab will require students to work throughout the
lesson.
How will you differentiate instruction for students who need additional
language support?
Visuals are used for the questions and rules. Directions and questions can be translated if
necessary.
Students will be grouped beforehand to avoid conflict and poor pairings.
A.M. will need proximity encouragement for behavior
G.V. will need redirecting
USF Elementary Education Lesson Plan Template (S 2014) Name: Brooklyn Westfall
Grade Level Being Taught: Subject/Content: Life Group Date of Lesson: 3/2/17
3 Science Size: 19

individual students (initials),

and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials Fern Fronds with Spores

(What materials will you use? Moss
Why did you choose these Spore Slides
materials? Include any Microscopes
resources you used. This can Hand Lens
also include people!) Science Notebooks
Connected Questions
Projector
Computer