Student Teaching Lesson Plan Template
(Indirect Instruction)
Subject:
Science
Essential Standards/Common Core Objective (2):
1.L.2.1: Summarize the basic needs of a variety of
different plants (including air, water, nutrients, and
light) for energy and growth.
Daily Lesson Objective (1):
The student will be able to explain that plants have a basic need of water to survive with 80% accuracy.
21st Century Skills (1):
Collaborating with other students,
using creative observation skills
Prerequisite knowledge and skills
needed (1):
Students will need to know about
solids.
Activity
1. Engage (3)
2. Explore (3)
Central Focus:
Molecular Biology
Date submitted: Date taught: 11/2/18
Academic Language Demand (if Handbook applicable)
● Language Function: students will explain
● Content/Academic Vocab: Osmosis: a process by which molecules of
a solvent tend to pass through a semipermeable membrane from a
less concentrated solution into a more concentrated one, thus
equalizing the concentrations on each side of the membrane.
● Discourse possibilities: Students will talk to each other and the
teacher during lesson
Global Awareness (1):
The history of carrots begins in Afghanistan, also a lot of cultures include
carrots in their diet, such as Native Americans, Danish Culture, many
cultures.
Description of Activities and Setting Time
“Can anyone tell me a rabbit’s, like Jasper Rabbit in our 5 mins
book, favorite food?” (carrots) “Are carrots hard or
soft?” (hard) Then I will give each student a carrot and
prompt them to try and break it to see if it bends or
not.
“why do you think carrots are hard like that? I will let
students discuss this answer with a partner.
Since my students are in first grade, I will guide them 40 mins
through the lesson in a small group of about 4 students.
 I will have 4 bags, 2 labeled as “salt” and 2
labeled as “no salt.”
 I will ask 2 students to hold the bags labeled
“salt” while I put 1 spoonful of salt in each bag.
 I will then have each student place one carrot
each in the bags, so we have 2 carrots in each
bag labeled “salt” and “no salt.”
 I will then have each student shake a bag to mix

3. Explain (3)
4. Elaborate/Extend (3)
5. Evaluate (Assessment methods) (3)
Student(s) &
Modifications/Accommodations (2):
1. Behavioral students will be placed
with an appropriate buddy to help with
the experiment.
2. one student will be placed in a group
of 3 for the explore to assist her.
Materials/Technology (1): baby carrots, plastic bags, permanent marker, salt, plastic spoon, paper towels
the salt and carrots together.
 I will label the bags with the student’s names
and we will set them aside for 30 mins.
 After 30 mins, I will place one “salt carrot” and
one “no salt carrot” in front of each student
 I will let them explore the difference in the
carrots before beginning to ask them questions
like “how have the carrots changed?” “how are
the carrots different in each bag?” “how do the
carrots feel when you bend them?”
 Finally I will ask the student’s “why do you think
the carrots changed in the salt?”
After we have finished discussing the student’s 10 mins
observations, I will ask the students where the water
came from in the bags. Once they answer I will explain
how the water comes from inside the carrot. Carrots
and other plants are all filled with water. So are we,
human beings. I will ask the students if the carrot looks
good? Does it look healthy? I will explain how water is
needed to keep the carrot healthy, it needs water to
stay alive so when the water flowed out of the carrot
because of the salt, it withered up and isn’t healthy
anymore.
I will have other vegetables available for the students to 15 mins
try the same experiment with and see which ones the
salt affects and which ones the salt doesn’t affect. We
will then discuss why all/ or some of the vegetables
worked or didn’t work.
As an exit ticket I will have students draw a 5 mins
representation of what we discussed. I will collect them
and grade them out of 5 points based on the
understanding exhibited in the representation.
Student/Small Group Student/Small Group
During the explore phase students During the elaborate the students
are working in groups are workings in groups
Differentiation: Differentiation:
Our groups are separated by
reading level.
Reflection on lesson:

For my lesson, I had planned with my CT to do the explore and engage with the whole class and then do the explain in
small groups, but we ended up doing the opposite. So I facilitated the explore and engage in small group centers and
then we discussed the explain phase as a whole group. If I taught this lesson again, I would have each student make
their own carrot with salt, so that everyone could have their own during the explain rather than having to share with
another student. This was the first science lesson I taught and I thought it went fairly well. I was happy with the
student engagement, they were all very excited to see what happened to their carrots and learn why they were bendy.
My students did fairly well with their understanding of the lesson. I was able to do most of the explain using prompting
questions during our class discussion. This lesson is a bit difficult for 1st graders to understand but I think that my CT
and I did a good job of watering down the content so that they would be able to understand it using simple language. A
few students struggled to identify where the water in the bags came from, since we did not put any water in the bags but
it just took a little prompting to help them realize that the carrots have water in them, like other plants, so the water
came out of the carrot. Overall, most of my students did a great job with the experiment and had good understanding of
the concept.

Idea from: https://omsi.edu/sites/all/FTP/files/chemistry/NH-PDF/NH-C1-BendCarrot.pdf