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Content: 2.3.1 Observe closely over a period of time and then record in
pictures and words the changes in plants and animals throughout their life
cycles-including details of their body plan, structure and timing of group,
reproduction and death.

2.3.2 Compare and contrast details of body plans and structures within the
life cycles of plants and animals.

Language Objectives:
Writing: Advanced (Level 4): ELP 2.5.10 Write a descriptive story with
expanded spoken and written vocabulary and descriptive sentences that
describes a person, place, thing, or event

Listening and Speaking: Advanced (Level 4): ELP 2.7.18 Express and organize
thoughts and opinions with an expanded spoken and written vocabulary and
descriptive sentences.

Theme: Plants

Lesson Topic: Life cycle and parts of plants

Language: The student will  a descriptive narrative that correctly uses
vocabulary that describes plant parts and the life cycle.
Content: The will  and  the different parts of plants and the
plant life cycle

Learning Strategies: Guided Practice, Links to Background, Hands-On, Meaningful,

Linked to Objectives, Interaction

Key Vocabulary: Seed, Seedling, Roots, Flower, Leaf, Stem, Soil, Bud, Petals

Materials: plant, paper, crayons, graphic organizer, diagram of the life-cycle, seed,
PowerPoint of Plant Parts


DzToday I was walking down the street and I noticed that the flowers are
starting to come out of the ground. Have you seen any plants recently that are just
starting to come out of the ground? This got me thinking. I wonder how plants
grow from a seed to a full-grown plant? (Show seed and whole plant) I decided that I
would like to explore how plants grow from this tiny seed to this bigger plant. I
think it would also be helpful to learn about all of the parts of the plant to see how
they help the plant live. Do you think you can help me figure this out?dz

This lesson will focus on the parts of plants and how each part plays an
important role in the lifecycle. We will be doing activities that include reading,
writing, and speaking. Each activity involves interaction and a hands on approach.


I will start out the lesson by showing the student the plant and asking her if
she knows what any of the parts are. This will help me determine how much prior
knowledge she has. We will then look at each part of the plant, including the roots,
and talk about why the plant may need that part. After writing down our
hypothesizes, we will look at a PowerPoint that has the parts and the diagram of the
plant. This PowerPoint will help us compare our plant to a picture of one while also
finding if our hypothesizes were correct. °   

To assess that the student learned, I will give the student a blank diagram of
the life cycle of a plant. The student will be given a picture of each stage of the cycle
and will be asked to put the pieces in order. The student will then be asked to
explain her choices.
After discussion and referencing the PowerPoint, the student will write a
short essay explaining each part of the plant and its importance in the life cycle of
the plant. The student will also be asked to write about the interesting things she
noticed about plants using key vocabulary. c 

If an extension is needed, the students will discuss with others some of the
difficulties they had with exploring plants. The students will also share their
interesting findings with their classmates.   

ÎItalics is differentiated for the level of the learner.