Flower Exploration

Name: Ali James Time Allotted: 50-60 min.

Grade Level: 3
rd
Subject: Science
Materials Required:
Flowers - real with roots
Scrap paper
Plant Parts & Functions Worksheet
Plant Parts & Functions Assessment Worksheet & Answer Keys
Plant Parts rubric
Straws
Picture of an anchor
Cut out of leafs
Large flower cupcake liners
Glue
Scissors
Crayons/colored pencils

Michigan Content Expectations:
L.OL.E.3 Structures and Functions Organisms have different structures that serve different
functions in growth, survival, and reproduction.
L.OL.03.31 Describe the function of the following plant parts: ower, stem, root, and leaf.
Objective(s):
The student will describe (Comprehension) the parts of a plant and their functions so that they
will demonstrate 90% proficiency during discussion and on the worksheet at the end of the lesson
by describing each part of the plant.

The student will label (Knowledge) the different structures of a of a plant flower, stem, root, and
leaf so that they will correctly label 100% or 75% of the plant part functions on the worksheet at
the end of the lesson.

Student Friendly Objective(s):

I can describe (Comprehension) the parts of a plant and their functions.
I can label (Knowledge) the different structures of a plant.
Assessments:
Objectives 1 & 2 Formal/Formative
At the beginning of the lesson, I will conduct an observation and questions chart to gage
knowledge about students understanding bout flowers. Once the students have identified their
questions and/or questions on the board using sticky notes, we will take some time to review
them. During the lesson as specific observations or questions are mentioned or answered I will
direct the students back to the chart. At the end of the lesson we will review once more what was
placed on the chart and what students learned, making connections between the two.
Objective 1 - Informal/Formative
During guided practice, I will point to each of the four parts of the plant and students will be asked
to describe each part as it is pointed to. During this time, I will listen carefully to students answers
to ensure they are correctly describing each part. .

Objective 2 - Informal/Formative
During guided practice, students will work together to label the four parts of the plant and their
functions. During this time I will observe students work to ensure that they are correctly labeling
their plant.

Objective 1 Formal/Formative

As each group of students is presenting their part of the plant, the students at their desks will be
taking notes of the functions of the specific part. This will allow students to remember the
functions of each part as well as provided as a tool to revisit if needed. I will use this worksheet to
assess whether the student was paying attention during the activity and comprehending what was
being described.

Objectives 1 & 2 Informal/Interim

After guided practice and before independent practice, I will ask students how they feel about the
material we have covered about the different structures of a plant and the functions of each part
by giving me a thumb up, thumb to the side, or thumb down. This will be a quick assessment to
allow me to see if students understand the material or not. Depending on students answers I will
either move forward to independent practice or I will go back and re-teach areas that may have
been unclear.

Objectives 1 & 2 Formal Formative

As a ticket out the door, students will be asked to write down three things that they learned today
pertaining to the different structures of a plant and the function(s) of the different structures. This
short assessment will allow me to see what students learned during the lesson and if there are any
students who may not have understood the material taught.

Objectives 1 & 2 - Formal/Summative
To assess if the students have mastered the objectives of describing the function and labeling the
structures of a plant, during independent practice, I will have them individually complete a
worksheet. For this worksheet they describe the function of each plant part by writing out the
functions in the spaces provided. The students will also be required to label each part of the plant
by writing in the name of each part in the spaces provided. After students have described each
function and labeled their picture, I will have them hand in their worksheet so I can assess that the
functions of the parts are described correctly and the parts of the flower are labeled correctly.

If the students have met the minimum proficiency then I would move on to the next lesson; giving
a brief review of the materials covered in this lesson before I begin. However, if the students have
not met the minimum proficiency then I would find the areas where the majority of the students
are struggling and go back and re-teach the material in a different way. During this time, I will
provide additional resources and materials for the students to work with/through so they can
gain a better understanding of what is being taught. After the lesson I will give the students
another assessment to assess their understanding.
If it is only one student who does not meet the minimum level of proficiency, I will meet with them
one-on-one to review/correct the missed sections. After that, the student will have an
opportunity to retake the assessment to demonstrate mastery.

Instructional Procedure:
1. Anticipatory Set:
a. I will start out by having the students write down observations and questions on
sticky notes about real flowers. Each student or group of students will be given their
own flower. Students will then be given a few minutes to write down any questions
or observations that they have about the flower. Once the time is up, I will ask
students to come up to the board, one by one, and place their sticky notes under the
correct column on the front board, observations or questions. I will then inform the
students that today we will be learning about flowers.
b. I will remind the students about how we just finished learning about natural
resources that are found in Michigan (soil, forests, copper, gold, gypsum, oil and
natural gas, gravel, limestone, water, iron, salt, and sand) and how people use
resources.
c. I will tell them that that knowledge is going to assist them in todays learning by
helping them understand how natural resources are used by plants, specifically
flowers.

2. State Purpose and Objective of Lesson:
a. I will tell the students that today we are going to learn and identify functions of
plant parts (flower, stem, root, and leaf).
b. I will say that this information is important because it will show them how natural
resources are used by not only people, but also plants. Also, by learning about the
functions of the different parts of a flower they will have a better understanding of
how plants live and grow in our environment.

3. Instructional Input/Direct Instruction:
a. I will start off by showing the students a big blank picture of a garden as well as
some random shapes and objects; a drinking straw, an anchor, oval shapes, and
large cupcake liner. I will tell the students that together we will be creating a flower
and learning about the function of each part of the plant.
b. I will ask the students if they know what the different shapes and objects represent?
I will ask them to use the analogy strategy (#5) we learned at the beginning of the
year, to try to create analogies between these shapes and objects and parts of a
flower. Students will be provided with some time to try to create some analogies.
When the students are finished, I will call on a few students to share. After a few
student analogies, I will present the ones that I created, identifying the ones that are
similar to the ones students created. Through the analogies, I am letting the students
know that each shape represents a different plant part (Molding).
i. The analogies that I will use for the objects I have are as follows:
1. The straw is to the stem as the anchor is to the roots.
2. The cupcake liner is to the flower as the oval shapes are to the leafs.
ii. I will have a poster with the analogies on it to hang up for the students to see
during the lesson.
iii. This strategy will help create connections between familiar everyday objects
and shapes with plant parts.
c. After the analogies, the students will then be split up into two groups. Each group
will be given a black sheet of paper, materials to build a plant (straw, cutout leafs,
cupcake liner, and an anchor), and slips of paper with the functions of each plant
part and name. Each group will be asked to do their best to create a flower and to
match the part of the plant with its function and name.

4. Guided Practice:
a. As the students work in groups to find their match, I will walk around the room
monitoring each groups work as well as asking and answering any questions that
the students may have.
b. After each group has finished, I will refocus attention to the front of the room and
use the students knowledge from their activity to create a big picture of a flower
and its functions. I will call on one group to select a part of the plant and come up to
the board and place it where it belongs on the poster. I will then call on the other
group to come up and label the function of that part. I will go back and forth
between the two groups until all parts and functions are labeled.
c. If the group is correct with their answer, let them know that they have answered
correctly. If they have the wrong function or label the plant incorrectly, ask the class
to work together to find the correct function.
d. As each group goes up and presents, the students will be asked to fill in their notes
sheet with the function for each plant part. After each function and part is up
correctly, go over the picture one last time so student can check over their notes or
fill in any blanks they may have. During this time I will point to each part of the plant
and ask students to name the part and describe the function(s).
e. Before moving on to independent practice, I will ask the students to give me a
thumbs up if they feel confident about the material, thumbs to the side if they feel
mostly confident, but would like a little more practice, or thumbs down if they do
not understand the material and need more practice in a different format. By doing
this I will be able to quickly assess students level of understanding and clarify
and/or reteah the material if needed.
5. Modeling: Embedded

6. Independent Practice:
a. Each student will be given the Parts of a Plant worksheet that is similar to the big
picture that we just created. For this worksheet students will be asked to label each
part of the pant and describe each parts function. This will be independently work
and it should be turned in once the student has finished.
b. The only resource that the students may use during this time is the worksheet and a
pencil.
c. Before the students begin, I will read over the rubric, attached to the back of the
worksheet, with the students so they know what is expected of them.
d. Communicate to students before assessment: The following assessment will be done
independently. If you have a question, please quietly raise your hand and I will come
to you. The only things that you should have on your desk at this time are a
sharpened pencil and an eraser. When you finish your worksheet, please turn it in to
the correct basket at the back of the room and return to your seat. At your seat you
may write in your journal about what we have learned this week or you may work
on work on the plant worksheet that I handed out earlier. I will write these options
on the board under May Dos after I have given directions and the assessment is
handed out as a reminder. Once the assessment is handed out, I expect you to
quietly work alone.
e. I will then give direction and ask for any question for clarity and then pass out the
assessment.

7. Differentiated Consideration
a. If a student struggles with writing, I will provide a notes sheet that is either
already filled out or mostly filled out (blank spots that the students can fill in
as they go) depending on their needs.
b. If a student finishes early, I will allow them to write in their science journal
about what they learned today about flowers or they may look up facts about
different flowers found in Michigan.
c. If a student needs more time to finish, I will allow them to take it. If they still
need more time then I will keep their worksheet at school and they will finish
it the following day or when they have free time.
d. For student(s) who struggle to complete the assignment, I will pull them
aside and work in a small group or one-on-one with the student(s) until they
have gained a better understanding of the material. If the problem is that
they did not take good notes (or did not have enough time to take good
notes) then I will go over the functions of each part of the plant again so they
are able to finish their notes. However, if they simply did not understand the
material, then I will go over the picture with the demonstration flower with
them and give them more time to let the information sink in and ask any
question that they may have.
e. A different way to teach this to target another group of learners needs would
be to have students read a short informational book that describes the parts
of the plant in more detail that they may understand. This style will allow
those learners who learn better through reading to gain a better
understanding of the material through their own style of learning.
f. Another way of teaching would be to split the students up into groups and
have them create and label the functions of the plant on their own and allow
them to use any resources they deem helpful, books or the computer. Once
they believe they have answered correctly then the teacher can check their
work. This style will allow students to learn for their own without the
teacher lecturing them.

8. Closure:
a. After the students have finished the assessment we will review the objectives and
look back on our observations and questions from the start of class.
b. To summarize what we had learned, I will have the students write down three new
things they learned about the different structures of a plant as and/or functions of
plant parts.
c. Finally, I will inform the students about the upcoming lesson on multiplying natural
resources. I will try to build up their anticipation on how we can determine the
amount of resources we use.
9. References:

Bebbington, Anne. & Bielby, Colin. & Kean, Janette. & Thomas, Ruth. & Clark, Erica. (2004). Plants
or Primary Pupils. (Background Information for Teachers). Retrieved from
http://www.saps.org.uk/attachments/article/307/SAPS%20Parts%20of%20a%20pla20
%20partE.pdf
Saxby, Tracey. (January 1, 2003). Retrieved February 1, 2012. From
http://ian.umces.edu/imagelibrary/displayimage-topn-0-5359.html




Explanation of Identified Instructional Strategy

Why you selected that specific strategy to utilize in the lessons? What other options did you
consider and why?
I selected the analogy strategy to utilize in this lesson because I thought it would be a
helpful tool for students to use as they learned about the different parts of a plant. This strategy
will allow students to make connections between the parts of a plant and their function with
familiar objects. Through making these connections and knowing the use of the common
objects students will be able to easily remember the parts of a plant and their functions by
remember the analogies. For example, students know that a straw is used to suck up water out
of a cup and this is similar to the step in that it water and minerals pass through it to other parts
of the plant.
Another option that I considered to use for this lesson was the sketch-to-stretch. I
considered using this strategy because if students were to sketch out what they learned about
the different parts of the flower and were then asked to stretch their thinking and explain their
drawing, their understanding of the material may have been enhanced in this way.

Why would this be the most effective strategy? ( benefits)
This strategy is the most effective strategy to this lesson I believe because I have already
incorporated using familiar objects to represent parts of a plant. Through the use of the analogy
strategy, I am able to clearly establish the relationship between the objects such as the straw
and the anchor to the parts of a plant, allowing the students to truly understand why I chose to
used the objects I did.

What might be some possible cons or barriers that you may encounter from utilization of the
strategy? How would you counter act these issues?
One con that I may encounter from utilizing this strategy is that instead of establishing a
clear relationship between the objects and the plant parts, it may confuse students. I believe it
could confuse students, because before I introduce the analogies that I would like them to use, I
allow them to try to create their own. By doing so, the analogies that I would want them to use
may not be the ones they prefer if they have created ones that make sense to them. To counter
the act of this issue, I could eliminate the portion of students trying to create analogies based
on the objects and plant parts and simply just introduce the analogies that I have established.




















Accompanying Materials
















NOTES
Plant Part Function
Root
Stem
Leaf
Flower



Name___________________
Date____________

NOTES -Key
Plant Part Function
Root The anchor of the plant. Holds the plant in the soil and takes up water.
Stem Holds the leaves and flower up above ground. Mineral salts and water are
transported through me to parts of the plant.
Leaf Takes in the light to make food through a process called photosynthesis.
Flower Makes the seeds and holds them for later use.















Plant Parts & Functions Worksheet
Objective 1: I can describe (Comprehension) the parts of a plant and their functions.
Objective 2: I can label (Knowledge) the different structures of a plant.



















NAME________________________
DATE___________________







Flower
Leaf
Stem
Roots


Directions: Cut out the boxes below and glue them in the boxes on the worksheet below the
word of the part of the plant that they describe.





















I am the anchor of the plant. I
hold the plant in the soil and I
take up water.

I hold the leaves and flower up
above ground. Mineral salts
and water are transported
through me to parts of the
plant.

I take in light to make food
through a process called
photosynthesis.

I make seeds and hold them
for later use.


Plant Parts & Functions
Objective 2: I can label (Knowledge) the different structures of a plant.
Directions: Using the word bank located in to the left, please label each part of the plant in the
spaces provided.




















Plant Parts Rubric
NAME________________________
DATE___________________
2.

1.
3.

4.

Word Bank:
Leafs
Stem
Flower
Roots

Objective 1: I can describe (Comprehension) the parts of a plant and their functions.

Directions: In the spaces provided below, please describe the function(s) of each of the
plant parts listed. Try to include as much detail as you can in your descriptions.

5. Flower:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
6. Leafs:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7. Stem:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
8. Roots:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Assessment Rubric:
Category 4.0 3.0 2.0 1.0
Labels
Accuracy
At least 100% of
the symbols are
labeled and
located
correctly. All
four labels are
in the correct
spot.
75% of the
symbols are
labeled and
located
correctly. Three
of the four
labels are in the
correct spot.
50% of the
symbols are
labeled and
located
correctly. Two
of the four
labels are in the
correct spot.
Less than 50%
of the symbols
are labeled and
located
correctly. One
or none of the
four labels are
in the correct
spot.
Description - Student
thoroughly
described the
functions for
each of the four
plant parts.
Students
provided a brief
description of
the pant parts,
but lacked
relevant detail.
Students
provided a brief
description of
the functions of
the plant parts
with minimal
descriptors.
Students
provided
description for
the function of
the plant parts
that contain
only a few
words lacking
depth.
Comments:















Plant Parts & Functions
Objective 2: I can label (Knowledge) the different structures of a plant.
Directions: In the spaces provided below, please label each part of the plant.





















Answer Key
2. Leafs

1. Flower
3. Stem

4. Roots
Word Bank:
Leafs
Stem
Flower
Roots
Plant Parts Rubri

Objective 1: I can describe (Comprehension) the parts of a plant and their functions.
Directions: In the spaces provided below, please describe the function(s) of each of the
plant parts listed. Try to including as much detail as you can in your descriptions.
5. Flower: ___ I make seeds and hold them for later use.
6. Leafs: ___ I take in light to make food through a process called photosynthesis.
7. Stem: ___ I hold the leaves and flower up above ground. Mineral salts and water are
transported through me to parts of the plant.
8. Roots: ___ I am the anchor of the plant. I hold the plant in the soil and I take up water
and dissolved mineral salts.
*Students answers may vary as long as they understand the main functions of the plant
parts.










Answer Key

Materials


(Saxby, 2003) -Anchor for roots -Cupcake liners for flower






-Straw for stem -Cut out leafs








-Example background display







-Example display finished