SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

DETAILS
Allison Carlson (Miss. Carlson)
Science (plants)
1st grade
6 weeks: beginning of April to the middle of May
Describe the plant parts and their functions.
What are the parts of a plant?
What are their functions?

PA/Common
Core/Standards

Standard - 3.1.1. A5- Identify and describe plant parts

and their function

Objective

During class discussion, all first grade students will

correctly identify all 5 parts of a plant by creating a
flower and labeling the parts along with providing the
function of each part.

Formative assessment: I will give my students adult

plants and have them draw the plant on paper and
label each part. I will also hand out a sheet that has two
columns, the part and the function. The students will
match each part with the correct function.
Summative assessment: At the end of 6-weeks, my
students will create a 3-D flower with numbered parts.
The numbers will go along with a separate sheet that
they write about the functions of a plants parts.

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students

Framework for
21st Century
Learning

Accommodation
s, Modifications

1B- Students build networks and customize their

learning environments in ways that support the
learning process.
5B- Students collect data or identify relevant data sets,
use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decisionmaking.
Students will use their iPads instead of handwriting
everything. This will help them follow along while being
able to move around the classroom.
Work areas with comfortable seating will be arranged
around the room.
We will be moving around the room to different stations
to do different activities and grab our needed supplies.
This will help students focus by not having them sit in
one place for too long.

CK

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

Introduction

This lesson is built off of the prior lesson The life-cycle

of a plant and the objective name the 5 parts of the
plant lifecycle

This lesson will incorporate the PA standards by using

technology to match the parts of a plant with their
functions. Students will know each part by name and will
be able to verbally explain the function. Projects and
homework assignments will be created off of plant parts
and their functions.

Activating Prior Knowledge

Do you remember when we looked at adult plants?
Picture what they look like, how many parts can you see
in your mind?
Hook/Lead-In/Anticipatory Set
After the lecture about parts of a plant and their
function, I will have the students go on their iPads and
play a detective game about the plant parts and their
functions.
http://www.sciencekids.co.nz/gamesactivities/detectivescience/plantpar
ts.html

Explicit
Instructions

Big Idea Statement

Tell me the parts of a plant and what each part can do.
Essential Questions Statement
What are the 5 parts of a plant?
What does each part of the plant do?
Objective Statement
The groups that you are in are for the whole plant unit, it
will last about 6 weeks. Each of you will play a game on
your iPad every day to learn the parts of the plants and
their functions.
Transition

CK

Key

Lesson
Procedure

I will use the book Plants by Stephanie Reid. It is a

wordless picture book with vivid images. I will start
creating a story on page 1, the following pages will be
created by the students. When they make up a line for
the story they can head over to their tables with their
listening ears.
Vocabulary
Plant parts
Functions
Flower
Seed
Stem
Leaf
Roots
Produces
Transports
Nutrients
Water and oxygen

Pre-Assessment of Students
I will give each student a cross word sheet. They will be
able to fill out each block pertaining to the questions
with their prior knowledge. This will allow me to see
what I need to focus on teaching and what I can glide
through.
Modeling of the Concept
3-D flower
I will demonstrate how to make a 3-D flower out of tissue
paper. I will then glue the flower onto a poster board and
label each part. Next to each part I will place a number.
The number will go along with a separate sheet that has
lines for the function of the part.
I will have an interactive bulletin board in the front of the
room with Velcro on every part. The students will have
the opportunity to go to the board and label the parts of
the plant. There will also be a section for the students to
put the correct functions to the part of the plant.
Guiding the Practice
I will work my way around the room and make sure that
my students are correctly labeling the part with the
function. I will help them with the game on the iPad if
they get stuck.
I will ask my students the following questions:
1. Do you understand the functions?
2. Can you tell me the 5 parts of a plant?
3. Can you tell me what each part of the plant does?

Look fors:
1. Are they understanding what functions go with
what parts?
2. Are they understanding the game on the iPad?
3. They are labeling each part of the plant correctly
4. They are interacting respectfully with the peer
groups while doing the activities.
5. Being safe
6. Following directions

Providing the Independent Practice

Students will play the game over and over until they
have the parts and the functions memorized. They will
use their own plant that they grew in a previous lesson
to visually label each part and verbally explain the
function. They will tell me why they believe that knowing
this information about plants is helpful. What career
fields can you use this information in? They will
demonstrate that they know each part and the function
by creating their own white board activity for their peers
too complete.
Transition
Students will start off at their desks with their head
down and their thumbs up. A gardener will be chosen by
me. That student must go around to their peers and put
their thumbs down while placing a sticker on their hand.
When a thumb is put down and a sticker is placed on the
hand, that student will grow into a flower and go to the
rug. The rug will be divided into 5 sections, each section
separated by colored tape. The color of their sticker
must match the tape of the square they are standing in.
When all students are plants on the rug, each different
color will tell me what their plant part is and the function
of that part.
Reading
Materials
Technology
Equipment
Supplies

iPads
Plants by Stephanie Reid
Tissue paper
Scissors
Glue
Markers
Pencils
Posters
White boards
Dry erase markers

Evaluation of
Formal Evaluation
the
Students will be given a lab sheet from data I collected
Learning/Master
based off of their results from the iPad game. On their

y of the
Concept

lab sheet they must write a paragraph explaining how

the game helped them learn or not learn the plant parts
and functions. I will use their paragraphs to modify the
lesson for future years.
Informal Evaluation
I will observe my students while they are at the
interactive bulletin board station. I will be keeping track
of how quickly each student can complete the activity. I
will be recording how often they label the flower with the
correct part and function and how often they mislabel
the flower. I will ask them questions and record their
answers on how they knew that that went there and why
they chose that.

Closure

Summary & Review of the Learning

Students will explain how the activities and stations are
related to the objective
Using Kahoot, I will have my students play an interactive
game about all of the ideas we have learned about so
far in the 6-week period.
If students are stuck on a specific part and function, they
must use their classmates as a resource for help.

Homework/Assignments
They will be given a word search puzzle with all of the
vocab we have learned so far about plants.
There will be no rubric given and it will be the following
day.
Teacher
Self-reflection

I know that my students learned the correct information

by looking at the results of the detective game, Kahoot,
and their 3-D flower.
I loved that my students enjoyed the interactive bulletin
board. This will be a good activity for lessons throughout
the year.
There are a few students that do not fully understand
the functions and I will help them learn in different ways
during their lunch periods or after school.
Next time I do this lesson I plan on using the 3-D flower,
Kahoot, and the interactive bulletin board but I will use
the iPad for other things besides the game.
Students comments about the lesson:
1. I really like creating my flower
2. Kahoot? Yes! This is my favorite
3. I dont like this game
4. Miss. Carlson, can we play Kahoot again another

day?