STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Jalisa Barner Grade: 1st Grade Topic: Plants

Brief Lesson Description: The student will investigate and understand that plants have basic life needs and
functional parts that allow them to survive. Students will be given the opportunity to examine different types
of plants and the opportunity to learn about the things they need to survive. In addition, students will get the
opportunity to plant a “class plant” on their own, and even take a plant home with them. The lessons will be
stretched out within a 5 day span, and about 50-60 minutes a day.
Specific Learning Outcomes:
- Students will be able to describe what I plant needs to survive.
- Students will be able to describe the physical differences between the different types of plants.
- Students will identify what the functions are on the different parts of a plant.
Student I Can Statements:
- I can show that I know all parts of the plant.
- I can tell what plants need to survive.
- I can tell what functions certain parts of the plant do.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
- This lesson will have the ability to collect the interest of my students due to the fact that plants are
everywhere! Children have a natural curiosity to plants, they want to touch them, pick them up, pull
them, and so much more; so, I believe that doing hands-on activities with my children outside and
inside the classroom involving plants (where all children will be able to participate) will give them an
experience to remember.

Narrative / Background Information

Prior Student Knowledge:
- Plants grow from the ground.
- Flowers are plants.
Science VA SOL Health VA SOL NGSS (You may have to look to a different
1.4 The student will investigate and Nutrition grade level for the connection)
understand that plants have basic b) Identify why it is important to LS1.C: Organization for Matter and
life needs and functional parts that consume a variety of foods and Energy Flow in Organisms
allow them to survive. Key ideas beverages from the five MyPlate
include: food groups (i.e., fruits, vegetables, All animals need food in order to
a) plants need nutrients, air, water, grains, protein, dairy). live and grow. They obtain their
light, and a place to grow; food from plants or from other
b) structures of plants perform *This would be the perfect time to animals. Plants need water and light
specific functions; and let students know that there are to live and grow.
c) plants can be classified based on many fruits and vegetables that
a variety of characteristics. come from plants.*
Science & Engineering Practices: (You must tie engineering practices into your plan)
- Use observations (firsthand or from media) to describe patterns in the natural world in order to answer
scientific questions.
- Ask questions based on the curriculum being taught.
- Planning engaging investigation related to the curriculum being taught.
Possible Preconceptions/Misconceptions:
- Plants do not need anything to survive, they just grow.
- Plants are not alive.
- Humans or animals do not need plants to live.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Day 1:

- To begin the lesson for the week, students will be asked if they have any plants at home, what their
favorite plant is, and why they believe plants are important. This is asked to see what students'
perspectives are on plants and also get their minds thinking before the lesson begins. After hearing what
they say, I would bring in my own personal plant from home. I would ask students to call out what they
see on the plant. (Which should be soil, leaves, and flowers). I would then begin to teach students the
parts of the plant: the stem, soil, leaf, roots, seeds, and flower. Students will be allowed to observe,
touch, and smell this plant and would not know what they notice about the plant. I would then ask
students to write down in a journal all the things they picked up on while making their observations (what
it smelt, felt, and looked like). Then students will draw a picture of the plant and label the parts of the
plant. Before class ends I will pick a flower and stem off of the plant. By daythree, the plant will more than
likely begin the stage of dying and this can further be used as classroom discussion on day 3 about what
plants need to survive.There will also be a part of the plant song introduced to help introduce their
vocabulary and to help retain it as well.
New Vocabulary: Example Drawing:
- Stem
- Flower
- Leaf
- Soil
- Roots
- Seeds
Materials:
- Writing Journals
- Pencil
- Coloring Utensils
- Plant Brought In From Home
- Roots, Stem, Leaves, Flower | Parts of a Plant Song | Parts of a Flower Song

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2:
- On day two, class will start off on an educational brain pop jr. video on plant parts Parts of a Plant -
BrainPOP Jr.. Afterwards students will begin to venture into the outside world to observe plants. Students
will have the opportunity to observe and feel all different types of plants. They will look at and feel trees
and describe the feeling of the bark, what they see on the trees and many more. They would also feel and
observe flowers and grass to compare how the plants are the same and different.
- When we return back to class, they will be allowed to discuss with peers on what the differences in all
three plants were. We will then return as a class and discuss what was found. I will then explain why the
plants may be different and how all of them are important. Students will then chart their findings in their
writing journals. If the weather does not allow children to go outside, children will be able to look at
images of all different types of plants. Based on what they already know, and how they look, they would
 use their imagination to think of how these plants may feel and what they notice about the plants.
Discussion Questions: What were the differences you saw on all three plants? How were the three plants the
same? Why do you think these plants are different? Were the plant parts different (the stem, was there a flower
on every plant)? What did you notice about the different planet parts?
Materials:
- Writing Journals
- Pencil
- Coloring Utensils
- Good Weather
- Parts of a Plant - BrainPOP Jr.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Day 3:
- On day three, we will begin to observe the flower that was broken off of the plant on Monday. The
students would be asked: What is something you notice about the flower today compared to Monday?
The students will be able to see that the flower does not look the same as before, the flower is dying. This
is a great time to introduce what plants need to survive: sunlight, water, soil, space, and air. Students will
chart these things in their writing journals. In addition to that, I will teach students that humans and
animals need plants to live: There are some animals that only eat plants such as cows, deer, goats, and
giraffes. Humans need plants to live healthy because they provide us with many different types of fruits
and vegetables. I will then bring in a posterboard to complete a venn diagram chart with my students. On
one side it would be labeled Humans the other side would be labeled Animals. Students will help jot down
markers of plants that humans can eat on one side, plants that animals can eat on the other, and plants
that animals AND humans can eat in the middle. After this is done, we can then hang it up in the
classroom.

Vocabulary:
- Stem
- Flower
- Leaf
- Soil
- Roots
- Seeds
Materials:
- Pencil
- Writing Journal
- Colored Markers
- Poster Board
ELABORATE: Applications and Extensions:
Day 4:
- On day four, we will have hands-on experience with planting our very own plants. The teacher will start
with planting the “Class Plant” to demonstrate how to plant their plants. The teacher will continue to
guide students, step by step on how to plant their plant. They will need seeds, a cup, soil, and water. The
teacher will first add the soil into the pot for the class plant. Afterwards, she will bury the seeds and cover
them back up with soil. Lastly the teacher will water the plant and sit them by the window in the
classroom to create sunlight. After this is complete students can begin planting their flowers. Then when
students are complete, they will be able to sit their flowers in the window seal. This shows students what
process plants need to go through to survive. We provided them with soil, space, water, air, and lastly
sunlight. This hands on demonstration would have a long lasting effect on students while they are able to
gradually see their plant grow for the next few weeks. If there is still some time left, I will allow the
children to decorate the pot. Example Photo:

Materials:
- Soil
- Cups
- Seeds
- Water
- “Class Plant” Pot

EVALUATE:

Formative Monitoring (Questioning / Discussion):

Question:
- Did students learn the difference between the many types of plants?
- Did students learn what the plant parts are and how they work?
- Did students learn what plants they need to survive?
- Did students learn that humans need plants to stay alive and healthy?

Summative Assessment (Quiz / Project / Report) (Include a rubric):

- Students will be given a quiz on what they have learned this week.
- The students will be given a pencil and paper quiz which will be attached below.
-
 -
- Students' quizzes should be graded as they are finishing.
- Once all student quizzes are graded, we will go over what was missed most on the quiz.
- After going over the quiz, we would tend to our class plants, and we would begin the process of watering
them to keep them happy and healthy.

Plan for differentiation: (Be sure to specifically address the following learners)
● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
- With the lesson I have for this week, due to it being many hands-on activities many of my lessons
are very inclusive and allow participation for everyone. For my students who may have a learning
disability such as a delay, ADHD, autism and more would be allowed to have extra time on the
quiz, in addition the quiz could be read to the children as well.
● ELL
- For students who are ELLs, I will be sure to bring in physical representation into the classroom
including videos and picture references to allow these students to have a better understanding of
what plants need.
● Gifted learners
- For students who are gifted learners, I would probably ask them more advanced discussion
questions such as why do you think plants need what they need? Or what do you think would
happen to earth if there were no plants? Being able to ask them questions that could potentially
make their brain crank a little more would be interesting for both the students and the teacher?
Elaborate Further / Reflect: Enrichment:
● How will you evaluate your practice?
- I will evaluate my practice by seeing how students react to what is being taught. I would also see
how these students plant their own plants, what words they would put in their diagram, and what
they get on their end of the week assessment. I would also do check-ins with my students just to
make sure they are okay and would adjust to their needs while teaching this information.
● Where might/did learners struggle in the lesson?
 - Learners may potentially struggle with memorizing what exactly a plant needs to live, or
memorizing the parts of the plant and their purpose.
● How can the lesson be strengthened for improved student learning?
- To strengthen the lesson, I could give exit tickets to my students daily asking a question that
pertains to what I have taught that day.
● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
- I could possibly show how important plants are to different cultures because people make
medicine out of plants depending on what their culture is.

Resources:
https://www.teacherspayteachers.com/Product/Parts-of-a-Plant-Quiz-1595222
- Parts of a Plant - BrainPOP Jr.
- Roots, Stem, Leaves, Flower | Parts of a Plant Song | Parts of a Flower Song

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item #) Estimated Price
Quantity Description Supplier Price
15 Writing Journals Dollar Tree $16.00
30 pk 30 Pack of Pencils Amazon $5.80
15 pks Amazon Basics 8 Crayons Amazon $20
1 pk 3lb Bag of Potting Soil Amazon $34.99
15 Soil Cups Amazon $14.99
n/a Water School Free
1pk Lima Bean Seeds Amazon $8.99
1 Poster Board Dollar Tree $1.00
1pk 12 Count Markers Amazon $6.97
1 Plant from Home Teacher Free
1 Class Plant Pot Amazon $9.97
1 box Kids Disposable Gloves Amazon $15.98