10.1.

15
Subject

Science

Grade
Duration of lesson
Materials

3rd
25 min.
- KWL charts
- Lima beans
- Paper towels
- Plastic baggies
- Tape

Standard(s)

Chapter 1:
SC.L.14.1
Describe structures in plants and their roles in
food production, support, water and nutrient
transport, and reproduction.
SC.3.L.14.2
Investigate and describe how plants respond
to stimuli (heat, light, gravity), such as the
way plant stems grow toward light and their
roots grow downward in response to gravity.
SC.3.L.15.2
Classify flowering and nonflowering plants
into major groups, such as those that produce
seeds, or those like ferns and mosses that
produce spores, according to their physical
characteristics.
SC.3.L.17.2
Recognize that plants use energy from the
Sun, air, and water to make their own food.

Lesson/Instructional
Objective(s)
Hook/Anticipatory
Set

SC.3.L.14.1
Describe structures in plants and their roles in
food production, support, water and nutrient transportation, and
reproduction.
Students will answer questions from the text and copy the
diagram in the book with at least 80% accuracy.
Look at leaves students have brought in. Have them tell the class
about their leaves.

Procedures

1. Direct Instruction: Fill out a KWL chart. What do we

know about seeds? About how they grow? What else?
What do we want to learn about? How they grow? How
they become bean plants? What the roots look like? How
long it takes for them to grow? When finished, have them
put the chart in their binders to finish later. Then, have
the students clear their desks.
2. Guided Practice: Planting the bean plant. One person
from each group grabs a damp paper towel for each
person in the group. One person grabs a baggie for their
group. One person grabs two beans per person in the
group.
After the students have the supplies and are seated, guide
them through planting the beans. First, the students put
the damp paper towel in the baggie. Next, they put two
beans on the damp paper towel. Then, they leave the bag
open so the beans can get some air. After that, give the
students their own labels for the bags so they can put
their names on the bags. Call each table up one at a time
to tape their bags to the window. Students can quietly
decorate their labels while waiting.
3. Individual Practice: Fill in step one of the science
journal.

Closure

1. Formative: discussion during instruction

2. Summative: diagram
Take a vote on how long the students think it will take for the
bean to sprout.

Accommodations and
Modifications for
ELLs
Accommodations and
Modifications for
ESE

ADD: redirect as needed. Preferential seating.

Extensions for Gifted

Students
Possible connections

Extra-credit activity (bring in leaf to identify); draw a picture of

the bean seed.
Language Arts

Dyslexia: help with reading as needed. Blue overlay. Preferential

seating

to other content areas