Marissa Downs

Technology Lesson Plan 2

3/14/16

University of Richmond Lesson Plan Form

Name: __Marissa Downs __________________________ Date: ___3/14/16_________
Grade Level/Subject: __1st Grade Science ______________ Number of Students: 16 students
Introduction
Lesson topic-Parts of a plant
Length of Lesson- 45 minutes
VA Standards of Learning Life Science: 1.4b The student will investigate and understand that
plants have basic life needs and functional parts and can be classified according to certain characteristics. Key concepts include: b) basic parts of plants
Context Middle lesson in a unit on plants: 1st lesson Plant needs, 2nd lesson is Identifying Plant
Parts, and 3rd lesson is the Classification of Plants.
Global Themes Making and recording observations, creating diagrams, understanding plants
Content Objectives
Students will:

Identify each part of a plant: seed, roots, stem, leaves, blossoms, fruits.
Sort multiple exemplars of each part of the plant into a graphic organizer.
Assessment Aligned to Objectives
Formative
Students will work in pairs to generate a list of prior knowledge of plants.
Ask questions throughout the lesson and ask students to self assess with a thumbs up or down.
Student completed diagram of a plant, looking for accuracy of student identification (labeling) of
each plant part.
Identifying part of plant from a visual representation and sorting it into the correct column on a
graphic organizer.
Summative
Exit slip: student labels picture of a part of the plant and turns it in.
Homework assignment: Bringing in a picture of their favorite plant to use for classification tomorrow.
Materials/Technology and Advanced Preparation
Smartboard and presentation
Real examples of different types of plants with all parts in tact (1 plant per group)
Posterboard with picture of plant diagrammed to be labeled( with room for descriptions)
Worksheet with picture of plant diagrammed to be labeled (with room for descriptions)
Pencils/markers
Paper
1 Bucket per table with pictures of different parts of a plant.
Teaching and Learning Sequence
TIME

TEACHER ACTIONS

Introduction/Anticipatory Set

STUDENT ACTIONS

Marissa Downs
Technology Lesson Plan 2
3/14/16

10 mins.

P r i o r
k n o w ledge and
direct instruction.

Lesson Development

Call students attention by ringing the

classroom bell.
Tell students Yesterday, we focused
on the needs of plants and today we
will talk about the parts of a plant.
Have students turn to their elbow
partner and create a list of anything
they know about plants.
Call students attention to the smart
board and share their items from the
list they created.
Write student given responses on the
board to generate one large list of
everything we know about plants.
Turn to the next page on the smartboard, which will be a blank drawing
canvas.
Call one student up and ask them to
draw a plant including all the parts
they know.
Call another student up and ask them
to label the parts of the plant shown
on this drawing.
Show students a real life example of a
plant. Hold the plant next to the students drawing and fill in any missing
parts. Praise the student for all accurate parts.

Students will focus their attention towards

the teacher.
Students will turn to their partner and generate a list of all things they know about
plants.
Students will raise their hand and wait to be
called on and then share ideas with the
class and teacher.
Selected student will draw on the smart
board the parts of the plant they know.
Students will observe the real plant and
watch teacher make edits to the diagram on
the board.

Marissa Downs
Technology Lesson Plan 2
3/14/16

Guided
practice

15
minutes

Transition
to next
activity (2
minutes)

Independ e n t i nstruction.
10
minutes

Review with students the parts of the

plant. (The vocabulary words are:
seed,stem,root,leaf, fruit, and flower)
Hand out blank diagram for students
to fill out.
Put up poster board next to smart
board with a blank diagram that
matches the students.
Tell students to have their listening
ears on and when they hear one of
the vocabulary words, they need to
raise their hand so the video will
pause.

Students will watch video.

Students will raise their hands when
they hear a vocabulary word.
Students will fill in the vocabulary
word on their plant diagram.
Students will check their answers
based off of the teacher model.
Students give a self assessment by
providing a thumbs up if they got it
correct.

Have students face the smart board

and present slide 4. On this slide, play
the brainpopjr Parts of the Plant
video.
PAUSE after each vocabulary word,
and allow students enough time to fill
in the word on their diagram. Cue students for the next word to be listening
out for.
Teacher will then write the correct
answer on the poster board diagram.
Have students check their answers
and give a thumbs up if they got the
correct answer.
The teacher will assist any students
with corrections.
Continue doing this for the entire
video and until the plant diagram is
complete.
Have students place their names on
the top of their paper and place it in
the middle of the table.
Collect each tables papers.
Have the students face the smart Students will write their name at the top of
their paper.
board and tell them we are going to
Students will place their papers in the middo a sorting activity.
dle of the table.
Turn to slide5. On this slide there are
20 photos of different parts of the Students will turn their direction towards the
smart board.
plant and columns to sort them into.
The columns are the 6 different parts
of the plant. Model one example of
coming up to the board and selecting
one picture and dragging it to the correct column. Tell students we are going to take turns sorting each picture
into the right column.
Call on students to come up one by
one and provide immediate consequences for correct and
incorrect answers.
Tell students they did a great job today learning about the different parts
of the plants. Tomorrow we will learn

Marissa Downs
Technology Lesson Plan 2
3/14/16

Closure

5
minutes
Wrap up
activity/
closure.

Following the activity call the students

attention by ringing the classroom
bell.
Explain to students they will be completing an exit slip, and will be required to draw picture from the basket
on their table and write the part of the
plant on the back of the picture they
drew.
Tell students you are going to play a
song and they have until the end of it
to write their answer on the exit slip.
Walk around and have students reach
into basket on their table and select a
random picture.
Ask students to write the part of the
plant that their picture represents on
the back of the paper.
Play The Plant Song on youtube
while students are completing exit
slip.
Collect all exit slips.
Dismiss the class to their next activity.

Students will return to their seats and

face the teacher
Students will pick a random picture
from the basket on their table.
Students will write the part of the
plant the picture represents on the
back.
Student will turn in their exit slip to
the teacher and return to their seats.

Homework: Bring in a picture of one of your favorite plants so we can use it tomorrow when we
talk about classifying plants.
References
https://jr.brainpop.com/science/plants/partsofaplant/
https://www.youtube.com/watch?v=X6TLFZUC9gI

Marissa Downs
Technology Lesson Plan 2
3/14/16

Lesson Organizer
Prior Knowledge and NEW Instructional Content
Prior knowledge:
1) Basic knowledge of life cycle of a plant.
2) Basic knowledge of the difference between plants and animals.
3) Basic knowledge of plant needs (water, sun, a place to grow)
New content:
Identifying parts of a plant1) seed
2) roots
3) stem
4) leaves
5) flowers
6) fruits

Instructional Modifications to
ASSIST Students
Allow students to draw each part
of the plant or to match word
cards to each rather than writing.
Allow students to offer vocal
descriptions.
Accept point to responses.

Main Events of Instruction

Instructional Modifications to
CHALLENGE Students

1.)Introduce todays topic is parts

Have students describe similariof a plant
ties/differences in parts of differ2.)Have students activate prior
ent plants.
knowledge and generate a list of
Have them offer explanations as
everything they know about plants
to why these differences exist.
currently.
Brainstorm a list on how plants
3.) Show model of a real plant and
can be classified.
draw visual representation on the
smart board of all the parts of the
plant.
4.) Play Brainpopjr Parts of plant
video.
5.) Guide students through completing plant diagram.
6.) Call students up one by one to
complete sorting activity.
7.) Students will complete an exit
slip.

Marissa Downs
Technology Lesson Plan 2
3/14/16

1.4

The student will investigate and understand that plants have basic life needs and functional parts
and can be classified according to certain characteristics. Key concepts include
a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and
c) plants can be classified based on a variety of characteristics.

Understanding the Standard

(Background Information for Instructor Use Only)

Plants have basic needs, including nutrients, air,

water, light, and a place with sufficient space to
grow.

Plants have different structures that serve different functions in growth, survival, and reproduction.

The functions of plant parts include the roots

which hold plants in place and absorb water,
seeds which make new plants, leaves which
make food for the plant, and stems which hold
the plants upright and transport materials up and
down the plant.

Plants can be categorized by their different

characteristics, such as edible/nonedible, flowering/nonflowering, and evergreen/deciduous.
Students do not need to know the terms
nonedible, edible, evergreen, and deciduous.
The focus should be on the concept, not the
terminology.

Essential Knowledge, Skills, and Processes

In order to meet this standard, it is expected that
students will

conduct simple experiments/investigations

related to plant needs by changing one variable
(nutrients, air, water, light, or place to grow) at
a time. Students do not need to know the term
variable.

create and interpret a model/drawing of a

plant, including seeds, roots, stems, leaves,
flowers, and fruits.

identify the functions of the seed, root, stem,

and leaf.

classify plants by the characteristics of edible/

nonedible, flowering/nonflowering, and evergreen/deciduous, using charts.