University of West Alabama

COE
5E Lesson Plan
Teacher: Allie Marques
Date: 10/27/16
Subject area/course/grade level: 4th grade science
Materials:
Large, classroom sized sticky note for KWL chart
Markers
Construction paper
Students science journals
Plants and Photosynthesis
Parts of a Flower
https://bubbl.us/
http://blabberize.com/
http://web.archive.org/web/20110728011557/http://www.forgefx.com/casestudies/prenticehall/p
h/cells/cells.htm
file:///C:/Users/marquesa/Downloads/Quiz_partsofflower.pdf
www.tinkercad.com
3D Printer
Standards:
9.) Examine evidence to support an argument that the internal and external structures of plants
(e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart,
stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.
Objectives:
Students will be able to identify four basic parts of the plant and its function with 75% accuracy.
Students will be able to create a model of a flowering plant with 80% accuracy.
Differentiation Strategies:
Visual: KWL Chart, instructional videos and activities
Auditory: hearing video, discussion
Kinesthetic: drawing a flower, labeling a flower, making a model of a flower
Interpersonal: group work in engagement and exploration section of the lesson
Intrapersonal: individually completing instructional video/chart and model

ENGAGEMENT:
We will complete a Web chart on plants, their parts, and life, growth, energy, and reproductive cycle
as a class using https://bubbl.us/. We will also create a Blabberize on what we know about plants
using http://blabberize.com/.
Questions:
Does your family plant gardens or farm for food?
If you were a plant, what would you look like? Why?
Assessment: Discussion/participation
Approved January, 2013

EXPLORATION:
Students will work in small groups to complete the activity Plants and Photosynthesis. At the end of
the activity, students will continue to work together in groups as they draw and label a picture of a
plant and determine the best way to grow a plant using
http://web.archive.org/web/20110728011557/http://www.forgefx.com/casestudies/prenticehall/ph/cells
/cells.htm.
Assessment: Discussion/participation, completeness and accuracy of the labeled picture and narrative
of growing a plant

EXPLANATION:
Students will watch the video Parts of a Flower and take notes in their science journal. At the end of
the video, I will go over the definitions of: root, root system, stem, leaf, petal, pollen, pistil, stamen,
ovary, ovule, anther, and photosynthesis, and I will ensure that they have them written down in their
journal. I will clear up any questions they have about the process of reproduction and/or
photosynthesis.
Questions:
If a flowers leaves were to fall off, what would do you think would happen?
Do you think one color of flower petals will attract animals more than another color would?
Explain your reasoning.
Compare and contrast the way the root system gets nutrients to the plant and the way the leaf
system gets nutrients to the plant.
Summarize the parts of a flowering plant and their functions.
Assessment: Fill in the chart activity towards the end of the video and answer questions as a group.

Approved January, 2013

ELABORATION:
Students will get in groups to create a flower using www.tinkercad.com. They will follow the directions
stated at the end of the instructional video. When students are finished, they will print off their flower
using the 3D printer.
Students will individually create a brochure on the life cycle of a plant.
Assessment:
Checklist for 3D Flower
The flower model contains:
o Petals
o Center representing where the reproductive system would be housed
o Stem
o At least 1 leaf
o Root system

Making A Brochure : Life Cycle of a Plant

Teacher Name: Marques

Student Name:

________________________________________

CATEGORY
Writing Organization

4
Each section in
the brochure
has a clear
beginning,
middle, and
end.

Writing Grammar

There are no
grammatical
mistakes in the
brochure.

3
Almost all
sections of the
brochure have
a clear
beginning,
middle and
end.
There are no
grammatical
mistakes in the
brochure after
feedback from
an adult.

2
Most sections
of the brochure
have a clear
beginning,
middle and
end.
There are 1-2
grammatical
mistakes in the
brochure even
after feedback
from an adult.

Approved January, 2013

1
Less than half
of the sections
of the brochure
have a clear
beginning,
middle and
end.
There are
several
grammatical
mistakes in the
brochure even
after feedback
from an adult.

Content Accuracy

All facts in the

brochure are
accurate.

99-90% of the
facts in the
brochure are
accurate.

89-80% of the
facts in the
brochure are
accurate.

Fewer than
80% of the
facts in the
brochure are
accurate.

Knowledge
Gained

All students in
the group can
accurately
answer all
questions
related to facts
in the brochure
and to
technical
processes used
to create the
brochure.
Graphics go
well with the
text and there
is a good mix
of text and
graphics.

All students in
the group can
accurately
answer most
questions
related to facts
in the brochure
and to
technical
processes used
to create the
brochure.
Graphics go
well with the
text, but there
are so many
that they
distract from
the text.

Most students
in the group
can accurately
answer most
questions
related to facts
in the brochure
and to
technical
processes used
to create the
brochure.
Graphics go
well with the
text, but there
are too few and
the brochure
seems "textheavy".

Several
students in the
group appear
to have little
knowledge
about the facts
or technical
processes used
in the
brochure.

Graphics/Pictur
es

Graphics do
not go with the
accompanying
text or appear
to be randomly
chosen.

Date Created: November 29,

2016

EVALUATION:
Along with reviewing the assessments from the previous sections, complete a 3 stars and wish on my
instruction/management, and brainstorm ideas to improve in the area of my wish, students will
complete the quiz off of file:///C:/Users/marquesa/Downloads/Quiz_partsofflower.pdf
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013