USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade

Grade Level Being Taught: 1st Subject/Content: Science Group Size: Whole Group Date of Lesson: 1/24

Lesson Content
What Standards (national or state) SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers.
relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just
one: theyd never get through them
all.)

Essential Understanding I CAN: identify the major parts of the plant, including the stem, roots, leaves, and flowers.
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and our
objective, will students understand
when they finish this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will students
know and be able to do after this
lesson? Include the ABCDs of After observing the colored water coloring the top of the celery, students will understand that the stem of a
objectives: action, behavior, plant sucks up water in order to keep the plant alive.
condition, and degree of mastery, i.e.,
"C: Given a sentence written in the
past or present tense, A: the student
B: will be able to re-write the
sentence in future tense D: with no
errors in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade
Grade Level Being Taught: 1st Subject/Content: Science Group Size: Whole Group Date of Lesson: 1/24

Rationale
Address the following questions: I am teaching this objective as part of a lesson on plants and their parts. This lesson focuses on the stem of a
Why are you teaching this plant.
objective?
Where does this lesson fit within This lesson also engages students in scientific discovering. It makes them come up with a hypothesis, list the
a larger plan? materials that they will need, and create planning designs for the experiment.
Why are you teaching it this
way?
Why is it important for students
to learn this concept?

Evaluation Plan- How will you

know students have mastered your Formative: Proper completion of a worksheet where students have to state their wondering and the materials
objectives? that will be use during the experiment. The students will also take notes on their initial observations.

Address the following:

What formative evidence will Summative: The completion of the final lab sheet stating the results of the experiment and their findings.
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade
Grade Level Being Taught: 1st Subject/Content: Science Group Size: Whole Group Date of Lesson: 1/24

What Content Knowledge is

necessary for a teacher to teach this The teacher needs to know:
material? The different parts of the plants and the roles of each.
The scientific method- Hypothesis
Stems contain tube-like structures called phloem.
The food coloring in the water travels upward in the stem and the phloem changes color as a
result.
If you cut the celery stem horizontally, you will see where the phloem structures are they
will appear to be colored dots in the stem.
The food coloring travels upward in the white carnation stem until the coloring reaches the
white petals. They change color because the food coloring has travelled up the stem to them.
This investigation shows how nutrients can travel up a plant stem through the phloem to
reach all the other parts of the plant.

What background knowledge is The Students need to know:

necessary for a student to The role of a plants stem and roots.
successfully meet these objectives? The definition of hypothesis, materials, procedure, and evaluation.

How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
Students have been studying plants for about two weeks and they should have built a solid background
knowledge on the topic. I will ensure that they have this previous knowledge by analyzing their work from
previous lessons.
USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade
Grade Level Being Taught: 1st Subject/Content: Science Group Size: Whole Group Date of Lesson: 1/24

What misconceptions might

students have about this content?

Students might not understand that the celery changes colors due to the water being soaked up through the
stem.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples Whole class
include guided release, 5 Es, direct Demonstration
instruction, lecture, demonstration, Think- pair-share
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st Subject/Content: Science
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to address
the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in groups
and how will you determine the
grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the room
doing? How are they supporting
students learning?
What model of co-teaching are
you using?
What will you do if
Name: Elizabeth Andrade
Group Size: Whole Group Date of Lesson: 1/24
Time Who is Each content area may require a different step-by-step format. Use whichever plan
responsible is appropriate for the content taught in this lesson. For example, in science, you
(Teacher or would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
This is day one of a two day lesson that I will conduct with the students
Introduce the experiment and encourage students to make
predictions.
Introduce the materials: food coloring, a stalk of celery, water, cup,
magnifying glass
Make sure that their students are completing their lab sheets as we go
through the procedures
Facilitate small group discussions by asking questions like . How
does a plant get water? and What plant part gets water?
Set up the experiment at the front of the classroom by choosing
students at random to help put food dye in the water. Then, they will
need to place the celery in the colored water
After they have done this, student will come up three at a time to
observe the celery with a magnifying glass.
Once they sit back down, we will have a class discussion about our
predictions and the reasons behind them.
a student struggles with the content?
I will ask my CT to pull any student who seems to be struggling with the content to her table to provide extra
instruction.
USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade
Grade Level Being Taught: 1st Subject/Content: Science Group Size: Whole Group Date of Lesson: 1/24

What will you do if a student masters the content quickly?

I will pull them aside and facilitate a group discussion on how this experiment relates to the work that we
have been doing and what we have learned about the different plant parts.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners

If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?

How will you differentiate instruction for students who need additional language support?

I can provide an extra sheet with visual definitions of certain key words.

Accommodations (If needed)

(What students need specific My CT will sit with C.W and A.M as they complete the worksheet to help them read and write their answers.
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique learners.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade
Grade Level Being Taught: 1st Subject/Content: Science Group Size: Whole Group Date of Lesson: 1/24

Materials Clear Cup

(What materials will you use? Why Water
did you choose these materials? Food Coloring
Include any resources you used. This Celery
can also include people!) Scissors