LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Danielle Dolecki
Mrs. Lam, 5th Grade, Plains Elementary School
March 16, 2017; 9:15-10:00am
Date written plan is submitted to the practicum teacher: March 5, 2017

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON: Flower Reproduction

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD

What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences? Why is this is an appropriate activity for these students at this time? How does this
lesson fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
This lesson is a review of a 4th grade SOL that students need more practice with from last year. It is appropriate
at this time because we are beginning reviewing for SOL tests at the end of the year. The science SOL for fifth graders
involves content from both 4th and 5th grade. My CT and her team decided on the topic of parts of a flower and
reproductive functions because the students have not mastered this content. Before beginning to review the 5 th grade
material for the SOL tests, we are going to revisit this topic. This lesson is the next developmentally appropriate step
from knowing the basic parts of a plan (roots, stems, leaves, and flowers) to understanding the more detailed parts of a
flower and the processes of reproduction. In fourth grade, students review the basic parts of a plant from first grade. In
SOL 1.4, students also create a model of a plant (seeds, roots, stems, leaves, flowers, and fruit) and identify the
functions of the seed, root, stem, and leaf. In this lesson, we build on this knowledge by incorporating the reproductive
parts and functions of a flower. Later this year, students will continue to expand this knowledge to cell functions and
the basis of life science in SOL 5.5.
For a pre-assessment/entrance ticket, I am going to create a simple worksheet asking students to label a picture
of a flowers basic parts (leaves, flowers, stem, roots) and the reproductive parts using the key vocabulary (pollination,
stamen, stigma, pistil, sepal, embryo spore, seed) provided in a word bank. I will also have students match the key
vocabulary terms with their functions. I will deliver this assessment the week before my lesson so I am able to know
which parts/processes need the most attention.

C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION

SCIENCE STANDARDS (NATIONAL STANDARDS)
Life Processes
4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.

Essential Skills, Knowledge, and Processes

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

analyze a common plant: identify the roots, stems, leaves, and flowers, and explain the function of each.
create a model/diagram illustrating the parts of a flower and its reproductive processes. Explain the
model/diagram using the following terminology: pollination, stamen, stigma, pistil, sepal, embryo, spore,
seed.

compare and contrast different ways plants are pollinated.

 explain that ferns and mosses reproduce with spores rather than seeds.

explain the process of photosynthesis, using the following terminology: sunlight, chlorophyll, water,
carbon dioxide, oxygen, and sugar.

explain the role of adaptations of common plants to include dormancy, response to light, and response to
moisture.

Unwrapped Content Unwrapped Skill Level of Thinking (SOLO)

Common plant Analyze Relational

Roots, stems, leaves, and flowers Identify Unistructural

Function of each
Explain Multistructural
Model/diagram Create Relational
Parts of a flower Illustrating Multistructural

Pollination, stamen, stigma, pistil, sepal, Explain Multistructural

embryo spore, seed

Ferns and mosses reproduce with spores Explain Multistructural

rather than seeds
Different ways plants are pollinated Compare and Relational
contrast
Process of photosynthesis Explain Multisturctural

Sunlight, chlorophyll, water, carbon

dioxide, oxygen, and sugar. Use Unistructural
Role of adaptations of common plants: Explain Multistructural
dormancy, response to light, and
response to moisture

D. LEARNING INTENTIONS and SUCCESS CRITERIA

Big Ideas *umbrella Essential Question *hook
I understand plants are composed of various parts and
each part has a specific function in order to survive and 1/3 of our food supply depends on what?
reproduce.
Why are bees important?
I understand that flowers reproduce through pollination
in different ways.

I understand that plants use photosynthesis to create

food.

I understand that plants adapt to the environment in

order to survive.

Understand what are the broad Know what are the facts, rules, Do what are the specific success
generalizations the students should specific data the students will gain criteria for the lesson? Each success
begin to develop? These are typically through this lesson? These knows criteria will be assessed in your
difficult to assess in one lesson.
These should be written in the form
of I understand statements.
I understand plants are composed of
various parts and each part has a
specific function in order to survive
and reproduce.
must be assessed in your lesson.
These should be written in the form
of I know that tatements.
I know that sepals, petals, stamen,
stigma, pistil, embryo spore, and
seeds are involved in the
reproduction of flowers.
lesson. These should be written in the
form of I can statements.
I can generalize the reproductive
process of a flower using a model and
appropriate terminology (extended
abstract).

I know that pollination is the process I can assemble a model of a flower

of pollen from the stamen being
transferred to the stigma.
I know that the flower produces
seeds.
I know that petals are colorful and
attract pollinators.
with correct labels (relational).
I can list the reproductive parts of the
flower (multistructural).
I can identify a part of the flower
(unistructural).

I know the sepal is a small leaf-like

part that protects the flower bud
before it blooms.

I know that the stamen is the male

part of the flower that produces
pollen.

I know that the pistil is the female

part of the flower that collects pollen
on its stigma (sticky tip).

I know that mosses and ferns

reproduce from spores.

I know location of the sepals, petals,

stamen, stigma, pistil, embryo
spore, and seeds on the flower.

*Definitions are CT provided

E. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!

Learning Intention and Success

Criteria
I understand plants are composed of
various parts and each part has a
specific function in order to survive
and reproduce.
I know that sepals, petals, stamen,
Opportunities to Respond Evidence
Students will participate in the whole **Everything below is included**
group smart-board review game.
Students will work independently to
create a model of the process of
flower reproduction. Students will
explain their creation to a partner and
provide feedback.
**Everything below is included**
Students will participate in the smart- I will observe students answers
stigma, pistil, embryo spore, and
seeds are involved in the
reproduction of flowers.
I know that pollination is the process
of pollen from the stamen being
transferred to the stigma.
I know that the flower produces
seeds.
I know that petals are colorful and
attract pollinators.
I know that the stamen is the male
part of the flower that produces
pollen.
I know the sepal is a small leaf-like
part that protects the flower bud
before it blooms.
I know that the pistil is the female
part of the flower that collects pollen
on its stigma (sticky tip).
I know that mosses and ferns
reproduce from spores.
I know location of the sepals, petals,
stamen, stigma, pistil, embryo
spore, and seeds on the flower.
board review game.
Students will work independently to
create a model of the process of
flower reproduction. Students will
include all of the terms in their
creation.
Students will think, pair, share about
the process of pollination around the
essential question. Students will
incorporate the process in their
model.
Students will answer a question in the
smart board review game.
Students will use this term and its
definition while creating a model of
the process of flower reproduction.
Students will answer a question in the
smart board review game.
Students will use this term and its
definition while creating a model of
the process of flower reproduction.
Students will answer a question in the
smart board review game.
Students will use this term and its
definition while creating a model of
the process of flower reproduction.
Students will answer a question in the
smart board review game.
Students will use this term and its
definition while creating a model of
the process of flower reproduction.
Students will answer a question in the
smart board review game.
Students will use this term and its
definition while creating a model of
the process of flower reproduction.
Students will participate in the smart-
board review game. Students will
match mosses and ferns to spores and
flowers to seeds. Students may or
may not include this in their models.
Students will match these terms to
their locations in the smart-board
review game.
Students will create model with
correct labels as part of their videos.
during the smart board game and
review as necessary. I will review
students videos for the correct use
of all terms.
I will observe students comments
during the think, pair, share
discussion. I will review students
use of pollination in their videos.
I will observe students answers
during the smart board game and
review as necessary. I will
review students videos for the
correct use of all terms.
I will observe students answers
during the smart board game and
review as necessary. I will
review students videos for the
correct use of all terms.
I will observe students answers
during the smart board game and
review as necessary. I will
review students videos for the
correct use of all terms.
I will observe students answers
during the smart board game and
review as necessary. I will
review students videos for the
correct use of all terms.
I will observe students answers
during the smart board game and
review as necessary. I will
review students videos for the
correct use of all terms.
I will observe students answers
during the smart board game and
review as necessary. I will
review students videos for the
correct use of all terms if
necessary.
I will observe students answers
during the smart board game and
review as necessary. I will
review students videos for the
correct use and location of all
terms.
I can generalize the reproductive
process of a flower using a model and
appropriate terminology (extended
abstract).
After creating their model using an
iPad app or website, students will
explain the process in their own
words either through writing or
recording. Students will share their
creation with their partner.
I will observe student
discussions during feedback and
review students videos for the
correct generalization of flower
reproduction.

I can assemble a model of a flower
with correct labels (relational).
Students will work independently to
create a model of a flower by using
pictures or drawings. Students are
able to correct label or verbally
identify each part.
I will review student models for
the correct location and use of
all terms.

I can list the reproductive parts of the
flower (multistructural).
I can identify a part of the flower
(unistructural).
Students will brainstorm what parts
of a flower they remember during the
introduction.
Students will practice identifying
parts of a flower during the smart
board game.
I will observe students answers
during the think, pair, share and
review as necessary.
I will observe students answers
during the smart board game and
review as necessary.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
Smart-board presentation (me)
10 laptops/iPads (CT)
Printed checklists (me)
Chargers (if needed- CT)

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Anticipate how your students will respond to the tasks and activities of the lesson. Identify the
possible misconceptions or alternative conceptions about the lesson content. Where do you think
students will have difficulty? What questions will you pose or changes will you make to help nurture
student thinking and understanding of the content?

I hope the students will be engaged in the tasks and activities. This is a review lesson so students will
hopefully be familiar with the parts of the flower and their functions. If not, I will spend more time reviewing in the
beginning of the lesson. If the students are still struggling with identifying the parts or their functions, I will leave the
review on the smart-board so the students can use it as a reference while creating the animation. The website I decided
to use for the animation is basic and easy to navigate; however, I anticipate their may be a few questions about some of
the functions. If there are a lot of questions about a particular part of the website, I will pull it up on the smart-board
and model how to create a flower, write text, choose a background, etc.
Students may hold several misconceptions about reproductive plant parts or pollination based on previous
experiences or prior knowledge. However, I could not find any credible websites that specifically mentioned these
topics and was directly related to my lesson. Nonetheless, children may hold misconceptions about plants in general
including that plants are not living and that trees, grass, vegetables, and weeds are not considered plants. In addition,
some students may believe that plants take in everything through their roots, that leaves are responsible for taking in
water, and that energy comes from the soil. Even though these aspects of plant functions and plant parts are not directly
related to the objectives of this lesson, if students comments or answers reflect any of these misconceptions I will
address and clarify the confusion. For example, if students are confused about why we are discussing fruit and
vegetables that come from plants in the beginning of the lesson, I will show pictures of vegetables growing in the farm
or garden to help students visualize the context if they havent seen or experienced this before.

Common Misconceptions about Plants Polar Plants Beyond Penguins and Polar Bears. (n.d.). Retrieved May 01,
2017, from http://beyondpenguins.ehe.osu.edu/issue/polar-plants/common-misconceptions-about-plants
 H. PROCEDURE

Procedures and management Students

Activity
Step-by step procedures including questions and main points visualize Describe what the
Element
what you are going to say to the students. It might be helpful to script students will be doing as a
& Time (in
out what you are going to say, although during the lesson you do not result of your instructions
minutes)
need to use this language verbatim.
Show essential question on smart board. Why are bees important?
Students will
With a partner, brainstorm what you think the answer to this question
brainstorm answers to
might be? I will ask a couple of students to share.
the essential question
How are bees related to the reproductive process of flowers? Bees help
with partners and share
flowers by pollinating. When bees collect nectar, pollen from the stamen with the class.
(male reproductive part of the flower) sticks to the bee and is transferred
Engage Students will discuss
to the stigma (the top of the pistil- female reproductive part). This makes
Introduction reasons why bees are
seeds and then fruit.
2 minutes Today, we are going to review parts of the flower and the how the parts
important to the process
of reproduction.
work together to reproduce.
Students will
Present success criteria on smart board.
brainstorm about
Brainstorm with your table partners about what you remember about reproductive parts of a
reproductive parts of a flower. flower with their table.

Quick Team Review

Based on the pre-assessment, I will decide on review questions to project
Students will participate
Event 1 on the smart-board. The questions will involve identify parts of the flower
in the smart-board
5 minutes and identify function of each part.
review activity.
I will call on students to drag and drop the terms next to the part of the
flower and match the term and its function.

Directions
Next, I will project the steps of the project on the board. I will call on
students to read each step.
1. Find a iPad/laptop.
2. Find a quiet and productive place to work.
3. Go to http://www.abcya.com/animate.htm on the computer (or Explain Students will read
Everything on the iPads). directions and the
checklist.
4. Create an animation about a flowers process of reproduction.
Students will ask any
5. Use the checklist to help you!
Transition necessary questions.
After, I will ask the students to repeat the directions to a friend next to
5 minutes Students will get a
them. computer.
I will ask a student to hand out the checklists (checklists will include: I Students find place to
included a title, I included all the parts of the flower, I wrote about how work.
each part of the flower helps in reproduction, I included at least 3 slides.)
I will ask a student to read each line.
Next, I will show students a video tutorial about how to use the app.
https://www.youtube.com/watch?v=lupVle5m-
iY&list=PLopJygC06_h8IRy8L43bpZEcRXEEkS7ce
 Creating Animation
Students will use the website: http://www.abcya.com/animate.htm or
The students will begin
Event 2 Explain Everything on the iPads.
working on their
20 minutes I will walk around and answer any questions. I will remind students about
projects.
positive behavior choices and separate any students that are distracting
each other.

Students Export/Save
After about 18 minutes of working, I will tell students to practice playing Students will follow
directions and save their
Transition the animation and adjust the speed as necessary (press the yellow square).
projects.
2 minutes After 2 more minutes, I will ask students to finish working and save their
Students will find a
projects.
partner.
I will ask each student to find another nearby student to share with.

Sharing with Peers Students will watch

Event 3 With your partners, share your animations. Make sure to give each others animations,
give compliments, and
8 minutes compliments and constructive comments about any changes. Use your
suggestions for any
checklists to provide feedback.
needed changes.
Students will move
Transition
I will ask students to move back to their original seats. back to their original
1 minute
seats.

Whole Class Sharing Students will share their

If the technology is possible, I will ask two or three partnerships to show presentations.
their presentation to the class via the document camera. Students will submit the
Conclusion: I will ask all the groups to submit their animations to Google classroom links to their
5 minutes (or other platform). animations.
Re-visit success criteria. I will read each and ask students stand up if we Students will put the
accomplished that goal. computers away.

I. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
interest and learning readiness, English language proficiency, health, physical ability, etc. How will
you extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?

English
Language Content Process Product
Learners
Students can choose to work Students can choose to
Students can choose to base independently or with a create their presentation on
their project off a flower from partner. Students can choose to the iPad Explain Everything
Interest their native country or that present their presentation to the app, a cartoon website on
grows one of their favorite whole class at the end of the the computer, draw and
foods. lesson or share with a small write on paper, or act out the
group. process as a movie.
I would provide additional Students would work in I would provide sentence
 vocabulary support by giving
students a reference sheet with
flower part terms (in English
and their native language),
visual representations, and a
Readiness
few key words/phrases (in
simple English and in their
native language) about the
purpose of each part in
reproduction to utilize while
creating their model.
Students with a
Learning Content
Disability
Students could choose to
focus on a favorite flower or
Interest
on a plant that grows their
favorite food.
I would provide additional
support by giving oral and
written directions, visuals,
vocabulary support by
giving students a reference
Readiness sheet with flower part terms
and mnemonics, and a
graphic organizer to help
with planning to utilize
while creating their model.
Students with a
Content
Severe Disability
Students could choose to
focus on a favorite flower or
Interest on a plant that grows their
favorite food from a variety
of pictures.
I would provide additional
vocabulary support by
incorporating visual
Readiness representations for each
flower part in reproduction
next to the key word to
utilize while creating their
model. Students will focus
more on identifying parts
partners with native English
speakers or peers with the same
native language based on
proficiency levels. Students
would be provided role cards.
Students who choose to work
independently could use their
native language in their
models.
Process
Students can choose to work
independently or with a
partner. Students can choose to
present their presentation to the
whole class at the end of the
lesson or share with a small
group.
Students who work with
partners will be given role
cards to ensure individual
accountability. Students can
choose to sit or stand while
working. Students will also
stand/sit if they agree/disagree
with answers during a review
activity. I will also structure
time for each part of the
project.
Process
Students can choose to work
independently or as a whole
group. Students can choose to
present their presentation to the
whole class at the end of the
lesson or share with a small
group.
The picture, words, and terms
would be pre-loaded onto the
app and the student would
work to arrange the objects to
show the process of flower
reproduction with assistance as
needed. The student will be
provided additional materials
as needed.
frames for students to use to
either speak/write while
creating and explaining their
models. Students could
choose to use their native
language in their models and
while sharing their models
with partners or small
groups.
Product
Students can choose to
create their presentation on
the iPad Explain Everything
app, a cartoon website on
the computer, draw and
write on paper, or act out the
process as a movie.
Students will be provided
the spelling of key words in
a word bank that will be
preloaded on the iPad app.
Students will also be
provided sentence frames.
The project will also be
divided into smaller tasks to
focus attention.
Product
Students can choose to
create their presentation on
the iPad Explain Everything
app, a cartoon website on
the computer, draw and
write on paper, or act out the
process as a movie.
The project will also be
divided into smaller tasks to
focus attention. The student
will show what they know
by answering (as able) or
using a felt board when
asked clarification
questions.
 than explaining the functions
of each.

What could go wrong?

Behavior
o Several students in my class tend to struggle with behavior issues throughout the day. As much as I am
hoping to engage students with every part of my lesson, many of the students come from difficult
home lives and I may not be able to plan for every behavior challenge. If students are struggling with
behavior issues, I will not call the student out in front of the whole class and give students a few
minutes to calm down. After, I will talk to the student one on one about the specific problem and come
to a solution together.
Technology
o My entire lesson relies on the use of technology. If there is a problem with the smart board, document
camera, or iPads, I will need to adjust some parts of my lesson. My students have their specials time
right before my lesson so I plan to try out all the smart board activities and practice using the app
during this time. I will also print out the questions for the review game in case there is a problem with
the computer, the notebook software, or the smart board, I can read the questions aloud or draw
diagrams on the white board. If there is a problem with some iPads, I will create groups of 3 as
needed.
Time
o I am hoping to have enough time to complete all the aspects of my lesson. However, because this is a
new activity using an unknown app, I do not know how quickly the students will be able to complete
the project. If it takes the students longer to complete the model, I will cut out the partner feedback
portion and only have a few students share to the whole class.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain
why you made them.
My actual teaching differed from my plans in a few ways. First, I was planning on having students work in
partners to complete the project. The students arent given much time to interact with their peers throughout
the day and I wanted this to be an opportunity for a new experience. In addition, they do not use iPads often
and have never used the Explain Everything app before (the iPads were available and the computers were
not). I thought students might have an easier time learning how to use the app if they had a partner to provide
support. However, my cooperating teacher decided that she would rather the students work independently
because it might be too chaotic to work in partners. After collecting the iPads, we didnt have enough for
every student to have their own and four students were able to work in two pairs and were much more
successful in finishing their project within the amount of time we had.
In addition, I added a demonstration of how to use the app on the iPad under the document camera after
my CT decided the students needed to work independently. Even with this short explanation, the students
struggled with using the app for the first time and I was not aware ahead of time that half of the iPads had a
different version of the app than the other iPads. The students working in partners were able to ask each other
questions and figure out the logistics of the program without having to ask my cooperating teacher or I a bunch
of questions.
Based on the reasons I mentioned above, we ran out of time quicker than I was planning. I think the
majority of students would have been able to finish the project in about another 10 minutes. We also ran out of
time to do peer sharing which I was looking forward to trying with my students. Sharing and providing
feedback is also something they dont usually do in their class and I would have needed to introduce and
model peer sharing before allowing them to work in partners. My cooperating teacher doesnt spend any time
building a classroom community so the students may have had issues with being respectful while providing
beneficial and effective feedback to their peers; however, this is a valuable skill to develop for future success.
 II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you
offer that your conclusions are valid?

Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it;
(2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your
responses to the following questions in a chart/table form similar to the one below.

Note: The iPads I ended up using needed to be returned immediately after to the two classrooms I
borrowed them from. Therefore, I only had about 10 videos I was able to get after school. These results
only include about half of the students. A few of the students that shared their videos at the conclusion of
class and were able to meet all the objectives are not included in this table because I was not able to get
the videos from those iPads.

Gets it
Student A (Partners) Student B
SOLO: Extended Abstract SOLO: Relational
The students were able to generalize the
The student was able to assemble a model of a
reproductive process of a flower using a model
flower with correct labels.
and appropriate terminology.
(videos submitted separately) (videos submitted separately)

a. They were able to draw and describe the
Understands purpose of the petals, seeds, stamen, pistil,
and stigma.
They understand the basic process of
pollination (pollen moved from the stamen
to the stigma).
They were able to describe the purpose of
the sepal.
b. Confused They did not draw a representation for the
about sepal.
c. Questions to To determine if the students did not know
ask to clarify the location of the sepal or just did not have
what I know time to complete this part, I would ask
students to draw or identify the part in a
picture.
d. Ideas to work Based on this project, it seems like the
on next students have a grasp on all the flower parts
and how they are related in the process of
pollination. Next, I would provide a review
activity for students to practice comparing
The student was able to correctly draw and
label a flower diagram including the petal,
stamen, sepal, stigma, and pistil.
The student did not explain the purpose of
each part in flower reproduction.
The student did not explain the process of
pollination.
To determine if the students did not know the
purpose of each part or just did not have time
to complete this part, I would ask:
Why is the ____ important?
How does the ___ help in flower
reproduction?
Can you explain pollination?
Based on this project, it seems like the
student might need more time to review the
purpose of each reproductive flower part (or
more assistance in allotting time for
drawing/explaining) to reach the extended
 and contrasting the different ways plants are
pollinated.
Has some good ideas, but
Student C
SOLO: Multistructural
The student can list the reproductive parts of the
flower.
(videos submitted separately)
a. The student can draw a diagram of a flower
Understands with the correct parts.
The student can verbally list the stem,
stigma, pistil, and the pollen.
b. Confused The student did not label or list the stamen,
about sepal, or petal.
The student did not accurately label the
stem, stigma, pistil, or pollen.
The student did not explain the purpose of
each part in flower reproduction.
The student did not explain the process of
pollination.
c. Questions to Where is the ____ on your diagram?
ask to clarify
what I know To determine if the students did not know
the purpose of each part or just did not have
time to complete this part, I would ask:
Why is the ____ important?
How does the ___ help in flower
reproduction?
Can you explain pollination?
d. Ideas to work Based on this project, it seems like the student
on next might need more time to review the names,
location, and purpose of each reproductive
flower part (or more assistance in allotting time
for drawing/explaining) to reach the relational
level of thinking.
Does not get it
Student E
SOLO: Unistructural
abstract level of thinking.
Student D
SOLO: Multistructural
The student can list the reproductive parts of the
flower.
(videos submitted separately)
The student can draw a diagram of a flower
with the correct parts.
The student can label and verbally list the
stamen, pistil, sepal, and petal.
The student understands that bees play a role
in pollination.
The student did not label or list the stamen,
sepal, or petal.
The student did not explain the purpose of
each part in flower reproduction.
The student did not explain the process of
pollination.
Where is the ____ on your diagram?
To determine if the students did not know the
purpose of each part or just did not have time
to complete this part, I would ask:
Why is the ____ important?
How does the ___ help in flower
reproduction?
Can you explain pollination?
Based on this project, it seems like the student
might need more time to review the names,
location, and purpose of each reproductive flower
part (or more assistance in allotting time for
drawing/explaining) to reach the relational level
of thinking.
Student F
SOLO: Unistructural
 I can identify a part of flower reproduction. I can identify a part of flower reproduction.
(videos submitted separately) (videos submitted separately)

a. The student can identify pollination as a
Understands part of flower reproduction.
The student understands that bees play a
role in pollination.
b. Confused The student did not draw, label, or list the
about reproductive parts of a flower.
The student did not explain the purpose of
each part in flower reproduction.
The student did not explain the process of
pollination accurately.
c. Questions to Can you draw me a diagram of a flower?
ask to clarify
what I know Where is the ____ on your diagram?
To determine if the students did not know
the purpose of each part or just did not have
time to complete this part, I would ask:
Why is the ____ important?
How does the ___ help in flower
reproduction?
Can you explain pollination?
d. Ideas to work Based on this project, it seems like the student
on next might need more time to review the names,
location, and purpose of each reproductive
flower part to reach the multistructural level of
thinking. The student needs more review with
pollination and the parts of the flower involved
in the process to clear up any misconceptions.
The student can draw a diagram of a flower
with the correct parts.
The student did not label or verbally list the
reproductive parts of a flower.
The student did not explain the purpose of
each part in flower reproduction.
The student did not explain the process of
pollination.
Where is the ____ on your diagram?
To determine if the students did not know the
purpose of each part or just did not have time
to complete this part, I would ask:
Why is the ____ important?
How does the ___ help in flower
reproduction?
Can you explain pollination?
Based on this project, it seems like the student
might need more time to review the names,
location, and purpose of each reproductive flower
part to reach the multistructural level of thinking.
The student needs more review with pollination
and the parts of the flower involved in the
process.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or
more thorough way if you were to teach this lesson again.
If I were to teach this lesson again, I would have split the project into two days. The first day, we would have
reviewed the parts of the flower more in depth and then in partners, the students would have planned their movie on
paper first. Many of the students were distracted by using the app and struggled to decide what to start with so
planning before hand might have solved this issue. The second day, we would have created their projects on the app
and spent time sharing and giving feedback to their peers. I also could have spent two hours on this lesson and
provided ample time to spend on each aspect of the lesson in one day. In addition, I would have provided more
scaffolding with time management. Many of the students spent too much time drawing their flower and playing with
the new, fun app on the iPad and didnt have time to complete the explaining the parts and the process of reproduction.
Next time, I would have given students about 5 minutes to draw and then asked students to start recording and
explaining.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
 As the classroom teacher, I would analyze the assessment data and realize that the students needed more time
to complete the project in order to determine what students know about the topic. After providing sufficient time and
support with the technology, I would decide which students need more review to fully grasp this topic and which
students might need more time reviewing. In addition, the students seemed to really enjoy reviewing on the smart
board so I would provide more opportunities to practice using this technology throughout the day. Next, I would also
begin to review the other aspects of this topic including ferns and mosses, pollination, photosynthesis, and adaptations
of plants.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about
young children as learners?
This lesson taught me the importance of using essential questions as a hook for the lesson. I had a large, bright
photo of bees in a hive on the smart board when the students came into the classroom with the question Why are bees
important? The students were so, so excited as soon as they walked in and immediately wanted to answer the
question. This amazing response from my students that are usually immediately off task, messing around, or simply
falling asleep bored was so encouraging. I ended up using an essential question in the rest of my lessons during the
semester with equally as effective results. Capturing my students interest right at the beginning of the lesson allowed
for zero behavior problems during the entirety of the lesson. In addition, ensuring each part of my lesson met the
guidelines of the Hallmarks of Engagement helped to keep my students interest, attention, and keep behavior
problems from occurring. This activity focused on the novelty of getting to use the smart board and getting to use
iPads to help learn and this kept students interested. I would have liked to include a focus on peer interaction as well;
however, I plan to use this frequently in student teaching and in my own classroom. Over the semester, teaching other
lessons, I have realized more and more that behavior issues do not need to be a huge problem and as a teacher I can
make that positive change for my students. Overall, planning and teaching this lesson has proved to me the importance
of creating interactive, student centered, and engaging lessons that meet the needs of all the students.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about
teaching?
Teaching this lesson and other lessons in this practicum experience especially has shown me the importance of
believing that every student can learn. I have noticed that many teachers fall into the belief that they are doing their job
and it is the students fault that they arent paying attention and are failing every assignment and test. I have tried to
plan my lessons so that all students are able to be successful at a difficulty and complexity level that is accessible for
them. I had different expectations for different students based on my observations of the class so far and celebrate
those small victories. Not every student followed every direction and did everything the way I expected and I was still
so happy with how the lesson turned out. For some students, it was a huge jump in progress to even have them sitting
in their chair, talking to their classmates, excitedly raising their hand to participate, and not having to get pulled out of
the class. These small victories are more proof that it is possible to create a productive learning environment and
experience where every student can be successful.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about
yourself?
Planning and teaching this lesson, and all the lessons this semester, have constantly reinforced my love for
teaching and for working with students. I was so against working in fifth grade at the beginning of the semester and I
still do prefer younger grades, but it has become so apparent to me that I love teaching and learning with students of all
ages and in all content areas. This is the first whole group lesson Ive taught to my fifth graders and I have realized
each time I teach I become more and more comfortable leading the class. I am so glad to finally feel comfortable and
confident teaching a variety of subjects, even with older students, and I am so excited to start student teaching in the
fall!