5E Lesson Plan

Opening Section (5 Points)

Subject area/course/grade level: Science/3 rd Grade

Standards (State and ISTE Standards for Students):

5.Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs
of plants.

6.Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against
seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from
one plant to another).

Objectives: Students will understand that plants need food, air, water, and space to live and grow. They will identify and
label the four main parts of the plant – leaves, roots, stems and flowers.

Differentiation Strategies:
In the elaboration portion of the plan their will be different set of activites based on the level of learning for each group of
students.
 Collaborative group work
 Modifying the lesson for each student’s learning styles and needs
 Hand-on activities (“catches” students’ attention)
 Mini-Lessons will be given for extra support

ENGAGEMENT (5 points):
 Have students open up their chrome books and search one of their favorite plants. They will collect information about
that plant in their science journal
 Have students record questions in journal that they want to know about plants. Use interactive white board to have
random students come write their top question on the board.
 Have students open up their study jams on scholastic icon. Teacher will use interactive white board to go through study
jam with the students.
http://studyjams.scholastic.com/studyjams/jams/science/plants/roots-stems.htm

EXPLORATION (5 points):
 The students will watch “The Magic School Bus”
https://www.youtube.com/watch?v=cGO32f68KCY
 Students will walk outside and observe some plants the teacher had planted the week before and some seeds. They
will take their journals to write down what they see.
 When the arrive back in classroom they will discuss what they saw and plant their own plant at each group.
 The students will then play an interative game on their Kahoot app.
https://create.kahoot.it/#quiz/ad8821d1-dec8-4aa9-b319-8e926f773da5
here they will interact with each other and play a fun game discussing plants.

Approved January, 2013

EXPLANATION (5 points):
 The teacher will display smart board lesson “The Life Cycle of Plants” and discuss the main parts of the plant and go
deeper into what a plant needs to grow.
TheLifeCycleofPlants.notebook

 Students will complete KWL chart from earlier with the materials that were discussed in notebook lesson.

http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf

 Deep order questioning:

 What is pollentation?
 How does pollination effect plants?
 What is gremanation?
ELABORATION (5 points):
 Students will start on working activity of constructing a group website on
www.prezi.com

 Each website should include

o What is a cycle?
o What are the stages of a flowering plant?
o What is pollination?
o What is germination?
 Teacher Example:
https://prezi.com/view/1cJ2WxCQBB8iQGClBrGj/

Students Group Project:

https://prezi.com/view/96Z1Ov7GpcvaXrbfMDJf/

Each student will create a “Word it Out” to go along with this lesson
worditout.com/word-cloud/2902839

EVALUATION (5 points):
 Teacher and students will revisit KWL chart and discuss what they have learned.
 Students will take quiz on Kahoot as their exit ticket from the assignment.
https://create.kahoot.it/#quiz/b29644f5-cb40-4168-a18c-0e6fe9dac684 Formative Assessment
https://quizlet.com/7817497/test Summative Test

Approved January, 2013

 Rubric for Prezi presentation:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2743126

Collaborative Work Skills : Plant Pretzi Presentation: Group

Project
Group1: Allie Williams, Matt Hall and Ava Turner

CATEGORY 4 3 2 1
Quality of Work Provides work of Provides high Provides work Provides work
the highest quality work. that occasionally that usually needs
quality. needs to be to be
checked/redone checked/redone
by other group by others to
members to ensure quality.
ensure quality.
Time- Routinely uses Usually uses time Tends to Rarely gets things
management time well well throughout procrastinate, but done by the
throughout the the project, but always gets deadlines AND
project to ensure may have things done by group has to
things get done procrastinated on the deadlines. adjust deadlines
on time. Group one thing. Group Group does not or work
does not have to does not have to have to adjust responsibilities
adjust deadlines adjust deadlines deadlines or work because of this
or work or work responsibilities person's
responsibilities responsibilities because of this inadequate time
because of this because of this person's management.
person's person's procrastination.
procrastination. procrastination.
Working with Almost always Usually listens to, Often listens to, Rarely listens to,
Others listens to, shares shares, with, and shares with, and shares with, and
with, and supports the supports the supports the
supports the efforts of others. efforts of others, efforts of others.
efforts of others. Does not cause but sometimes is Often is not a
Tries to keep "waves" in the not a good team good team player.
people working group. member.
well together.
Focus on the task Consistently stays Focuses on the Focuses on the Rarely focuses on
focused on the task and what task and what the task and what
task and what needs to be done needs to be done needs to be done.
needs to be done. most of the time. some of the time. Lets others do the
Very self- Other group Other group work.
directed. members can members must
count on this sometimes nag,
person. prod, and remind
Approved January, 2013
 to keep this
person on-task.

Date Created: March 28, 2018

Rubric for Word It Out : Individual assignment

eacher Name: Mrs. Hill

Student Name: __Allie Williams______________________________________

CATEGORY 4 3 2 1
Layout The Web site has The Web pages The Web pages The Web pages
an exceptionally have an attractive have a usable are cluttered
attractive and and usable layout, but may looking or
usable layout. It is layout. It is easy appear busy or confusing. It is
easy to locate all to locate all boring. It is easy often difficult to
important important to locate most of locate important
elements. White elements. the important elements.
space, graphic elements.
elements and/or
alignment are
used effectively
to organize
material.
Content The site has a The site has a The purpose and The site lacks a
well-stated clear clearly stated theme of the site purpose and
purpose and purpose and is somewhat theme.
theme that is theme, but may muddy or vague.
carried out have one or two
throughout the elements that do
site. not seem to be
related to it.
Spelling and There are no There are 1-3 There are 4-5 There are more
Grammar errors in spelling, errors in spelling, errors in spelling, than 5 errors in
punctuation or punctuation or punctuation or spelling,
grammar in the grammar in the grammar in the punctuation or
final draft of the final draft of the final draft of the grammar in the
Web site. Web site. Web site. final draft of the
Web site.

Date Created: Mar 29, 2018 12:48 pm (CDT)

Approved January, 2013

Summery of Lessons:
The purpose of this unit plan is to teach science concepts through a constructive approach and in collaborative
groups about the plant life cycle. During this unit, students will “turn into scientists” as they learn about seeds,
germinations, needs for a seed to grow, and the different parts of plants.

Approved January, 2013