ED 345 Calvin College Lesson Planning Form

Teacher: Julia Lee Date: Subject/ Topic/ Theme: Science- Plants

I. Objectives
What is the main focus of this lesson?
Main focus is to learn about the plant life cycle, to see how plants change over time.
How does this lesson tie in to a unit plan? (If applicable.)
Students will learn the overall plant life cycle.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

MI.OL.2.22 Describe the life cycle of familiar flowering plants including the following stages: seed, plant, flower, and fruit.

Students will be able to:

- Describe the plant life cycle in their own words
- Compare similarities and differences in life cycle of different plants

II. Before you start

Prerequisite knowledge
At 2nd grade level, students should be able to read books and use the information found in
and skills.
the book(s) to answer questions.

Assessment
(formative and Formative assessment: each group will fill out ‘How do plants change’ worksheet
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation (Action)
Options for Perception Options for action/interaction Options for recruiting interest
Visual and auditory perception Students will be working in Doing experiments during class will get students
(they get to look at the ppt and groups and read a book to find out to be engaged in the lesson.
also hear my verbal the life cycle of different plants.
instructions). As groups are giving
presentations, other students may
have chances to ask questions.

Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence

Options for Comprehension Options for Executive Function Options for Self-Regulation

- ‘People Change’ PowerPoint

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
- Various picture books/informational books on different types of flowering plants
(eg. apple trees, corns, pumpkins, lettuce and so on)
- ‘How do plants change’ worksheet
- Video:
https://www.youtube.com/watch?v=1XK-tOQL2GI
- Pencil and eraser for each group
- Elmo/projector
- 3 plants in pots (one will have its roots cut off, the other will not get any water,
and the last one will stay in the dark)
Do you need to set up your
classroom in any special Students should be seated in groups of 3-4.
way for this lesson? If so,
describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
Motivation
5 (Opening/
- Ask students what they think plants may need in order for them to survive.
minutes Introduction/
Engagement) - Show three plants in pots; tell them one will have its roots cut off, one will not get any water,
and one will stay in the cupboard (in dark). In a few days/weeks we will find out what
happened to them.

Development
- Show the ‘People Change’ PowerPoint.
5
minutes - Discuss with students how people change as they grow up and age. “How do you look
different now than you did when you all were babies?”
- “Will plants stay the same and look the same as they grow up? How do you think they will
10
change?” Let students discuss in groups.
minutes

- Give books on different plants to each group, distribute the worksheet and have students read
20
minutes the book together and draw a life cycle of the plant with labels.

- Bring students back together. Groups will take turns and share their findings with the class. “I
would like one person from each group come to the front, show their worksheet on the
projector and tell the class what they found about the plants they read about.”
- As each group gives their presentation, tell students to pay attention to how it is similar or
different to their group’s findings.
- Compare similarities. “How are pumpkin’s life cycle similar to that of strawberry’s?”
- Watch the video https://www.youtube.com/watch?v=1XK-tOQL2GI
- Point out from the video that the life cycle of flowering plants is:
seed→plant→flower→fruit→seed

- Compare this with their research, and conclude that the above is the plants’ life cycle.

5 - On the chart we made on the first day, have students add to the ‘New Knowledge’ section
minutes Closure using sticky notes.

Your reflection on the lesson including ideas for improvement for next time: