Grade Level:

First
Teacher:
L.Werren
School:
Clarkdale
Essential Question:
What are plants? How do plants survive?
Content Standard(s): Fine Art Standard(s):
S1L1. Students will investigate the characteristics and VA1MC.2 Formulates personal
basic needs of plants and animals. responses.
a. Identify the basic needs of a plant. a. Makes connections between visual
1. Air images and personal experiences.
2. Water
3. Light M1GM2 b. Perform a steady beat and
4. Nutrients simple rhythmic patterns using body
c. Identify the parts of a plant—root, stem, leaf, and percussion.
flower.

Lesson Procedure:
a: Hook
What do you notice about this developing sprout?
b: Instructional Steps
Turn and tell a partner what you know about this developing sprout.
Create an anchor chart using vocabulary terms as they are discussed.
Given a sticky note, students write their observations about the picture. Then, students place each
statement on the Complexity Scale.
After discussing the complexity scale, introduce the book Plants.
Write vocabulary terms related specifically to plant needs for survival on large pieces of paper.
Use the Rhythmic Speech strategy for implementing music throughout the curriculum to review the plant
needs for survival.
Students used movements to put the vocabulary terms into their bodies.
c: Formative Assessment After explaining why sticky notes were placed on the scale, students were given
opportunity to add to, expand their observation to perhaps increase the complexity of their sentence.
d: Closing
Given set of plant survival vocabulary, match picture to vocabulary term.
Key Vocabulary: Ideas to present/display student learning:
Nutrients
Soil
Simple
Complex

Resources:
Informational plant text
Large paper for creating Complexity Scale
Sticky Notes