Design for Learning

Instructor: Chelsea Bowden

Lesson Title: Learning about Plants!
Curriculum Area: Science

Grade Level/Cooperating Teacher: 2

Date: Friday, November 20th
Estimated Time: 30 min.

Standards Connection:
5.) Identify the relationship of structure to function in plants, including roots, stems,
leaves, and flowers.
Learning Objective(s):
The students will identify the parts of a plant (root, flower, leaf, and stem), by writing out
and labeling a given picture on a worksheet.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we will be identifying a plant and its parts. We will use a worksheet
at the end of lesson, that I will give you to identify the parts of the plant by writing it out
and labeling it on the worksheet.
Evaluation of Learning Objective(s):
The lesson will focus on identifying the basic parts of a plant by completing a worksheet
where the students will label the stem, root, flower, and leaf. This worksheet will be
collected at the end of the lesson to see if the students could identify the basic parts of a
basic plant. Prior to the assessment check, the teacher will teach and give the students an
opportunity to practice labeling and identify the parts of plant before they have to do it
individually.
Engagement:
Today boys and girls, we are going to be learning about the basic parts of a plant. Does
anyone in the class already know anything about the parts of a plant? The teacher is
gaging the students prior knowledge on the topic of plants. Wow. Those are some good
thoughts. Well boys and girls, today we will learn specifically about the stem, roots, leaf,
and flower, which are all the basic parts of a plant and have an important role in plant
growth and survival. I have a little song Id like you to listen too! Please direct your
attention to the Promethean Board! The teacher plays the video clip that sings about plant
parts to the students. Wasnt that great boys and girls! Before we move on any further I
would like to read you a book called National Geographic Readers: Seed to Plant. While
I am reading, please listening for those new vocabulary words that I mentioned we would
be learning about today: stem, roots, leaf, and flower. The teacher writes the four words
on the board for the students to see. Lets begin boys and girls! (Transition to teaching)
Learning Design:
I. Teaching: The teacher has read National Geographic Readers: Seed to Plant for the
students and is now going to begin teaching about the parts of a plant. So boys and girls,
now that we have read the book National Geographic Readers: Seed to Plant and heard
the terms I mentioned and wrote on the board, can anyone tell me something they now
know about plants and there parts? Those are good observations, thank you. Well friends,
I have a real plant here with me that we will observe and talk about its parts. The teacher
displays the plant on the front table for the students to see. What I would like for use to
do first is do an observation walk and look at the plant and write down anything you
notice in your science observation journal once you return to your seat. Lets begin.
Please walk and give your classmates time to observe the plant one-at-a-time. The

students walk by and look at the plant and return to their seat to write down observations
about the plant in their science journal. Okay so now that everyone has had time to
observe the plant and write down observations, can someone please share with the class
what they observed? Thank you for sharing. Boys and girls, I am about to talk about the
different parts of a plant, so on a blank piece of paper I will hand you, please draw a tchart and label down one side of the t the words stem, roots, flower, and leaf. The
teacher passes out the paper to the students and models what she would like for them to
with their paper on the white board. Students create their t-charts and she begins to tell
the students about the different basic parts of a plant. The teacher will be writing this on
her modeled example on the board for the students, so they get all the information and
pictures she draws. Can someone please tell me why the roots are important to a plant?
Thank you. Great answer. Now can someone please tell me about on of the plant parts
and why it is important to the plant? Awesome job! Boys and girls, now that we have all
the information we need, I have a special video clip about plants that I would like to
show you. The teacher sets up the video (link attached) and shows the students the video
clip about plant growth and plant parts. (Transition to practice)
II. Opportunity for Practice: The students will now work at their tables to identify and
label the parts of a plant in order. The teacher will give each table a piece of yellow
construction paper and a baggy of cut out plant parts (picture below). The students will
work as a table to order them properly and glue to the construction paper. Okay boys and
girls, I am now going to be passing out some materials that you will be using as a group
to complete together at your tables. I am passing out one piece of construction paper and
a baggy with cut out, labeled plant parts, also you will need a glue stick for each table.
The teacher walks around and passes out the materials and makes sure all the students
have what they need. Now that everyone has what they need, please look at me for
instructions. As a group, you are going to organize and identify the parts of a plant and
glue them in the correct order on your yellow construction paper. I will be collecting
these to hang and display in the classroom, so please work hard and glue all the pieces
down firmly. Go ahead and begin, I will be circulating to see how you are doing and
working as a team at your tables. The teacher circulates the rooms and the students have
begun working together. The students have all completed the practice and are now ready
to move on. Great job, friends! I am so please with the teamwork and conversations I
was hearing. (Transition to assessment)
III. Assessment: The students will complete a worksheet as an assessment check
(attached). The worksheet will have a plant on it and the students will use the word bank
at the bottom of the worksheet to label the parts of a plant: stem, roots, flower, and leaf.
Okay boys and girls, we are now going to see how much you have learned about the
parts of a plant. I want to see how much you have learned individually toady. Please sit
quietly as I hand out the worksheet. The teacher will pass out the worksheet to each
student and then give directions. Now that everyone has a worksheet, please look at the
directions and listen quietly. Please use the word band at the bottom of the worksheet to
label the parts of the plant. Please write the word on the line next to the plant part and
make sure your handwriting is clear, so I can see what you wrote. Does that make sense
before we get started? Any questions? Okay, great! When you complete the worksheet
please place it in the blue basket at the back of the classroom and move to the classroom
library and read quietly till all of the class has completed the worksheet. Okay? Great.
Go ahead and begin. The teacher circulates the room and watches to see if students are
following directions and understanding the directions. Students complete the worksheet
and move quietly to the classroom library and read till everyone has completed the
worksheet. (Transition to Closure)

IV. Closure: The teacher will have the students come to the carpet and close the lesson.
Okay boys and girls, it is now time to end the lesson for the day. Would you please quietly
walk to the carpet? Thank you! So, as you can see boys and girls, I have a picture of a
plant right here? The teacher shows the students the picture of the plant. If I call your
name I would like for you to tell me what part of the plant I am pointing at. I will label
the parts as we name them off. Okay? Good, lets begin. Teacher calls on a variety of
students to complete answering the parts of the plants. Excellent job! Now boys and girls,
I have a special treat for the class. We are going to go outside and do what we just did,
but with a real plant!! How does that sound? Great. Lets line up at the door and quietly
walk to the outdoor play area. The students and teacher walk to the outdoor play area and
find a plant to identify its parts and that will conclude the lesson.
Materials and Resources:
Materials:
Crayons/Pencils
Glue Stick
Daily Science Journals
White Paper (t-chart/note taking)
Class Plant for Observation
Parts of the Plant Worksheet (Attached)
Construction Paper Plant to Label (End of Lesson)
Labels for Construction Paper Plant:
o Flower
o Stem
o Leaf
o Roots
YouTube Clip:
o https://www.youtube.com/watch?v=X6TLFZUC9gI
National Geographic Readers: Seed to Plant
Yellow Construction Paper
Baggy Plant Parts: Cut Out (Image Below)
YouTube Plant Song:
o https://www.youtube.com/watch?v=N-l-gsWOKzk
Differentiation Strategies (including plans for individual learners):
H- The teacher will provide students who are classified as higher-level learners with more
complex books and information about plants and there parts. These resources will go in
depth further about the parts of the plant and wont cover just the basics. The teacher will
also use higher-level questioning for the students for need a push and will put them
throughout lower-level groups to be a resource for those students.
L- The lower-level students will be dispersed in groups with higher-level students who
will help them throughout the practice when they will be organizing the plant parts in
order and gluing them on the construction paper. The lower-level students will also be
given an opportunity once they have taken the formative assessment and review what
they did wrong. The teacher will talk to these individually and review with them one-onone.
Data Analysis:
Reflection:

Samford University
Design for Learning

Opportunity for Practice: Group Identification

Name: ______________________

PlantParts

Date: _______________________

Construction Paper Plant (Closing):

Students will help the teacher label the construction paper
plant in the closing of the lesson plan.