BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:
Courtney Whetzel
Subject/Grade
Level:

LessonTitle:

Unit:

DateorLesson#:

Parts of a plant

Life Processes

#9

Kindergarten
VirginiaSOL
/NationalStandard:

K.7 Students will investigate and understand basic needs and life processes of
plants
and animals.
Essential Knowledge:
Students need to know the things that a plant needs to survive, but I think that they also need to know the basic parts
of the plant and how they help the plant.
Roots- hold plant in ground, absorb nutrients
Stem- holds the plant up tall
Leaves- produce the food for the plant
Flower- makes the seeds

MeasurableLessonObjective(s):
Students will be able to correctly label the parts of the plant.
Students will be able to tell at one function of each of the parts by circling it on their worksheet.

Materials/Technologies/ResourcesNeeded:
Construction Paper-
Yellow paper for each student to trace 4 hands on, green for teacher to cut

strips for the stems (1 per student), and for the leaves (2 per student) brown for the circles (1 per
student),
Large sheets of construction paper- Orange, or Blue for students to glue the flower onto
Brown Yarn- cut into pieces for the roots
Typed plant parts labels (1 set per student)
Scissors
Pencils
Glue sticks
Crayons or markers
Flower, Stem, Leaves and Roots Video-
https://youtu.be/sXrnHff2Kjc
( If Time allows)
Computer with speakers
Smart Board or projection system
Parts of a plant Video shown through View Pure
https://youtu.be/s2r5LLy9Qaw
Document Camera to show how to put together the flower
Parts of a plant Independent practice sheet (created by the teacher one per each student)
Assessment(Formativeand/orSummative):

Students will correctly label the parts of the plant on the handprint flower that they create
2. Students will complete a Parts of the Plant worksheet and correctly identify the plant parts and their
basic function.
1.

AnticipatorySet(Hook&Agenda)

Teacherwill:

Does everyone know the head,

shoulders, knees and toes song?
Well today we are going to learn
the plant version of this song.
Teacher will go over the song once
to let tell the students what the
song is and show them the motions,
then the students will do it with
the teacher.

Studentswill:

Accommodations/
Differentiation:

Anticipated
Time:

Students will listen to the teacher

and move to the motions/ sing
along when they are directed to
do so.

23min

(See the attached handout for the

words to this song. Flower- head,
Stem- body, Leaves- hands out,
Roots- feet)

Show the
students the
motions the
first time
through and
they can join in
on the second.

Access/ReviewPriorKnowledge
Teacherwill:

Studentswill:

We have been talking a lot about

what a plant needs and what plants
look like.

Students will listen to the teacher

and raise hands to answer the
questions when they are asked.

Can someone remind me

what some of the things are
that a plant needs?
What do plants look like?

Accommodations/
Differentiation:

Anticipated
Time:

24min

Possible student answers:

soil,nutrients,space,air,water
leaves,flowers,fruit,branches

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.Thisshouldbethelongestportionofyourlesson
plan.

Teacherwill:
Teaching Process & Modeling (Content is
presented, accessed, or built):

You guys are so smart! You

remembered all of the things that a
plant needs in order to survive and
you told me what a plant looks like,
but how do plants get the things
that they need?
Turn to your
elbow partner and see if you can
come up with a way that plants
get the things that they need.

Studentswill:

Students will think about the question

and talk with their elbow partner to
come up with an answer.
After
students have had a chance to
discuss, have a few groups raise
hands to share their answers.

Accommodations/
Differentiation:

Anticipated
Time:

8-10 min

Just like we sang about in the song,

a plant has 4 basic parts. The
roots, the stem, the flower, and
the leaves.
Show the parts of the plant video
http://viewpure.com/s2r5LLy9Qaw
and stop it after each part of the
plant has been named and ask the
class what the part was and what it
does for the plant. If no one knows
the answer to the question, rewind
the clip a few seconds and watch
that part again.

Students will watch the video and

answer comprehension questions as
we go along.

Drake will be
seated closer to
the board so he
can see the
screen better.

Roots- take in minerals and water.

Anchor the plant to the ground
Stem-supports the plant
Leaves- makes food for the plant
Flower- makes seeds

Modeling & Guided Practice

Students will create their own
model/ diagram of the plant parts

Tracing their
hands for them
will save time and
keep from the
confusion of how
to do this.

Teacher will have helped students

trace their hands for this
activity earlier in the day during
center time. Students will need 4
yellow,
2 brown, and 2 green
hands traced.
Teacher will have
also already cut a green strip of
paper for the stem, and a brown
circle for the center of the
flower, as well as the leaves.
Students will need precut brown
yarn for the roots.
Each student will be given their
handprints that were traced earlier
in the day. They will then be
instructed to cut them out. Once all
the hands have been cut out, the
teacher will
show
step them
through how to assemble the plant
by first gluing down the stem, then
the roots at the bottom of the

Ayden may need

help with cutting
out his hands

Students will cut out their hand

prints and glue the parts of the plant
together as they are instructed.

10-15 min

stem (brown yarn), the leaves in the

middle(green leaves made by
teacher/ provided by teacher), and
the flower at the top (yellow hands)
and the brown circle in the middle
of the yellow hands. .
After the hands have been glued
down and the teacher has reviewed
what each of the plant parts is
again, the labels will be handed out
to the students so they can cut
them out and glue them on the
picture.
(Teacher will walk around
the room and observe how the
students are labeling these parts.
If many of them are getting
them wrong, step the class
through this labeling together as
they will be independently labeling
them on the independent
worksheet.)

Students will cut out the labels and

glue them on to the picture in the
correct spot.

If there is extra time, the

students can decorate their
flowers by adding in seeds or
grass around them.

8-10 min

Checking for Understanding/ Independent Practice:

Teacher will give the students each

a plant parts worksheet. The
teacher will read the directions and
the questions aloud to the class as
they mark the correct answers on
their sheets working on their own.
At the bottom of this sheet is a
plant diagram where students will
draw a line matching the part of
the plant to the correct label. The
teacher will point to the label and
read it aloud while the students
make their line on their paper.

Closure:

Students will complete the

independent practice worksheet on
their own while the teacher reads the
steps and the directions out loud to
them.

Reading this aloud

doesn't single out
any student who
may not be on the
same reading level
as the rest of the
class. This also
helps because it is
new vocabulary.

Teacherwill:

Studentswill:

(If time allows) The students will come

back to the carpet and do the
Flower,

Students will move along with

the video.

Stem, Leaves and Roots song with

the video this time

Accommodations
/Differentiation:

Anticipated
Time:

2min

https://youtu.be/sXrnHff2
Kjc
Viewpure link:
http://viewpure.com/sXrnH
ff2Kjc

DeclarativeSummaryStatement:
Today we took a look at the different parts of the plant and how each part
has its own job in allowing the plant to survive.We looked at how the roots anchor the plant, the stem
supports the plant, the leaves make the food, and the flower makes the seeds.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:

Studentswill:

If Technology Fails, the teacher

will just sing the song to the
students.

Accommodations
/Differentiation:

Anticipated
Time:

Instead of using the video to go

over the parts of the plant with
the visuals, the teacher will just
talk about each part of the plant
and what it does while asking the
students some of the same
questions that she would if they
were watching the clip.

Note:Attachorprovidehyperlinktoallhandouts,externaldocuments,resources,etc.