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?
Students will learn about the food web and different types of plant parts that we eat.
How does this lesson tie in to a unit plan? (If applicable.)
N/A
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.SE. K.12 Describe how Earth materials contribute to the growth of plant and animal life.

Students will be able to:

- Create a food web using the given plants and animals
- Tell that all food webs start with plants, and that animals cannot survive without plants
- Distinguish between different parts of plants
- Tell what different parts of plants we eat

II. Before you start

Prerequisite knowledge and skills. Students should know that plants make their own food.
Students may have some knowledge about the kind of plants that humans eat.

Assessment
Formative assessment: questioning strategies throughout the lesson.
(formative and summative)
Pop quiz at the end of the lesson which covers materials learned during the unit.

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

RECOGNITION
Multiple Means of Representation
Options for Perception
Visual and auditory perception. Teacher
will provide verbal perception by giving
instructions or descriptions. Students will
get to see the PowerPoint.
STRATEGIC
Multiple Means of Expression (Action)
Options for action/interaction
Students will have chances to talk in their
groups to discuss their ideas and share
them with the class.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Food web activity at the beginning of the
lesson and sorting plant parts activity at
the end of the lesson will help to engage
students in the lesson.

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

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

Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?
- ‘Food Web Activity’ sheet, one set per group, cut out
- Whiteboard and marker for each group
- ‘Food Web’ PowerPoint
- Video: https://www.youtube.com/watch?v=u1-CsgYxMnc
- ‘Parts of plants that we eat’ sheet, one set per group, cut out
- Computer
- Elmo/projector
Do you need to set up your Students will be doing group work, so they can stay in their groups of 3-4.
classroom in any special 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
7-8 Motivation
minutes (Opening/
- Food Web activity. To each group, hand out one set of pictures that includes plants and some
Introduction/
Engagement) animals.
- Tell them to arrange them on their whiteboards and show the energy flow using markers and
do the demonstration on projector for them to see (for example, if they think the owl eats the
mouse, then the arrow will be pointing at the owl).

Part 1:
15 Development
- Call for students’ attention. Starting with the plant, go through the food web step by step and
minutes
show it on projector. Ask groups to correct their work if needed.
- Go through the ‘Food Web’ PowerPoint.
- “What do you notice from these food webs? What do they have in common?” Let students talk
in their groups and then share with the class. Desired answer is that they all start with plants.
- “Why do you think all food webs start with plants? What makes plants so special?” Again, let
students talk in their groups and share with class. Desired answer is that only plants can make
their own food. If students cannot arrive at the answer, prompt them by saying, “Can animals
make their own food?” “I'm not talking about how humans cook food, but can our body make
our own food?”
- Reach the conclusion that food webs start with plants because only plants can make their own
food and that animals rely on plants for food.
- Watch the video: https://www.youtube.com/watch?v=u1-CsgYxMnc
10 Part 2:
minutes
- Tell students that we eat different parts of plants, and that they will now identify which part of
plants we eat.
- Hand out different parts of plant pictures to each group.
- On the whiteboard, draw four columns: fruits/stems/leaves/roots. Have students copy it down
on their whiteboards (only one person needs to do it per group).
- Have students put the plant pictures under the correct column. As students are working on this,
walk around the classroom and ask, “Why did you put this under this column?”
- Show the correct answer on the projector and ask students to make corrections if needed.
- Ask, “Apart from fruits, stems, leaves, and roots, there is one more part of the plant that we
eat. Can anyone tell me what this is?” Desired answer is ‘seeds’. Ask students what are some
types of seeds that we eat.
 - Call out groups one by one to recycle the papers used in the activities.
10
minutes - Ask group leaders to come and collect the pop quiz from the teacher. “When you are done,
Closure
turn in the quiz at the back table and you may read to self.”
- Once all students finish, get ready for the next lesson.

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