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UH COE Lesson Plan Template (Inquiry Lesson)

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Name of Teacher
Nicole Drake
Candidate

Lesson Overview
Grade Level Kindergarten
Estimated Time Needed 50 minutes
In this lesson, students will expand their knowledge about plants and learn how to
Lesson Description clearly identify the parts of plants. The main parts that they will need to identify are
the roots, stem, and leaves.
Science content:

(K.10) The student knows that organisms resemble their parents and
have structures and processes that help them survive within their
environments.

(b.) Identify parts of plants such as roots, stem, and leaves

(K.2) The student develops abilities to ask questions and seek answers
in classroom and outdoor investigations. The student is expected to:

Content Area Standards (d.). Record and organize data and observations using pictures,
numbers, and words; and

Non science content TEK:

(15) Writing/Expository and Procedural Texts. Students write


expository and procedural or work-related texts to communicate ideas
and information to specific audiences for specific purposes. Students
are expected to dictate or write information for lists, captions, or
invitations.

Technology Standards N/A


The student will be able to identify parts of plants such as roots, stem, and leaves.
Objectives The students will also be labeling the three main parts of the plants by writing the
words out.

Resources/Materials/Tools
Terms/Vocabulary Plants, flower, stem, roots, leaves
Smartboard
- Video “Parts of A Plant”
Technology Resources
https://www.youtube.com/watch?v=T10p473IlWo

- Real plant examples; flower, vegetable, grass, weeds


Other Resources - Chart paper
UH COE Lesson Plan Template (Inquiry Lesson)
- Different colored construction paper
- Glue
- Pencils
- tape

Lesson Procedures
Describe
how each
stage of the
lesson will
be
managed,
including
role of
A step-by-step description of the scope and
teacher and
sequence of lesson activities, with estimated time
learners
on task noted in parentheses for each step. In
This template (who is
other words, completely describe the flow of the
is built on the lesson-the content to be presented, and the
doing what
Cite specifically what resources for this activity
traditional at each
strategies to be used. Include actual words you will will be used, and describe in detail how they
point),
“Madeline use and questions you will ask students. Consider
location
will be used.
Hunter” items such as: parts of the lesson that might be Note who will be using the tool and in what ways.
(e.g.,
difficult, and how you will know whether you can go Note any safety considerations needed.
lesson classroom,
on; how to ensure that students completely
structure. understand directions before releasing them to work
computer
lab,
independently; and what students will do if they
outside),
finish their work early.
and any
special
considerati
ons, such
as for
differentiate
d
instruction.
- Before explaining the objective, -Students
the TW ask students to use a will be at
paper and pencil and draw a their
picture of a plant. After about 5 tables
minutes, the TW let students using
share their drawings with one their
another at their group table and pencil
Engage
discuss why they chose their and
(Engage
drawing. The TW be walking papers to
student
around the room to observe draw their
thinking,
students drawings. After a few pictures
access prior
minutes of discussion, the and
knowledge)
students will give their group share
leaders their drawings and pass with their
them to the teacher. groups.
- After, the TW explain the The TW
objective while students are at walk
their tables and have a student around to
explain back what they are going observe
UH COE Lesson Plan Template (Inquiry Lesson)
to do. their
drawings.
-The
students
will be at
their
group
tables
- The TW put real plants at each table for making
the students to explore and observe. One observati
table will have a flower, vegetable, weed, ons with
and grass. The students will need to use the plants
their senses to observe the plants and and using
talk to their table about their their
observations. senses to
- Have students rotate the plants help
Explore
to the next table after 2-3 describe
(Collaborativ
minutes of observations. them.
e and hands-
- The TW ask questions like, The
on)
- “ What do you wonder about the teacher
plant at your table? What do you will walk
notice about it?” around
- Once students get their original and
plant, have a student from each prompt
table group stand up and tell the students
rest of the class about the plant to
that was on their table. discuss
with their
group
and
describe
their
plants.
- The TW remind students about -The
their objective and what is students
expected of them. After students will be
Explain return their plants. The teacher will seated in
(student and now play the video front of
teacher “Parts of A Plant” by: Jack the smart
discourse, Hartman. board
teacher https://www.youtube.com/watch?v=T1 and sit -Video source
modeling, https://www.youtube.com/watch?v=T
0p473IlWo criss
vocabulary - Once the video is over, the 10p473IlWo
cross
instruction, teacher will make ask students while
clarify what they learned or heard
watching
misconceptio from the video. After calling
the video.
ns) on students, the teacher will
now begin the anchor chart. They will
- “ Now we need to label parts also be
of our plants from earlier.” actively
UH COE Lesson Plan Template (Inquiry Lesson)
The TW tape a plant to the participati
anchor chart and show the ng in
class the paper cut outs of the filling out
words root, stem, and leaves. the
The teacher will call on anchor
students to help label the parts
chart and
of the plants and have them
walk up to the anchor chart to making
point where they think the connectio
label goes and explain why it ns.
goes there.
- For each response, the TW
reinforce their explanations
and can call on other students
to help if needed.
- The TW say, “ Okay now that
we have seen some examples
of plants and how to label their
parts, let’s go ahead and have
our own plants and label their
parts. We will label our parts
of our plants by writing the
words.” The TW have a
student explain what they are
going to do next.
- The TW have students sit at their - The
group tables and then will begin students
passing out the construction will be at
papers to each student. The TW their
have prepared cut out pictures of tables for
different types of plants and pass this
them out to each table. The TW portion of
first model their example before the
they begin. lesson
- The TW show on the smart board and will
Elaborate
their construction paper with their be
(Extend or
plant glued on it and have it picking a
apply the
clearly labeled by it’s three main picture to
learning to a
parts. The TW explain that they glue onto
new setting;
are going to choose a plant to their
active and
label and glue it to their constructi
collaborative)
construction papers. After, they on paper
must label the three parts of their and
plant. They must write what part begin
is the roots, stem, and leaves. labeling
- After the students pick a plant it’s parts.
and begin labeling, the teacher They
will walk around the room to must also
check for understanding. The explain
teacher can ask questions like: their
- “ Why did you pick this plant and choices
UH COE Lesson Plan Template (Inquiry Lesson)
how do you know it’s plant? “ and why
- “ What part is this and why?” they
- “ What if you had this plant believe
instead? Would the parts be that label
different or the same and why?” fits that
- “ Is this different from the drawing part of
you drew at the beginning of their
class? Why?” plant.
- After about 10 minutes, the
teacher will then tell students to
stop and call on students to
explain what they did today.
Depending on the time, the
students can share their
pictures/labels to the class.
- As an exit ticket, depending on
- The
the time or can be continued for
students
the next day in class, the teacher
are at
can pass out a small paper with a
their
plant and it has a word column
Evaluate tables for
next to it with the words roots,
(Students this
stem, and leaves. The students
demonstrate portion of
must draw a line to match the
their the
words with the correct part of the
understandin activity
plant they have. The teacher can
g. How will and must
walk around and question
you know use their
students on their choices and
what they’ve matching
check for understanding. This
learned?) skills to
can be about 5 minutes long or 8.
complete
- If there is no time, the teacher
their
can simply ask students about
workshee
what they learned today from the
t.
lesson.

Plans for Differentiated Instruction/Accommodations


The teacher could differentiate during the lesson by having the student receive proper
Special assistance from the special education teacher during the class work. For special education
Education students, visuals are also a huge factor with helping them make connections with words and
Students real life objects. Depending on the type of materials, the teacher should make sure they are
appropriate for the student to use.
Having clear pictures with labels and visuals displayed of the important vocabulary words
English
helps ELL students make connections with the words they are hearing. The ELL aid could
Language
assist as well, but the teacher could clearly make the sounds the letters make within the
Learners
words that are the major focus.
The teacher could have students label more than one picture on their construction paper if
Gifted and
they are already done with their first one ahead of time. They could even label their plant
Talented
drawing from the start of class and explain why it has those parts.
For students who are not making proper connections, the teacher can provide them with
Other:
several other examples of plants with labels and show them the similarities.
UH COE Lesson Plan Template (Inquiry Lesson)

Potential Challenges/Plan B
If the video or smart board is not working, the teacher could read the book “tops and bottoms” by Janet Stevens.
This could also help fill out the anchor chart.

Notes and Credits