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a. Important Facts: Plants need sunlight, water, air, and soil to grow. There are many types of
plants. They have five main parts: seeds, roots, stem, leaves, and flower. They make their
own food.
b. Key Concepts: Plant growth, plant parts, and basic needs of organisms.
c. Skills students need for lesson and skills taught: Students need to be able to think critically,
compare and contrast, and use listening skills to learn a new song.
I.
Demographic Information
The following should be given:
a. Student Teachers Name: Laila Ali
b. Grade Level: 1st
c. Topic: Plants
d. School: Washington Elementary
e. District: Wyandotte
f. Lesson Plan Title: Plants Introduction
g. Duration: (estimate how long your lesson will take to teach): 45 minutes
II.
Objectives
SWBAT listed and should demonstrate the following:
-Identify the basic needs of a plant (sunlight, water, air, and soil)
-Identify the five parts of a plant (seed, roots, stem, leaves, and flower).
III.
IV.
- https://www.youtube.com/watch?v=sXrnHff2Kjc
- Discovery Education
- Gibbons, G. (1993). From Seed to Plant. New York: Holiday House Inc.
c. List technology: computers, smartboard
d. Bibliography
Gibbons, G. (1993). From Seed to Plant. New York: Holiday House Inc.
https://www.youtube.com/watch?v=AfTp1ObzNHM
https://www.youtube.com/watch?v=sXrnHff2Kjc
V.
Ask students what did you learn from the video? What kinds of parts of a plant
did they talk about? How do the different parts of a plant work together?
3.
4.
5.
6.
7.
8.
Evaluate: Once you go over the song of the parts of a flower, pass out the
flower parts worksheet.
-Explain to students that they will label each part of the flower by cutting and
pasting the parts to the correct section.
-Go over the scissors rules. They should only use the scissors to cut out the
words and then put them away. No waving scissors around or throwing them
across the table. If they have to give them to someone, they hand them with
the handle pointing towards the other person.
-Collect their papers and assess understanding.
-Tell students, You did a great job today! Can someone tell me what we
learned about? Pick five students to share. Ok great! Tomorrow we will talk
more about plants.
Type(s) of Teaching Described
a. Direct Teaching: I will explain to students the five parts of a plant
and teach students a short song that will help them remember these
five parts. I will also facilitate discussion on how plants are the same
and different. Students will be able to tell me what they already
know about plants and I will use that information to guide
discussion.
Cooperative Group Teaching: Students are in six different groups. As they
work on their worksheet, they will be able to help each other read the words.
I will walk around and help students who are having trouble identifying
certain parts of a flower.
Method of Practice
a. Guided Practicestudents will practice labeling the parts of a
flower through a worksheet I will provide for them. I will walk
around and help them understand the concept if they are struggling.
b. Independent PracticeThe worksheet will be worked on
independently. Students who need help will raise their hand but
otherwise, it is meant to assess their understanding of the material.
Your RoleDescribe your role.
a. Modeling: I will read the directions for the worksheet and show
students where to cut out the words. I will model how to read the
words by chunking and blending.
b. Facilitating: I will walk around the room to observe how students
are working. I will look to see if students are correctly identifying the
parts of a plant. If they are not, I will stop and repeat the material we
covered and help guide them towards the correct answers.
How Will You Integrate Across the Curriculum?
Students are using their gross motor skills to cut and paste. They are also
reading the words and using decoding skills to read each part of the plant. We
also incorporate music into the lesson by singing the plant parts song.
Closure
a. How you will help students summarize what they have learned
I will ask students to tell me one thing they have learned in the
lesson. Students would be able to share what new things they have
learned about plants.
VI.
VII.
incorrectly, I will write the correct answer for them and review with them in
small group the next day.
2. How were the objectives/outcomes reflected in the students work?
Students were using the terminology to identify the five parts of a plant. The
worksheet builds on what they have learned in class through discussion and
the song they learned.
Methods of Assessment and Evaluation utilized, such as (these are suggestions):
Questioning
a. How will you monitor learning using some of the examples above?
I will ask questions to see what students know, and what they have learned. Students
will also work on a worksheet that will help me assess their learning.
b. What did the students learn? How do you know?
Students learned about what the plants needs to survive and the five parts of a plant. I
know this through questioning them and the worksheet they worked on in class.
c. Did assessment and evaluation provide evidence of student learning (e.g.,
oral/written report, visual representations, or viewing a technology
presentation)?
Yes, the discussion I had with them showed evidence of student learning. The k-w-l
chart also shows evidence of learning along with the flower parts worksheet.
d. How you will give feedbackis it written, is it verbal?
I will give both verbal and written feedback. Students will have verbal feedback like
great and awesome when they answer questions correctly. I will also write
positive feedback on their worksheet if they have the correct answers.
e. How will you help students summarize what they have learned and prepare
them for the next lesson?
We will have a discussion at the end of the lesson to talk about what we have learned.
Students will get a chance to share their ideas and hear their classmates share ideas as
well.
f. Does your evaluation match your objectives?
Yes, my evaluation matches my objective.
Teacher Reflectiondone AFTER teaching the lesson to help you gain insight into your
practice and help you make adjustments in your teaching.
This is completed after teaching the lesson and is meant to help you gain insight into your
practice.
a. Reread your objectives. Were your objectives supported by the outcomes you
observed?
Yes, my objectives were supported by the outcomes observed. Students were able to
identify the parts of a plant and tell me what plants need to grow.
b. What do you think worked? Why?
The song and the worksheet really helped students understand the material. It made
the lesson hands on and fun for them. It allowed them to move around and learn the
lesson in an engaging way.
c. What did not work? Why?
At one point, the camera froze up. I wasnt able to use it for five minutes so I used
the whiteboard instead and drew a picture of the flower on the whiteboard. Students
were able to see the various parts and come up to label the various parts.
d. What could you do differently to make the lesson more successful?
I could have incorporated more informational videos to help reiterate information
they are learning in this lesson.
e. Which student teacher standard/standards did you demonstrate during the
lesson?
I demonstrated standards 4 and 6. I made sure the content was grade appropriate and
that I was giving them the information they needed to understand the concepts. I also
demonstrated standard 6 because I used an assessment that would allow me to gauge
the effectiveness of the lesson and whether or not students understand the material.
f. Did some things happen for which you were not prepared? How did you react?
Yes, the camera did not work so I was not able to finish showing students the picture
of the sunflower. I ended up using the whiteboard and drawing my own version of a
sunflower. I labeled the parts of the flower and asked students to repeat after me.
g. Identify three things you think went well with the lesson and why.
1. The K-W-L chart was really good. It helped me see what students already
know and what they want to know about plants. It also helps students gather
their thoughts and write down (as a class) what they have learned after the
lesson. We will add to this chart all through the unit and use it as the classs
final assessment.
2. The plant parts song went really well. Students loved moving around and
singing. It was fun and engaging for students and it helped get them moving
after our discussion.
3. The worksheet was another aspect that went well. Students were able to cut
out and paste the words without any trouble. Students followed the rules and
did really well cleaning up afterwards.