USF Elementary Education Lesson Plan Template (S 2014)

Morris_______________________
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

Name: __Miekal

Lesson Content
SC.2.N.1.2 Compare the observations made by different groups using the same tools.
SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals,
including beans and butterflies.

What are the parts of the plant? What are the life cycles of plants?

What is the different parts of the plant in relation to the plant life cycle?

USF Elementary Education Lesson Plan Template (S 2014)

Morris_______________________

Name: __Miekal

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?

To create a lesson that syncs with the appropriate standard to describe the life cycle of
plants. Plants cover our planet and having a better idea of their parts and the roles that
they play will help students understand the plant life cycle.

Formative: Observations and group discussions

Summative: Science notebook journal entry

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

Students should have background knowledge of plants and how to how to label and draw
a representation.

USF Elementary Education Lesson Plan Template (S 2014)

Morris_______________________

Name: __Miekal

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

They must know what a plant is and what a life cycle is. The learners are the students in
the 2nd grade and should already have previous experience learning or exploring plants.

What misconceptions
might students have about
this content?

A misconception that students may have is that the roots only purpose is to hold the
plant to the ground.

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to

Lesson Implementation
Direct instruction, guided release, demonstration

Time
20-45

Who is
responsibl

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Morris_______________________
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

min

e (Teacher
or
Students)?
Teacher
and
students

Name: __Miekal

For example, in science, you would detail the 5 Es here

(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Have the materials set up prior to start of lesson

Have the students go by table to collect their science journals
Attention grabber: Engage is a discussion on what the
students already know about plants. Can anyone tell me what
they already know about plants? Looking at this flower (prop)
can anyone tell me what these parts of the plants do? (point
to stem, leaf, petals, etc)
Go over brief text about plant life cycle on ELMO
Show video The Parts of a Plant (song for kids about
flower/stem/leaves/roots) by Harry Kindergarten Music on
youtube.com https://youtu.be/ql6OL7_qFgU
Halfway through the video have the students stand up and
act out the dance moves.
After video, do a comprehension check to see what they have
learned using the prop flower
Before breaking up in their science groups, explain what the
experiment will be about. (They will be exploring a real plant,
investigating it, creating a diagram and labeling the plant
parts)
Have them write their name/ date / and label at the top of
their page in their science journals
Remind the class what each role in science group
responsibilities are.
Have them break up into their science groups and have the
materials person collect their supplies (flower, etc.,) from the
back table and bring it to their group
Working as a group, the students will break apart the plant to
identify the plant parts.
Students will then draw a picture of the plant and properly
identify the plant parts and their role.

USF Elementary Education Lesson Plan Template (S 2014)

Morris_______________________

What will you do if

Name: __Miekal

Walk around to each group to check up on comprehension,

ask higher thinking questions, and answer any questions or
concerns they may have.
Once the activity has concluded, have the materials person
from each group return the supplies to the back table and
have everyone return to their seats
At the bottom of their picture have them write 2-3 sentence
about something that they have learned.
Have the reporters from each group share something that
they found interesting.
Do a comprehension check and restate objective.

a student struggles with the content?

Offer additional support once the students start their work or offer buddy
support

a student masters the content quickly?

Have them assist other students or have them create a description next to
their labels.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students? Plants are all around us in everyday life and
each living thing has a life cycle. Plants and life cycles occur everywhere and in
every culture.

USF Elementary Education Lesson Plan Template (S 2014)

Morris_______________________

Name: __Miekal

If applicable, how does this lesson connect to/reflect the local community?
This lesson connects with the community because the community is covered
with plants and we use them to survive in multiple ways.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)? Have them assist other students or
have them create a description next to their labels.

How will you differentiate instruction for students who need additional
language support? Relate information in their native language if needed.
Provide additional support and translation when needed.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

If students seem fidgety they are more than welcome to stand while they are in their
science groups. If students need a quieter working environment, they may relocate to a
quieter section of the classroom if needed.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Computer to display youtube video and the ELMO to display images and text. The
students will need their science notes books and a writing utensil. 4 flowers in pots will
be needed so that each of the science groups and break apart the flower during their
experiment to look at the plant parts. One large flower prop to use as a demonstration of
flower parts.

USF Elementary Education Lesson Plan Template (S 2014)

Morris_______________________

Name: __Miekal