Morgan Giroux

Kindergarten Plant Lesson

Standards:
Indiana Science Standards:
K.3- Observe living organisms, compare and contrast their characteristics, and ask
questions about them.
K.3.1- Observe and draw physical features of common plants and animals.
K.3.3- Describe and compare living plants in terms of growth, parts, shape, size,
color, and texture.

Indiana ELP Standards:

Writing:
K.5- Language minority students will listen, speak, read, and write to describe and
explain familiar objects, events, and experiences.
K.5.1- Beginner (Level 1): Create pictures of familiar objects.
K.5.3- Beginner (Level 1): Describe the content of pictures nonverbally or with one-
to two-word oral responses.
K.5.10- Advanced (Level 4): Create pictures describing objects or events for a
specific person or persons.
K.5.12- Advanced (Level 4): Describe pictures with two- to four-word oral responses
independently.

Listening and Speaking:

K.7- Language minority students will listen and speak for specific purposes to
understand and deliver clear ideas.
K.7.2- Beginner (Level 1): Express thoughts pictorially or with nonverbal gestures
or simple high frequency words.
K.7.15- Advanced (Level 4): Describe people, places, and things with words, phrases,
and sentences.

Theme: Plants

Lesson Topic: What are the parts of a plant?

Objectives:

Language: The student will be able to draw a picture of a plant and orally
identify the parts of a plant.

Content: The student will be able to explain the concept of a seed and the
sequence of events after the seed has been planted.

Learning Strategies: Activating background knowledge, Interaction,

Supplementary materials
Key Vocabulary: Seed, stem, leaf, flower, water, sunlight, soil, roots

Materials:

Construction Paper, seed, plant, pictures of stages of plant growth, markers, pictures
of different plants

Motivation:

To build background knowledge, I will bring in an actual potted plant and ask the
student if they know what it is, then I will ask where they have seen something
similar to the plant. If the student is able to answer these questions then I know they
have some background knowledge on the subject. Next I will bring out a seed and
ask the student what it is? Then I will ask what would happen if I planted it in soil. I
will actually have a pot with soil in it. I will ask the student if they can act out what
will happen next to the seed.

Presentation:

Once the student has tried to act out the process of what happens when a seed is
planted, I will bring out pictures of the sequence of a plant growing. The student will
be asked to place these pictures in order. The higher-level student will be asked to
give a summary of each. Next, I will bring out a picture of a plant and we will talk
about the parts. First, I will talk about the roots and show pictures of the roots and
what is happening, I will compare this to other types of plants such as trees. If
possible, I will pull out a plant to show the student actual roots. Next, we will discuss
the stem. I will give examples of how the stem is similar to our bodies in that it holds
the plant up and gives it support. We will discuss the remaining parts and their
functions. The picture will have labels next to each part, as well as the actual plant
so the student has more than one example of what a plant is and where the parts are
located.

Practice and Application:

The students will have already acted out the cycle of a plant and put into sequential
order the lifespan of a plant. Next, they will be given a piece of construction paper
and asked to draw the plant with all of the parts we discussed. The students will
give a brief description of their drawing (depending on level).

Review and Assessment:

Finally, the students will be given several pictures and they will determine whether
something is a plant or not, there will also be pictures of places where plants can be
found and not be found and the student will be asked to differentiate between these
two places. Finally, I will ask the student one place where they can see plants once
Spring has started.
Extension:
If time permits the students and I will discuss what conditions are expected for a
plant to grow, such as, sunlight and watering. I will have pictures of what a person
should do who is trying to grow plants.