Sample Lesson Plan

Title: Being Plants

Date: Wednesday, October 17

Suggested Time: 30 minutes

Objectives:
Students will be able to:
- identify leaves, roots, and stems as parts of plants
- describe functions of leaves, roots, and stems
- create representation of a plant and its environment by posing their bodies in plant-like formations
- clearly and concisely state the function of the plant/environment part they represent in their formation

Standards:
NSCS: C
Illinois : 12.A.2b
WIDA: Speaking: L2, L3; Reading: L4-L5; Writing: L4

Materials:
Textbooks
Science notebook
Teacher's book and notes

Procedure:
Give notes to students: students write new information in input column of paper, reaction to/reflection on new information in output column in notebooks

Leaves
-- Produce food
Stems
-- Carry water, minerals, food between roots and leaves
-- Support plant
Roots
-- Anchor plant in ground
-- Absorb water and minerals from soil
-- Store food but DO NOT make food
Fibrous Roots
-- Absorb water and nutrients from large area
-- Same size; grow long but not thick
Taproots
-- Grow straight down
-- Grows thicker as it stores food for plant
-- Absorbs water and nutrients from soil

Putting it in action:
Form a plant and its environment using yourselves (your bodies).
- Your flower should have these parts:
sunlight, water, soil, root(s), leaf (leaves), stem
- Each person needs to be able to explain his/her role as a part of the plant or its environment.
-- Model: I am the _______ and my job is to _______ for the plant.

Practice
Students write their own scripts, then practice what they will say while presenting. Students should go through their routine at least once before presenting.

Present!
Each group presents at the front of the classrroom. The order of students presenting will go from the lowest part of the plant/environment to the highest part of the plant/environment. Before starting presentations, discuss characteristics of a good audience.

Wrapping up:
Fill in your output column. What did you learn today? What did you find interesting? What was cool? What was confusing? What do you need to look at again?

Gearing Up:
- Students find key points in text independently to write in notes

Gearing Down:
- Students read functions of plant parts from book/notes during presentations

Assignments:
Read lesson 3 (p. 54-57)
- do checkpoints p. 55 #1-2, p. 57 #1-2

Notes:

Assessment:
Are students able to discuss plant parts in class? Are students using vocabulary in discussions? Are students describing plant part functions properly?
Are students able to clearly and concisely state their plant/environment part and its function? Do students speak audibly and with confidence? Do students read their definition from the book/notes, or are they paraphrasing?

Rationale:
In the interest of being consistent with the activities and flow of science class before me, students will take notes in their input/output format. They will have a chance to record any output, or reactions, they have to the new information in order to personalize it and adopt it as their own.
In order to get students out of their seats and moving as well as review and apply the vocabulary and concepts they have read about and heard from class lectures, students will create a living model of a plant. This activity will also give students the opportunity to practice their public speaking skills.

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For questions or comments, please contact Rachel Leach