Pre-service Grade(s) School/Mentor Teacher (if

Teacher: Pretti Bell- : 2nd applicable): Donna

Love grade Gwartney

Subject area(s): Unit Lesson Title: Parts of a plant

Science Topic/Theme:
Organisms and
Environment
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
(2.2.B.) plan and (C.2.E.) use (I.1.E.) Use several modes of
conduct descriptive visual, contextual, expression to describe or
investigations such as and linguistic characterize natural patterns
how organisms grow. support to and phenomena. These modes
(2.9.A.) identify the enhance and of expression include
basic needs of plants confirm narrative, numerical, graphical,
and animals; understanding of pictorial, symbolic, and
increasingly kinesthetic.
complex and
elaborated spoken (3.C.1.) information in
language. appropriate formats for various
audiences.
(G) understand
the general
meaning, main
points, and
important details
of spoken
language ranging
from situations in
which topics,
language, and
contexts are
familiar to
unfamiliar
 Lesson Objective(s)/Performance Outcomes
Students will be able to describe how a plant grows.
Students will be able to illustrate parts of a plant.
Students will be able to build a plant using the correct names
for the parts of a plant.

Assessment (Description/Criteria):
Students will complete a ten-question assessment about parts of a plant and
what a plant needs to grow.

Materials and Resources:

Cupcake holders
Popsicle stick/ green straws
Leaf cut out
Brown yarn
Seeds
Glue
Scissors
Flower labels
YouTube
Assessment worksheet
Crayons
Pencils
Anchor chart (2)
Management of the Instructional Environment
Whole class instruction
Whole class and partner discussion
Supervision by teacher, maintaining limited attention spans, using attention-
getting signals, teaching expected classroom behavior, visually displaying
students positive and negative behaviors, Maximizing proximity control.

Technology Integration
Elmo to show things on the projector
Computer YouTube song

Diversity and Equity (Accommodations, Modifications, Adaptations)

. Allow students more time to answer questions and complete activity.
. Check for understanding after every instruction thats given.
. Directions will be repeated for clarification.
. one on one instruction for those who need further assistance.
. students will be provided with fill in blacks/ some completed for them.
. students will be prompted to work on step at a time.

Activities/Procedures

Engage:
A student will be selected to read the lesson's objectives and how they will
know they have been achieved.
As a class, we will discuss, review, and match parts of a plant.
Students will learn the parts of a plant with the plant anchor chart.
The students will then help create a anchor chart on things a plant needs to
grow.
Explore:
Students will observe the anchor chart of the parts of a plant.
Students will stand and based off their observations students will move like
each part of the plant.
Students will talk with a partner about what they saw and why they moved in
that way.
Students will share their observations with the class and share what each part
of the plant reminds them of.

Explain:
Explain to the students that they will be creating their own parts of a plant flip
book.
Explain to students that they will be using seeds, pipe cleaners, popsicle sticks,
and much more to create their own flower.
Inside each flap in the book the students will write a brief description of what is
reflected on the outside.
Explain to the students that they will be representing the parts of a plant using
other resources.
Explain that they will name the parts of the pictures on the outside of the flap.
Elaborate:
Students will be instructed to finish up their parts of a plant flap book.
Students and teacher will go each part of the flap book to make sure everyone
understands as a class.
When students are all complete with their flap book students will then listen to a song
that will help them better understand parts of a plant are why they are so important.
Evaluate:
Students work will be observed while they are working to avoid any
misconceptions.
Students will complete a ten-question assessment to evaluate their
understanding.
Students will the say the objectives and what they are now able to do after this
lesson.

Reflection
What worked: What parts of the lesson led to engagement and student
learning?
The students were engaged in the beginning of the lesson when they were exposed
to the anchor chart and allowing the students to make their own connections. As a
class the students discussed the vocabulary words that was apricate for the lesson.
The students clearly understood the objectives of the day to help better understand
what they would be doing and what they should walk away with. The students knew
they needed to provide quality work for the flip book. Students did great when
listening to the video about plant parts and the song about what plants need to
grow. Having hand motions and sign language helped the students better
understand what a plant needs and something that they can use in their everyday
lives. The students really enjoyed pretending that they were eat part of a plant and
coming up with their own motions to help them understand. I personally believed
everything went great during the lesson I felt that everyone was engaged
throughout the lesson and everyone enjoyed creating their own motions and
learning new sign language and creating a flip book of many materials. During my
lesson, I gave verbal description of all components, my interactions were clear and
instructional activities were organized. I feel that what I had planned for the lesson
worked just fine in my favor.
Improvements: How can you increase student learning, engagement, etc.,
next time you teach this lesson?
If could teach this lesson again I would ask higher level questions to get the
students more involved. I think its important to allow students to make connections
to things around them, the students could make personal connections by making
their own song t help them better understand. I will make sure that I explain all
directions the first time I give them out so that students didnt ask a lot of question,
or I could have them ask a friend at their table before asking the teacher. I could
make sure the students are engaged more by allowing them to create their own
anchor chart by using them to write it down on the anchor chart, or allowing them
to place their sticky notes to create the chart. The next time I teach this lesson I will
allow my students to be even more rigorous than the time before by allowing them
to think harder. I would allow more time for students to get their work done and
make sure they fully understand whats going on. I would like for my students to
oversee asking questions and be in control of their learning. When making the
lesson plan next time I could make sure that it is easy to read and in a better format
such as bullet points instead of paragraphs. I would have a conference with my
students to go over their workbooks to may sure they fully understand and talk
about ways to improve their thinking. I would also like to use more technology and
labels to help my students make greater connection with arrays and how they are
used in the real world.
Overall Implications for your teaching: What did you learn from teaching
this lesson that can apply to other lessons?
I learned that not everyone will understand your reasoning for your lesson or what
works best for you. I also learned that there is always room for more improvement
and that not everything will go as planned to the written lesson. When teaching,
your lessons stay calm and dont show your emotions smile and push through.
Agree to disagree with others and know your students and their learning styles. I
learned that I am very organized and care a lot about my students and their needs,
by putting them first everything will go in your favor. Always do your best even
when your best isnt what you expect from yourself. I learned that Im a hard lover
for being a perfectionist and beat myself down for not meeting all the goals I have
set for my lesson. Overall I learned that being super confident about what your
teaching can go a long way, its okay to mess up because you will but push through
and make sure your students all end on the same track. Do whats best for you and
your students nothing else matters. If the students are participating in hands on
activity their engagement level increases. I will plan higher level questions during
other lessons created to set the environment for deeper inquiry. I also learned that it
is important that the student is reminded that the product needs to be quality work
every time they complete an assignment. I have learned that the students have
shown progress when applying the skills often. I learned that because I love helping
those who struggle I forget that there are some students who work hard and finish
fast. Its best to have something to challenge your students who may finish fast or
who are more advanced than some students. Stay calm and dont let your emotions
show, admit to your mistakes and let students know that its okay to mess up. I also
learned to not overwhelm your students or they will shut down on you. Its best to
take your lesson one step at a time. Think as if you are in the same seat as the
students. Make sure that you are teaching every learning style as much as you can,
having students give you examples are the best. Allow your students to do the work
and think outside of the box. I also learned to enjoy what your teacher because if
you enjoy it then so will they. I also learned that I should work on my opening and
making my time useful. I really enjoyed my time and my lesson and my kids.