Lesson 1

ED 345 Calvin College Lesson Planning Form
Teacher: Julia Lee Date: Subject/ Topic/ Theme: Science- Plants
I. Objectives
What is the main focus of this lesson?
To learn about seeds- the different parts of the seeds and their functions.
How does this lesson tie in to a unit plan? (If applicable.)

This lesson will serve as the opening lesson to the unit on Plants, by learning about seeds which is how all plants start out.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
MI.OL.2.22 Describe the life cycle of familiar flowering plants including the following stages: seed, plant, flower, and fruit.
Students should be able to:

- Name and label the three parts of a seed.
- Describe the functions of each part of the seed.
- Keep track of the growth of their seeds and record them on their plant journals.
II. Before you start
Not much prerequisite knowledge is required for this lesson, since this lesson will be the
Prerequisite knowledge and skills. introductory lesson to the unit on plants.
Students should be able to read and write.
Assessment
Formative assessment: students will work on the ‘Label the Seed’ worksheet.
(formative and summative)
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Visual and auditory- students will see the Each student will get a chance to cut open Each student will be planting their own
PowerPoint I made about the seeds, and a seed so that they can have first-hand sunflower seeds and grow them. This will
also will hear verbal description. experience (instead of simply seeing the engage the students since they now have
teacher do all the work). individual responsibilities to care for their
plants and record plant journals.
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Persistence
Options for Comprehension Options for Executive Function Options for Self-Regulation
- Anchor chart (big poster paper)
- Sticky notes
Materials-what materials (books, - Lima beans (that have been soaked up in water)
handouts, etc) do you need for this - ‘What is inside a seed’ PowerPoint
lesson and do you have them? - ‘Label the seed’ worksheet
- Elmo/projector
- Students should have their own pencils and erasers
Do you need to set up your No specific arrangement needed for this lesson. Students may stay seated in their groups of
classroom in any special way for four.
this lesson? If so, describe it.
III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
Motivation
7 (Opening/ - Introduce the unit to students. Tell students that we will
minutes Introduction/ be learning about plants.
Engagement) - Create a class anchor chart on plants (as shown in the
picture).
- Have each student write on a sticky note what they think
they know about plants (do not correct them yet), come
to the front and stick them on the chart.
- Read out a few to the class.
- Tell the class that plants start as seeds (hopefully one of
the sticky note will say this).
Development
Part 1:
15 - Do lima bean investigation (this should have been soaked in water from the morning)
minutes - Teacher will show the demonstration first, and then students will get to take off the seed coat
and cut it open to see what is inside.
- Ask questions: “Do you know what these parts are called?” “What is the job of this?”
- Show ‘What is inside a seed’ PowerPoint, and go through the components of seeds- embryo,
seed coat, and the endosperm. Talk about the job of each part.
- Students complete the ‘Label the Seed’ worksheet.
Part 2:
15 - Students get to start growing their sunflower seeds in zip locks.
minutes - Before they put seeds in the zip locks, hand out plant journals. Explain that we will use these
to record how our seeds change as they grow.
- Have students do their first recording on the seeds.
- Teacher will show how it should be done.
1. Place a hand towel in the zip lock.
2. Pour some water over it.
3. Then place 3 seeds inside, separated from each other.
4. They will bring it to the teacher who will tape the zip locks on the window.
- Go around and help those who need help.
- Journal recordings will be made every other day, since it will be tricky to spot the differences
every day.
5 Tell students to put away their journals and keep it safe in their desks.
Closure
minutes Instruct students to clean up. Give incentive by saying that the group that gets done first will receive
treats.
Your reflection on the lesson including ideas for improvement for next time:
At the beginning of the lesson when I asked them to write down on sticky notes what they know about plants, I could have let
students discuss in their groups about what they know about plants instead of making it an individual work. This would have given
them the opportunity to voice their opinions and help keep them more engaged in the lesson.

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ED 345 Calvin College Lesson Planning Form

Teacher: Julia Lee Date: Subject/ Topic/ Theme: Science- Plants

How does this lesson tie in to a unit plan? (If applicable.)

Students should be able to:

II. Before you start

Students should be able to read and write.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

III. The Plan

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