Geneva Lesson Plan Science 3

LESSON PLAN
Name: Date: Lesson Start and End Time:

Julia Riggle 3/20
2:40-3:20
Academic Area: Grade Level: Co-op initials with date:

Science 1st
Pre-Instruction Planning
Topic Plant Parts
PA Anchor/Standard or Standard - CC.1.5.1.B
Eligible Content
Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering
questions about key details and requesting clarification if
something is not understood.
Eligible Content - S.K-2.B.1.1.1

Describe basic external structures of animals and plants.
Lesson Objectives TSWBAT answer comprehension questions based on the story
read in class.
TSWBAT participate in classroom discussion.
TSWBAT describe basic external structures of plants, including
stem, petals, and seeds.
Materials Teacher:
Flowers
Amazing Plants Big Book
Label the Flower displayed on Promethean
Students:
Tool Boxes
Label the Flower Worksheet
Planning for Learners Differentiation:
Content: Subject will be taught using oral language, books, and
visuals.
Process: Subject will be taught using kinesthetic learning (touching
the live flower) and visual learning (worksheet of diagram of a
flower).
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Modifications/Accommodations:
Teacher prompting
Lesson Presentation
Introduction Think back to what happened in the story “The Day the Farmers
Quit.” What went wrong?
Yes, when the farmers quit, all the crops withered away causing
there to be no more food, animals, or clothes to wear.
This week, we are going to learn more about plants, how they
grow, what conditions must exist, and how they survive. Today,
we will read a short book called Amazing Plants and complete an
activity at our seats with real plants.
On the carpet, I will read the big book version of Amazing Plants.
Sequence of activities After reading the book I will ask comprehension questions.
including assessments Why do people need plants?
-medicine
-cotton for clothes
-wood for shelter
-oxygen to breathe
What do plants need?

- sunlight
-soil
-air
-water
How do plants survive?

Yes, they need to spread their seeds. Seeds are spread by animals
carrying them to different places, water transporting them across
bodies of water, and bees that pollinate.
Some plants have scents to protect them from predators or attract
pollinators. Some plants have toxic chemicals or thorns.
I will dismiss students back to their seats to complete the parts of a

flower activity and Label the Flower worksheet. I will already have
the worksheets on their desks and flowers at each of the tables.
First, I will have the students examine the flowers. Smell, feel and
look at the flower. I will ask the students to make observations
with their small groups. What color is it? Can you identify the
parts of the flower? Do you know where the seeds are? Does it
smell good?
Pollen contains nutrients that fertilize the flower. When an insect

like a bee lands on a flower, it picks up pollen and carries it to
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another flower. *I will demonstrate how a bee might land on a
flower at one table and fly to a flower at another table.* Once the
flower is fertilized, the seed is ready to be planted so a new flower
can be produced or grown from a seed.
Then, we will further examine the parts of a flower to identify the

stem, leaf, roots, and flower. I will ask each student to point to the
flower. The flower attracts pollinators for reproduction. Point to
the leaf. The leaf gets sunlight to keep the plant alive through
photosynthesis, the process of converting light energy to chemical
energy. The leaf helps give the plant energy from the sunlight.
Point to the stem. The stem transports water to all parts of the
flower and supports the weight of the flower. Lastly, point to
where the roots would be. The roots are like anchors in the ground.
The roots absorb the water and minerals from the ground.
Students will be assessed on participating in classroom discussion

with 100% accuracy.
Students will be assessed by completing the Labeling the Flower
worksheet with 100% accuracy.
Students will be assessed on answering 3 out of 3 comprehension
questions based on the information from Amazing Plants with
100% accuracy.
Lesson Wrap-up Finally, I will collect the flowers and ask the students to complete
the Label the Flower worksheet. Once finished labeling, the
students may color the flower and the teacher will check their
work.
Self-Evaluation This lesson was overall very well. I know for a fact, students love
science. Today we had so many great discussions about plants.
After I read the Amazing Plants we answered questions like “How
do they survive?”, Why do we need them?”, and “What sustains
them?” The students love science because they are surrounded by
it and are therefore able to make many connections. I brought in
live flowers so the students could each look and investigate a
flower’s structure. I had one student model what a bee does to the
flowers outside. The student went around to each table and
pretended to land on the flowers. This student I purposefully chose
because he has so much energy and absolutely love attention. The
student ran around the room and was able to use his energy for
good. Next, the students completed a “Label the Flower”
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worksheet that was a diagram of a flower with a word box. The
students completed this independently, then checked answers with
the whole class. The students came to the Promethean board to
write their answers and the student signaled with their hands if
they agreed. Bringing in actual live flowers, captivated the
students’ attention. The students enjoyed the activity.
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LESSON PLAN

Name: Date: Lesson Start and End Time:

Academic Area: Grade Level: Co-op initials with date:

Eligible Content - S.K-2.B.1.1.1

What do plants need?

How do plants survive?

I will dismiss students back to their seats to complete the parts of a

Pollen contains nutrients that fertilize the flower. When an insect

Then, we will further examine the parts of a flower to identify the

Students will be assessed on participating in classroom discussion

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