Plant Lesson Plan

LESSON PLAN

Course Description

Teacher:		Course: Science		Department: science
Grade Level:	third	Total Students: 18		Date:  10/20/15
Time/Period:	35-40 minutes
Topics:

PA Common Core Standards

Referenced from http://www.pdesas.org/  for PA State approved academic standards (Grade-specific Numbers & Descriptions)

S3.B.1.1.1: Identify and describe the functions of basic structures of animals and plants (e.g., animals [skeleton, heart, lungs]; plants [roots, stem, leaves]). S3.B.1.1.2: Classify living things based on their similarities and differences S3.B.1.1.3: Describe the basic needs of plants and animals and their dependence on light, food, air, water, and shelter. S3.B.1.1.4: Describe how plants and animals go through life cycles.

Objectives

Objectives correspond with PA State Common Core Standards listed above (SWBAT…)

SWBAT: label roots, stems and leaves. SWBAT: name what plants need to survive

Lesson Introduction: (5-7 min)

(Activate background knowledge & set purpose)

I will start this lesson off by reading my students the poem the little brown seed. This will activate their background knowledge and get them interested in what we will be learning about. Next I will begin to prompt the students by asking my class if they know what plants need to survive.

Activities/Procedures: (25-30min)

Lesson Plans are conducive to student achievement and focus on PA State CC standards and objectives

 

We will go over the plants cycle and how it survives in nature. I will model different plants for them and tell them what it does to survive and the things it needs. Students will then be given a plant at random. They will then be asked to write a story about it, describe it, and be creative.

Closing& Assessment: (5-7 min)

I will then ask my students what do they think will happened if they do not water their plants or what if they do not get enough sun light. I will then explain that plants need sun and water just like we need water and food to survive.

Assessment Procedures: (check all that apply)

Structure should simulate PSSA testing format to assist with PSSA test prep

Formative				Summative
	Guided Practice		Participation		Unit/Chapter Test		PSSA Type Questions
	Enrichment		PSSA Type Questions		Oral Presentation		Notebook Check
	Homework		Notebook Check		Research Project		Authentic Assessment
	Group  Work		Authentic Assessment		Technology		Other:
	Rubric		Other:		Rubric
	Independent Practice				Portfolios

Materials/Resources

List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets

	Text Book:		Other:  paper, markers, poem
	Graphic Organizer/Handouts(s):
	Technology:

Accommodations

(IEP/Child specific)

Sarah has a hard time writing you will have to help her label

Differentiated Instruction

(Easier/Support & Harder/Enrichment)

Have the plant already labeled and they just have to color - easier	Bring in all different types of plants and make them guess what type of plant it is

Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles

Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful

Ø  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.

Evidence/Reflection:

INTASC 2: Child development and learning theory

Ø  The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Evidence/Reflection:

INTASC 3: Learning styles/diversity

Ø  The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Evidence/Reflection:

INTASC 4: Instructional strategies/problem solving

Ø  The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Evidence/Reflection:

INTASC 5: Motivation and behavior

Ø  The teacher uses an understanding individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagements in learning, and self-motivation.

Evidence/Reflection:

INTASC 6: Communication/knowledge

Ø  The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Evidence/Reflection:

INTASC 7: Planning for instruction

Ø  The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Evidence/Reflection:

INTASC 8: Assessment

Ø  The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Evidence/Reflection:

INTASC 9: Professional growth/reflection

Ø  The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Evidence/Reflection:

INTASC 10: Interpersonal relationships

Ø  The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Evidence/Reflection: