SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

DETAILS
Collin Blaney
Science
3rd
50 minutes
Plants adapt to survive in different locations.

What is an adaptation?
What are ways that plants can adapt?
Why would a plant need to adapt?
How does environment affect plant growth?

S3.B.2.1.1: Identify adaptations of plants and animals that have helped them to
survive.
S3.B.2.1.2: Identify and describe plant and animal characteristics that are
necessary for survival.
S3.B.2.1.3: Identify characteristics for plant and animal survival in different
environments (e.g., desert, forest, ocean).

One of the three will be used

Third grade students will be able to identify the three
main parts of a plant (stem, leaf, roots) and show a
plant that has adapted to survive by drawing an
example 1/1 times.
Third grade students will be able to identify the three
main parts of a plant (stem, leaf, roots) and orally
describe how these three things have adapted to fit the
environment 1/1 times
Third grade students will be able to write in complete
sentences a brief description of two plants in two
different environments and explain the adaptions that
their leaves, stem, and roots have made.
Formative discussion involving all students, What are
some things that you saw while outside?
Ask why the plants might look the way they do in each
corresponding location after showing pictures of plants
in other locations.
Show a simple diagram of a simple plant structure
(Roots, Leaves, Stem)
Ask class tell you each part.
Discussion involving plants that we saw will survive in
other locationsshow picture examples (desert,
wetlands, underwater)?
Have students name a plant and say where they would
find it.
In Class Summative Assignment
Tell students that they have three options for
assessment,
Can draw a colored picture of a plant in an adapted
location with the stem, leaves, and roots labeled.

CK

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

They can orally describe three deferent plants in three

different locations orally and describe how the roots,
stem and leaves, have adapted
Or they can write in complete sentences a brief
description of two plants in two different environments
and explain the adaptions that their leaves, stem, and
roots have made.
b. Create original works as a means of personal or
group expression.

Student with physical inability to walk- Use the school

entrance an exit that is accessible for student. Will
setup the boundaries of where class can explore in an
area accessible to student. Will assign a walking
partner if his pace is much slower than the rest of class
to make sure he gets back to class. Will have a mossy
covered bark piece ready if student cannot bend over
to see plan.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
During attendance- have students name a plant and say
where they would find it. (Do not allow repeat locations
but repeat plants is okay)
Hook/Lead-In/Anticipatory Set
Show pictures of plants in various extreme
environments. (Desert, mountains, underwater, rocky
locations, wet locations)
Ask why the plants might look the way they do in each
corresponding location.
Big Idea Statement
To survive, plants have to change their structure to
survive in different locations.
Essential Questions Statement
What is an adaptation?

Lesson
Procedure

Reading
Materials

What are ways that plants can adapt?

Why would a plant need to adapt?
How does environment affect plant growth?
Objective Statement
By the end of today you will be able to describe multiple
ways that plants adapt to survive.
Key Vocabulary
Adaptation
PreAssessment of Students
Give each student a picture of a plant in various extreme
environments. (Desert, mountains, underwater, rocky
locations, wet locations)
Have students talk to surrounding classmates about
their plant answering why the plants might look the way
they do in each corresponding location.
Listen for mastery of idea, and take note with a
checkmark next to students name on checklist of
struggling students.
Modeling of the Concept
Show a simple diagram of a simple plant structure
(Roots, Leaves, Stem)
Ask class tell you each part.
Explain to class that we will all line up, single file at the
door and walk through the school outside to examine
the plants that have adapted to survive in the landscape
that is available. Encourage students to take mental
notes of what they will see.
Transition
Have students walk from classroom to outside area
quietly in a single file line.
Guiding the Practice
While outside allow students to browse freely in a
defined area where all students can still be seen by
teacher.
Ask leading questions while students are discovering
asking them questions regarding the essential
questions.
Provide more interest to students who you notices were
struggling in pre-assessment.
Providing the Independent Practice
Lead students to areas with obvious adaptations but
encourage individual discovery of what the adaptations
are and the reasoning.
Transition
Have students line up in a line and head back to the
classroom.
In the classrooms, students need a pencil
Coloring utensils.

Technology
Equipment
Supplies

Paper
Picture of plants in various environments for each
student
Labeled diagram of plant on projector

Evaluation of
Formal Evaluation
the
Tell students that they have three options for
Learning/Master
assessment, they can draw a colored picture of a plant
y of the
in an adapted location with the stem, leaves, and roots
Concept
labeled.
They can orally describe three deferent plants in three
different locations orally and describe how the roots,
stem and leaves, have adapted
Or they can write in complete sentences a brief
description of two plants in two different environments
and explain the adaptions that their leaves, stem, and
roots have made.
Informal Evaluation
Ask questions to class throughout lesson
Have students name a plant and say where they would
find it. (Do not allow repeat locations but repeat plants is
okay), Ask class the parts of a plant, While observing,
asking them the essential questions, asking what the
students saw on their nature walk, asking if the plants
we saw will survive other places.
Observing the conversation between students on nature
walk.
Closure
Summary & Review of the Learning
Ask question addressing all students, What are some
things that you saw while outside?
Do you think that the plants that we saw will survive in
other locationsgive examples (desert, wetlands,
underwater)?
In Class Summative Assignments
Tell students that they have three options for
assessment, they can draw a colored picture of a plant
in an adapted location with the stem, leaves, and roots
labeled.
They can orally describe three deferent plants in three
different locations orally and describe how the roots,
stem and leaves, have adapted
Or they can write in complete sentences a brief
description of two plants in two different environments
and explain the adaptions that their leaves, stem, and
roots have made.
Teacher

Self-reflection