Science 4-15

1

Abbreviated Lesson Plan Template
Name: Nina Zabel
Content Area: Science, Big Idea 16: Heredity and Reproduction
Class Description: Grade 1
Sunshine State
Standards/Common
Core State Standards:
SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers.

Objectives Instructional activities Assessments Materials
Accommodations/
Modifications
Explain the role of
flowers in plants.
Engage: (5 minutes)
Bring students to the carpet.
Put a half deconstructed flower under the elmo.
Have students turn and talk about what they see and
why they think flowers are made the way they are.

Explore: (15 minutes)
Now that I have given you a few minutes to begin
getting interested in our topic today, flowers. I am going
to tell you that the objective of this lesson or what I
want you to learn today is the importance of flowers to
plants. We have talked about roots, stems, and leaves, so
it only makes since to also know why plants have
flowers.
Explain to students the directions and expectations:
You are going to be bees today and bees help flowers
in a very special way. By being bees you will learn why
flowers are important to plants. I will call four bees at a
time. There will be four different flowers set up at the
table. Your job is to collect sweet nectar for your hive to
make honey with. Can someone repeat those
directions?
Our nectar is going to be represented by Starburst.
Now the thing is the nectar is deep in the flower and
covered by pollen which is rather messy. Our pollen
today is represented by Cheetos. You might get pollen
on your hands when digging through the Cheetos, but
dont worry I have given you flower napkins to wipe
your hands off with. Wipe all of the pollen on one side
so you can see how much you collected.
Can someone retell me the activity were about to
do? It was a lot of directions, so I want to make sure you
got it all.
Why are we doing this activity?
Listen carefully, you must not wipe any pollen off
Formative assessment:
Checklist that tracks
correct answers to
questions during lesson.

Summative assessment:
Labeled sketches and
responses on differentiated
sheets.
Flower
Differentiated
sheets
Rubrics
Writing utensils
Computer with
internet access
Projector
Elmo
Cheetos
Starburst
Bowls
Flower cut outs
Flower napkins
Index cards
ELLs can be called on
to rephrase other
students responses
during discussion for
added repetition.
Teacher guidance is
available when students
are working individually.
ELL students and low
level readers can be
given a word bank to aid
in labeling.
ELLs can also give
their responses to final
questions verbally and be
dictated by the teacher.
Science 4-15
2

before you get to the next flower, your napkin, because
youre bees and they cant do that. Only good bees get
to eat their nectar, Starburst.
Number students one through four as you hand them
their napkins and an index card to head back to their
seat.
While the other bees are going to get their pollen I
want those of you at your seat to write a question you
have about flowers on the index card I gave you. Write
your name on the index card now.
Call numbers to come get nectar. Remind students that
they should not wipe of the pollen until they get to the
flower on their desk.

Explanation: (15 minutes)
Bring students back to the carpet with their index
cards. Collect cards and review while the video is
playing.
I am going to show you a funny video that talk about
a serious topic, pollination. Can you say pollination?
This video is going to help you reach todays goal of
knowing why flowers are important to plants.
Play the video.
Have students relate back to the Cheetos activity.
Turn and talk: Infer what would happen if there were
no bees. (2)
Have a couple of students share.
Turn and talk: Analyze the parts of a flower. Why do
you think that flowers have petals? (4)
Have a couple of students share out.
Turn and talk: Draw a conclusion. Why are flowers
important to plants?
Have a couple of students share out.

Elaboration: (5 minutes)
Use the student questions to discuss what interests
them about flowers and to go more in depth on the
topic.

Evaluation: (10 minutes)
Send students back to their desk with differentiated
sheets to label and answer.