(1) Lesson Plan Format for Science Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Instructor: Alexis Halstead

Unit of Study: Plant propagation

Lesson Essential Question: Do plants have moms and dads?

Lesson Title or Topic: Introduction to plant propagation

Central Focus of the Lesson: Through this lesson students will be immersed into exploring where a plant starts. Students
will be introduced to the two different ways that plants reproduce. They will be conducting a
dissection that will help to give them hands on interaction with where life begins in sexual
plant reproduction.

Connections

1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of study

Previous Lesson (unit) Current Lesson Next Lesson (unit)

Greenhouse design Introduction to plant Sexual reproduction review

propagation

Safety

List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior to beginning each lesson.
You should identify procedures for the preparation, storage, dispensing, supervision, and disposal of science materials used in the lesson. Make sure
to attach required Material Safety Data Sheets (MSDS) to this plan.

Backpack to remain off desk and clear of aisle ways.

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

PS.02. Apply principals of classification, plant anatomy and plant physiology to plant production and management

PS.02.02.05.a Identify and summarize the components of a flower, the functions of a flower and the functions of flower
components.

PS.02.02.06.a

Identify and summarize the functions and components of seeds and fruits
PS.03.01.01.a

Identify examples of and summarize pollination, cross-pollination and self-pollination of flowering plants.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately observable
and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments you will use
to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student learning of your
specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning objectives of this
lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your assessments
and how you will expect them to use this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test you will give
later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative Assessments

The students will be able to …
(Learning outcomes to be achieved by the end of
this lesson)
Every objective should have an assessment.
Note: Use as many rows as you have learning
objectives. You must have at least one objective,
but there is no maximum number.
What formal and informal assessments What evidence, by the end of the learning
will you use during this lesson to monitor segment/unit, will show that students
whether your students are developing understand and have met your learning
the understanding/skills required to objectives?
meet the learning objective you have
identified? If you are using observation
as a form of assessment, write the
questions you will use as a guide for your
observations of students during the
lesson.

SWBAT understand the multiple ways a Students will be taking notes and Students will be given a star grade for
plant is able to reproduce. notes will be checked for their diagram of a seed.
completion.
SWBAT identify the parts of a seed.

If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?

Students will be given an additional review lesson and provided multiple attempts in subsequent lessons to gain a
greater understanding of the learning objectives in this lesson. In additional lessons, students will be able to apply
their knowledge towards hands on model they create and identify how a seed is made. In addition to creating a
model, students will be given further verbal explanation, visual explanation and have additional opportunity to ask
questions.
Academic Language Demands

Focused Academic language function

Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must know how to
do in order to succeed in this lesson. See your edTPA handbook for content specific language function suggestions. Describe the language supports
you will provide your students with to assist them in learning the academic language function in this lesson. Include how you will use students’ prior
knowledge and your teaching in this lesson to facilitate and deepen student learning of this academic language.

Identify: The students in this class have been exposed to the academic language that is used in this lesson. Students are
familiar with how to identify different plants, growing methods and additional items that are used in a greenhouse.
This lesson serves to help refresh some students and provide new information for students who may not have been in
the class in the fall. All students in this class will benefit from being able to identify individual parts and anatomy of a
plant. This will help them gain a greater understanding of the actual reproductive process interacts with other systems
in a flower.

Language demands - Vocabulary Language supports

What skill vocabulary (e.g., Venn diagram, graphic organizer, thesis How will you help students understand the verbal and written
statement) and content vocabulary (e.g., imperialism, mitosis) do language requirements to succeed in this lesson? (These should also be
students need to know in order to succeed? included in your step-by-step procedures below.)

Content: The students will be provided with both visual and hands
on application in exploring and defining the vocabulary
 Sexual, Asexual, embryo, seed coat, Food supply
discussed in this lesson. If a student is unsure of a word,
(cotyledon)
an additional definition will be provided.

Language demands – Function Language supports

Analyze, evaluate, explain, interpret, describe, predict, argue, or justify

with evidence. Describe the language supports you will provide your
students with to assist them in learning all of the academic language
functions that appear in this lesson.

Identify/understand Students should have prior knowledge of how to

identify/describe from previous lessons. If it is apparent
that a student is struggling to apply this function to the
lesson, the function will be reviewed with the student
and how it was previously applied and how it can be
applied in the current lesson.

Language demands – Graphs, Figures, Symbols, Equations, Language supports

Tables
Diagram of the inside of a seed/labeling
Language demands – Syntax
is the set of conventions for organizing words, phrases, and symbols
together into structures (e.g., sentences, formulas, staffs in music). For
example, syntax refers to the structure of a sentence—its length, word
order, grammar, arrangement of phrases, active or passive voice, etc. If
the syntax of a sentence is challenging its reader, then it is clouding the
sentence's meaning. After carefully examining the texts of your lessons,
the ways you explain key ideas, and your expectations for what you want
the students to write, determine which sentence patterns, grammatical
structures, or symbolic conventions might be unfamiliar or difficult for
your students.
The syntax in this lesson has been used in previous lessons.
Students should have the ability to identify parts of a
plant/seed. Students will also need to be able to conduct
notes based on their observation/dissection in their
agriscience notebooks. This lesson provides students with
a format for how they are to conduct their dissections.
Students will need to be able to write their notes in an
organized manner, implementing lesson vocabulary and
definitions.
Language demands – Discourse
Discourse is a distinctive communication structure and/or style specific to
your discipline (e.g. lab reports, literary analysis essays, document-based
arguments, proofs, critiques, etc.) In what discipline specific ways do
students need to communicate in order to succeed in this lesson?
Students will communicate their identification and
conclusion of hypothesis to their partner. Additionally, I
will be walking around the room monitoring student’s
discussions and asking how they resolved their hypothesis.
Students will have their partner to help support them in
the labeling and definitions of the seeds parts. I will also
be circulating the room to assist when needed and
checking the students’ notebooks for specific points and
level of comprehension during the dissection.
Language supports
For students that might struggle with the process of
identifying the seed parts in depth, they will be able to
work with a partner to collaborate their hypothesis and
other ideas during the dissection. Additionally, some
students in this class have additional support staff that
will be helping them. For students who need support in
note taking, there will be prompts to guide students
through the dissection and sentence stems to help
engage critical thinking.
Language supports
Students’ ability to apply their overall knowledge will be
supported during the following unit and in the conclusion
of sexual reproduction. In this lesson I will be checking
students understanding in their notebooks and in
monitoring conversations between students during the
dissection. Students will be supported if the I see that
they are not understanding the functions and individual
anatomy with additional explanation.
 Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires advance
preparation. Written materials should be attached to this plan.

2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that you’re prepared when the students walk into the room.

1. Prepare notes

Soak bean seeds

2. Have paper towels ready for dissection

Smartboard notes open

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will be doing. Boldface all
procedures where you are monitoring student understanding using formative assessments.

Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for lessons
should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)

0-5 min On SmartBoard  How many ways can plants reproduce?

Students will be instructed to think about the question and to come to an answer during think-pair-
share.

Time-based Lesson Planning

Time (in minutes) List the next steps of your lesson. Provide detailed description of what teacher and students will be doing. Boldface those
procedures where teacher is monitoring student understanding during the lesson. (Your planned formative assessments
from above should show up In this section as part of your lesson procedures. You should include IF-THEN-ELSE steps [e.g. IF
85% or more of the students respond to the think-pair-share question correctly THEN I will move on to the next question
ELSE I will have students form pairs and discuss their responses and then repoll the class). Write lesson plan procedures so
that another teacher could pick up your plans and actually accomplish your objectives for the class period. (Hint: The
following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will
you organize discussion, and what questions will you ask? How will you conduct a review?)

What are students doing What are you doing

5-10 Student pairs are sharing what ways they Listening, responding and writing ides on board.
think plants can reproduce.

10-15 Next, students will be give two types of Presenting notes on board to lead students into
reproduction and then transition into dissection/cover requirements of sexual
notes. reproduction.

15-25 Students will be working with their partner Transition into seed dissection. Partnering up and
to record their observations and hypothesis writing down prompts to follow through dissection.
of their seed prior to the dissection.

25-35 Dissecting seed and drawing diagram of Giving students correct parts and definitions of seed
inside with parts labeled and definitions. parts and monitoring for drawn diagrams and
Students will also be concluding their conclusion of dissection.
hypothesis.

Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them for what’s
ahead?

35-End of Class Picking up from dissection and going into greenhouse to take care of plants.

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for every student
in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1) representation, (2) action
and expression, (3) engagement).

1. This lesson is intended to provide students with multiple means of representation. Students will begin the lesson
with a question that they will be able to discuss with a partner next to them. This allows students to think out
loud and gather other students’ opinions on the question they are presented with. Students will then transition
into a few notes that will set them up for their dissection where they will be able to observe and explore a seed
with a partner. Students will be able to document their observations throughout the dissection and reflecting on
their ideas after they have created a diagram labeling all the parts of the seed.

2. Students’ expression will be demonstrated through their ability to think critically during the think-pair-share
about the opening question and in their desire to draw their diagram of the dissection.

3. Student engagement will be brought into this lesson through the dissection of the seed and critical observations
that students will be making about it.

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’ learning
specific to this lesson to help them achieve the expected learning outcomes?
Time (min) IEP / 504 Plans
8 students in class
Learning Disabilities
0-5 Students will be getting ready for
class, gathering their notebooks
and reading the opening question.
5-10 Students will be supported by
their partner in engaging in the
conversation.
10-15 Students will be monitored during
note taking and provide support
aids.
Students may also be provided
with sentence stems.
15-25 Students will be supported by
their partner in creating a
hypothesis.
25-35 Students will be monitored during
their dissection and supported in
their conclusion and drawing.
35-close Students will be supported by
their partners and monitored by
the teacher in the greenhouse.
Specific Language Needs/
Other Learning Needs
Multiple Learning Disabilities
Students will be getting ready for
class, gathering their notebooks
and reading the opening question.
These students may need
additional prompts from the
instructor or paraprofessionals in
the room to comprehend the
question.
Students will be supported by
their partner, support aid and
teacher.
Students will be reminded and
prompted with specific note
taking strategies that are assigned
with.
Students may also be provided
with sentence stems.
Students will be supported by
their partner and support aid in
creating a hypothesis.
Students will be monitored during
their dissection and supported in
their conclusion and drawing by
the teacher and support aids.
Students will be supported by
their partners and monitored by
the teacher and support aids.
They will be providing supportive
instructions for students to make
sure they take care of all
 greenhouse duties.

Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of correct responses, scoring
sheets, rubrics, or any other information that a student teacher would need to successfully evaluate student work. These can be listed here or
attached as separate sheets.

Students will be evaluated on their ability to make observations of their dissection. This learning segment is mostly
assessed through students’ notebooks. Grading their notebooks holds accountability to recording class information.
Students overall summative assessments will be how they apply their knowledge learned in the following unit when they
will be planting bedding flowers and growing them from seed. Later in the unit students will be assessed on their ability
to asexually propagate plants.

SmartBoard Notes

Types of plant reproduction:

 Sexual
 Asexual

Sexual reproduction requires:

 Flowers form
 Pollination and fertilization occur
 Seeds develop
 The seed grows into new plants

*(Write hypothesis of what inside of seed will look like)

(Pass out paper towels to students, then pass out seeds)

(make observations without touching seed!)

(peel off outside)

(break seed in half, some students may need/want knife to divide seed)

(make observations of what inside actually looks like)

compare observation to hypothesis Ask yourself:

 Was your hypothesis correct?

 If not, what was different?
(Identify parts of seed)

Inside parts of seed- have students draw seed in notebook and draw seed on
board and label diagram with students.

 Seed coat: the protective covering that surrounds the seed

 Embryo: baby plant
 Food supply (cotyledon): the material that feeds the baby plant
 (2) Lesson Plan Format for Science Teacher Education Candidates
Ithaca College School of Humanities and Sciences

Instructor: Alexis Halstead

Unit of Study: Plant Propagation

Lesson Essential Question: Do plants have moms and dads?

Lesson Title or Topic: Sexual Reproduction Parts

Central Focus of the Lesson: Students will be learning about the anatomy of sexually reproductive plants through a
hands on inquiry lesson where they will need to build their own model that
demonstrates the anatomy.

Connections

1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of study

Previous Lesson (unit) Current Lesson Next Lesson (unit)

Intro to plant propagation Sexual reproduction parts Sexual reproduction review

Safety

List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior to beginning each lesson.
You should identify procedures for the preparation, storage, dispensing, supervision, and disposal of science materials used in the lesson. Make sure
to attach required Material Safety Data Sheets (MSDS) to this plan.

Backpacks removed and in a safe place

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

PS.02. Apply principals of classification, plant anatomy and plant physiology to plant production and management

PS.02.02.05.a
Identify and summarize the components of a flower, the functions of a flower and the functions of flower components.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately observable
and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments you will use
to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student learning of your
specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning objectives of this
lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your assessments
and how you will expect them to use this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test you will give
later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative Assessments

The students will be able to …
(Learning outcomes to be achieved by the end of
this lesson)
Every objective should have an assessment.
Note: Use as many rows as you have learning
objectives. You must have at least one objective,
but there is no maximum number.
What formal and informal assessments What evidence, by the end of the learning
will you use during this lesson to monitor segment/unit, will show that students
whether your students are developing understand and have met your learning
the understanding/skills required to objectives?
meet the learning objective you have
identified? If you are using observation
as a form of assessment, write the
questions you will use as a guide for your
observations of students during the
lesson.

SWBAT identify the male and female Sticker grade for completion of
reproductive anatomy of a flower model/verbal and written explanation
SWBAT give explanation how to teacher.
reproduction in a flower works and how a
seed is created.
If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?

The students in this class have been exposed to the academic language that is used in this lesson. Students are familiar
with how to accurately identify and describe a topic that is narrowly focused and then apply that with other lessons that
allow them to demonstrate this acquired knowledge in hands on experience. If students need support in understanding
how to identify or describe the information we are learning about, they will be provided with specific examples that
relate to their content knowledge and how it can be applied to plants they are currently taking care of in the
greenhouse.
Academic Language Demands

Focused Academic language function

Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must know how to
do in order to succeed in this lesson. See your edTPA handbook for content specific language function suggestions. Describe the language supports
you will provide your students with to assist them in learning the academic language function in this lesson. Include how you will use students’ prior
knowledge and your teaching in this lesson to facilitate and deepen student learning of this academic language.

Identify and explain: The students in this class have been exposed to the academic language used in this lesson
previously. Students are familiar with how to identify different plants, growing methods and additional items that are
used in a greenhouse. This lesson is designed to allow students to explore and refresh their knowledge of plant
reproductive anatomy. Some students will be familiar with the concepts from the fall and are being paired to work with
a student who wasn’t enrolled in the fall. All students will benefit from this lesson by being able to create a visual
model that will bring dimension to the topic we are discussing.

Language demands - Vocabulary Language supports

What skill vocabulary (e.g., Venn diagram, graphic organizer, thesis How will you help students understand the verbal and written
statement) and content vocabulary (e.g., imperialism, mitosis) do language requirements to succeed in this lesson? (These should also be
students need to know in order to succeed? included in your step-by-step procedures below.)

Content vocabulary The students will be provided with both visual and
o Seapals diagram in exploring and defining the vocabulary
o Petals discussed in this lesson. If a student is unsure of a word,
o Stamens
an additional definition will be provided.
o Pistol
Language demands – Function Language supports

Analyze, evaluate, explain, interpret, describe, predict, argue, or justify

with evidence. Describe the language supports you will provide your
students with to assist them in learning all of the academic language
functions that appear in this lesson.

Identify/Explain Students should have prior knowledge of how to

identify/explain from previous lessons. If it is apparent
that a student is struggling to apply this function to the
lesson, the function will be reviewed with the student
and how it was previously applied and how it can be
applied in the current lesson.

Language demands – Graphs, Figures, Symbols, Equations, Language supports

Tables
Diagram of sexually reproducing flower
Language demands – Syntax
is the set of conventions for organizing words, phrases, and symbols
together into structures (e.g., sentences, formulas, staffs in music). For
example, syntax refers to the structure of a sentence—its length, word
order, grammar, arrangement of phrases, active or passive voice, etc. If
the syntax of a sentence is challenging its reader, then it is clouding the
sentence's meaning. After carefully examining the texts of your lessons,
the ways you explain key ideas, and your expectations for what you want
the students to write, determine which sentence patterns, grammatical
structures, or symbolic conventions might be unfamiliar or difficult for
your students.
The syntax in this lesson has been used in previous lessons.
Students will be creating a model and then need to explain
how the model works to reproduce a cell. Students will be
expected to use the vocabulary provided to them to explain
the cycle in the notebook.
Language demands – Discourse
Discourse is a distinctive communication structure and/or style specific to
your discipline (e.g. lab reports, literary analysis essays, document-based
arguments, proofs, critiques, etc.) In what discipline specific ways do
students need to communicate in order to succeed in this lesson?
Students will communicate their identification of a
flowering plants reproductive anatomy.
Students will be supported by being partnered with a
student from the fall session to help explain reproductive
anatomy. Additionally, students will be working together
to create a model that will allow them greater visual
representation.
Language supports
For students that might struggle with the process of
describing the diagram in their notes, they will be able to
work with a partner. Additionally, some students in this
class have additional support staff that will be helping
them. For students who need support in note taking,
there will be prompts to guide students through written
description of the diagram.
Language supports
Students’ ability to apply their overall knowledge will be
supported during the following unit and in the conclusion
of sexual reproduction. In this lesson I will be checking
students understanding in their notebooks and in
monitoring conversations between students during the
dissection. Students will be supported if the I see that
they are not understanding the functions and individual
anatomy with additional explanation.
Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires advance
preparation. Written materials should be attached to this plan.

2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that you’re prepared when the students walk into the room.

1. Print diagrams of plant anatomy

Make play dough

Make sure there are enough materials in the bunch-of-stuff

2. Have diagrams out

Have additional supplies out for lesson

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will be doing. Boldface all
procedures where you are monitoring student understanding using formative assessments.

Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for lessons
should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)

0-5 min Students will be instructed to get out their notebooks as then enter class. Once the bell has rung,
students will be getting into partners before beginning the activity.

Time-based Lesson Planning

Time (in minutes) List the next steps of your lesson. Provide detailed description of what teacher and students will be doing. Boldface those
procedures where teacher is monitoring student understanding during the lesson. (Your planned formative assessments
from above should show up In this section as part of your lesson procedures. You should include IF-THEN-ELSE steps [e.g. IF
85% or more of the students respond to the think-pair-share question correctly THEN I will move on to the next question
ELSE I will have students form pairs and discuss their responses and then repoll the class). Write lesson plan procedures so
that another teacher could pick up your plans and actually accomplish your objectives for the class period. (Hint: The
following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will
you organize discussion, and what questions will you ask? How will you conduct a review?)

What are students doing What are you doing

5-10 Students will be listening to instructions for Instructing students that they will be creating a
model of a flowers reproductive anatomy today with
 the days activity. their partner. They will be allowed to use anything in
the bunch of stuff and I have brought in additional
play dough.

Next I will be handing out the diagram that students

will be using to guide them through the creation of
their model.

10-25 Students will be working together with Monitoring students and helping guide students who
their partner to create the model. need help.

25-30 Students are finishing model, and work is Checking students work for completion and getting
being checking by teacher. verbal assessment and checking notebooks for
written component.

30-40 Students finishing and working in Instructing students to go to greenhouse and

greenhouse. finishing assessing students models.

Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them for
what’s ahead?

40-End of Class Finishing greenhouse task, cleaning up and packing up for end of class.

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for every
student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1) representation, (2)
action and expression, (3) engagement).

1. This lesson is intended to provide students with multiple means of representation. Students will begin the
lesson by getting into partners to work with for the lesson. These pairs will be working together to create a 3-D
model of flower anatomy. Students are allowed to be as creative as they like to create their own representation
of the model based on the diagram they are give.

2. Students’ expression will be demonstrated through their ability to create and design their own model using
different materials that are provided for them.

3. Student engagement will be brought into this lesson through the creation of a model that they envision based
on the diagram they are given.

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’ learning
specific to this lesson to help them achieve the expected learning outcomes?

Time (min) IEP / 504 Plans Specific Other Learning

Language Needs
Needs

Learning Disability Multiple Learning Disabilities

0-5 Students entering class and Students entering class and

collecting note book collecting note book.

5-10 Making sure students Checking for understanding of

understand the directions and directions, providing expanded
providing written or alternative or alternative directions if
directions if necessary. necessary.

10-25 Working with partner that Working with partner that

supports their learning abilities. supports their learning abilities
and monitoring through out
work.

25-30 Allowing students alternative Allowing students alternative

responses and supporting in responses and supporting in
responses. responses, giving students extra
time if necessary.

30-40 Supporting students in Supporting students in

answering written prompt. understanding how to explain
how a seed is created.

40-45 Monitoring students in Helping students check on plants

greenhouse. in greenhouse.

Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of correct responses, scoring
sheets, rubrics, or any other information that a student teacher would need to successfully evaluate student work. These can be listed here or
attached as separate sheets.

Students notebooks will be checked for written statement about how a seed in created based on their model. Students
will receive a sticker grade for ability to provide written statement and verbal explanation.
 (3) Lesson Plan Format for Science Teacher Education Candidates
Ithaca College School of Humanities and Sciences

Instructor: Alexis Halstead

Unit of Study: Plant Propagation

Lesson Essential Question: Do plants have moms and dads?

Lesson Title or Topic: Sexual Reproduction review

Central Focus of the Lesson:
During this lesson, students will be learning about how plants sexually reproduce. Some
students have already learned some information about this subject in the previous
semester. Other students are new to the class. This will be new information to them.
Students have already had the opportunity to interact with models on plant sexual
reproduction. This lesson will serve as an opportunity for students to learn formal information
about plant sexual reproduction.

Connections

1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of study

Previous Lesson (unit) Current Lesson Next Lesson (unit)

Sexual reproduction anatomy Sexual reproduction review Asexual reproduction 1,2,3,4

Safety

List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior to beginning each lesson.
You should identify procedures for the preparation, storage, dispensing, supervision, and disposal of science materials used in the lesson. Make sure
to attach required Material Safety Data Sheets (MSDS) to this plan.

Backpack to remain off desk and clear of aisle ways.

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

PS.02. Apply principals of classification, plant anatomy and plant physiology to plant production and management

PS.02.02.05.a

Identify and summarize the components of a flower, the functions of a flower and the functions of flower components.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately observable
and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments you will use
to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student learning of your
specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning objectives of this
lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your assessments
and how you will expect them to use this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test you will give
later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative Assessments

The students will be able to …
(Learning outcomes to be achieved by the end of
this lesson)
Every objective should have an assessment.
Note: Use as many rows as you have learning
objectives. You must have at least one objective,
but there is no maximum number.
What formal and informal assessments What evidence, by the end of the learning
will you use during this lesson to monitor segment/unit, will show that students
whether your students are developing understand and have met your learning
the understanding/skills required to objectives?
meet the learning objective you have
identified? If you are using observation
as a form of assessment, write the
questions you will use as a guide for your
observations of students during the
lesson.

SWBAT identify the sexual anatomy of Notebook check Sexual propagation of plants
seed producing plants.
SWBAT describe the process of sexually
reproducing plants.
If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?
Students will be given an additional review lesson and provided multiple attempts in subsequent lessons to gain a
greater understanding of the learning objectives in this lesson. In additional lessons, students will be able to apply
their knowledge towards propagating different plants. In addition to creating a model, students will be given further
verbal explanation, visual explanation and have additional opportunity to ask questions.

Academic Language Demands

Focused Academic language function

Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must know how to
do in order to succeed in this lesson. See your edTPA handbook for content specific language function suggestions. Describe the language supports
you will provide your students with to assist them in learning the academic language function in this lesson. Include how you will use students’ prior
knowledge and your teaching in this lesson to facilitate and deepen student learning of this academic language.

The students in this class have been exposed to the academic language that is used in this lesson. Students are familiar
with how to accurately identify and describe a topic that is narrowly focused and then apply that with other lessons that
allow them to demonstrate this acquired knowledge in hands on experience. If students need support in understanding
how to identify or describe the information we are learning about, they will be provided with specific examples that
relate to their content knowledge and how it can be applied to plants they are currently taking care of in the
greenhouse.

Language demands - Vocabulary Language supports

What skill vocabulary (e.g., Venn diagram, graphic organizer, thesis How will you help students understand the verbal and written
statement) and content vocabulary (e.g., imperialism, mitosis) do language requirements to succeed in this lesson? (These should also be
students need to know in order to succeed? included in your step-by-step procedures below.)

Content vocabulary The students will be provided with both visual and
o Seapals diagram in exploring and defining the vocabulary
o Petals discussed in this lesson. If a student is unsure of a word,
o Stamens
an additional definition will be provided.
o Pistol
Language demands – Function Language supports

Analyze, evaluate, explain, interpret, describe, predict, argue, or justify

with evidence. Describe the language supports you will provide your
students with to assist them in learning all of the academic language
functions that appear in this lesson.

Identify/Describe Students should have prior knowledge of how to

identify/describe from previous lessons. If it is apparent
that a student is struggling to apply this function to the
lesson, the function will be reviewed with the student
and how it was previously applied and how it can be
applied in the current lesson.
Language demands – Graphs, Figures, Symbols, Equations, Language supports
Tables

Male versus female anatomy will be broken down into a Students will be supported by adding to color to help
chart them identify the different parts based on male/female. I
will also be monitoring students comprehension of the
diagram and how to apply it to their actual diagram of a
flower.

Language demands – Syntax Language supports

is the set of conventions for organizing words, phrases, and symbols

together into structures (e.g., sentences, formulas, staffs in music). For
example, syntax refers to the structure of a sentence—its length, word
order, grammar, arrangement of phrases, active or passive voice, etc. If
the syntax of a sentence is challenging its reader, then it is clouding the
sentence's meaning. After carefully examining the texts of your lessons,
the ways you explain key ideas, and your expectations for what you want
the students to write, determine which sentence patterns, grammatical
structures, or symbolic conventions might be unfamiliar or difficult for
your students.

The syntax in this lesson has been used in previous lessons.
Students should have the ability to identify parts of a plant.
Students will also need to be able to conduct notes in their
agriscience notebooks. This lesson provides students with
a format for how they are to conduct their notes a labeling
of a flower anatomy diagram. Students will need to be able
to write their notes in an organized manner, implementing
lesson vocabulary and definitions.
For students that might struggle with the process of
labeling the diagram, they will be able to work with a
partner. Additionally, some students in this class have
additional support staff that will be helping them. For
students who need support in note taking, there will be
prompts to guide students through the labeling of the
diagram.

Language demands – Discourse Language supports

Discourse is a distinctive communication structure and/or style specific to

your discipline (e.g. lab reports, literary analysis essays, document-based
arguments, proofs, critiques, etc.) In what discipline specific ways do
students need to communicate in order to succeed in this lesson?

Students will communicate their identification of a
flowering plants reproductive anatomy.
Students’ ability to apply their overall knowledge will be
supported during the following unit and in the conclusion
of sexual reproduction. In this lesson I will be checking
students understanding in their notebooks and in
monitoring conversations between students during the
 dissection. Students will be supported if the I see that
they are not understanding the functions and individual
anatomy with additional explanation.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires advance
preparation. Written materials should be attached to this plan.

2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that you’re prepared when the students walk into the room.

1. Additional diagrams from previous class

Prepared notes on sexual reproduction

2. Have Smartboard notes open

Make sure all tables have coloring pencils

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will be doing. Boldface all
procedures where you are monitoring student understanding using formative assessments.

Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for lessons
should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)

0-5 min Returning from weekend, Monday morning ritual of asking how students weekend was, each
student shares.

Time-based Lesson Planning

Time (in minutes) List the next steps of your lesson. Provide detailed description of what teacher and students will be doing. Boldface those
procedures where teacher is monitoring student understanding during the lesson. (Your planned formative assessments
from above should show up In this section as part of your lesson procedures. You should include IF-THEN-ELSE steps [e.g. IF
85% or more of the students respond to the think-pair-share question correctly THEN I will move on to the next question
ELSE I will have students form pairs and discuss their responses and then repoll the class). Write lesson plan procedures so
that another teacher could pick up your plans and actually accomplish your objectives for the class period. (Hint: The
following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will
you organize discussion, and what questions will you ask? How will you conduct a review?)
 What are students doing What are you doing

5-10 Getting out notebooks and checking for Asking students if they put diagram from last week in
diagram/putting in note book/getting new their notes. Checking student notebooks for it and
copy. handing out extra copies if it is missing.

10-28 Actively taking notes and following along. Giving notes to students on reproduction and
reviewing from last week.

28-40 Working in greenhouse taking care of Monitoring student work and assisting and answering
plants after weekend. student questions about plants.

Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them for
what’s ahead?

40-End of Class Students are instructed to finish taking care of plants in greenhouse and tidy up work space and to
return to classroom before the bell rings.

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for every
student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1) representation, (2)
action and expression, (3) engagement).

1. This lesson is intended to provide students with multiple means of representation. Students will begin the
lesson by putting a diagram in their notes that they will be taking notes on. During the notes the students will
be coloring and labeling and taking specific notes on the diagram. Allowing students to add color to a diagram
and have additional notes on the subject matter allows greater visual representation and makes the notes more
interactive and engaging.

2. Students’ expression will be demonstrated through their ability to work interactively with their note book and
create notes that are easy for them to comprehend and give further meaning to the topic.

3. Student engagement will be brought into this lesson through the addition of diagrams and color coding notes to
give further explanation to a new/review topic.

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’ learning
specific to this lesson to help them achieve the expected learning outcomes?

Time (min) IEP / 504 Plans Specific Language

 Needs/Other
Learning Needs
Learning Disabilities Multiple learning disabilities

0-5 Listening to students weekends Listening to students weekends

5-10 Monitoring students for Checking students note books, making

placement of diagram in note sure following along correctly in notes
book and making sure diagram in placed in
notes before moving on

10-28 Monitoring for students pace to Physically and visually moving around
follow along with notes the room to check students pace and
making sure they are comprehending
notes

28-40 Monitoring student work in Monitoring and assisting students in

greenhouse greenhouse

40-45 Reminding students to tidy Reminding and assisting students in

workspace keeping workspace tidy before leaving

Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of correct responses, scoring
sheets, rubrics, or any other information that a student teacher would need to successfully evaluate student work. These can be listed here or
attached as separate sheets.

Students will be evaluated on their ability to make correctly label the reproductive anatomy of a flower. This learning
segment is mostly assessed through students’ notebooks. Grading their notebooks holds accountability to recording
class information. Students overall summative assessments will be how they apply their knowledge learned in the
following unit when they will be planting bedding flowers and growing them from seed. Later in the unit students will
be assessed on their ability to asexually propagate plants.

SmartBoard Notes
Requirements of reproduction
 Complete flower (4 main parts)
o Seapals
o Petals
o Stamens
o One or more pistol
Have students circle in blue Have students circle in pink/red
On diagram that they put in their notes earlier.
Male Female

stamen→ anther & filament Style

stigma

ovary→ ovules

Pollination: transfer of pollen from an anther to a stigma

*ask students if pollen has to be transferred from the same anther and stigma of a flower
or can be be transferred to different flowers.*
Pollination happens by:
 Cross-pollination by wind
 Insects
 Honey Bees pick up sticky pollen from the anthers of flowers they visit
After pollination:

 Small tube grows from the pollen grain down through the style into the ovary.
 A pollen cell moves down through the pollen tube and is released into the ovary
 The union of the pollen cell and the ovary is called fertilization
 Upon fertilization, the ovary begins developing into fruit and ovules into seeds.
 Some fruits develop into fleshy edible fruits, others develop into dry hard walls
 (4) Lesson Plan Format for Science Teacher Education Candidates
Ithaca College School of Humanities and Sciences

Instructor: Alexis Halstead

Unit of Study: Plant propagation

Lesson Essential Question: Do plants have moms and dads?

Lesson Title or Topic: Asexual reproduction 1,2,3,4

Central Focus of the Lesson: During this learning segment students will be exploring the different types of asexual
propagation. Students will have opportunities to learn about the specific processes of
asexual reproduction and conduct their own asexual propagations.

Connections

1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of study

Previous Lesson (unit) Current Lesson Next Lesson (unit)

Sexual reproduction review Asexual reproduction 1,2,3,4 Grocery Store propagation

Safety

List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior to beginning each lesson.
You should identify procedures for the preparation, storage, dispensing, supervision, and disposal of science materials used in the lesson. Make sure
to attach required Material Safety Data Sheets (MSDS) to this plan.

Backpacks kept in a safe place, safe handling of clippers

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

PS.03.

Propagate, culture and harvest plants and plant products based on current industry standards

PS.03.01.03.a

PS.03.01.04.a

PS.03.01.04.b
PS.03.01.05.a

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately observable
and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments you will use
to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student learning of your
specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning objectives of this
lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your assessments
and how you will expect them to use this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test you will give
later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative Assessments

The students will be able to …
(Learning outcomes to be achieved by the end of
this lesson)
Every objective should have an assessment.
Note: Use as many rows as you have learning
objectives. You must have at least one objective,
but there is no maximum number.
What formal and informal assessments What evidence, by the end of the learning
will you use during this lesson to monitor segment/unit, will show that students
whether your students are developing understand and have met your learning
the understanding/skills required to objectives?
meet the learning objective you have
identified? If you are using observation
as a form of assessment, write the
questions you will use as a guide for your
observations of students during the
lesson.

Notebook check for completion Ability to propagate plants in following

SWBAT identify different type of asexual of graphic organizer lesson
propagation and their methods/uses.
If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?

Students will be given an additional review lesson and provided multiple attempts in subsequent lessons to gain a
greater understanding of the learning objectives in this lesson. In additional lessons, students will be able to apply
their knowledge towards propagating different plants.

Academic Language Demands

Focused Academic language function

Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must know how to
do in order to succeed in this lesson. See your edTPA handbook for content specific language function suggestions. Describe the language supports
you will provide your students with to assist them in learning the academic language function in this lesson. Include how you will use students’ prior
knowledge and your teaching in this lesson to facilitate and deepen student learning of this academic language.

The students in this class have been exposed to the academic language that is used in this lesson. Students are familiar
with how to accurately identify and describe a topic that is narrowly focused and then apply that with other lessons that
allow them to demonstrate this acquired knowledge in hands on experience. If students need support in understanding
how to identify or describe the information we are learning about, they will be provided with specific examples that
relate to their content knowledge and how it can be applied to plants they are currently taking care of in the
greenhouse.

Language demands - Vocabulary Language supports

What skill vocabulary (e.g., Venn diagram, graphic organizer, How will you help students understand the verbal and written language
thesis statement) and content vocabulary (e.g., imperialism, requirements to succeed in this lesson? (These should also be included in your
mitosis) do students need to know in order to succeed? step-by-step procedures below.)

Grafting The students will be provided with both visual and diagram in
exploring and defining the vocabulary discussed in this lesson.
Separation & division If a student is unsure of a word, an additional definition will be
Tissue culture provided.
Cuttings

Layering

Rhizomes/stolon’s

Language demands – Function Language supports

Analyze, evaluate, explain, interpret, describe, predict, argue, or

justify with evidence. Describe the language supports you will
provide your students with to assist them in learning all of the
academic language functions that appear in this lesson.

Identify Students should have prior knowledge of how to identify from

previous lessons. If it is apparent that a student is struggling to
apply this function to the lesson, the function will be reviewed
with the student and how it was previously applied and how it
can be applied in the current lesson.

Language demands – Graphs, Figures, Symbols, Language supports

Equations, Tables
Graphic organizer Students will be using a graphic organizer in their notes to
separate the different types of asexual propagation they will be
learning about. Students will be supported in using this graphic
organizer by having the ability to draw images to represents
their a portion of their notes.

Language demands – Syntax Language supports

is the set of conventions for organizing words, phrases, and

symbols together into structures (e.g., sentences, formulas, staffs
in music). For example, syntax refers to the structure of a
sentence—its length, word order, grammar, arrangement of
phrases, active or passive voice, etc. If the syntax of a sentence is
challenging its reader, then it is clouding the sentence's meaning.
After carefully examining the texts of your lessons, the ways you
explain key ideas, and your expectations for what you want the
students to write, determine which sentence patterns,
grammatical structures, or symbolic conventions might be
unfamiliar or difficult for your students.

The syntax in this lesson has been used in previous
lessons. Students will also need to be able to conduct
notes in their agriscience notebooks. This lesson
provides students with a format for how they are to
conduct their notes. Students will need to be able to
write their notes in an organized manner,
implementing lesson vocabulary and definitions.
For students who might struggle with the note taking process,
they will also be provided with the opportunity to draw the
different types of propagative methods. Additionally, some
students in this class have additional support staff that will be
helping them. For students who need support in note taking,
there will be prompts to guide students through the labeling of
the diagram.

Language demands – Discourse Language supports

Discourse is a distinctive communication structure and/or style

specific to your discipline (e.g. lab reports, literary analysis essays,
document-based arguments, proofs, critiques, etc.) In what
discipline specific ways do students need to communicate in order
to succeed in this lesson?

Students will communicate their identification of
different types of asexual reproduction.
Students’ ability to apply their overall knowledge will be
supported during the following unit and in the conclusion of
asexual reproduction. In this lesson I will be checking students
understanding in their notebooks and in monitoring
conversations between students during the dissection.
Students will be supported if the I see that they are not
understanding the functions and individual anatomy with
additional explanation.
Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires advance
preparation. Written materials should be attached to this plan.

2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that you’re prepared when the students walk into the room.

1. Organizers for notes

Plants to have propagation demonstrations: geraniums, rubber tree, fern

2. Have graphic organizers out for students and plants set out in the front of the room with tools to propagate and
extra pots/soil

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will be doing. Boldface all
procedures where you are monitoring student understanding using formative assessments.

Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for lessons
should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)

Day 1 Opening: Students will be entering the room and getting their notebooks.

0-5 min Teacher will then be introducing students to next portion of plant reproduction. They will be
instructed to create their own definition of asexual reproduction.

Time-based Lesson Planning

Time (in minutes) List the next steps of your lesson. Provide detailed description of what teacher and students will be doing. Boldface those
procedures where teacher is monitoring student understanding during the lesson. (Your planned formative assessments
from above should show up In this section as part of your lesson procedures. You should include IF-THEN-ELSE steps [e.g. IF
85% or more of the students respond to the think-pair-share question correctly THEN I will move on to the next question
ELSE I will have students form pairs and discuss their responses and then repoll the class). Write lesson plan procedures so
that another teacher could pick up your plans and actually accomplish your objectives for the class period. (Hint: The
following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will
you organize discussion, and what questions will you ask? How will you conduct a review?)

What are students doing What are you doing

5-10 Writing down definition. Organizing student definition of asexual

reproduction.
 Putting organizer in their notes. Handing out and instructing students to put organizer
in their notes.

10-20 Students will be taking notes on grafting Drawing and demonstrating grafting techniques for
students, conducting notes and then showing video
Following they will be watching video of of grafting.
grafting.

20-25 Students will be taking notes on Instructing students through notes and providing
dividing/video drawing

25-30 Students will be taking notes on tillers and Instructing students through notes and providing
suckers/video drawing

30-40 Working in greenhouse Instructing students to go to greenhouse to check on

plants

Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them for
what’s ahead?

40-End of Class Students will be instructed to pick up station in greenhouse and pack up for their next class

Day 2 Opening: students will be entering class. Instructed to get their note books out and we will be
continuing our notes from yesterday.
0-5

5-25 Instructing students on notes about rhizomes, stolons, and tissue culture.

Also providing students with drawings and video on each type of propagation.

25-40 Students will be working in greenhouse to care for plants and instructed through some of the
propagation methods that were demonstrated yesterday.

40-Close Students will be instructed to pick up station in greenhouse and pack up for their next class

Day 3 Opening: students will be entering class. Instructed to get their note books out and we will be
continuing our notes from yesterday.
0-5

5-25 Instructing students on notes about cuttings, layering and air layering.

Also providing students with drawings and video on each type of propagation.

25-40 Students will be working in greenhouse to care for plants and instructed through some of the
propagation methods that were demonstrated yesterday.
40-close Students will be instructed to pick up station in greenhouse and pack up for their next class

Day 4 Opening: students will be entering class. Instructed to get their note books out and we will be
continuing our notes from yesterday.
0-5
Image on board of strawberries and grass to review the difference between rhizomes and stolons.

5-10 Demonstration of cutting taken from geranium

10-15 Demonstration of air layering. Students will then be instructed that they will be conducting their
own air layering on the rubber tree also.

15-40 Students will be working in the greenhouse with their table groups. Groups will be called up to each
do their own air layering on the rubber tree.
Students who are not layering will be taking cuttings from geraniums and other plants and taking
care of their plants on their tables.

40-close Students will be instructed to pick up station in greenhouse and pack up for their next class

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for every
student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1) representation, (2)
action and expression, (3) engagement).

1. These lessons are intended to provide students with multiple means of representation. Students will begin the
lesson by watching a video on the type of propagations they will be learning about in class that day. They will
then be provided with notes on the method. Following they will be drawing the method in their knows to help
them better identify the method of propagation.

2. Students’ expression will be demonstrated through their ability to work interactively with their note book and
create notes that are easy for them to comprehend and give further meaning to the topic.

3. Student engagement will be brought into this lesson through interactive notes, drawings, videos and
demonstrations of different methods. Students will also be engaged by being able to conduct select
propagation methods themselves.

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’ learning
specific to this lesson to help them achieve the expected learning outcomes?
Time (min) IEP / 504 Plans Specific Other Learning
Language Needs
Needs

Day 1,2,3,4 Learning Disabilities Multiple Learning Disabilities

0-5 Students will be entering class Students will be entering class

Students will be getting out Students will be getting out

notebooks notebooks

5-25 Students will be monitored for Students will be monitored for

their ability to take notes and
will be provided with additional
explanation of methods.
their ability to take notes and
select students will be provided
with additional notes that will
be typed to support their
understanding.

25-40 Students will be supported in Students will be supported in

the greenhouse by additional
monitoring and demonstrations
and guidance through the
different methods that are
presented in these lessons.
the greenhouse by guided
demonstrations and assistance
with propagation methods.

40-close Students will be given extra Students will be given extra

reminders that class will be reminders that class will be
ending soon. ending soon.

Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of correct responses, scoring
sheets, rubrics, or any other information that a student teacher would need to successfully evaluate student work. These can be listed here or
attached as separate sheets.

Students will be evaluated on their ability to complete their notes in the graphic organizer provided for them. They will
receive a sticker grade upon completion.

Students summative assessment will be conducted in the following lesson in the ability to complete the grocery store
propagation lab and their ability to identify the different types of propagative methods each grocery store produce is
reproduced by.
SmartBoard Notes: Day 1

Asexual propagation - plant is propagated from one of its parts - leaf, stem, and root. Each
single cell of a plant contains ALL CHARACTERISTICS of the entire plant.

Grafting notes

Separation & Division (types of )

 Rhizome -underground stem

 Tuber- swollen end of an underground stem
 Tuberous roots - thickend roots
 Bulbs- underground leaf scales
 Corms- solid, compact underground stem
 Tops-removal of part of the fruit can result in new plant

SmartBoard Notes: Day 2

Tissue culture

 Micropropagation
 Cloning
 In Vitro propagation

Advantages

 Virus free plants

 Mass production
 Faster than some species (trees/orchids)

Disadvantages

 Sterile technique necessary

Steps

1. Establishment of explant
2. Multiplication of cells:
a. Callus formation
b. Root/shoot media

3. Ready plantlet for growing

SmartBoard notes: Day 3

Cuttings- encourage rooting after removal of plant part

Types of cuttings:

 Leaf cuttings
 leaf/bud cuttings
 Stem cuttings
 Root cuttings

Layering- new part is removed from the parent plant after rooting has taken place.

Types of layering:

 Simple layering
 Air layering
 Trench layering
 Mono layering
 Compound layering

SmartBoard Notes: Day 4

Cuttings: encourage rooting after removal of plant part

Types of cuttings:

 Leaf cuttings
  leaf/bud cuttings
 Stem cuttings
 Root cuttings

Layering- new part is removed from the parent plant after rooting has taken place.

Types of layering:

 Simple layering
 Air layering
 Trench layering
 Mound layering

 Compound layering
 (8) Lesson Plan Format for Science Teacher Education Candidates
Ithaca College School of Humanities and Sciences

Instructor: Alexis Halstead

Unit of Study: Plant propagation

Lesson Essential Question: Do plants have moms and dads?

Lesson Title or Topic: Grocery store propagation

Central Focus of the Lesson: During this learning segment students will be exploring the different types of asexual
propagation. Students will have opportunities to learn about the specific processes of
asexual reproduction and conduct their own asexual propagations.

Connections

1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of study

Previous Lesson (unit) Current Lesson Next Lesson (unit)

Asexual reproduction 1,2,3,4 Grocery store propagation Unit: Bedding plants

Safety

List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior to beginning each lesson.
You should identify procedures for the preparation, storage, dispensing, supervision, and disposal of science materials used in the lesson. Make sure
to attach required Material Safety Data Sheets (MSDS) to this plan.

Backpacks removed from tables and aisle ways

Proper use of clippers

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

PS.03.

Propagate, culture and harvest plants and plant products based on current industry standards

PS.03.01.03.a

PS.03.01.04.a
PS.03.01.04.b

PS.03.01.05.a

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately observable
and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments you will use
to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student learning of your
specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning objectives of this
lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your assessments
and how you will expect them to use this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test you will give
later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative Assessments

The students will be able to …
(Learning outcomes to be achieved by the end of
this lesson)
Every objective should have an assessment.
Note: Use as many rows as you have learning
objectives. You must have at least one objective,
but there is no maximum number.
What formal and informal assessments What evidence, by the end of the learning
will you use during this lesson to monitor segment/unit, will show that students
whether your students are developing understand and have met your learning
the understanding/skills required to objectives?
meet the learning objective you have
identified? If you are using observation
as a form of assessment, write the
questions you will use as a guide for your
observations of students during the
lesson.

Students will be evaluated on their

SWBAT propagate plants using separation ability to correctly identify each type of
and division
propagative method demonstrated to
them and the ones they conduct
SWBAT recognize the difference in tubers, themselves. Students will receive a
tuber roots, rhizomes, cones and bulbs number grade.

SWBAT list plants that can be separated in

that way.
If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?

Students will be given an additional review lesson and provided multiple attempts in subsequent lessons to gain a
greater understanding of the learning objectives in this lesson. In additional lessons, students will be able to apply
their knowledge towards propagating different plants.

Academic Language Demands

Focused Academic language function

Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must know how to
do in order to succeed in this lesson. See your edTPA handbook for content specific language function suggestions. Describe the language supports
you will provide your students with to assist them in learning the academic language function in this lesson. Include how you will use students’ prior
knowledge and your teaching in this lesson to facilitate and deepen student learning of this academic language.

The students in this class have been exposed to the academic language that is used in this lesson. Students are familiar
with how to accurately identify a topic that is narrowly focused and then apply that with other lessons that allow them
to demonstrate this acquired knowledge in hands on experience. If students need support in understanding how to
identify or describe the information we are learning about, they will be provided with specific examples that relate to
their content knowledge and how it can be applied to plants they are currently taking care of in the greenhouse.

Language demands - Vocabulary Language supports

What skill vocabulary (e.g., Venn diagram, graphic organizer, thesis How will you help students understand the verbal and written
statement) and content vocabulary (e.g., imperialism, mitosis) do language requirements to succeed in this lesson? (These should also be
students need to know in order to succeed? included in your step-by-step procedures below.)

Division The students will be provided with both visual and

diagram in exploring and defining the vocabulary
Rhizome discussed in this lesson. If a student is unsure of a word,
Tubers an additional definition will be provided.

Bulbs

Corms

Language demands – Function Language supports

Analyze, evaluate, explain, interpret, describe, predict, argue, or justify

with evidence. Describe the language supports you will provide your
students with to assist them in learning all of the academic language
functions that appear in this lesson.

Identify Students should have prior knowledge of how to identify

from previous lessons. If it is apparent that a student is
 struggling to apply this function to the lesson, the
function will be reviewed with the student and how it
was previously applied and how it can be applied in the
current lesson.

Language demands – Graphs, Figures, Symbols, Equations, Language supports

Tables

Language demands – Syntax Language supports

is the set of conventions for organizing words, phrases, and symbols

together into structures (e.g., sentences, formulas, staffs in music). For
example, syntax refers to the structure of a sentence—its length, word
order, grammar, arrangement of phrases, active or passive voice, etc. If
the syntax of a sentence is challenging its reader, then it is clouding the
sentence's meaning. After carefully examining the texts of your lessons,
the ways you explain key ideas, and your expectations for what you want
the students to write, determine which sentence patterns, grammatical
structures, or symbolic conventions might be unfamiliar or difficult for
your students.

The syntax in this lesson has been used in previous lessons.
Students will also need to be able to conduct notes in their
agriscience notebooks. This lesson provides students with
a format for how they are to conduct their notes. Students
will need to be able to write their notes in an organized
manner, implementing lesson vocabulary and definitions.
For students who might struggle with the note taking
process, they will also be provided with the opportunity
to draw the different types of propagative methods.
Additionally, some students in this class have additional
support staff that will be helping them. For students who
need support in note taking, there will be prompts to
guide students through the labeling of the diagram.

Language demands – Discourse Language supports

Discourse is a distinctive communication structure and/or style specific to

your discipline (e.g. lab reports, literary analysis essays, document-based
arguments, proofs, critiques, etc.) In what discipline specific ways do
students need to communicate in order to succeed in this lesson?

Students will communicate their identification of different
types of asexual reproduction.
Students’ ability to apply their overall knowledge will be
supported during the following unit and in the conclusion
of asexual reproduction. In this lesson I will be checking
students understanding in their notebooks and in
monitoring conversations between students during the
dissection. Students will be supported if the I see that
 they are not understanding the functions and individual
anatomy with additional explanation.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires advance
preparation. Written materials should be attached to this plan.

2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that you’re prepared when the students walk into the room.

1. Buy produce from the store: Garlic, Carrots, Pineapple, Onions, Sweet potatoes, Peach, celery, Romaine

2. Have questions on board for students

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will be doing. Boldface all
procedures where you are monitoring student understanding using formative assessments.

Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for lessons
should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)

0-5 min Opening: On board students will see grocery store propagation games

Students will be getting out their notes books out and copying into notes chart for the days activity.

Time-based Lesson Planning

Time (in minutes) List the next steps of your lesson. Provide detailed description of what teacher and students will be doing. Boldface those
procedures where teacher is monitoring student understanding during the lesson. (Your planned formative assessments
from above should show up In this section as part of your lesson procedures. You should include IF-THEN-ELSE steps [e.g. IF
85% or more of the students respond to the think-pair-share question correctly THEN I will move on to the next question
ELSE I will have students form pairs and discuss their responses and then repoll the class). Write lesson plan procedures so
that another teacher could pick up your plans and actually accomplish your objectives for the class period. (Hint: The
following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will
you organize discussion, and what questions will you ask? How will you conduct a review?)

What are students doing What are you doing

5-10 Students will be listening and getting into Giving students instructions on how students will be
their table groups once that has been participating in the activity. Students will then be
 complete. getting into their table groups.

10-30 Students will be working to identify the Monitoring students and assisting with questions and
different types of propagation methods propagation of plants/produce.
and then propagating those plants and
others in the greenhouse.

30-40 Students will be continuing to work on Continuation of monitoring

propagation and completing chart in notes.
Reminder to take care of own plants before leaving
greenhouse

Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them for
what’s ahead?

40-End of Class Students will be picking up their workstations in the greenhouse and getting ready to go to the next
class.

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for every
student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1) representation, (2)
action and expression, (3) engagement).

1. This lesson is intended to provide students with multiple means of representation. Students will begin the
lesson by recording the table they will need to complete the activity. Students will then be working together to
apply their knowledge that was learned throughout the unit through experiential learning

2. Students’ expression will be demonstrated in their ability to work together with their table group to complete
the activity. They will be able to work at their own pace to complete the lesson.

3. Student engagement will be brought into this lesson through an interactive, experiential lesson where students
will be able to see their work develop over time based on their ability to properly propagate produce.

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’ learning
specific to this lesson to help them achieve the expected learning outcomes?

Time (min) IEP / 504 Plans Specific Other

Language Learning
 Learning Disabilities Multiple Learning Disabilities Needs Needs

0-5 Students will be entering class Students will be entering class

Students will be getting out Students will be getting out

notebooks notebooks

5-10 Students will be given additional Students will be given additional

support in comprehending the help and explanation in the
instructions directions of the activity.

10-30 Students will be given additional Students will be working with an aid
support and guidance throughout to help them through the different
the activity types of propagation.

30-40 Students will be given extended Students will be given extended

time if necessary. time to work on their propagation
methods/fill out table

40-close Students will be picking up Students will be picking up

Assessment Evaluation Methods

Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of correct responses, scoring
sheets, rubrics, or any other information that a student teacher would need to successfully evaluate student work. These can be listed here or
attached as separate sheets.

Students will be assessed on their ability to complete the table and identify the different propagation methods that can
be done with different produce. They will be given a quiz grade for their completion of this activity.

SmartBoard Notes

Asexual propagation

→ plant propagated from one of its parts (leaf, stem, root)

→ Each single cell of a plant contains all characteristics of the entire plant

 Seperation
  Division
 Rhizome: underground stem (iris)
 Tubers: swollen end of underground stem (irish potatoes)
 Tuberous roots: thickend roots (dahlias/sweet potatoes)
 Bulbs: underground leaf scales (garlic)
 Corms: solid, compact underground stem (gladiolus)

Demonstration→

 Garlic
 Carrots
 Pineapple
 Onions
 Sweet potatoes
 Irish potatoes
 peach??