USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 5th
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
What misconceptions might
students have about this
content?
Name: Angelica De La Cruz Trejo
Subject/Content: Science Group Size: Date of Lesson: 2/9/2022
23
Part 1: Lesson Content
Plant Reproduction
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to student interest and cultural background by being made up of different activities
that relate to students such as the readings where students can participate with their peers because peer
interaction is important to the students. This lesson is also made up of a hands-on activity where
students can explore, investigate which leads to knowledge of the topic and vocab from the activity.
How does this lesson connect to/reflect the local community?
With this lesson students can use and apply their skills of observing and investigating to learn more
about the world around them. It is important for students to practice this skill as it is something that they
may use in their future education and in their community.
SC.4. L.16.1 identify processes of sexual reproduction in flowering plants, including pollination, fertilization
(seed production), seed dispersal, and germination.
(This Lesson is based on reviewing a fourth-grade standard.)
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient
transport, and reproduction.
SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.5.L.14.2
Compare and contrast the function of organs and other physical structures of plants and animals, including
humans, for example: some animals have skeletons for support -- some with internal skeletons others with
exoskeletons -- while some plants have stems for support.
- Students may not realize that most flowers contain both male and female reproductive parts
- The names for the male and female plant parts
- The sequence in which plant fertilization occurs
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Name: Angelica De La Cruz Trejo
Subject/Content: Science Group Size: Date of Lesson: 2/9/2022
23
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately identify the processes of sexual reproduction in flowering plants
including pollination, fertilization, seed dispersal, and germination.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard?
Remembering and Understanding
Which level(s) of thinking is/are called for in your objective? Remembering and Understanding
Why did you choose this level(s) of thinking?
Remembering – The standard calls for a level of remembering by expecting students to define the
vocabulary (the different part of the plants flower) and will recount what they have read as a whole
group. For the Objective students will be labeling the parts found in the reading while using an actual
plant to practice naming the various parts.
Understanding – The standard calls for a level of understanding because students must be able to
summarize the processes of fertilization, pollination, and germination. The objective calls for students to
be able to classify the various parts of the reproductive plant part when presented with a flower.
Describe your assessment plan:
The assessment for this lesson is in the form of a chart that students must fill in. The criterion for this
assessment is for students to be able to accurately label and describe the various parts of the flower.
Is your assessment formative or summative? Why did you make that assessment decision?
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you are
using rubric, include your rubric
here.
Management & Environment
(Integrated throughout your
step-by-step plan):
• How will you arrange
yourself and the students (location
in the classroom, seating)?
• What processes &
procedures will you use? How and
when will you communicate those
to students?
• What expectations will you
have for the students? How and
when will you communicate those
to students?
• What strategies will you use
if students do not meet your
expectations? Are there specific
students who require a more
extensive management plan? What
Name: Angelica De La Cruz Trejo
Subject/Content: Science Group Size: Date of Lesson: 2/9/2022
23
This assessment is formative it aims to monitor student learning for this lesson that is within the bog
idea of Life Science. The outcome and data of this assessment will allow me to plan for what to review
when we are reviewing for our Unit Test.
How does it align with your objective?
This assessment aligns to my objective because it calls for the same level of thinking as the objective. In
this assessment students must define the vocabulary (Remember) as well summarize the processes of
fertilization, pollination, and germination by labeling the plant.
Student work will be scored based on the accuracy of the way the plant is labeled. There are 10 blanks
that the students must fill in as well as a brief description that the students must include for each part
this would allow students to have a total of 20 points possible for their diagram.
Part 2: Lesson Implementation
• Students will be seated as normal in their assigned seats. This allows students to easily be
able to talk to communicate with their group as well as work with their partners for the activity
part of the lesson. For any students who may be alone due to the absence of their peers for that
day they will be moved to a different table to allow them to have a partner/group.
• I will use processes and procedures such as call responses (which are already familiar to
all students) to direct my attention back to myself or whoever is the speaker. I will also clearly
state when there is going to transition. Such as transitioning from Math to Science at the
beginning of the lesson, putting materials away for our next activity, cleaning up after our
dissecting activity, and transitioning to getting ready for dismissal as the lesson is ending. ng.
• At the beginning of every part of the lesson I will orally communicate with students what
my expectations for this part of the lesson such as actively following along with the readings,
actively listening to instructions for the activity, following the instructions and working
respectfully and responsibly with your partner as they are doing the activity.
• Strategies will you use for students not expectations: restate the behavioral/academic
expectations, be consistent in explaining expected behaviors, for those students who were still
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
will that consist of?
• What will students do if
they complete the task quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
Name: Angelica De La Cruz Trejo
Subject/Content: Science Group Size: Date of Lesson: 2/9/2022
23
are not following directions and to all students, I will explain that to participate in the activity
they must be actively listening in the other parts of the lesson that may not be as hands on.
• If students are done quickly with any task in the lesson, they will be encouraged to
discuss with their group either the readings, their findings, or even answers or any questions that
they have in their topic. I will clearly state that conversation is okay so long as it is on topic.
- PowerPoint/Smart Board
- Student Packets
- Flowers
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
- Design lessons based on students’ learning styles
- Group students by ability for interaction
- Assess students’ learning using formative assessment
- Manage the classroom to create a safe and supportive environment
- Continually assess and adjust lesson content to meet students’ needs
Which specific students will benefit, and why?
All students will benefit from these differentiations because every student will have the opportunity to
increase their learning by working with their respective learning styles as well as interacting with other
peers to get a different perspective. Also based on their formative and summative assessment responses,
I will have the opportunity to adjust my lessons to help reach my students’ needs. By doing this I am
helping to create, increase, and solidify a safe and supportive learning environment.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
• Pre-Production Level: Pointing to labels and pictures to connect the idea and meanings.
• Early Production Level: Having students practice saying the plant part names aloud.
• Speech Emergence Level: Have students code the text on plant parts with their partners to better
understand the functions of the plant parts.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
implement for these unique
learners.)
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
Name: Angelica De La Cruz Trejo
Subject/Content: Science Group Size: Date of Lesson: 2/9/2022
23
• Intermediate Fluency Level: As a whole group students can share their ideas on the definitions of
the plant functions.
What accommodation will you make for students who have an IEP or 504 plan?
Accommodation will include reading the questions to the students as well as giving them extended time
for answering questions.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Have students who are
https://www.cpalms.org/PreviewStandard/Preview/1743
1. What is the content area for this lesson? Science (Life Science)
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? 5 E’s
3. Step-by-step plan:
Time: Action Steps:
-0:00 * Before the lesson begins, we will review the Exit Ticket from yesterday's lesson
0:00 “We will begin by reading today's learning focus” Choose a student to read the focus aloud
have another student deconstruct the learning goal circling the verbs and underlining the scientific
vocabulary.
2:00 Engage Students will be presented with a probe to uncover students’ basic ideas about how
seeds sprout and their reasons for why they choose their answer. Students will think individually and
then discuss in pairs or small groups.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
 What will you as the teacher
do?
 What will you say as the
teacher?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: Angelica De La Cruz Trejo
Subject/Content: Science Group Size: Date of Lesson: 2/9/2022
23
I will be monitoring as students are discussing. Bring students together as a class to allow them to
share their thinking. At this time, correct answers do not need to be given. Probe will be covered
again later in the unit. Answers can be given at that time.
“Use individual think time and then turn and talk to your partner or group”
“Use what you already know about plants and plant growth to answer the probe”
6:00 Explore Before we begin the reading portion students will have a moment to investigate the
phenomenon of flower reproduction by looking at a diagram of a flower with its various parts. Students
can share with their partner what they think the various parts and their functions are.
8:00 Explain The students can interact directly with the text in their printed science workbook. In this
activity, students are going to read the text with the teacher. They will use their close reading skills
to annotate the passage. Before the reading, I will state the purpose of reading which will be to
“Make a note or underline the different parts within the flower” The students will then pair up to
discuss what they have learned about the concept. The teacher will then lead a whole group
discussion summarizing key points, addressing vocabulary, and dispelling any misconceptions.
“What were the different parts of the flower that were mentioned in the text?”
(Male part= stamin, female part=pistil, pollen, anther, ovary, pollination, and fertilization)
We will do this with the 3 different sections Flowers, Fruits, Germination.
After each section of reading there will be a question that we will answer as a whole group.
15:00 Watch a short Ed Puzzle video on the different parts of a flower
20:00 Elaborate “Now that we have read and watched the video on the different parts of the
flower, we will now be dissecting a flower!”
***Give directions and expectations of student’s behaviors during the activity
(Working respectfully with your partner, using the materials appropriately, remaining on task and
listening carefully to the instructions/steps) Explain to students that if they are not following
directions, they will be asked to sop the activity.
Step 1 Carefully remove flower petals (review importance of flower petals)
Step 2 Remove the Stamin (review what the stamin is)
Step 3 Remove Pollen from Anther
Step 4 Touch Stigma (restate that this is the female reproductive part in flower)
33:00 Evaluate Students will fill out the diagram on page 16 of their student packet where they will
be asked to accurately label the parts of the plant. Students will work individually if they are finished
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Angelica De La Cruz Trejo

Grade Level Being Taught: 5th Subject/Content: Science Group Size: Date of Lesson: 2/9/2022
23

early, they can collaborate with their partners and students at their table to compare their answers
and engage in a discussion about the different parts.
40:00 To end the lesson we will engage in a whole group discussion on a writing prompt found in
their packets.
Students will independently work on an exit ticket that will be reviewed the day after this lesson.
47:00 Students will then put away materials clean up and get ready for dismissal