KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Date:

Cooperating Teacher: Coop. Initials

Group Size: Allotted Time Grade Level

Subject or Topic: Section

STANDARD: (PA/Common Core):

I. Performance Objectives (Learning Outcomes)

PA Academic Grade 4 3.1.4.B5 Identify observable patterns in the physical
Standards characteristics of plants or groups of animals.

SWBAT identify traits based down from parents.

SWBAT visually recognize differences in appearances.

II. Assessment/Evaluation plan

A. Formative

Assessment: Documentation Tool: Scale:

(e.g. product, quick (e.g. rating scale, (performance
response, interview) rubric, checklist, levels)
anecdotal notes)
Quick response, vocab Collect movement +/-
& application worksheet at end of
movement worksheet activity to check
learning

B. Summative
End of unit test

III. Instructional Materials (includes amount)

Movement PowerPoint
Movement activity
Plants Can't Sit Still by Rebecca E. Hirsch
Students should use their science journals if in use, if not give each student a blank piece
of paper

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)
A. Prerequisite Skills
Heredity, ability to tell similarities & differences
Adaptation,

B. Key Vocabulary
Trait - each detail about a human, animal, or plant. How living things look,
act, or behave.
Adaptation- A heritable trait that helps an organism survive and reproduce in
its environment
Survive- Continue to live or exist, specially in spite of danger or hardship
Offspring- The product of the reproductive processes of a person, plant, or
animal.

C. Big Idea – Traits are inherited from parents but can be adapted to help an
organism’s survival.

D. New Content:
Traits/Adaptations and how they are passed on to offspring to help organisms
survive

V. Implementation

A. Introduction
1. Hook
a) Have Circles placed on the floor for students to stand on
b) Have children go to these circles
c) Teacher will have movement Power Point
d) Students and teacher will follow movement Power point
B. Book Introduction
1. Today we are going to learn about a plant and how they adapt to
survive in their environment. We will see how plants protect
themselves as well as move around.
Development
C. Reading the book - Use questioning through the first two-thirds of the
book
1. How do you think a plant can move without feet, fins, or wings?
2. What do you think a plant is reaching for?
 3. Why do you think plants roots grow underground?
4. Do Humans need the same things plants need to grow?
D. After book is finished
1. What are some movements plants do as well as humans to survive?
E. Turn and talk about how about some of the adaptations plants have to help
them survive in their environment
1. Teacher provides examples of adaptations both in humans and in
plants that help them survive in their environment.
2. Think in your brains what other adaptations humans and plants
have that help them survive
a) Does everyone have an idea of an adaptation for both
humans and plants?
3. Everyone think in your brain what are some adaptations you would
need to survive in their environment
a) Observe students talk about what adaptations plants have,
what adaptions humans have, if there are any similarities,
talk with pairs that are struggling or coming up with
unrealistic ideas
F. Plant and Body Movement activity
1. Each student has Plant and Body movement activity paper
2. Students will write down Plant adaptations/movements of plants as
well as human adaptations/movements
3. Students will then draw adaptations/movements and write what the
importance of them are
4. Students will then break into groups of 4 and discuss what they
have chosen and written about.
5. The “Plant and Body Movement” will be scaled with either a plus
or a minus. Students who complete the picture and writing will
receive a plus, those who don’t complete the activity will receive a
minus.
G. Classroom Movement Board
1. Teacher gathers all the Body Movement papers together and
combines them on a “Classroom Movement” board.

D. Accommodations / Differentiation -
Teacher may need to provide more prompts or assign specific animals to students.
Students may be allowed to draw examples if spelling is difficult.
Students may be partnered up if having difficulty coming up with ideas.

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

 students’ performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective

answers to questions recorded after lesson is taught.)
 Human
Plant Adaption Adaptation