Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Amelia Ritch Date: April 18-22, 2022

Grade Level:
Pre-K
Lesson Title:
Plant Discovery
Curriculum Areas Addressed:
Science
Time Required: Instructional Groupings: Are you using whole group,
30 minutes small group, partners, quads, homogeneous,
heterogeneous?
Small group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the
number and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is
addressed, include only the part or parts that are relevant.

CD-SC1.4a Uses senses to observe and classify and learn about objects and environment.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)

What are the parts of a plant?

What is the function of each part of a plant?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that will be assessed.)

As a result of this lesson, students will:

 Know the parts of a plant
 Know the functions of each part of a plant

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols
specific to the content area. These may be derived from the standards.)

Flower: the part of a plant that makes the seeds; has petals and blooms
Stem: part of the plant that grows up from the ground and supports the branches, leaves, flowers, and fruits
Leaf: the part of the plant that makes food for the plant; usually green and flat
Roots: the part of the plant that usually grows underground and gets water and nutrients from the ground
Fruit: the part of a plant that has seeds inside; example is an apple

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary,
functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing,
listening, and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways that
students will participate in learning tasks to demonstrate disciplinary understanding: reading, writing, listening,
or oral language.)

The students will have to use their vocabulary to identify the different parts of plants verbally and in writing on
their plant picture. They will also have to discuss the functions of each plant part verbally.

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to
organize the information – charts, graphs, diagrams. These must relate to the Language Function.)

The students will organize the vocabulary on their plan picture by labelling each part of the plant.

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or
the lesson’s objectives? How will you provide feedback for the students? What type of assessment will be used?
What evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective?
What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)

To assess their understanding of the names and functions of each plant part, the students will be assigned to
label the parts of the plant that are included in their plant picture. They will also verbally explain what the
function of each part of the plant is.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor
judgments about the learner’s degree of success on an assessment.)

If the students can identify the roots, stem, leaves, and flower of a plant, then they have shown their
understanding of the names of each plant part. If they can verbally explain the functions of each plant part, then
they have shown their understanding of the purposes of the plant parts.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)

Sing the song “Head, Shoulders, Knees, and Toes” and have the students touch each body part that is sung.
Then tell students that just like there is a name for each part of the human body, the is a name for each part of
plants.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)

Show the students the plant and ask them what they see. Have them tell you what they know already about the
parts of a plant.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson –
what the teacher will do as well as what the student will do. Describe the strategies which will be used to
support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along
with their cultural backgrounds should be evident.)

1. Ask the students what they see

 Have them tell you what they already know about plant parts
2. Give the students a tray with the plant on it, and have them feel each part of the plant
 “Touch the roots. What do you feel?”
 “Touch the leaves. What do you feel?”
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

 “Touch the stem. What do you feel?”

 “Touch the flower. What do you feel?”
3. Have them explain what they know about the functions of each plant part
 “What do the roots do for the plant?”
 “What does the stem do for the plant?”
 “What do the leaves do for the plant?”
 “What does the flower do for the plant?”
4. Explain each part pf the plant as you physically have them touch each part
 The leaves collect the sunlight and make food for the plant. Some leaves that we eat are lettuce
and spinach.
 The stem helps hold the plant up. It also lets water and nutrients flow up to the leaves. Some
examples of stems that we eat are celery, asparagus, and sugar cane.
 The flowers are the parts of the plant that make the seeds and fruit to reproduce. They are colorful
to attract bees and butterflies.
 The roots are the part of the plant that absorb water and nutrients from the soil and hold the plant
in the ground, so it does not fall over. We eat plant roots sometimes like potatoes, carrots, and
beets.
5. Give the students a few minutes to play with the plants
 Allow them to play however they want with the plants
 Tell them that they can break open the stem to look inside or pull off the roots to see what
happens
6. Have them create a picture of a plant out of ripped up paper
 Give them different colored paper and have them make a picture of a flower including the roots,
stem, leaves, and flower.
 They will glue the ripped paper onto an outline of a flower and then label the different parts

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)

When the students are finishing their ripped paper pictures, have them tell you the function of each plant part
that they have labeled.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did
not create. Attach key instructional material needed to understand what you and the students will be doing.
Examples: class handouts, assignments, slides, and interactive white board images.)

Some live plants with in-tact roots, stems, leaves, and flowers

Materials for the plant picture

 A large piece of construction paper with an outline of a plant on it
 Different colored ripped up pieces of paper
 Glue sticks
 Markers for labeling

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List
any websites and sources of materials and background information that you will need or use as the teacher to
engage the students.)

https://www.generationgenius.com/videolessons/plant-parts-video-for-kids/?
gclid=Cj0KCQjwqKuKBhCxARIsACf4XuHmM4bm9lKP6H-
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

o9TaN7f_Bow0zy2ZvRWoSJH4sYEHrPTZFRNUMUmgaAl7OEALw_wcB

https://www.generationgenius.com/external-plant-parts-reading-material/
 I used the vocabulary section on these websites to help come up with definitions for the parts of the
plant. I also learned how to better explain the functions for each plant part to kids

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

John Dewey believed that the social aspect to learning is vital to understanding of content. He also believed that
the classroom activities should reflect the students’ interests so that they will engage with the material. This
experience allows students to be social within a small group. It also gives students the opportunity to learn
about plants in a hands-on manner and create a picture of plants with torn paper. Also, this lesson aids in social
and physical development by giving the students an opportunity to take turns with peers and use their hands to
construct a plant. The multiple intelligences that are catered to in this lesson are naturalist intelligence, bodily-
kinesthetic intelligence, and visual-spatial intelligence.

Connections to Technology and/or the Arts:

The arts are incorporated in this lesson as the students will create a picture of a plant using ripped up paper.
The students will be given creative freedom to use different colors and sizes of paper shreds to construct their
flower. Then, they will label the flower parts in their picture.

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist,
counselor, guest speaker, grade level coordinator, community experts, families, etc.)

I collaborated with my partner teacher to come up with the idea of using live plants for student
exploration and using ripped paper to create a picture of a plant.

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College