COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Mesheng Vang
SCSU Course: Art 394/96
Date: 11/30/22
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Parts of a Flower
Grade Level: 3rd Grade
Subject Area: Science
Unit of Study: Life Science

How does this lesson connect with and build on previous lessons and how will it connect to
subsequent lesson(s)? (What came before and what will come next?)
The previous lesson was identifying common groups of plants using observable physical
characteristics and structures. This lesson connects to that by going into depth of main part of the
flower. The next lesson will focus on the evolutions and reproductions of plants.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
• Syntax OR • Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
•
Content Vocabulary (word/term and grade level appropriate definition):
• Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
-Petals: The parts of a flower that is often brightly colored leaves with different shape and smell.
-Stamen: The part of a flower that produces pollen so it can reproduce.
-Sepal: It is usually green and serve as a protection for the flower in bud and a support for the petals
when in bloom.
-Pistil: The part of the flower that develops into seeds or fruit.
Supporting Vocabulary (word/term and grade level appropriate definition):
• Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
-Pollen: Pollen is the substance that causes plants to form seeds. New plants then can grow from the
seeds. Both flowering plants and conifers (plants that grow seeds inside cones) make pollen. A grain
of pollen is so tiny that it is best viewed through a microscope.

STANDARDS AND LEARNING OBJECTIVES

Content & Language Standard Content Objective Assessment
(Code and Benchmark) (What skill will the student demonstrate and (How will you measure the skill, determine
how will you assess it?) proficiency, and give feedback to students?)

MN Content Standard: Students will be able to…by… Measurement Tool(s):

3.4.1.1.1 Students will be able to identify Asking questions
the parts of a flower: Petals,
Compare how the different
Stigma, Anther, Filament and
structures of plants and animals
Sepal. Indicator/Criteria for Proficiency:
serve various functions of growth,
survival, and reproduction By giving the correct answer. If
Students will be able to describe
1. Living things are diverse with
the function of different parts of not, I will guide them to it.
many different characteristics
the flowering plants.
that enable them to grow,
reproduce and survive.
Means of Feedback to Student:
Verbal Feedback

MN Content Standard: Students will be able to…by… Measurement Tool(s):

5.3.2.2.1 I will measure how well they
Modify an original idea for a work Student will be able to follow the were able to follow the
of art. direction and create a paper directions and if they are able to
 flowers of their choice to place it in complete the task in the times
the water to watch it bloom. given.

Indicator/Criteria for Proficiency:

A minimum of three paper
flowers with a least two different
colors and design.

Means of Feedback to Student:

Verbal Feedbacks
Common Core or MN ELA Students will be able to…by… Measurement Tool(s):
Standard for Academic Lang:
Indicator/Criteria for Proficiency:

Means of Feedback to Student:

MATERIALS/RESOURCES/TECHNOLOGY
• Blank Paper
• Color Pencil
• Scissor
• Small Plastic Bowls – (For this lesson plan, student will need to find a small bowl within their home)
• Water
• PowerPoint

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include what (How will you serve SPED/EL/Gifted
Minutes) you would say, directions, examples of possible student students? Students with varying
responses, key notes or information, etc… A substitute should be reading/math abilities?)
able to replicate your lesson successfully using this procedure.)

1 min Introducing the lesson/units Using PowerPoints with Visual

T: Hello Class, today we will be learning about Parts of a Aids
Flower for our Life Science Unit. (Put on PowerPoint)
Slide #1
3-5 min Review the previous lesson
T: Before we begin, let’s review a couple of things from
our previous chapter on plant’s structure. “What are the 5
plants structure?” (Slide #2 and #3)
S: Roots, Stems, Leave, Flowers, and Seeds.
T: What are the functions of each of the structures?
S: (Various Answers) Roots absorbs water and nutrients
from the soils. The stem provide support, stores food and
holds the leaves, flowers, and buds. The function of the
leaf is to produce food for the plant by photosynthesis.
The flowers are the reproductive part of the plant, and the
seeds are creating new plants.

1 min T: Today our focus will be learning about the Parts of a

Flower. (Slide #4)
S: Students Listen

1-2 min T: Look at these three pictures and tell me which do you
think is a flower and why? (Slide #5)
S: Students listen and answer (Various Answers)

5 mins T: (Slide #6 Go over the parts of the flower. Petals, Pistil,

Stamen, and Sepal. Go over the vocabulary in Slide 7-10)
T: Can anyone tell me what is pollen? (Slide #9)
S: Pollen is the substance that causes plants to form
seeds. New plants then can grow from the seeds. Both
flowering plants and conifers (plants that grow seeds
inside cones) make pollen. A grain of pollen is so tiny that
it is best viewed through a microscope.

5 min Introduce the art portion of the lesson plan

T: Today we will be creating some flowers and watch
them bloom! Before we start, I want to go over the
materials needed and the instructions. (Slide #11 and
#12)
 Instruction: Draw out some flowers on a blank white sheet
of paper. (I have some as example in this packet). Design
the flowers with a least two colors and one pattern. Cut
out the flowers, making sure the petals are cut all the way
through so that it can be easily folded. Fold down each of
the petals. Fill up the provided plastic plate/bowl with
some water. Place the flowers on the plate/bowl and
watch as it slowly unfolds.
S: Watch and Listen
10 min T: (Pass out materials)
S: Work on their flowers. A minimum of three flowers with
at least two colors and one pattern.
T: Walk around the room and help. Remind them of the
art patterns that they have learned and to utilize it.
5 mins T: Pass out the plate/bowl for each students and help
pour water into it. Inform students to wait until you have
everyone prepared and then they can drop their flowers
into the bowl.
5 mins T: Lets review! (Slide #13-#18)
Questions and Answers are on the slides.

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)

Review with questions on the PowerPoint. Go over any questions that student might have.
Inform students that tomorrow we will be focusing on the evolutions and reproduction part of the
plants.
T: I want you to go outside and see if there are any flowers during this time of the season? For
tomorrow morning meeting, we will go around and listen to everyone’s answer.

CONNECTIONS TO RESEARCH/THEORY

This lesson plan used Howard Gardner's multiple intelligence theory by focusing on the naturalistic aspect.
Students are learning about the creation of plants/flowers and their function to the environment. They are
learning to understand the patterns of living things.
 CITATIONS

K8School. (2020, August 2). Parts of a flower: Flower parts: Flower structure: Science lessons.
k8schoollessons.com. Retrieved November 30, 2022, from https://k8schoollessons.com/parts-of-a-
flower/

Encyclopædia Britannica, inc. (n.d.). Encyclopædia Britannica. Retrieved November 30, 2022, from
https://kids.britannica.com/kids/article/plant/353639

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)