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Name: Faith Pegues

Class ELED 3221

Date March 19, 2016
edTPA Indirect Instruction Lesson Plan Template
Central Focus/Big Idea: Nature of Science
Subject of this lesson: Scientist will be able to label the parts of a flower and their functions
Grade Level: Grade 3
NC Essential Standard(s): 3.L.2 Understand how plants survive in their environments.
3.L.2.1 Remember the function of the following structures as it relates to the survival of plants in
their environments:
Roots absorb nutrients
Stems provide support
Leaves synthesize food
Flowers attract pollinators and produce seeds for reproduction
Next Generation Science Standard(s): Systems and System Models a system can be
described in terms of its components and their interactions. (3-LS4-4)
21st Century Skills: Critical Thinking and Problem Solving: Outcome by 4th grade: Students
should be able to explain from observation. Creativity and Innovation: Outcome by 4th grade:
Student should be able to develop ideas
Academic Language Demand
Language Function: Students are expected to see the parts of a plant and be able to label
it and tell its function.










Scientific Vocabulary: Root, Stem, Leaf, Flower

Instructional Objective: Students will be able to label and explain the different parts of a plant
and tell its specific function. They will be able to label 3 out of 4 parts correctly give at the
evaluate phase.
Prior Knowledge (student): Students should know that plants have different parts.

Content Knowledge (teacher): The teacher needs to know the parts of plants and their functions.
Accommodations for special needs (individual and/or small group): Have pictures of plants
Materials and Technology requirements:

Coffee filters
Pipe Cleaners
Construction paper
Markers/ Crayons
Glue/ Tape : worksheet for evaluate

Total Estimated Time: 1 class period
Source of lesson:
Safety considerations: Explain safety precautions before lesson.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Draw a flower on the board and ask how what the 4 major parts are and ask a student to
come label it for me.

Why do we have plants?

Are trees plants?
What are some different plants that you have seen before?

Explore: The students will have seen a plant before and know the parts of a plant.

What are some things different plants have in common?

What are some things different plants have differently?

Explanation: We are going to make our own flowers. Our flowers will be coffee filters
(colored), flower petals construction paper, stems are drinking straws and roots are pipe cleaners.
We will construct the flowers and the students will distinguish between the different parts.

What do you think will be the stem?

What will be the roots?
How does your flower look?

Elaborate: Students will draw parts of a plant from a bag and they will have to team up with
other students to make a complete plant. *Cutout at bottom*

Who drew a root?

Who is a whole flower?
What parts make a complete flower?

Evaluate: Students will have a blank flower and must label the plant and write its function(s).
This is an informal and summative assessment because this is review for the students. Formative
assessment is the flower and how it is constructed.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________

Root Stem Leaf Flowe

Root Stem Leaf Flowe
Root Leaf Stem Flowe
Root Leaf Stem Flowe