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Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13 *edTPA academic language


Molloy College
Division of Education

Lesson Plan Format


Heading for Coursework

Student: Megan Hayes Professor: Prof Moroney
Course EDU 521 Date: July 30, 2014
Grade:4 Topic: Life Cycle of a Plant Content Area: Science

Instructional Objective
Students will be able to identify and explain the process of the life cycle of a plant.

Conditions- After the class discussion about the life cycle of a plant, students will be able to
place life cycle picture in order while working in a small group and then write a small summary
about what happens during that given cycle. Students will then work in those same groups in the
computer room where they will make and present a PowerPoint presentation about the
information they learned about the life cycle of a plant.

Performance Students will be able to identify and explain what happens in each stage of a
plants life cycle.

Product-Students will then create a PowerPoint presentation that will be presented to the class
about the information they learned about the life cycle of a plant.

Criterion-based on a teacher-constructed rubric, students will be assessed on the product and
demonstration of their work achieving a score of at least 3 on a four point scale. Teacher will
also be assessing students on their work during whole class instruction and group work.


SECONDARY INSTRUCTIONAL OBJECTIVES:

After reading and discussing the SMART Board presentation of the life cycle of plants, students
will then be paired into groups of two where they will find a place in the room and each share
three things that they learned or found interesting about a plants life cycle.

After sharing in what they learned with their partner, they will each receive a paper with a
picture of each stage of the life cycle and next to each picture in the space given they will write a
short summary about what is happening in each picture.

Once students have shown the teacher their completed worksheet they will go to the computer
lab where they will work together to put a PowerPoint presentation together illustrating what
they have learned from the entire lesson.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13 *edTPA academic language


CCLS / +NYS STANDARDS & ISTE NETS for Students AND INDICATORS

ELA & Literacy Standard (CCS): Production and Distribution of Writing (R.4)

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose and audience
Indicator:
This will be evident when students write and construct their writings about what
happens during each stage of a plants life cycle.

English Language Arts Standard(CSS): Research to Build and Present Knowledge (SL.8)

Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism
Indicator:

This will be evident when students work collaboratively to research and collect data to
construct their PowerPoint presentation.

ISTE NETS for Students

Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression.

Indicators:
This will be evident when students present their PowerPoint presentation to the class.
MOTIVATION

a brief excerpt from the YouTube clip- Bill Nye the Science Guy-Plants

MATERIALS

SMART Board, computers with Internet access, YouTube video, PowerPoint software,
life cycle presentation, life cycle worksheet, instructor-created rubric

STRATEGIES

Direct instruction and group work

ADAPTATIONS

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13 *edTPA academic language
The student with a significant visual impairment will be given a reading pen with a
printed out copy of the SMART Board presentation and life cycle worksheet
The student who is an English language learner will be provided with a text reader
formatted into their native language.

DIFFERENTIATION OF INSTRUCTION


Students will be placed into a one high student with lower level reading groups when
completing the life cycle worksheet.
Students will then be matched with a different partner to complete the PowerPoint
presentation.

DEVELOPMENTAL PROCEDURES

Activities- Students will join the teacher to review and look over the SMART Board
presentation on the life cycle of plants. Students will be called up to complete each
activity on the SMART Board. Once the presentation is done students will be paired into
groups of two where they will complete the life cycle of a plant worksheet and write a
small summary about what is happening in each picture. After each group has shown
their work to the teacher, students will be matched with a new partner where they will
complete their PowerPoint presentation on their knowledge of each stage of the plant life
cycle.
Key Questions
o What clues in each stage tells you the chronological order of a plants life cycle?
o What is the key factor in the life cycle of a plant that restarts the cycle?
o How many stages are there in a plants cycle?
o What elements are needed to continue a healthy plant life cycle?

Students will use the plant life cycle worksheet to discuss each stage? (How many stages
are their in a plant life cycle? What is the key factor of a plants life cycle that restarts the
cycle.)
Students will the construct a PowerPoint to show what they learned about the plant life
cycle. (What have you found to be the most important element in the cycle?)

ASSESSMENT

Student participation during the SMART Board activities and review.
Students will work cooperatively with their partner to complete the life cycle worksheet.
Students will accurately make a PowerPoint presentation containing all necessary
elements that outline a plants life cycle.

INDEPENDENT PRACTICE

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13 *edTPA academic language
Following the lesson on the life cycle of a plant, students will explore the Weebly website
about the life cycle of plants and will complete the assigned homework and assignments
under the indicated tabs

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT

Direct Teacher Intervention:
The student, under direct intervention with the teacher, will complete a timeline game
where they will have to match what is happening in the life cycle to the correct picture.
The teacher and student will, together to create a study guide outline to ensure student is
studying and understanding the correct material.

Academic Enrichment: Students will have to write a scenario about the elements that are
important to a plants life cycle and are possible things that would interfere with that cycle.




Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13 *edTPA academic language
TEACHER REFERENCES

Bill Nye The Science Guy - Life Cycle (Full Episode). (n.d.). YouTube. Retrieved July 27, 2014,
from https://www.youtube.com/watch?v=LlDK1co0CQo

C&I. (n.d.). NYS Learning Standards:CI&IT:NYSED. Retrieved July 27, 2014, from
http://www.p12.nysed.gov/ciai/standards.html

Life Cycle of a Plant. (2012, January 1). Retrieved July 25, 2014, from
http://exchange.smarttech.com/search.html?q=life+cycle+of+a+plant

Hayes, M., & Ryan, E. (n.d.). 4th Grade science: Life cycles. 4th Grade science: Life cycles.
Retrieved July 27, 2014, from http://4thgradesciencelifecycles.weebly.com/

Hayes, M. (2014, July 23). PowerPoint presentation rubric . . Retrieved July 27, 2014, from
http://rubistar.4teachers.org

Plant Life Cycle Test and Plant Parts. (n.d.). Teachers Pay Teachers. Retrieved July 25, 2014,
from http://www.teacherspayteachers.com/Product/Plant-Life-Cycle-Test-and-Plant-
Parts-191968