SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

DETAILS
Miss Satira
Science
1st grade
10/31/16 40-60 minutes, one week
Plants are living things.
Plants have many parts to help them grow.
We have four seasons.
What season when the leaves change colors?
Weather changes in the four seasons?
How are humans and plants alike?
What is your favorite plant?
What can plants produce?
4.1.1.E: Describe the seasons and describe how the
change of the season affects living things.
4.1.2.E: Identify how living things survive changes in
their environment.
During a class discussion, first graders will identify
characteristics of the four seasons, and life cycles of
plants.
Create their own plant activity based on dandelions.
Identify the characteristics of fall.
Observe the life cycle of a dandelion.
Use nature clues to explain what season we are in
Examine the seasons and the changing plants in the
season.
Class Discussion on what plants and animals need to
survive
Matching game: plant to habitat, animal to habitat
Parts of a plant fill in the blank worksheet
Observe and document class discussion, game,
worksheet
Empowered Learner: applying what they know and
what they find out to a class discussion
Knowledge Constructor: Building knowledge by
applying real world problems to the classroom.
Learning and Innovation skills: Critical Thinking and
Problem Solving: compare and contrast what plants and
animals need to survive
Student who cannot participate in hand and body
movements can sing along
Student who cannot hold pencil can use matching
game on iPad
Student who cannot find plants at home can bring in
pictures of plants.

CK

Student who cannot eat certain food will receive sticker

instead.
(According to disability profile)

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
Previous lesson on plant parts will continue into the
lesson of the plant life cycle through the seasons.
Read The Giving Tree to class aloud
Hook/Lead-In/Anticipatory Set
flower, leaf, snowflake cookies or stickers
Students draw their favorite season
Big Idea Statement
Plants have many parts just like we (humans) do.
Essential Questions Statement
What season is it when it snows?
Objective Statement
Students will learn that plants change with the seasons.
Transition
Sing The Leaves Are Falling Down song
Key Vocabulary
Habitat
Chlorophyll
Photosynthesis
Seasons
Winter
Spring
Summer
Fall
Axis
Equator

PreAssessment of Students
On whiteboard, writing out the four seasons as a chart.
Have students share what they know about the seasons
and write in the in chart. Have students write on paperconnecting to handwriting/motors skills
Modeling of the Concept
I will show students how to use their science journal.

Set up lamp near globe ad explain that the lamp is the

sun and as the globe rotates, seasons occur because we
are moving away from the sun.
Guiding the Practice
Help create science journals with students. Each student
is equipped with magnifying class, paper, clipboard,
pencil. They will use it when they feel t is necessary to
document a plant or season.
Providing the Independent Practice
Let the students explore the world, observe, and
document what they find. Have a look for sheet handy
while exploring.
Transition
Let students watch https://www.youtube.com/watch?
v=tSP8hyzenF0
Reading
The Giving Tree book
Materials
Projector
Technology
Plant pictures
Equipment
Season pictures
Supplies
Science journals (listed above)
Look for sheet: four seasons and basic plant life cycle
Lamp
Globe
Evaluation of
Formal Evaluation
the
Students create own plant cycle using real plants or
Learning/Master
photographs, also labeling each part. Science journal
y of the
Informal Evaluation
Concept
Have students recite seasons
Closure
Summary & Review of the Learning
Use matching worksheet: Match animal and plant to
habitat
Have students individually share what they learned
about seasons
Homework/Assignments
Observe and document plants at home and bring in
three plants to class along with observation notes,
(where plant was found, what type, what season it was
when found)
Teacher
Self-reflection