SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

DETAILS
Allison Carlson (Miss. Carlson)
Science (plants)
1st
6 weeks- beginning of April to the middle of May
Plants grow and change over time.

Essential
Questions

PA/Common
Core/Standards

3.1 PK.A.3- Recognize that plants grow and change

Objective

Standard - 3.1.K. A3- Observe, compare, and describe

stages of life cycles for plants
Standard - 3.1.1. B1- Grow plants from seed and
describe how they grow and change. Compare to adult
plants.

During small group activities, all first grade students

will correctly name the five parts of a plants lifecycle
while growing their own plant.

Formative assessment: I will give my students pictures

of their growing plant and have them match the
pictures to the correct step of the lifecycle and verbally
explain what is going on.
Summative assessment: At the end of the 6-weeks, I
will have my students look at the pictures they took of
their plant and answer the exit ticket. The exit ticket
will have one question and that question is what
changed most with your plant over time?

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

What does a plant need to grow and change?

What is the lifecycle of a plant?

ISTE Standards
for Students

Framework for
21st Century
Learning

Accommodation
s, Modifications

1B- Students build networks and customize their

learning environments in ways that support the
learning process.
5B- Students collect data or identify relevant data sets,
use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decisionmaking.
The disability that I have to make accommodations and
modifications for in my classroom is Multiple Sclerosis
(MS).

CK

I will use the iPad more and allow students to sit on the
carpet or bean bag chairs when using them. They will
also have the opportunity to walk around when using
the iPad.
We will be rotating to different stations that involve
sitting and standing so we will not be in one place for
too long.
We will be in groups for the 6 weeks incase students
need extra help with their plants.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

Introduction

This lesson is built off of the prior lesson What does a

plant need daily? and the objective The needs of a
plant

This lesson will incorporate the PA standards by making

observations on an iPad about the changes of plants
over the next 6 weeks. Students will make observations
under the 5 steps of the lifecycle of a plant. Projects will
be completed about the lifecycle of plants.

Activating Prior Knowledge

Have you ever planted plants at home or at school
before?
Do you remember last week when I told you what types
of plants we were going to be planting?
Hook/Lead-In/Anticipatory Set
As a circle discussion, ask what they know about plants
and what their favorite plants are?

Explicit
Instructions

Big Idea Statement

Plants are living things that grow and change over time
Essential Questions Statement
What can you give a plant for it to grow and change?
What are the steps of a plants lifecycle?
Objective Statement
The groups that I put you in are for the next 6 weeks. In
your groups you will all grow your own plant! Each of

CK

you must keep track of the growth and write down any
changes that you can see. When your plant begins to
grow and change you must name the correct step of the
lifecycle that you believe your plant is going through at
that time.
Transition
Read the book The Tiny Seed by Eric Carle
Key Vocabulary
Plants
Plant lifecycle
1. Seed
2. Germination
3. Roots and stem
4. Leaves
5. Buds/Flowers
Grow and change
Lesson
Procedure

Pre-Assessment of Students
I will have each student fill out a KWL using words and
pictures. Based off of where they put the pre-cut
pictures and write their words will determines what
group they will be put into. Each group will consist of 1-2
students who know about plants already and students
that do not know anything about plants. Group sizes will
depend on the size of the class.
Modeling of the Concept
Planting your plant
I will plant a plant of my own in order to demonstrate
what I expect each of my students to do and how they
should behave
1. I will show the different stations at the tables
(cups, seeds, dirt, water, light)
2. I will have a specific place on the window sill for all
of our plants
I will have an interactive bulletin board with the steps of
the lifecycle of a plant. I will place each step on the
board on at a time while explaining what each step is
and why it is important. I will show a pre-planted plant
for each step in order for my students to have a visual of
the steps and what their plant should look like at that
specific stage.
Guiding the Practice
I will stop at each station and make sure my students
are doing what they are supposed to be doing and I will
be making sure they are doing it in a safe manner. I will
help all students that ask or look like they are struggling.

Questions that I will ask as I circle the room:

1. What is the point of this step?
2. What are you doing here?
3. How does this fit into the objective?
4. Does anyone need help or need me to repeat the
directions/standards/steps?
As I circle the room I will have to see these look-fors:
1. Following directions
2. Being safe
3. Taking observations
4. Seeing that they understand how this ties into the
objective

Providing the Independent Practice

As students plant their plants and watch them grow over
the next few weeks, they will relate what they have
done to what gardeners do on a daily basis. They will
explain how the information they learned in class will
help them at home and in the future. They will do this
but creating a visual project, a poster. Each poster will
include information that the child believes is most
important. I will not use a rubric for this assignment. I
want to see what my students believe is most important
and I will go back and re-teach the important ideas that
most students did not put on their poster.
Transition
Students will start off on the carpet and after the game
plan for the next part of the day is read I will pretend
they are plants. I will water each student and give them
the proper lighting to grow into an adult plant. Once full
grown, they will quietly sway in the wind back to their
tables.
Reading
Materials
Technology
Equipment
Supplies

The Tiny Seed by Eric Carle

iPads
Lab-sheets
Pencils
Seeds
Potting soil
Water
Sun-light (windows)
Planting pot (cup)
Evaluation of
Formal Evaluation
the
Students will create a storybook. Their books must
Learning/Master
include:
y of the
1. Create a title (Ex: My Plant Lilly)
Concept
2. Steps to the lifecycle of a plant in order
3. Label each step
4. Pictures of what they think their plant will look like

when it grows into an adult plant

5. The last page in the book must be a paragraph
about what they have learned and how their book
ties into the objective
Informal Evaluation
I will observe my students while they take care of their
plant. I will make sure they are writing down their
observations and getting each lifecycle step correct. As I
am making my observations and writing down what I am
seeing my students do correctly or incorrectly, I will ask
them questions about what they are doing or what they
have learned.
Closure

Summary & Review of the Learning

Students will discuss their adult plant and explain how it
ties into the standards
Using white boards, I will have my students discuss how
they think they met the objective? I will ask them if they
can name all of the steps of the plant lifecycle.
I will have each student write down on the white boards
what they struggled with during the in class activities
and evaluations.
Students will ask their classmates for advice on how to
overcome their challenges and use their suggestions on
the following lessons.
Homework/Assignments
Continue to grow plant and take observations

Teacher
Self-reflection

I know what my students learned by looking over their

posters, their storybooks, and by observing them during
activities and discussions.
There are a few students that did not master the
concept. I will create a game that involves the steps of
the lifecycle of a plant and have them play it to reinforce
the steps.
Next time I teach this lesson plan I will switch the poster
activity or create a rubric for it because my students did
not fully understand what they were supposed to do.
Students comments about this lesson:
1. I love that we get to plant or own plant
2. Cool, we get to create our own story about our
pet plant
3. I dont get this talking about the poster activity
4. Miss. Carlson, can we plant more plants?