University of Houston

Science for ELLs

Name: Emily Staska

Basic Lesson Components

Grade Level: 1st

Time Estimate: 45 minutes

Science Content: Plants have many parts such as leaf, steam, roots, flower and seed. The seed
is what helps make new plants. The root is planted in the soil and absorbs nutrients and water
that are needed by the rest of the plant. The stem carries water and nutrients from one part of
the plant to another. The leaves provide food and air to help the plant stay healthy and grow.
The flower is where fruits and seeds come from.

TEKS: 1.10B Compare the parts of the plants

Content Objective(s): Students will be able to determine the different parts of the plant and
their function.

Domjan & Wong (2016)

ELPS: Speaking, mainly speak using single words and short phrases consisting of recently
practiced, memorized, or highly familiar material to get immediate needs met; may be hesitant
to speak and often give up in their attempts to communicate.

Language Objective (s): The student is expected to: practice producing sounds of newly
acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to
pronounce English words in a manner that is increasingly comprehensible.

Vocabulary: Definition: Cognate (T or F): Commented [WSS1]: Please review what a cognate is and
Plant: are the major producers in an ecosystem, and fix this list.
Planta (T) -1
they include trees, herbs, bushes, grasses,
vines, ferns, mosses, and green algae.

Root: that are modified for storage of starch and

water. They usually grow underground as
Raiz (FT)
protection from plant-eating animals.
Seed: a fertilized ovule containing the plant embryo. Semilla (FT)
Given the appropriate growth conditions, it will
become the new plant.

Stem: The stem is normally divided into nodes and Vastago(FT)

internodes: The nodes hold one or more leaves,
as well as buds which can grow into branches.

Nutrients: a substance that provides nourishment essential Nutrientes (T)

for growth and the maintenance of life.

Misconceptions:
Plants are not alive. Trees, grass, vegetables, and weeds are not plants.

Materials/Resources/Technology Needs:
Materials: Flipbook, computer, book, I can eat a whole plant paper, celery, pretzel sticks, spinach leafs,
seeds, strawberries

Book: The Tiny Seed by Eric Carle

Technology: Computer, promethean board

Safety:
Make sure students do play with the food or stick it up their nose.

Domjan & Wong (2016)

5E Instructional Procedures
What Teacher Does:
Engage  Teacher will draw a plant on
the board.
 Teacher will draw the roots,
seed, stem, flower and leaves.
 Teacher will ask the students
what she drew.
 After students answer (plant),
the teacher will then begin to
ask the students what they
know about plants.
 Teacher will ask students if
they know what each part of the
plant does.
 The teacher will ask students if
they can label the plants.
 Then teacher will read the book
“The Tiny Seeds by Eric
Carle”.
Explore  I will give the students a I can
eat a whole plant paper.
 Students will receive pretzel
sticks, celery, strawberries,
leafs and seeds.
 Students will fill out the paper
with the food that goes with
each part of the flower.
 I will be the facilitator as
students explore.
Explain  I will ask the students what
each part of the plant does and
its function.
 As students tell me the answers
I will clarify as we go.
 I will show the students a brain
pop video over the different
parts of the plant.
 I will explain to the students
what each art of the plant does.
Elaborate  Teacher will tell the students
they will now learn the Life
cycle of the plant.
 I will give them a life cycle
activity.
What Students Do:
 Students will watch the teacher as she
draws a picture of a plant on the
board.
 After the picture is done the students
will then begin to tell the teacher that
she drew a plant.
 Students will then use their prior
knowledge to tell us what they know
about plants.
 They will also tell us what each part
of the plant is such as roots, stem,
flowers, leaves and seed.
 Students will then listen to the book
“The Tiny Seeds by Eric Carle”.
 Students will receive a I can eat a
whole plant paper.
 Students will receive pretzel sticks,
celery, strawberries, leafs and seeds.
 Students will determine what piece of
food goes with what part of the
flower.
 Students will then label there flower
with the correct terms.
 Students will tell me what they
explored. Such as the different parts
of the plants and their functions.
 Students will watch a brain pop video
over parts of a plant.
 Students will listen to the teacher Commented [WSS2]: Always have students explain and
explain what each part of the plant share first. You only add and clarify as needed. Let students
construct their knowledge.
does.
Commented [WSS3]: This should be the last thing in
explain. Use this to clarify.
Commented [WSS4]: Have students explain first. So,
 The students will have cards over the have students explain parts of the plant. Then clarify. Then
life cycle of a plant and they will put have them explain what each part does. Then clarify. Then
them in order in which they think brain pop video.
they go.
 When students are done they will
Domjan & Wong (2016)
  I will give the students cards
with a picture of each part of
the life cycle on the card.
 Then students will have to
figure out which one goes first,
etc.
 a plant.
 Teacher will go over the life
cycle of the plant.
 Teacher will facilitate as
students do this activity.
 Then they will explain to me
which order they think it goes
in.
 Then we will have a discussion
on the life cycle of a plant and
we will watch a brain pop over
it so that they can extend their
knowledge. fill out a life cycle
of a plant worksheet.
Evaluate  Teacher will model a foldable
over the different parts of the
plants.
 She will draw a plant and its
different parts on a foldable.
 Then the whole class will
discuss what each part is and
label it.
 Then the class will discourse
over what each part does and
write it on the correct part.
explain to me what order they go in.
 After we discuss as a class we will
watch a brain pop video over the life
cycle of a plant and collaborate again
after that.The students will listen as
the teacher goes over the life cycle of
 The students will then fill out a Commented [WSS5]: You are just telling them? Why not
worksheet over the life cycle have them do an activity first? Remember to always let them
experience before you explain anything. You can give them
independently. a graphic organizer, or do a card sort first.
 Students will be challenged because
they will not have the teacher
modeling it for them.
 Students will receive a foldable from
the teacher.
 Students will draw their own plant on
the foldable.
 As a class they will label each part of
the plant.
 Then they will write about what each
part of the plants function is.

DRAFT 1

 What level of inquiry is your lesson? Explicitly how your lesson is formatted to follow
the identified level of inquiry.
My lesson I believe is level 2 inquiry, students are given a procedure to follow but are
not told where each fruit goes to what part of the plant therefore, the solution is
unknown.

 Which aspect(s) of the nature of science does your lesson address? Explicitly explain
how your lesson addressed the identified aspects.

Domjan & Wong (2016)

 Plants are in every single part of nature and every climate. Plants are seen in the
Greenland’s, rainforests, deserts. The only place you would probably not see a plant is
in the artic where it is ice all the time.

 How did you accommodate linguistically diverse students (ELLs) in this lesson? Why
do you think the strategies you selected will be beneficial to student learning?
ELLs are accommodated in this lesson by ELPS, where I will use only words that they
may know or single words. A lot of teacher modeling is incorporated into my lesson
which is good for ELL students because they do not know much English but if it is
modeled they can follow along.

 How did you integrate your students’ home cultures into this lesson?
I integrated my students home cultures in my lesson by allowing the students to tell me
what they know about plants and where they have seen plants. Also by giving the
students a diverse variety of foods to use of their lesson.

Domjan & Wong (2016)