Name: Bialia Lor

Class: Science
Date: March 21st, 2018

Indirect Instruction Lesson Plan Template

Plant Life Cycle

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Central Focus/Big Idea: The central focus of this lesson is for students to understand how
plants survive in their environments. In this lesson, students will specifically learn how plants
grow from a seed, then be able to summarize each stage.

Subject of this lesson:

The subject of this lesson is the life cycle of plants.

Grade Level:
This lesson is designed for 3rd grade.

NC Essential Standard(s): What specific standards are you going to address in this lesson?
Write it out, don’t just list the number. http://www.dpi.state.nc.us/acre/standards/new-standards/
3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.

21st Century Skills: Using the “21st Century Skills Map-Science” available on Canvas, choose
the two or three skills that apply to your lesson. Explain why you chose these.
- Collaboration: students will be working in groups to explore more about the life cycle of
plants. They will need to be considerate of their group mates and work together to
complete the given task.
- Environmental Literacy: students will be learning about the life cycle of plants. They
will begin to develop an understanding of how plants grow and how the environment can
affect the growth of a plant and its’ life cycle.
Academic Language Demand
● Language Function: In the table below highlight the one most important language
function for your lesson. Your language function needs to align with the NC Essential
Standard you identified earlier. Explain why you chose this one.
o Students will be learning about the different stages in a plant life cycle, then to
ensure that students have fully grasp the concept, they will be asked to complete a
flip chart that will summarize the life cycle of plants; more specifically the stages
in the plant life cycle. Students will have to recall important details that they’ve
learned from the lesson to help them summarize each stage of a plant life cycle.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize
 ● Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
o Life cycle, plants, germination, pollination, roots, photosynthesis, seedlings, seed,
adult plant, flower
Instructional Objective:
Students will work in groups of three to complete a flip chart that summarizes the life cycle of
plants with words and pictures. Students are expected to earn 8 out of 10 points.
Prior Knowledge (student):
Students should already know some basic structure of plants such as stem, roots, leaves, etc.
Students should also have an idea of what life cycle means.

Content Knowledge (teacher):

Teacher should know about the stages of the plant cycle; seed, germination, seedling, and adult
plant. Teacher should also have some knowledge about plant reproduction and pollunation,

Accommodations for special needs (individual and/or small group):

To accommodate students with special needs (especially those who needs extra support with
reading), they will be paired with students who could help support them (those who are
collaborative and at a higher reading level).

Materials and Technology requirements:

- Access to youtube; watching a video
- Students should have their science notebook
- Materials for the scavenger hunt
- 24 copies of scavenger question worksheet
- 10 of the fact cards placed around the classroom
- 24 copies of the plant life cycle flipchart
- 8 copies of the plant life cycle sorting worksheet

Total Estimated Time: How long do you expect your lesson will take?
1 hour
- 10 minutes for engage
- 20-25 minutes for explore
- 15 minutes for explain
- 5-10 minutes for elaborate (if there is enough time)
- 5 minutes for the assessment

Source of lesson: Web site, textbook, colleague…?

The general idea of the lesson came from my CT teacher and their team lesson plan. I
incorporated some of the ideas and added more activity to make it more of an indirect lesson
plan.
-https://www.youtube.com/watch?v=Avrbtt7izP4
-https://www.superteacherworksheets.com/science/plant-scav-hunt_WMTFM.pdf
Safety considerations: How will you make sure students are safe in your lesson?
To ensure students’ safety, there will be a maximum of three student per fact card station during
the scavenger hunt. This will help students avoid any over crowdedness that could lead to
potential harm.

Content and Strategies (Procedure)

Engage: How will students’ attention or interest be captured? How will you identify prior
conceptions?
Students will gather on the carpet and complete a KWL table in their science notebook about
plants. In the K, they will list any ideas they know about plants. In the W, they will list anything
they would like to learn about plants. Students will leave the L blank and filled it out while
watching a video about the life cycles of plants. Students will have 3 minutes to fill out the K and
W, then afterwards, students will share what they wrote with the whole class. “What do you
already know about plants?” “What are some ideas you’ll like to learn more about plants?” “Has
anyone ever wondered how plants grow and live?” When the discussion is done, play the video
to help students learn about the life cycle of plants (remind students to be writing down any new
knowledge they learn from the video). After watching the video, ask students to share something
new they learned from the video. “From the video, share some ideas that you’ve learned.” “What
was interesting about the video?” “Did the video relate to something you already knew?” “Did
the video answer some of your wonderings?”

Explore: What common concrete experience will the students have that allows all students
access to materials? What questions will you ask to facilitate exploration?
Students will get into partners and go on a scavenger hunt around the classroom to find answers
to questions on a worksheet. Students will be reading facts about the stages of a plant life cycle
and be able to see a visualization of that stage. They will be given 15-20 minutes to complete the
scavenger hunt then return to the carpet. As students are working, the teacher will pose questions
that targets the objective of today’s lesson. “What are some vocabulary you are seeing that seems
important?” “Can you summarize each stage of the plant life?” “Identify each stage of the plant
life.”

Explanation: How will you structure student sharing from exploration? How will you facilitate
students’ conceptual development? How will you help students connect explanations back to
their experience? How will you build on student explanations to help students use appropriate
vocabulary to label concepts and ideas? Be sure to include the science content in this section as
well.
Students will gather around the carpet and go over the scavenger hunt worksheet. They will share
and elaborate on their findings. As a class, students will go through each problem and discuss
their answer while the teacher facilitates. The teacher can pose questions like, “can you identify
the stages of a plant life cycle?” “Can anyone draw a picture of the plant at that stage and
explain.” Teacher can also ask students to find connection between what they’ve just learned and
apply it to their pea plant which they have been growing inside the classroom for two weeks
now.
Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts,
and skills? (Another activity is ideal)
If time allotted, students will work in groups of 4 to sort pictures of the plant cycle. Students will
also label pictures that represents each specific stage. Teacher can ask students to think about
what happens during each stage, and to think about the growing progress of plants.

Evaluate: How will you assess each student’s progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)? You are required to include both your formative and summative assessment here.
For the summative assessment, students will complete the flipchart together with their group.
The flip chart will be assessed to see if students understood each stage of the plant life cycle and
if they were able to summarize each stage and draw a picture to illustrate the stage. Students are
expected to earn 8 out of 10 points.

The formative assessment is the KWL students completed, the scavenger hunt, and all the
discussions and questions the students answered.
To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

14 out of 23 students showed mastery of the objective by receiving at least 8 out of 10 points.
Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________