ED 345 Calvin College Lesson Planning Form

Teacher:
Rylie Eastley
Theme: plants

Date: November 20, 2015

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
Life cycle of plants
How does this lesson tie in to a unit plan? (If applicable.)
This is the third lesson of the unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1) Students will be able to list the life cycle of a plant.
2) Student will be able to create a life cycle of plant related to the book they chose.

L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and
develop into adults, reproduce, and eventually die. The details of this life cycle are different for
different organisms.
L.OL.02.22 Describe the life cycle of familiar flowering plants including the following stages:
seed, plant, flower, and fruit.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.2Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.

II. Before you start

Prerequisite knowledge
and skills.

-knowledge from previous lessons on plant parts and plant needs.

Assessment
(formative and
summative)

Life cycle project.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
-brainpop video
-life cycle books
Options for Language/Symbols
-life cycle stages through books and video

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-various activities, video, and life
cycle project.

Options for Expression

-students create life cycle

Options for Sustaining Effort &

Persistence

Options for Executive Function

-students share

Options for Comprehension

-connect to humans
-review plant parts.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Options for Self Regulation

-students work independently on
life cycle

-a variety of plant life cycle books with different plants-oak trees,

pumpkins, apple trees, beans, sunflowers etc.
- 16 pre-made life cycle papers

-students at rug then work at desk

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
1) Review plant parts and basic needs of plant
2) Ask: do you know what the growing process is called? (Life cycle)
what is our life cycle? Baby, toddler, preschooler, grade-schooler, teen,
young adult, and adult! Just like us, plants have a life cycle to!
3) Today, we are going to be scientist again and do research project. Everyone
put on your (pretend) goggles and lab coat.
4) We are going to watch a video on the life cycle of a plant! When I am done
talking, go back to your seat, and I am going to pass out a blank piece of
paper, whenever you think you hear a different stage, write it down! Just use
your best second grade spelling!
-pause video and give students time to write.
5) Now, discuss with your table groups and see if you have the same life cycle
stages.
6) Students go to rug, and review life cycle stages and what happens at each
stage and explain research project.
ask:
what was the 1st stage, 2nd, 3rd, 4th, 5th?
(seed, sprout, seedling, young plant, and adult plant)
those are similar to human stages!

Developm
ent

7) Show teacher example of rose life cycle. Say:

In the back of the room are different books about different plants and their life
cycles. You are going to pick one of those books, make sure that is a good-fit book!
Then you are going to draw and label the life cycle of your plant! (each book has life
cycle clearly laid out) First draw and label with pencil, then use colored pencil and
crayon. Make sure you do your neatest work because other people will be seeing
and learning from these. There can be no more than 2 people per book, but you
each have to do your own life cycle!
8) I am going to pick friends to choose their books that look they are ready to work!

Closure

9) Students pick and read books and begin drawing and identifying the life cycle of
the plant in their book.
-if students are finished, they can share with each other

Your reflection on the lesson including ideas for improvement for next time:
The students seemed to like that they each got to choose a book and create a different plant
life cycle. A few of the students were fighting over the books, but I didnt want to assign
them to a book from the start because I wanted the students to pick a plant they were
interested in. If I were to teach this lesson again, I would emphasize that students must do
their best work. Some of the students rushed though a project and did a messy job, which
then made it difficult to understand their plants life cycle. I liked that students did several
different plants life cycles, because then their projects each turned out different and they got
to teach each other about different plants.