1

Kelsie Weyer ASSURE Model Lesson Plan

Plants
4th Grade
Science
Lesson length: two class periods (1. webquest and small group discussion
2. Plant project and plickers)
Analyze Learners
Total number of students: 24 students
Male students: 10 students
Female students: 14 students
Students with low learning skills:5 students
ESL Student: 1 student
Hearing Impaired:1 students
SPL IEP: 6 students
Visual/Spatial learners: 8 students
Kinesthetic learners: 8 students
Verbal/linguistic learners: 5 students
Interpersonal learners: 2 students
Logical/Mathematical: 1 student
State Objectives
SOL 4.4 - The student will investigate and understand basic plant anatomy and life
processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
d) adaptations allow plants to satisfy life needs and respond to the environment.

Select Media, Materials, and Methods

Media:
24 laptops with internet access (or computer lab)
WebQuest word document installed on desktop
Google Earth downloaded on computer
iPad with plicker program access
Materials:
Plicker idenitfiers (printed)
Poster paper
Markers
Crayons/colored pencils
Science journal
pencil
Methods

2
Whole group instruction on webquest
student-centered webquest- introduction/review/assignments for plants
whole group instruction on small group discussion
small group discussion- review of webquest sections
student-centered plant project
Whole group assessment- plicker multiple choice review (https://www.plickers.com/)
Utilize Media, Materials, and Methods
Media:
24 laptops/computers with internet access- will be used to complete webquest on plants
(access to webquest word document on each website, Google Earth program
downloaded on computer)
iPad- will be used to assess the plicker multiple choice assessment
Materials:
Plicker identifiers- print and use for assessment
Poster paper- use white paper for plant projects
Markers/crayons/colored pencils- use for coloring plant projects
Science journal- use for recording webquest assignment answers
Pencil- use to record webquest answers in journal
Methods:
Whole group webquest instruction- teacher explain how to use a webquest with links.
Inform students they need to move through sections every 5 minutes
Student-centered webquest- students use webquest document to successfully complete
the assignment while recording answers in science journal (teacher keep time and make
reminders at the 5 minute mark)
Whole group instruction on small group discussion- inform students to join with their
table groups of four students and discuss the information they learned through each
section of the web quest. One student will summarize the information found in each
section and then the other students will add any other information they think was
important. Each child will have an opportunity to be the teacher for at least one
section.
Student-centered plant project-students will create their own plant once they finish the
webquest following the guidelines outlined in the provided rubric
Whole group assessment- Students will be asked the following questions about plants.
They will respond by turning their plicker to the correct multiple choice answer which I
will then use to evaluate their understanding of the material. (no notes/partnersindividual work)
1. What is a botanist?
A. an inventor who makes robots
B. a detective who solves plant crimes
C. a scientist who studies plants
D. a robot that wants to take over the world
2. Which of the following is an adaption of a rose plant?
A. pollen
B. thorns
C. petals
D. roots
3. How does a dandelion mainly disperse its seeds?

3
A. by animals
B. by water
C. by splitting suddenly
D. by wind
4. What do both humans and plants need to survive?
A. the sun
B. pollen
C. dirt
D. ice cream
5. What is the first part of the plant to develop after the seed it planted?
A. petals
B. leaves
C. stem
D. roots
Require Learner Participation
Whole group webquest instruction:
During this time, the teacher will pass around students science journals. Instruct them
to label their next entry: Plant Webquest. Inform students that they will be accessing the
webquest word document on their desktop and that all the web links they need to
access for information are hyperlinked into the document. To open these websites
ctrl+click on the underlined blue links. Students will be actively involved by preparing
their science journal.
Student-centered webquest:
During this time, students will use laptops to follow instructions and access the linked
websites to complete a plant webquest. They will record specified answers in their
science journal.
whole group instruction on small group discussion:
During this time, the teacher will instruct students on how to accomplish their small
group discussion. Inform students to join with their table groups of four students and
discuss the information they learned through each section of the web quest.
small group discussion:
One student will summarize the information found in each section and then the other
students will add any other information they think was important. Each child will have
an opportunity to be the teacher for at least one section, so they will be actively
engaged.
student-centered plant project:
During this time, students will plan out their idea for their own original plant, as
instructed at the end of the webquest. They will ensure it follows the criteria of the
rubric. Students will use poster paper and drawing utensils to create their drawing of
their plant. Students will be actively engaged since this activates deeper and more
creative thinking.
Whole group plicker assessment:
During this time, the teacher will pass out plicker cards to all the students. After asking
a multiple choice question, students will turn their plicker card to correlate with their
chosen answer. The answer will scan the room with the iPad plicker system and analyze
the students understanding of the material. Active participation is required for this
activity.

4
All of these activities allow students of different intelligences to be engaged. The
webquest appeals to visual learners. The small group discussion appeals to
interpersonal and verbal learners since they will discuss information with peers.
Kinesthetic learners create their own plant posters and color their plants.
Evaluate & Revise
Student Performance:
The performance of students will be evaluated after each main activity. Their science
journals will be reviewed to ensure their successfully completed the activies and
obtained an understanding of the material covered. The plant poster project will allow
students to apply this knowledge and will be evaluated based on the standards
expressed in the rubric. Finally, the plicker multiple choice assessment will demonstrate
whether the students retained this information.
Instructor Performance:
While the students are in their small group discussions, the teacher can observe and
determine if students are confident in explaining the plant information in their own
words. If they seem confused or unable to teach their section, then the teacher can
decide whether to reteach this to ensure every student is on the same page. After the
webquest, plant project, and plicker assessment are completed, the teacher can
evaluate the effectiveness of the lesson and make revisions.
Media Performance:
The technology used in this lesson allows students to take control of their own learning
(webquest). If students are able to navigate through the course without many
difficulties then it can be determined the media was successful.

Resources
Elliot, L. (2011). Teach like a techie: 20 tools for reaching the digital generation.
Peterborough, NH: Crystal Springs Books.
Johnson, N. D., Lang, N. P., & Zophy, K. T. (2011). Overcoming Assessment Problems
in Google Earth-based Assignments. Journal of Geoscience Education, 99-105.
Retrieved December 3, 2016.
The ASSURE Model: An Instructional Design Model to Help ASSURE Effective
Teaching & Learning. (n.d.). The ASSURE Model. Retrieved December 3, 2016,
from https://learn.vccs.edu/bbcswebdav/institution/SO/IDOL/Unit 1 - Analyze
Learners/ASSURE Model/ASSURE_model_print.html.

PLANTS WEBQUEST
4th Grade science SOL standard 4.4 A, B, D
The student will investigate and understand basic plant anatomy and life
processes. Key concepts include a) the structures of typical plants and
the function of each structure; b) processes and structures involved with
plant reproduction; c) photosynthesis; and d) adaptations allow plants to
satisfy life needs and respond to the environment

Introduction:
ATTENTION ALL FOURTH GRADE

BOTANISTS!

Your mission today is to be a plant detective (a botanist is a scientist who studies

plants). You will collect clues about the parts of a plant and its life cycle. There will
be information about seed dispersal and plant adaptations. You will also explore
what plants need to survive and why they are important. Then you will have a final
assignment after youve completed your plant investigation. You will need your
plant journal to record the evidence you gather. Dont forget to press the ctrl
(control) key and then click on the hyperlinks to visit the websites.

Parts of a Plant:
1. Review information from the following website on the different parts of a flower
and their purposes.
http://www.mbgnet.net/bioplants/parts.html
2. Draw a picture in your plant journal of a flower with the 4 main parts labeled.

Plant life cycle

1. Watch the following video on the life cycle of a plant.
https://www.youtube.com/watch?v=ZCYbwis2twM
2. In your plant journal write down the steps in the life cycle of a plant.
3. Think of 2 other organisms that go through life cycles and write them down in
your plant journal.

Seed dispersal
1. Read the definition of dispersal and write down in your plant
journal your own definition of dispersal.
http://learnersdictionary.com/definition/dispersal
2. Explore the following website to learn how plants disperse
their seeds.
http://www.vtaide.com/png/seed-dispersion.htm
3. In your plant journal, write down the 4 different ways plants
spread their seeds.

Plant adaptations

6
1. Watch the video on plant adaptations on the following website (play video).
http://studyjams.scholastic.com/studyjams/jams/science/plants/plantadaptations.htm
2. After watching the video click on the tab for test yourself and take the quiz.
3. For any questions you get incorrect, record the question and correct answer in
your plant journal.
4. Use Google Earth to locate real locations of environments (desert, rain forest,
tropics, and underwater) in which these plant adaptions are used. You may use the
search box on the side bar on the left side of the screen (SearchFly totype in
name of locationhit enter/click magnifying glass iconzoom in/out using the +/tool) https://www.google.com/earth/
5. In your science journal, record the real world location, environment, and type of
adaption you think these plants would use and why.

Why plants are important

1. Explore the following webpage.
http://www.mbgnet.net/bioplants/earth.html
2. List 3 reasons why plants are important.

What plants need

1. Listen to this song about what plants need in order to survive.
https://www.youtube.com/watch?v=dUBIQ1fTRzI
2. Create a Venn diagram to compare (similarities) and contrast (differences) what
plants need and what people need to live.

Create your own plant!

1. Using all the notes and clues youve collected

throughout this plant investigation, create an idea for
your unique plant.
2. Draw a picture of your plant in your plant journal
3. Include the following:
Label the 4 main parts of your plant
Describe what type of seeds your plant has and
how your plant disperses them (include a drawing
of a seed)
Discuss the type of environment your plant thrives
in (dessert, arctic tundra, dry grassland, rain
forest, under water, etc.)
List the adaptions of your plant and how they help your plant survive in its
environment
Color your plant. Be creative and have fun!

Rubric:
Incomplete
0 pts
Plant Labels

Didnt include
labels

Needs
Improvement
1pt
Didnt label
any parts
correctly

Fair
2pt
Labeled 1 or
2 parts
correctly

Good
3pts
Labeled 3/4
parts
correctly

Excellent
4pts
Labels all 4
parts
correctly

7
Seed
dispersal

Didnt include
seed
dispersal

Didnt
describe seed
dispersal or
didnt include
drawing of
seed

Plant
adaptation

Doesnt
include plant
adaptation

Includes
plant
adaptation
without
explanation

Presentation

Unorganized,
messy, no
color

Little effort,
no color

Includes
seed
dispersal
technique
that does
not correlate
to seed type
Plant
adaptation
without
explanation
does not
correlate to
the
environment
Organized,
no color

Includes
logical seed
dispersal
technique
and seed
type without
explanation
Plant
adaptation
with
explanation
does not
correlate to
the
environment
Colorful,
easy to read

Includes
logical seed
dispersal
technique
and seed
type with
explanation
Includes
plant
adaptation
with
explanation
for
environmen
t
Creative,
colorful,
easy to
read