Indiana Wesleyan

Elementary Education Lesson Plan Template

McKenna Maynard School: Riverview Elementary

IWU Supervisor: Karla Karr Co-op: Mrs. Faulkner
Lesson Title: Plant Needs & Roles Grade Level: 3rd grade

READINESS
I. Goals/Objectives/Standard(s)
a. Goal(s): Students will be able to identify the roles of plant parts and the basic needs of a
plant.
b. Objective(s):
-After students complete the lesson, they will be able to identify what a plant needs in order to
grow.
-After students complete the lesson, they will be able to identify the external parts of a plant and
the role they play in helping the plant grow.

Standard: 3.LS.2 Plan and conduct an investigation to determine the basic needs of plants to
grow, develop, and reproduce.

II. Materials:
-Blank foldable
-Colored Pencils
-Seed & Soil
-Construction paper
-My seed observation Log
-Tree leaf & flower leaf
-Overhead camera

Management: The students will be working at their desk throughout the entire lesson. They will
be working independently at their desk, but they will have times where they are allowed to
discuss the material with the people at their table.

Time-
Anticipatory Set: 5 minutes
Lesson Presentation: 35 minutes
Closure: 5 minutes
Total: 45 minutes

III. Anticipatory Set:

Today I noticed that this plant that was in the corner of my room was dying. (Hold up dead plant)
Have any of you guys ever had a plant and then realized that it was dead? *Allow students to
answer* Why do you think that my plant died? *Allow students to answer*
IV. Purpose:
Today we are going to learn about the role of different parts of a plant so that we can help give
them what they need to live. Our environment is important and we want to take care of it the
best that we can. If we know how plants stay alive, and know the things that they need to stay
alive, we can help save more of them.

V. Adaptation to Diverse Students:

A. Remediation- If students are struggling they can ask a student around them for help. I will be
walking around the room to repeat instruction and give assistance when needed. If students are
still confused on plant parts and needs, I can continue to give them more instruction.
B. Enrichment- Students who finish their foldable early can begin their seed observation for the
day.
C. ELL- N/A
D. Exceptional Needs- Some students process slower and need things to be repeated multiple
times. I will put the definitions, pictures, and examples on the board during work time so that
they can refer to them during work time when needed.

VI. Lesson Presentation (Input/Output):

A. Mini Lesson:
Last week we learned about what different parts of a plant are called, so today we are going to
learn about what those different parts do. Every part of a plant helps it survive. Who thinks that
they know what the roots do? How do roots help keep a plant alive? (Let students answer)
Roots hold the plant into the soil, and take in water and minerals to help the plant stay alive.
Who can tell me what purpose the leaves serve? (Call on student) The leaves take in air and
light that a plant need to live. Different plants have leaves that are different shapes and sizes.
For example, we know that leaves on a tree are shaped differently than a leaf on a flower.
(Hold up a tree leaf and a flower leaf and show the class) And what about the stem of a flower?
How does that help keep the plant alive? (Call on student) The stem is the part of the flower that
carries water from the roots to the other parts of the plant. And lastly, we have the flower! What
do the flowers do? (Call on student) Very good! The flower helps the plant reproduce, making
seeds that will grow into new plants! Without the flower, we would not be able to have more
flowers! Do you guys have any questions about the different parts of the flower and how it helps
the plant stay alive? (Answer any questions)

(As I talk through the instruction and discuss the roles of plant parts, I will put a picture of the
plant part on the board with the role underneath it. Students will be able to use this reference
during their work time.)

Now who can tell me some things that a plant needs to live? Do you guys have any plants at
your house? What do you need to do to the plant to make sure that it stays alive? (Call on
multiple students) Yes! We know that plants need water, sunlight, soil, and air in order to stay
alive!
(I will have an anchor chart with a list of what the plants need to stay alive on the board.

Parts of a Flower!
Flower= Helps the flower reproduce. It makes seeds that will grow into new plants!
Stem= Carries water from the roots to the other parts of the plant!
Leaves= Takes in air and light!
Roots= Holds the plant into the soil and takes in water and minerals!

What a Plant Needs to Stay Alive!

-Sun
-Water
-Soil
-Air

C. Plant Roles/Needs

I am going to pass out a piece of white paper to each of you and I do not want you to touch it
until I give you further instruction. *Pass out paper* Now that you have your paper I want you to
fold it hotdog style *Demonstrate on overhead camera* Now you are going to cut 3 lines on one
side of the fold to make 4 equal sections. *Demonstrate on overhead camera* Looks good! On
the front of each flap you are going to label each section with a different part of a plant. You are
also going to draw a picture to go along with it. Once you finish that, you are going to write what
the role of the plant part is on the inside of that flap. *Show them example* You can look at the
board to help you remember what the different plant parts and their roles are. On the back of the
foldable you are going to write the 4 needs or a plant. You may also look at the anchor chart on
the board if you need help remembering. Are there any questions? *Answer questions* If you
finish your foldable you may come to me and I will check your work. Then I will give you your
seed observation log for the day and you may go to the window to draw your observation of
your seed. Remember to use full sentences and color your drawing. *Give students time to
complete foldable and make seed observation*

VII. Check for understanding:

-After the students complete their foldable, I will check them to make sure that they are
understanding all of the different parts and what they do. I will also make sure they know the 4
needs of a plant. If anyone is confused on the roles of the different parts, I will take time to re-
explain their functions and have them rewrite their function inside the foldable.
-I will also be walking around during work time to make sure that students are understanding the
material.
-Asking students questions during my lesson will help me assess the amount of information that
they are taking in, and determine what information they need more practice with.
VIII. Review Learning Outcomes/ Closure:
- Who can raise their hand and tell me what they learned about plants today? What are the
different parts of a plant? What does a plant need in order to stay alive? How do the different
parts of a plant help the plant stay alive? (Call on students and discuss the main ideas one last
time) Great job today! You all worked so hard on your foldable and observation! I am so proud
of you!

PLAN FOR ASSESSMENT

Formative:
-I will walk around during work time and observe students. I will determine if some students
need further understanding or help based on their work. I will also ask many questions during
the activities to observe the progress taking place. I will be able to observe which students seem
confident in the material and which ones do not. As students are working I will walk around and
have them explain different roles of the plant to me.

Summative:
N/A

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Was keeping students in their desks the most effective? If not, how else could I have
arranged them?
8. Was having them make their foldable and label the parts and their roles too challenging? Or
was it too easy?
9. Did students have enough guided practice before they were asked to complete the activity
on their own?