Elementary Science 5 E’s Lesson Plan

GRADE 4 LESSON PLAN School: CAMPBELL ACADEMY FOUNDATION, INC. Grade Level: IV

Teacher: Mrs. Edna D. Die Learning Area: SCIENCE

Teaching Dates and (Week 7)

Time: September 24-28, 2018 Quarter: 1st QUARTER

UNIT 2: PLANTS Lesson 1:

AND ANIMALS Essential Question: What Are Some Plant Structures?

Objective for Describe the structures of typical plants.

Students Describe the process of photosynthesis.

NOTE ALL 5 E’s MAY NOT BE DONE IN ONE DAY.

Engage/Explore
Ask students to think about the stems of common plants and describe their characteristics. Then have them describe the characteristics of
Date: a tree for comparison. Remind students to record their final answer to the question when they find it on the fourth page of this lesson.

Ask students to think about the plants they are familiar with that grown in their neighborhood. Have them name and list some of
these plants. Lead the class in a discussion in which they identify the differences in some of these plants. For example, what makes
a plant a tree, and how are trees different from flowers?

COMPARE. How do the sizes of vascular and nonvascular plants compare? The rose plant, a vascular plant, is much bigger
and taller than the moss plant, a nonvascular plant. What explains this difference? The tubes allow water to be carried over a
Explain
distance. The rose plant can grow larger because it can get water from the soil to all parts of the plant.
Date:
Draw a picture on the board of an idealized vascular plant. Include roots, stems, and leaves in the picture. Have a volunteer come to
the board and draw lines where he or she thinks there are tubes in the plant. Discuss what these tubes might do.

Direct students to look at the two root systems shown on page 107. Ask them where they have seen roots that look like these. For
example, the carrots we eat are taproots. If students have helped an adult family member pull weeds, they may have experienced
the difficulty of pulling a plant with fibrous roots such as those on grasses.

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 Ask students to look at the pictures on pages 108 and 109 before they read. Have them generate questions that they have about
leaves or the pictures. Write their questions on the board and revisit them after students have finished reading these pages.

Before students complete the leaf identification interactivity, draw a word web on the board. Write leaf in the center circle and
surround it with three to five smaller circles. Have volunteers go to the board and draw a differently shaped leaf in each smaller
circle. When all of the smaller circles are filled, ask: What do all of these leaves have in common? They all use sunlight to
produce sugar for the plant’s food. They all have veins to transport water, minerals, and sugars to the different plant parts.
Explain
Date:
Encourage students to discuss the importance of food for all living things. Invite students to compare and contrast the variety of
ways people and animals get food. Use this discussion to introduce students to the methods plants use to make food.

Have students take a few minutes to closely examine the diagram on page 111. To help them interpret the diagram, ask the
following questions: What does a plant need to carry out photosynthesis? What does a plant give off to its surroundings
during photosynthesis? What does a plant make during photosynthesis?

Extend/Evaluate ART CONNECTION. Ask students to make an artistic piece that depicts a plant. Encourage them to be creative and use paint, pencils,
Date: clay, or whatever medium they wish. Remind them that their piece should illustrate at least two different plant structures or represent a
plant function.

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