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IDEC Lesson Plan Format

1. Lesson Name/Title: Parts of a Flower

2. SOLs/Foundation
Math K.11 Geometry:
Plane Figures

3. Objective(s)

4. Assessment of Objective(s)

Student will be able to

trace and identify
Student will be able to
Identify, say, segment,
and blend units of
speech sounds.
Student will be able to
discuss the meaning
of words and develop
extended vocabulary.
Student will be able to
identify and write the
beginning sounds in
words or write the
words phonetically.
(depending on group)
Student will be able to
discuss characteristics
and needs of plants.
Student will be able to
relate and identify
shapes in nature.

Ask students the various shapes used to

make the flower (circle, rectangle, hand
Listen to students identifying the labels for
each part of the plant. (anecdotal record)

Art K.11 Creating twodimensional art

Student will be able to

trace and cut shapes.

Check that student has traced and cut out

all of the parts of the flower.

Art K.16 Classifying

objects in the environment

Student will be able to

classify and identify
related objects in the

Discuss the differences and similarities of

real flowers and the handprint flowers.

English K.4 Oral Language

English K.8 Reading:

Extending Vocabulary
English K.12 Writing: Spell
words phonetically or
beginning consonant
Science K.6 Life
Processes: Characteristics
of Living Things
Science K.9 b) Shapes in

Ask students what the each part of the plant

of the plant does and where it is located.
Check plant part labels. Some students are
writing the beginning letter, others are
writing the word phonetically (sounds they
hear, check that the first letter is correct).
Ask students what plants need.
Discuss the differences and similarities of
real flowers and the handprint flowers.

5. Materials
Plants by Gale Phillips Kahn and Allison Kahn Goedecke
Brown construction paper
Yellow construction paper
Green construction paper
Blank plant labels
Missing beginning letter plant labels
Parts of a flower worksheet
6. Optimal Students/Seating Arrangement for the Lesson
Students desks during morning work to trace and cut out handprints.
Small group at the teacher table to assemble flower and label the parts of a flower. (center)
Small group to complete the parts of a flower worksheet (center)

7. Lesson Sequence

Introduction (8:15-9:00)
Students will trace and cut out their handprints for morning work. They need two green
handprints, two brown handprints, and four yellow handprints. Trace the number of
handprints in the corresponding color on the board for students to use as a reference.
Have students put their names on the back of their handprints and keep them on their
desk. When they finish they can get a busy bag.
*Students will come in at varying times due to busses and eating breakfast.

What you will do/say

Place colored construction paper on students
desk and trace your hand on the board in each
color and the number students need to trace
and cut out.
You are going to trace your hands and cut
them out this morning. Look on the board, you
need two green, two brown, and four yellow.
Dont forget to put your name on the back of
each hand so you dont lose any! Keep them
on your desk, we are going to do something
special with them later this afternoon.
Remind students that there are handprints on
the easel they can look at for a reference.
When you finish cutting out your handprints
and your name is on the back of each one,
you can get a book to read until we start

What the student(s) do/say

Students will go to breakfast and then
complete their morning work, so they will finish
at different times.
Students will trace their hands and cut them
out. Some students will ask how many yellow
do we need, or How many brown do we
need? ect.

Students will complete their handprints and

read a book until 9:00.

Procedures (1:15-2:15)
Assembling the flower and labeling it will be done at the back teacher table with small
groups (4-5 students). At another center students will complete the parts of a flower
worksheet independently at their desks.
To begin assembling the flower, have students trace the circle for the center of their
flower. Ask students to have all of their handprints with their names facing up. Glue the
yellow handprints onto the brown circle as the petals. Next, glue the green stem (precut
for students) to the petals and center of the flower. Glue on the green handprints onto
the stem as the leaves, and the brown handprints upside down to the bottom of the stem
as the roots. Ask the students to flip their flower over once it is assembled. Pass out the
labels to students (blank or missing beginning sound depending on group). With blank
labels ask students if they know parts of the flower and sound them out together
phonetically. For the missing beginning sound labels, read the remaining part of the
word and ask if they know what beginning letter is missing.
*Repeat for each group

What you will do/say

Pass out brown square with a circle traced
onto it and say We are going to make a flower
with the handprints you cut out this morning!
You are going to cut out the circle first, what do
you think this is going to be?
Yes, it is for the center of your flower. You are
going to glue the yellow handprints around the
brown circle for the.
Make sure your you can see your name on

What the student(s) do/say

Students give answers such as the flower,
center, center of the flower, ect.

Students will glue on the petals and stem of

the handprints, that they are facing up. When

you finish gluing the petals on your flower, you
are going to glue the stem on. Hand students
a green stem (precut) when they are finished.
What else does a flower need? What are we
Yes, we need to glue on the green hands for
the leaves. Where are the leaves on a flower?
Exactly, glue them on the stem. We still have
brown handprints, what are we going to use
those for?
The roots! You are going to turn your brown
handprints upside down and glue them on
your stem. Do they go in the middle of the
Perfect! When you are done gluing on all of
the parts to your flower, flip it over to the front
and we are going to label it. Pass out the
correct labels for the current group (blank or
missing beginning sound).
If group is using blank labels, ask What parts
of our flower do we need to label? Teacher
might need to point to parts to assist students.
Say the word for the students and have them
write it phonetically as they hear the different
If the group is using missing beginning sound
labels, read the word without the beginning
sound and ask them what sound is missing?
What part of the flower does that sound like?
Say the word slowly with the students so that
the students can hear the beginning sound.
When you finish writing your labels for your
flower, you are going to cut them out and glue
them onto your flower.

the flower.

Students will say, leaves.

On the stem.
The roots!
No! At the bottom!

Students will flip their flower over and get a

pencil to write the words or missing beginning
Students will answer, seeds, petals, leaves,
stem, and roots.
Students will write the sounds they hear for
each label. Make sure students have the
beginning sound correct.
Students will say the parts of the plant. Some
students may need more guidance, point to
the part of the plant and then say the name of
the part together.
Students will fill in the missing beginning
sounds for each label.
Students will cut out the labels and glue them
to the corresponding parts of the plant.

Closure (1:15-2:15)
Ask student to read you each label on the flower when they are finished. Students
completing the parts of a flower worksheet will bring it over when they finish to get it
*Repeat for each group

What you will do/say

Have students read to their labels to you when
they finish and make sure they are in the
correct place. Are you done? Can you read
your words to me?
Great job! Im going to keep these and hang
them up in the hall! Students at the parts of a
flower center will come up during the handprint
center and have the teacher check their paper.

What the student(s) do/say

Student that is finished will say Im done and
read the labels to the teacher, seeds, petals,
stem, roots, leaves.

8. Modifications for children at different learning levels

Have flower center traced and cut out.
Assist student to trace handprints.

Help student cut out handprints and flower center.

Use completed labels (whole word instead of missing beginning sound or blank labels).
Assist student with gluing.
9. Reflections
From this lesson I learned that tracing my own hand on the easel as a reference for students
was a great idea. They needed to trace a lot of hands in three different colors, so this helped
students remember and they did not need to ask me. I also like splitting up the work and having
students trace their hands and cut them out for morning work. This saved a lot of time during
centers and allowed us to work on the parts of a plant and spelling. The whole lesson went
really well. The students were really excited when we assembled the flower and they found out
we were making a flower (some students thought it was going to be a turkey similar to what they
made around Thanksgiving). The students really enjoyed turning the brown handprints upside
down for the roots. They also liked coming up with the parts of the plant on their own without
me telling them. They completed the parts of a plant worksheet in the previous center, so they
had some ideas and used it as a reference. Nothing unexpected happened during the lesson,
although there was a substitute working in the classroom with me this day, which confused the
students a little during the morning. I would not do this lesson differently, the students really
enjoyed it and I enjoyed teaching it and working with them in small groups.