Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name: Danielle C. Hicks

Date: February 2, 2015

PART I: PLANNING
Parts of the Plant
Title of Lesson
This is an original lesson.

Source
Science
Subject Area (s)
3rd
Grade Level
Curriculum Standards

Description and
Background Information

3-2.1 Illustrate the life cycles of seed plants and various animals
and summarize how they grow and are adapted to conditions
within their habitats.
The lesson was designed to give my students an in depth
perspective of the parts of a plant. Before we begin the
lesson the students will participate in a daily review Kahoot
science journal activity using their I pads. Kahoot is a fun
online interactive way of testing the students knowledge.
The lesson will begin with me giving the class a worksheet
about the parts of a plant. There will be one column that the
students will fill out labeled What I think it does in this
column they will list what they think the various parts of a
plant does before I actually teach the lesson. The second
column labeled what it actually does will be filled out during
the power point presentation. After the students take about
5-6 minutes to fill out this section(What I think it does) of
their charts I will ask them to share their answers aloud with
the class. After they share their answers I will then show
them an interactive power point that will teach them about
the various parts and job functions of the plant. Additionally
they will be filling out the What it actually does section of
their worksheet. After the power point the students will glue

Revised Fall 2013 ACEI/NAEYC 2010 Standards

the worksheet into their interactive science notebook so

that they can refer to it in the future. The students will then
complete a guided practice worksheet that asks them to
label the parts of a plant. After the worksheet is completed
we will review it as a class and I will answer any questions
that they might have.
The students will complete an independent practice reading
comprehension sheet on the parts of a plant that will be
graded. After the independent practice is completed the
students will watch a Floacbulary rap on the parts of a
plant. After the students finish watching the video they will
complete a ticket out the door closure activity. They will
be asked to write one sentence about what they learned
today on the parts of a plant.
Lesson Objectives

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

Materials and Resources

Anticipatory Set

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.
The students will be able to accurately identify and label the parts of a plant and its job
function by the end of this lesson.
How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?
For those students who are struggling to understand the material I will provide them with
one on one assistance. I will take the time to find out the particular area that is giving
them the most trouble and I will utilize a different approach to try to explain the material to
them. I will provide easy to understand explanations for those who are auditory learners
and hands on activities for those students who are hands on learners. Additionally for
those students who are advanced I will provide them with an online activity
(www.brainpop.com). For my ELL students I would provide them with a class buddy that
can help assist them with some components of the lesson that they do not understand.
Why is it important for the students to learn this content?
The purpose of this lesson is to teach students about the importance and significance of
being able to accurately identify and label the parts of a plant and its job function.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?
The materials that are needed to help my students achieve the stated objectives are
pencils, paper, computer, Ipads, and handouts. I will need access to a computer in order
to display the video and power point. I will also need a marker to write on the white board.
The other resources that are needed are a few computers for the students just in case
there I pads malfunction or die. I will not use resource speakers for this particular lesson.
What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?
I will begin the lesson by showing the students a picture of a plant and asking them what
they see when they look at a plant. I will also ask them what they think the various parts of
a plant does and they will fill their answers in on their chart.

Part II: IMPLEMENTATION

How will you find out what students already know about this topic?
Ask the students what are the parts of a plant and why they think the various jobs of

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Pre-assessment

Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding

specific plant parts are important.

What will you do to show students what is expected?

I will express teacher modeling demonstration by using a Power Point presentation to
assist me in teaching the lesson. I will also show pictures of various parts of a plant
What will we do together as they learn how to succeed at the new task?
The students will then complete a guided practice worksheet that asks them to label the
parts of a plant. After the worksheet is completed we will review it as a class and I will
answer any questions that they might have.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
Students will be asked questions about the parts of a plant.
Why are roots essential to plants?
What is the job function of the stem?
What are the functions of the leaves?
What are the function of seeds?
I will also observe the students to see which ones answer the questions with confidence
and which ones do not so that I can identify which students might need extra clarity.
What will students do by themselves to show that they have internalized the knowledge?
The students will complete an independent practice comprehension worksheet on the
parts of a plant that will be graded.

Independent Practice
Closure

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

Technology
Connection Across the
Curriculum

How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?
The students will complete a ticket out the door closure activity. They will be asked to
write one sentence about what they learned today on the parts of a plant. I relate the
lesson to future experiences and wrap up the lesson by telling tell them keep the names
and functions of the plant parts in mind so that they will be able to properly identify them
in the future.
What will students do to demonstrate what they have learned?
The students will complete an on online quiz on Kahoot which will test them on their
knowledge of the parts of a plant and their job functions. ( My teacher said that we did not
need to complete any other form of assessment that day, so that is why it is not attached.)

What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
When the students go home they can go in their yard and find various plants and analyze
the parts of the plant. They can draw a picture of their plant label it , decorate it and share
it with the class on the next day. I could use my colleagues and community agencies to
improve student performance by asking a colleague who is the owner of a greenhouse or
plant nursery to come and talk to the students about plants. I could also see what
community agencies offer free tutoring.

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?
The Smart Board will display the power point and the Flocabulary video. The students will use their
I pads to complete their Kahoot daily science review.
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.
Math- The students will be asked how many parts of a plant are there.
Language Arts- The students will complete a n independent practice comprehension sheet in which
they will have to read the passage and answer the questions.
Social Studies-The students will be asked who discovered photosynthesis.
P.E. If some of the students begin to get restless during the lesson, I will allow them to stand in
p lace in stretch.
Health The students will be asked what do plants make that humans need to survive.

PART III: REFLECTION

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Strengths

Weaknesses
Suggestions for
Improvement

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
The strengths of my lesson are that I incorporated a lot of technology into my lesson to help keep the
students interested and engaged in the lesson. I was also very energetic and knowledgeable about the
content that I was teaching. I kept the students interested so they really did not act up because they
were involved in the lesson
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.
A weakness is that I need to keep a closer look at the time. It is kind of difficult to teach a new lesson
in 25 minutes. A weakness for classroom management was that a few students were having side
conversations I should have emphasized that they should not be talking more than what I did.
What would you change when teaching this lesson again?
I would try to incorporate more hands on activities into the lesson. Next time I would probably bring
in a plant or a flower for the students pass around and observe. I would also try to manage my time
better.

Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 ACEI/NAEYC 2010 Standards

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

The candidate includes all

introductory components
and all components are
appropriate to the lesson

The candidate includes

most introductory
components that are
appropriate to the lesson

The candidate includes

some introductory
components that are
appropriate to the lesson

The candidate identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate describes

the lessons activities and
content in a detailed
manner.

The candidate describes

the lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson

The candidate identifies

some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear overview
of the lesson
The candidate includes
clearly written
objectives that are not
measurable

The candidate includes

concise, clearly written,
measurable performance
objectives for all standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but standards
are inappropriate for the
lesson.
The candidate identifies
the lessons activities or
the lessons content

The candidate includes

objectives that are not
measurable or clearly
written

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components

The candidate fails to

identify curriculum
standards.

The candidate fails to

identify the lessons
activities and content

The candidate fails to

include objectives for
the lesson

Score

DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c

STATEMENT OF
PURPOSE

The candidate varies all

objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs

The candidate varies most

of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs

The candidate varies

some of the objectives to
address diverse students
needs and includes some
teacher actions that
accommodate those
needs

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

The candidate clearly

explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.

The candidate does not

explain the relevance of
the content for the
student.

The candidate makes

no attempt to explain
the relevance of the
content for the student

The candidate provides

comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

The candidate provides

comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate provides

lists of some of the
materials and resources
to be used by the teacher
and the students for the
lesson

The candidate provides

a list of lesson materials
and resources to be
used by the teacher or
the students, but not
both

The candidate fails to

provide a list of
materials and resources
for the lesson

The candidate clearly

describes a well-organized
student centered lesson
that reflects all
organizational issues: preassessment, motivation
(anticipatory set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction

The candidate clearly

describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly

describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate describes

a lesson that is
somewhat studentcentered with few of the
organizational issues,
with no differentiated
instruction

The candidate
describes an ill-planned
lesson that is not
student-centered or the
candidate fails to
describe the lesson

NAEYC 5c

MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b

LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.
The candidate lists and
describes strategies/
techniques, but does not
list any questions

The candidate includes

assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to

include and/or attach
the assessment(s).

The candidate lists

questions, but fails to
describe or list
strategies and
techniques

The candidate does not

list or describe any
strategies/techniques or
asks questions to check
for understanding

The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson

The candidate
incorporates and
describes technology in
the lesson in superficial
ways.

The candidate
incorporates technology
in the lesson in
superficial ways;
candidate does not
describe the use of
technology

The candidate fails to

address the issue of
technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing, but
exhibits several errors

The candidate
demonstrates little
competence in spelling,
grammar and typing,
through many errors

The candidate
demonstrates little
competence in spelling,
grammar and typing
through a significant
number of errors

EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c

The candidate provides

more than one extension
activity to connect the
lesson with the home,
community and
community agencies

The candidate provides at

least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides

extension activities that
connect the home, but
not the community and
community agencies

The candidate provides

extension activities that
do not connect the
home, community and
community agencies

The candidate fails to

provide extension
activities

CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8

The candidate includes

connections to all of the
curriculum content areas
during the lesson.

The candidate includes

connections to at least 5 of
the 7 curriculum areas in
the lesson

The candidate includes

connections to the four
core content areas in the
lesson

The candidate connects

the lesson to at least
two curriculum content
areas

The candidate fails to

connect the lesson to
other curriculum
content areas

KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c

CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c

TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b

PRESENTATIONS &
CONVENTIONS
ACEI 5.1
NAEYC 6b

The candidate describes

specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes

assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

The candidate describes

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

The candidate describes

and lists several strategies/
techniques and questions
to be asked to check for
understanding

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

Revised Fall 2013 ACEI/NAEYC 2010 Standards

NAEYC 5c

REFLECTIONS
ACEI 5.1
NAEYC 4d

The candidate provides

thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat

provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides

information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

T OT A L
Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The candidate provides

superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to

provide information
regarding reflections
from the
implementation of the
lesson