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Tori Bass

ELED 3221-090
04 April 2016
edTPA Indirect Instruction Lesson Plan
Roots, Stems, Leaves, and Flowers
Central Focus/Big Idea: There are four main structures that are essential to the survival of a
Subject of this lesson: The function of the roots, stems, leaves, and flowers of a plant.
Grade Level: 3rd Grade
NC Essential Standard(s): 3.L.2.1 Remember the function of the following structures as it
relates to the survival of plants in their environments:
Roots- absorbs nutrients
Stems- provides support
Leaves- synthesize food
Flowers- attract pollinators and produce seeds for reproduce
Next Generation Science Standard(s): Develop models to describe phenomena. (3-LS1-1)
21st Century Skills: Creativity and Innovation: These skills are used to create the diagram in
making the model of the plant. The students have to use creativity to create the kind of plant
they want to use to show the structures of a plant.
Academic Language Demand
Language Function: I chose categorize and interpret because the students have to be able
to categorize the different structures and put them in the correct area.










Scientific Vocabulary: Roots, stems, leaves, flowers, absorbs, pollinators, synthesize

Instructional Objective: The students are expected to learn the structures as they relate to the
survival of plants in their environment. I will know through the diagram they will complete.
Prior Knowledge (student): Students will need to know what a plant is. Students will need to
know different kinds of plants.

Content Knowledge (teacher): The teacher will need to know the different structures of the
plants, the roots, stems, leaves, and flowers. The teacher will need to know the function of the
different structures. The teacher will need to know the roots absorb the nutrients/food for the
plant. The stem provides support for the plant. The leaves synthesize or make the food. The
flowers attract the pollinators and provide seeds for reproduction of new plants
Accommodations for special needs: I will provide the students who require extra time the
labels already made then they are able to place the labels.
Materials and Technology requirements: computer/ projector, diagram of a plant with the
structures labeled, note cards, construction paper, markers, colored pencils, pictures of different
Total Estimated Time: This lesson will take approximately 45 minutes.
Source of lesson: Collaboration with colleague
Safety considerations: Make sure students use the glue, colored pencils, and markers properly.

Content and Strategies (Procedure)

Engage: I will ask the students if they have ever seen a plant and to turn to a partner and discuss
the kinds of plants they have seen then we will come together as a class and discuss. I will then
introduce the topic of plants and the four main structures by showing a video about the four main
structures: https://www.youtube.com/watch?v=s2r5LLy9Qaw
Explore: After the students have watched the video (weather permitting) we will go outside and
look at the different plants. This should take about 5 minutes. We will then come inside and
discuss what we all saw and identify the structures. If weather is not permitted I will have
pictures of different plants around the classroom and as a small group try to identify the different
Explanation: I will go through and explain each of the functions of the structures are (roots,
stems, leaves, and flowers). I will first as the class what the students think the structures does.
Then together as a class we will go through and label the plant I have created together and
discuss the different structures. I will explain to the students that the roots absorb or soak up
nutrients, the stems of a plant provide support for the plant, the leaves synthesize or make the
food, and the flowers attract the pollinators, such as bees, and produce seeds for other plants to
Elaborate: The students will now create their own plant. Explain to the students that the plant
does not have to be a typical flower; it could be a tree or a bush of some kind. The students will
receive construction paper and four note cards to be glued on the construction paper as labels for
the roots, stems, leaves, and flowers.
Evaluate: The diagram will be how the students will be evaluated.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson: Overall I thought this lesson went well. The students were engaged in the
activity and enjoyed creating their own plants and labeling them. We were able to go outside and
look at the plants around the school.
CT signature/confirmation: _________________________________ Date: ________________