Erin Alge

Science Clinical Lesson

edTPA Indirect Instruction Lesson Plan
Seeds of Plant
Elementary Science
Central Focus/Big Idea: Plants and Seeds
Subject of this Lesson: All plants survive in their environment
through their own life cycle.
Grade Level: 3rd grade
NC Essential Standard(s):
3.L.1. Understand how plants survive in their environments (review).
3.L.2.3- Summarize the distinct stages of the life cycle of seed plants.
Next Generation Science Standard(s):
21st Century Skills: Critical Thinking and Problem Solving;
Collaboration
Academic Language Demand
Language Function: Students are expected to explain how a plant
survives in different environments and summarize the stages of
the plant life cycle. Students will compare and contrast the
different types of seeds in fruits, vegetables, and other plants.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: seed, stem, photosynthesis, life cycle, fruit,

vegetable, roots, water, sunlight, environment, nutrients, soil

Instructional Objective: Students will be able to understand that

plants have structures that help them survive. They will be able to
understand and explain how all plants have seeds and a life cycle that
they go through. Additionally, they will be able to compare and
contrast the seeds of different plants and fruits.
Prior Knowledge (student): Students should know the parts of a plant
and how it survives and grows in their environment.

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Science Clinical Lesson
Content Knowledge (teacher): The teacher should have a solid
understanding of how plants survive. The teacher should be able to
talk about the parts and structures of a plant that are necessary for
survival. The teacher should also be able to talk about the life cycle of
seed plants and how different plants have different seeds. The teacher
should have already read the books and understand how to conduct
the read aloud and each of the activities. Teacher should be especially
knowledgeable about the structures of the plant and the distant stages
of the life cycle of the plant.
Accommodations for special needs: Students with a physical
handicap will work with either the teacher of a group of peers so they
can help when planting the seeds. Students who have difficulty writing
could work with the teacher or assistant to help write the sticky notes
and Venn diagram based on what the student says. Students with a
hearing disability could sit in front of the classroom or have the teacher
wear a microphone (if they have ear piece). Students with learning
disabilities will have a more structured environment including,
alternative seed planting activity that is more directed with
instructions. Visual aids and models will be provided for ESL students.
If possible, some of the content can be translated for ELL students.
Materials and Technology Requirements:
The Carrot Seed by Ruth Krauss
(http://viewpure.com/D_FGxYqQ0lI?start=0&end=0)
Sticky Notes (two for each student)
Smartboard
Powerpoint slides (provided by me)
Document Camera
Projector
Apple seeds (one for each group)
Orange seeds (one for each group)
Lima beans (one for each group)
Venn Diagram (one for each student)
Basil seeds
Oregano seeds
Total Estimated Time: 1 hour time period
Source of lesson: Help from my CT,
http://www.scholastic.com/teachers/lesson-plan/carrot-seed-lessonplan-and-extension-activities,

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Science Clinical Lesson
Safety considerations: The apples and oranges will be precut then
given to the groups of students. This ensures that students will not
have to cut or worry about break the fruits in half. The teacher will also
briefed and reminded that these fruits are not to be eaten. The teacher
will be monitoring all activities to ensure that students are doing
activities correctly. Students will be briefed and reminded about to how
properly and correctly use scissors. Students will be reminded about
the classroom rules as well as how to handle the plant packing supplies
properly. Students will also be reminded about the guidelines and
expectations for behavior of the classroom.
Content and Strategies (Procedure)
Engage:
At the beginning of lesson, the teacher will ask if students they have
ever seen a garden, planted a garden, or helped someone plant a seed
before. The teacher and students will discuss that seeds are beginning
stage of a full-grown plant. The teacher will explain that seeds, like all
living things, have a life cycle. The seeds lifecycle occurs in stages as it
grows into a full-grown plant, fruit, or vegetable. The teacher will
introduce this topic to students and explain that they are going to
watch a brief video on the seeds and the plant life cycle. Questions at
the beginning of the lesson will include:
What have we been learning about in science?
What have we learned about plants so far?
In order for any living thing to grow, what kind of process does it
have to go through?
Were you born the way that you are right now? All living things
are the same way including plants.
Does anyone know how plants start to grow? Or know the
beginning of the life cycle of a plant?
If you wanted to plant your own garden with fruits and
vegetables, how would you get those fruits and vegetables to
grow in your garden?
What is the one thing you need in order to grow these fruits and
vegetables yourself?
Today, we are going to talk about plant seeds and how they are
different. Each fruit, vegetable, and plant has a seed that is unique to
itself. We are going to be able to observe some pieces of fruit and their
seeds.
Explore:

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Science Clinical Lesson
Before reading the book, the students will quickly review that all plants
have structures to help them survive. The teacher will review and ask
students questions about what students know about the distinct stages
of the life cycle of seed plants. This will be used to assess the students
prior knowledge on how plants survive and the life cycle of seed plants.
The Carrot Seed by Ruth Krauss
Show students the cover of the book, The Carrot Seed, and point out
the title and the cover. Talk to students about the author, Ruth Krauss,
and illustrator, Crockett Johnson.
Before reading ask:
Have students make a prediction about what the book is about
Have you ever seen a carrot seed or tried to plant one before?
What do they look like?
Begin reading the book, but stop after reading where the book talks
about the characters mother, father, and brother saying they dont
think that the carrot will come up and when the character pulls the
weeds:
Why do you think his mother and father would say that the carrot
seed would not grow?
What does a plant seed need to grow fully?
Continue reading the book, but stop the book after reading after all
those days pass where nothing comes up out of the ground:
Why do you think nothing from the plant seed is coming out of
the ground? Turn and talk to a neighbor about why you think that
there is nothing coming out of the ground where the carrot seed
was planted.
What are other possible reasons that nothing might not be
coming out of the ground?
In order to grow full and healthy plants, what does the soil have
to be like?
After you plant a seed, does a plant grow fast or slow? Talk about
the timing of growth of different plants and that the time frame is
not referenced in the story. It is not clear whether days or weeks
are passing.
Follow up: What can you notice from the illustrations in the story
that can help you determine that days and nights have passed?
Finish the book. Have students turn and talk about what they observed
from the book about the plant life cycle. Remind students to think

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Science Clinical Lesson
about the environment that the plant is in, what plants need to grow,
and the plant life cycle. Students will write on a sticky note one thing
that interested them or a question they have about the carrot seed (or
any seed cycle) cycle in the book. (For fun and to give students a brain
break, have students brainstorm what plants, fruits, or vegetables they
would have in their own garden).
Explanation:
This video will be shown: https://www.youtube.com/watch?
v=mZ3fRX1yqyM
During and after the video, the teacher will ask questions to assess
comprehension and understanding. Vocabulary and each stage will be
reviewed with students after the video.
Questions will be asked, such as:
How do plants begin in their life cycle?
What do seeds grow into?
What do mature plants produce?
Do all plants produce seeds? If not, provide some examples.
What is unique about the size and shape of seeds?
What does germinating mean?
What do plants need to germinate?
How do new seeds get spread/ planted?
What part of the plant grows out of the seed first?
What is the backbone of a plant?
What do plants need to survive and grow?

Elaborate:
Students will gather back on the carpet in front of the Smartboard.
Students will be asked to think about what they have learned so far
about the plant life cycle in their heads. After 30 seconds, students will
turn and talk to a partner about what they have learned so far.
Students will sit next to their turn and talk partner for convenience and
ease of transition. Students will then be shown a slide on the
Smartboard that has different types of fruits that are semi-cut open to
show the seeds of each fruit. Each fruit will be reviewed with the
students to check for verification and understanding that they know
what each fruit is. Students will then be asked What do these things
have in common?. Students will get another sticky note and write
what they think all of these things have in common.

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Science Clinical Lesson
After students place their sticky note on the board, a couple of
students will be asked to share what they wrote. The teacher will then
use the document camera to display an apple and orange that is cut in
half. The apple will be shown first and the students will have a minute
to observe. The students will then are shown the orange and have time
to observe it. The orange and apple are place side by side under the
document camera.
The students will be asked questions about the apple and orange, such
as:
How are the seeds alike in the apple and orange?
How are the seeds different in the apple and orange?
The students will then be asked about how things change over time,
including new inventions and even food. Genetically modified food will
be explained to students and how it changes over time. The example
will be used of an orange that does not have seeds compared to an
orange that does have seeds.
Next, students will be broken into their science groups to plant a seed.
Every group has to plant a different type of seed. The seeds available
are apple, orange, basil, oregano, lima, and grass. Students will be
given directions on what to do to complete the project. Students have
to plant their seeds in a cup with soil and must provide it with
conditions that they think will help it grow the best. Each group will
have to work together to decide how much soil, water, and where to
place their seed in the classroom in order for it to grow the best.
Evaluate:
Review the concepts of plants and how they survive in the
environment. Discuss the importance of the structures inside of plants
and compare and contrast the different seeds of plants, fruits, and
vegetables. Students will be given a blank Venn diagram with 2 blank
circles in order to compare and contrast an apple or orange seed to a
different type of vegetable (plant) seed. Students will be required to
have 3 items for each category on the Venn diagram. The summative
assessment will be the Venn diagram. The formative assessments are
the questions asked throughout the lesson.
Assessment Results of all objectives/skills: For the students
sticky notes: 20/23 students received a 100, 2/23 received a 75, and
1/23 received a 0 (no participation). For the students Venn diagrams:
13/23 students received a 100, 3/23 received a 90, 2/23 received an
80, 3/23 received a 70, 1/23 received a 60, and 1/23 received a 50.

Erin Alge
Science Clinical Lesson
Reflection on lesson: Reflection on lesson is attached.

Things to Consider When Writing a Reflection

When the science experience you have planned for your students is
over, you may want to document what went on. If you use a
constructivist approach, there is always a lot to write about because
you really do not know beforehand where the lesson will go or what the
students will say or do. It is the students thinking that propels you
forward. Besides actively listening to the students during the lesson, it
is useful to take some time afterward to record their ideas and your
own reactions to the way the lesson developed.
Here are some sample questions to ask yourself as you reflect on the
lesson and write about it in your science journal:

What did the students find out in the experience? Were

there any surprises?
The students reviewed the how plants survive and grow in their
environments and about the beginning of the plant life cycle. I
dont think there were too many surprises for the students. I felt
like they knew about how plants start to grow and what plants
need to grow strong and healthy. Students were able to recall
parts of a plant and how the plant uses photosynthesis to grow. I
observed students engaging in conversation with peers about

plants and how they grow.

How did the students in each group work together? Were
there any problems?
The students in each group worked well together. This is partly
because the students have predetermined groups that they have
been in for a couple of weeks. The teacher has students in
predetermined science groups because they usually do problembased learning (PBL) activities during the science period. The
teacher explained to me that these groups change and rotate
every three weeks in order to allow students to collaborate with
new students. In one of the groups that I observed, students

Erin Alge
Science Clinical Lesson
were all contributing equally to the discussion as opposed to
another group I observed where one student talked for a majority
of the time. While walking around and asking questions during
the lesson, I made sure to direct question toward certain

students who had not contributed that much to the conversation.

Was the activity open-ended enough, or did each group
do more or less the same thing?
The activity had specific instructions but was still open-ended
enough. For the seed planting activity, students were given
instructions and certain requirements that had to be fulfilled, but
were able to come up with their own ideas in a group. For
example, the students had to choose a seed to plant, choose a
container to plant the seed in, gather soil, water their plants, and
choose a spot in the room where they think the plant would grow
best. Students were able to choose from certain containers to
plant the seed in but other than that the decisions were up to the
groups of students. I feel like the students may have had a little
too much time for the seed planting activity because toward the
end some of the students became off-task. Another thing I would
change would be to already have the cups of soil measured out.

This would eliminate the mess that was caused by the soil.
How did the students extend the investigation?
The students extended the investigation by thinking about the
seeds of other fruits and plants. After students were able to see
the apple and orange cut open, students were able to reflect and
think about how and why seeds are important. Ideally, if I had
more time with the lesson, I wouldve extended the activities
further and had more time to extend the investigation of plants
and seeds. I wouldve allowed students to do a virtual simulation
of a plant life cycle. It wouldve allowed students the experience
of planting a seed and watching it grow without having to wait
the real extended amount of time.

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Science Clinical Lesson

How did the students connect this experience to their

daily lives?
The students connected this experience to their daily lives by
having to brainstorm and share with a partner about plants they
may grow at home. Students were also able to relate to the

seeds in fruits that students may have encountered in their life.

How did I accommodate students with learning and
physical differences?
I accommodated students with learning differences by providing
visuals and partner options for the activities. I accommodated
physical differences or more so a student who needed to move
around by allowing students to have partners and work in
groups. While working in groups, students were allowed to move
around the room and pick any spot that their group wanted to
work in. Students were also able to move when they had to place
their sticky notes on the board. Another accommodation I
provided for students was when reading the book, The Carrot
Seed. I read the book aloud by using a video that was slowed
down on the smart board. This provided not only a visual for
students, but allowed them to follow along with the words. This
was important because students were able to follow along with

the words rather than just having to listen to me read the book.
Did I use technology effectively?
I think I used technology strategically by providing a read aloud
through a video to get the students engaged. I also showed a
video about the life cycle of a plant and had PowerPoint slides on
the Smartboard during part of the lesson. I thought I
incorporated and utilized technology well, except for the
technical difficulties I had with the Smartboard and the videos.
The Smartboard kept freezing up and would affect the quality of
the videos. I was able to improvise based on student responses
while the Smartboard loaded the videos.

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Science Clinical Lesson

Overall, what do I think the students got out of the

experience?
Overall, I think students where able to review and learn a lot
about seeds and part of the life cycle of plants. This was almost a
review lesson for my students because this is what the teacher
wanted me to teach. The students were able to accurately
compare and contrast two different types of seeds in their Venn
diagram. It was rewarding to see that students actually
understood what I taught and were able to show that through the
Venn diagram. It was interesting reading the assessments
because students were able to explain in their own terms, which

indicated that they really understood the content.

What do I remember most about this science activity?
What I remember most about this science activity is how much
fun it was to teach and prepare this lesson and for my students
to actually be able to learn something. I really enjoyed using The
Carrot Seed as well as the fruit activity in this lesson. I enjoyed
watching the students reaction and learning through seeing the
inside of the fruit. It wasnt like the students had never seen the
inside of an apple or orange before, but it was the light bulb
going off in their head as they made the connections that I really

enjoyed.
Would I do it again? How would I plan differently the next
time?
I would definitely do this lesson over again. The next time I teach
this lesson I would first make sure the technology worked
efficiently and effectively. This would allow smoother transitions
and less time for students to become off task. If I did this lesson
again, I would incorporate more vocabulary words into the
lesson. My cooperating teacher actually offered me this advice.
She recommended that I try to incorporate not only more science
vocabulary, but vocabulary that is used during language arts if at

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Science Clinical Lesson
all possible. Another thing I would do if I had to do this again
would be to give the students the directions for planting their

seeds before they got in their groups.

What did you learn about yourself as a learner and as a
teacher during this lesson?
I learned so much about myself not only during this lesson but
through the whole IMB experience. I learned a little bit about a
teaching style that I think works well for me. I learned how to
truly plan and prepare an indirect science lesson then teach it. I
have never had the opportunity to teach a science lesson before
this IMB experience. I learned that there are things I did well and
things I definitely need to improve on. One of the most important
things I learned was that you can never plan out everything.
Unexpected things happen so it is important to stay calm and do
the best you can with what you have. Something that also stood
out to me during this experience was that it is important to
integrate lessons so students are able to get the most out of
lessons and instruction. It is important to have hands-on
activities, physical activities, virtual activities, and even writing
activities to keep students engaged and practice many different
skills.

Sometimes it is useful to record comments and reflections directly on

the lesson plan itself. Keeping your plans together in a notebook or a
computer file is a good idea too. Your comments and notes have
important implications for how you will address the topic the next time.
The above information comes from the following source:
Koch, J. (2010). Science stories: Science methods for elementary and
middle school teachers. Belmont, CA: Wadsworth, Cengage
Learning. (pages 314-315).

Erin Alge
Science Clinical Lesson