SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Emily Montefour

Subject Science

Grade Level 1st Grade

Date/Duration Spring/40 minutes

RATIONALE This lesson is going to serve as the introductory lesson to the unit on plants for first
grade.
Standards:
Standard - 3.1.1.A1 Categorize living and nonliving things by external
characteristics.
Standard 3.1.1.A5 Identify and describe plant parts and their function.

INTRODUCTION Activating Prior Knowledge

Sing and dance to an opening song about plants:
https://www.youtube.com/watch?v=dUBIQ1fTRzI. Grayson may remain seated if
needed.
Ask children what they think were going to be learning about today based on the song.
Ask children what they know about plants: who knows what a plant is, who has seen
flowers in a garden, who has gone to the park and seen trees before, who has climbed a
tree?

Hook/Lead-In/Anticipatory Set
Watch a short video introducing plants and how they grow to students
(https://www.youtube.com/watch?v=i4Nd4LPFxBU)
AND/OR (depending on time)
Read What Is a Plant? By Bobbie Walker Kalman

EXPLICIT INSTRUCTION Big Idea Statement

Plants are living things, just like we are.
Plants are important to the environment and the worlds ecosystems.

Essential Question Statement

What are plants?
Why are plants important?
Where do plants live?
What do plants need to survive?

Objective Statement (Audience, Behavior, Condition, Degree)

As a class, students will be able to name the five needs of a plant 5/5 times.

Individually, students will be able to correctly state whether or not a plant is a living
thing 3/3 times.

Vocabulary
Plant Living Non-living Soil Environment Needs Space Seed

Ecosystems
 Transition
The class will transition from class discussion and instruction to classwork by being
called by shirt color to go back to their cubbies and get their needed materials. Grayson
will be dismissed with the first group so he has more time to transition (offer assistance
to him as needed), so make sure whatever color shirt he is wearing gets called first.

LESSON PROCEDURE Pre-Assessment of Students

Ask children what they know about plants: who knows what a plant is, who has seen
flowers in a garden, who has gone to the park and seen trees before, who has climbed a
tree?
Can anyone name what a plant needs to survive?

Modeling of the Concept

After the introductory video and/or story, the class will discuss what they saw. The
teacher will then explain what a plant is, that it is a living thing, and where it can live.
The teacher will discuss what a plant needs to grow and be healthy throughout its
lifecycle. Concepts and ideas will be projected on the board so students can visually see
what it being discussed, and will have a teacher-created set of notes for students to
follow along with. Errorless learning will be used in this crucial first lesson to help
avoid any confusion and aid any students who may be struggling with the concept.

Guiding the Practice

During class discussion, the teacher will guide (but not direct) the conversation so it
may be a constructive one related to the topic at hand. During transitions, the teacher
should keep a close eye out to make sure the transition goes smoothly and safely.
During independent/homework time, the teacher will walk around to answer questions
and assist students as needed.

Providing Independent Practice

After class discussion, students will transition into individual exploration and/or
homework time. Students may use the iPads to play the pre-downloaded game (A
Plants LifeGrow Plants and Share with Friends, from Marble Rock, S.L.), or get a head
start on their homework so they have more free time that evening.

Transition
The class will transition from class discussion and instruction to classwork by being
called by shirt color to go back to their cubbies and get their needed materials. Grayson
will be dismissed with the first group so he has more time to transition (offer assistance
to him as needed), so make sure whatever color shirt he is wearing gets called first.

READING MATERIALS, -Projector -coloring materials -iPads

TECHNOLOGY, AND -Computer -drawing paper
SUPPLIES -Speakers -A Plants LifeGrow Plants and Share with Friends, from Marble Rock, S.L.
- What Is a Plant? By Bobbie Walker Kalman
-White board and markers

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY Exit ticket group activity; while students prepare to leave, we will take volunteers to
OF THE CONCEPT share one thing they learned today. Students will have to explain what they picked.

Informal Evaluation
Throughout the lesson, the instructor will prompt the class to list off the five needs of a
plant and will use the choral response technique for replies. In addition, students
should be able to tell that a plant is a living being, and this will be another group
response prompt to be completed 3 times throughout the lesson.
CLOSURE Summary and Review of the Learning
Before students leave, we will take volunteers to share one thing they learned today.
We will take three total interesting things, and then students will vote on the one they
found the most interesting. We will then go around the room and students will explain
their decisions.

Homework/Assignments

For homework, I would like my students to draw a picture of where they have seen
plants before. We will all share our pictures the next time we have class and then hang
them up on the wall outside our classroom. Materials will be available for students to
sign out to take home and complete the assignment if they do not have any.