Lesson Class #1: Introduction to Plants for

Course Science 7
Title/Focus food and fiber (Day 1)

PROGRAM OF STUDY OUTCOMES

 GLO 1: Investigate plant uses; and identify links among needs, technologies,
products and impacts
 1.1 illustrate and explain the essential role of plants within the environment
 1.2 describes human uses of plants as sources of food and raw materials, and give
examples of other uses (e.g., identify uses of plants as herbs or medicine; describe
plant products, and identify plant sources on which they depend).

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Identify what they may already know or are interested in in terms of plants
2. Understand that plants provide us with a variety of uses in terms of our needs,
technologies, products, and their impact on the environment
MATERIALS AND EQUIPMENT
 Plant introduction worksheet
 Topic 1 fill in the blank notes
PREPARATION AND LOGISTICAL CONSIDERATIONS
 Print out both worksheets for the students
 Prepare textbooks
 Prepare PowerPoint slides
PROCEDURE
Introduction Time
 Variables Quiz
 How do we rely on plants in our daily lives? 5 Min
 Write these answers on the board (students can write these answers
in their binders if they wish)
Body Time
Video 1) Video about plants and our food
2) Good overview of what we will be covering in
this unit 15 min
1) What did the students notice/what interested
them in the video?
2)
Accommodations/modifications: the worksheet can
have bolded or underlined words or phrases in order
to help students in the classroom. Students have the
option to work with another classmate or
individually based on their preferences.
Plant 1) Tell the students that they will be filling out a
5 Min
Introduction worksheet with what they may already know
about plants. This is done to the best of their
ability, as we will be learning a lot of these
 answers throughout our unit!
2) Students can partner up with a classmate to
fill out the worksheet, but they both must
complete the worksheet.
3) Tell the students that they will be saving these
and looking back at them later on to see how
much they have grown in their learning
4) What are some of the answers that the
students have come up with
5) What are some other questions that they
could have?
6) Discuss as a class what other questions they
could have that could be answered in this unit
Accommodations/modifications: the worksheet can
have bolded or underlined words or phrases in order
to help students in the classroom. Students have the
option to work with another classmate or
individually based on their preferences.
Class 3) What are some of the answers that the
Discussion students have come up with
4) What are some other questions that they
10 min
could have?
5) Discuss as a class what other questions they
could have that could be answered in this unit
Accommodations/modifications: frequent questions
that may come up may be put on a anchor chart to be
displayed around the room. The same can be done for
concepts that students may seem to have difficulty
with.
Topic 1 notes 1) Students can use the textbook to fill out the
notes
20 min
2) These will be put in their binders to use as
study guides
Accommodations/modifications: the notes can have
bolded or underlined sections that are very
important. Students who may struggle may also have
less blank spaces to fill in (version A and version B of
notes). The teacher can also review after each slide to
make sure each student has the correct information
on the notes.
Conclusion Time
 Students will work on an exit slip before the class is finished
 The teacher can explain some of the activities/assignments that 4 min
will be a part of this unit
 Real life applications:
Accommodations/modifications: The students can draw images if that
helps their explanation.
Assessment
 Formative assessment- pre-assessment (worksheet): the teacher will collect
these worksheets in order to assess where the students are at in terms of
their understanding of plants. What are their interests, can we alter some of
the activities/lessons in the unit to align with their interests
 Formative assessment- exit slip: students will think of 5 ways that plants
help us as humans and 5 ways they help the environment. The teachers will
collect these and she can give feedback and return them the next class.
Reflection: