Objective Vocab & Teaching the Lesson Wrap Homework/ Modification

Day Students Materials Up/Exit Assessmen s

will learn Ticket t

Mon. Students Materials: Warmup: Watch: Exit ticket- No

will -Label the https://jr.brainpop.com/science/plants/partsofapl completed homework
investigat flower ant/ label the
e parts of worksheet. flower
a plant. I Do: Teacher will introduce the parts of a plant to the worksheet.
Vocab: students. Explaining that the stem is a part of a
-Roots plant/flower that holds it up. The roots plant the flower into
-Stem the ground and provide it with water. She will continue to
-Leaves explain the leaves and flower portion of the plant.
-Flower
We Do: As a class, the students and teacher will label
the roots and stem

You Do: Students will label the leaves and flower portion
on their own.

**Can color the plant/flower if extra time is given.

O/A: Word box given to label plant.

H: Label the plant without the help of the word box.

Tues. Students Materials: Warmup: Watch: Exit ticket- No * Pull students into
smaller groups to
will order -Plant life https://jr.brainpop.com/science/plants/plantlifecycle/ completed homework guide struggling
the life cycle life cycle students through
cycle of a worksheet. worksheet activity/assignment
I Do: Teacher will present the plant cycle worksheet. involving different
plant. Identifying the seed of the plant, and the steps in which types of weather
Vocab: the seed would turn into a full grown plant. She will Completed * Allow students
additional time to
-Life cycle explain that this is the plants life cycle. Explaining that the life cycle complete
seed of a plant is the first step in the cycle, and the full taken as a worksheet,
classwork prompting students
grown plant comes last. to stay on task
grade.
We Do: Together as a class we will complete the first,
second and third step in the plants life cycle. Cutting and
pasting the seed, the seed with a leave coming out, and
the picture of a stem once planted in a pot.
 You Do: Students will complete the last 3 steps of a
plants life cycle individually, cutting and pasting the
pictures to their steps.

Wed. Students Materials: Warmup: Table groups: discuss the life cycle of a plant, Wrap up: Exit No * Pull students into
smaller groups to
will read -The Life how it starts and how it ends. Review Life ticke homework guide struggling
and recall Cycle of a cycle of a t students through
facts Plant plant activity/assignment
I Do: The teacher will read aloud the Life Cycle of a Plant involving facts
about a reading passage to the class. She will highlight the important worksheet. about different
plants life passage vocab. Words that she sees within the text. She will also types of weather
cycle by Vocab: * Allow students
explain and review the terms true/false. additional time to
answering -Roots We Do: As a class we will read the passage and complete
true/false -Stem worksheet,
students will highlight the text that the teacher highlighted. prompting students
questions. -Leaves We will answer the first true/false question together: to stay on task
-Flower “Plants are not alive.” We will go back into the text to find
-Seed the answer “Plants are living” and highlight it.
-True/False
You Do: Students will complete the rest of the
worksheet. Reading the true/false questions and going
back into the text to find the answers.

Thurs Students Materials: Warmup: Pull sticks- what do we think the parts of a Wrap up- No * Pull students into
smaller groups to
. will -Plant plant are vs. the needs of a plant. checking homework guide struggling
understan parts/plant over the students through
d plant needs completed activity/assignment
I Do: Teacher will explain to students that a plant need is involving writing
parts vs. worksheet. something that is essential to it’s life. It needs it to live. A plant parts about weather
plant plant part, is something that a plant is made up of. The vs. needs * Allow students
needs. worksheet. additional time to
Vocab: teacher will create an anchor chart where she will explain complete
-Plant parts some needs of a plant vs. some parts of a plant. worksheet,
-Plant prompting students
to stay on task
Needs We Do: Students will assist the teacher in creating the
rest of the anchor chart. Once students return to their
 seats, the class will complete the first part of their plant
worksheet together. The word “seeds” do we think seeds
is a plant part or plant need? Students, along with the
teacher will cut and paste it in the part column. Students
will explain that the seed is a part of the plant planted into
the ground, and the plant grows from the seed.

You Do: Students will independently work on the rest of

their plant parts vs. plant needs sort.

O/A: Can use the word bank to assist them.

H: Must come up with parts/needs on their own.

Fri. Students Materials: Plant No * Repeat

directions
will recall -Plant assessmen homework and assist
plant parts assessmen t taken as students in
and needs t. test grade. repeating
Plant Assessment directions
of a plant back for
by understandin
completin g, assist
students in
g a test. brainstormin
g what to
write about
involving
weather
terms
* Provide
students
additional
time to
complete
writing
prompt