Learning Experience 1

Science Fusion Unit 4 Day 1/Lesson 1: Engineer It- What Parts Help Plants Live?
Grade: First grade
Topic: Science EDtpa day
Standards:
1- LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or
animals use their external parts to help them survive, grow, and meet their needs.
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and
nuances in word meanings.
Learning Objective Assessment

Students will be able to design a solution to a Teacher will assess for accuracy on the
human problem by mimicking how plants use student’s questions in their book that illustrate
their parts to survive and grow. how parts of a plant are designed like human
things.

Students will be able to describe what the plants Teacher will assess for accuracy on Parts of a
need and what part of the plant it involves. Plant worksheet that asks the students to read
about the part and answer comprehension
questions on it.

Materials
A: HMH Science Dimensions by Houghton Mifflin Harcourt, Houghton Mifflin Harcourt publishing
company, 2018.
B: white board, projector, white board markers, Parts of a Plant worksheet, pictures of plants
Plan for set-up/distribution/clean-up the materials:
The teacher will set up the lesson by putting 20 pictures of plants/trees around the room. The
teacher will also get the book and videos on her computer. The teacher will have the
comprehension assessment copied and printed.
Prior knowledge: The students have been taught about mimicking other items. The students
know what plants are and some know the different parts of the plants and a few of their jobs.
The learned it in kindergarten so the parts of the plants should be a review for the students.
Step by Step Plan:
1. Introduction:
The teacher will have the students go on a hike around the classroom. The students will stand
behind one of the pictures of plants hanging. The teacher wants the students to go on a hike,
but it is too cold and wet outside, so the teacher had the students go on a hike inside the
classroom. The students took the picture of the plant and had them name the different parts
where they belong. The students were also told to explain what that part of the plant is
responsible for. After they do it on their own, they will get in groups of 4 with the students who
had the same picture and compare their answers. The teacher will go over the vocabulary
words and where they are on the plants.
2. Next, the teacher will have the students go on the carpet. The teacher will read the essential
questions from the lesson cover page. The teacher will go one page at a time. The first page
asks the students to watch a video about how a maple seed is similar to the helicopters blades.
Then asks “how did observing the maple seed give people ideas to make the helicopter
blades?” This is a think and pared questions. Students will turn and talk to the student next to
them to collaborate. The teacher will show the videos when the page says to.
3. The next page, 142, the students are asked “How do you think thorns protect plants?” The
video will explain the different parts of the plants and what their jobs are. The final pages explain
how the shape of the plant helps it to live and helps to explain what it does for the plant, for
example, roots and stems are long tubs so they can bring the water tot the whole plants. A leaf
is flat so it catches sunlight and have openings that take in air.
4.The students are then given a comprehension worksheet that asks the students a few
questions based on the plants.
Differentiation- Students “AM”, “A”, “K”, “S”, and “J” get easily distracted, so these
students will sit in the front while on the rug. If needed, the students will be told to sit on a chair
so they can focus. The teacher will redirect them without much distraction, by doing “focus” in
American sign language.
Questions- What are the parts of the plants? What are the plant part’s jobs? How did
observing the maple seed give people ideas to make the helicopter blades? How do you think
thorns protect the pants? How do flowers and fruits help plants grow? How do roots keep a
plant in place? How is the shape of roots and stems connected to what they do? How does the
shape of a thrown help keep animals from eating the plants? How does the shape of the leave
hep it stays alive? What part of the plant is this? How can you tell? What is inside the plant?
Classroom Management- The students will be told step by step what to do so there is
no confusion and no running in the classroom. The students will be told what to do instead of
what not to do. The students will be given a warning and then will be told to move their clip
down if they keep behaving badly. The teacher will say “1…2…3.. eyes on me” before she
continues talking.
Transition- The teacher will call on students who are sitting nice to go back to their
desks. To finish the lesson, the teacher used a bell that stands for the end of her lesson.
Closure: The teacher will collect the purple sheets then go over them so everyone can
understand the correct answers. The students will take out their folder and color in their
behavior chart color that their clip is on.