LESSON 1

5E Learning Cycle Lesson Plan

Lesson Plan Title: The Life Cycle of a Flowering Plant

Student Teacher University Supervisor/

(Block B Student) Cooperating Teacher
Erin Lindgren James Alberto

Grade Level/Subject Unit Title

3rd Grade/Plants Diverse Life Cycles

Lesson Length (hours/days) Area(s) of Science (From NGSS/DCI’s) – Circle one

Date(s) 03/25/2019 Earth Space Science

In-Class Time Period 55-60 minutes Life Science

Physical Science
Out-of-Class Time None
(homework/collaboration)

NEXT GENERATION SCIENCE STANDARD(S)

Performance Expectation(s):
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth,
growth, reproduction, and death.

Science and Engineering Practices: Disciplinary Core Idea(s): Crosscutting Concepts:

Developing and using models: LS1.B: Growth and Development of Patterns:
Develop models to describe Organisms: Patterns of change can be used to make
phenomena. Reproduction is essential to the predictions. (3-LS1-1)
continued existence of every kind of
organism. Plants and animals have
unique and diverse life cycles. (3-LS1-1)
Connections to CCSS Literacy in Science:
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

OBJECTIVES (Intended Learning Outcomes) please write as list.

Cognitive: Students will be able to identify the parts of a plant and its life cycle.

Psychomotor: Students will be able to draw the stages of the plant life cycle.

Affective: Students will be able to analyze and make connections as to how plants impact and affect their lives.

ACCOMMODATIONS/MODIFICATIONS FOR DIVERSE LEARNERS (based off of Contextual Factors):

Accommodations for this lesson could include things like providing the materials in students languages or differentiating
the instruction for students at different levels. The Explore activity hand out could be provided in another language and/or
the foldable assignment could be written in students native language and later translated for grading purposes (note: the
foldable will be graded/checked, but is mostly to be used as a resource or reference tool for the child). The instruction of
the lesson could be differentiated for the different levels the students may be at. Students who are behind average could
have an Explore head out that is already labeled for them instead of having them use the word bank. Students who are
above average could take the lesson/content a step further by having them write down ideas/predictions as to where
plants get their nutrients (food and water) from (note: this would take place before the lesson where that concept is
explored).

MATERIALS Attach all materials, i.e., handouts, worksheets, etc., PREPARATION Describe any advance preparations for the lesson.
needed to teach this lesson.  Make worksheet
 Diagram worksheet  Make life cycle pieces of paper
 Coloring utensils  Print worksheets
 Real flower/plant  Gather materials
 Blank paper  Get plant
 Scissors  Maybe, precut foldables
 Glue
 Life cycle pieces of paper

Safety Rules:
Tell the students that when we are gathering around the plant we are not to push our classmates
to try to see better, everyone will be given the opportunity to get a closer look at the real flower.
Remind student the proper way to handle scissors when cutting their foldables.

5E LEARNING CYCLE PROCEDURES:

Engagement: In detail describe the initial Introductory Activity (e.g., open-ended problem, scenario,
demonstration, story, etc.). Include the Divergent (open-ended) Question to engage
individual student involvement in active scientific inquiry. Include appropriate classroom
procedures to initiate a positive learning environment.

1. To begin the lesson, the teacher will bring in a real live plant for the students to look at.
2. Students will gather around the teacher and the plant on the carpet in the front of the
class.
3. Teacher will have students take turns looking closely at the plant.
4. After every student has gotten a chance to look over the plant, the teacher will ask the
class some questions:
 How do you think this plants started?
 Was it just always this big?
 Did it always look the way it looks now?
 What do you think the plant needed to grow up to look like this?
5. Teacher will have a few students share their thoughts aloud.
 Related Web Site:

Exploration: Describe the introductory directions to initiate student-to-student interactions as active

participants in scientific inquiry, recognize ALL safety precautions, materials needed, and
reasoning for how students will be grouped (e.g., “Jigsaw,” “Think-Pair-Share,” etc.).
Describe how experiences during this phase will provide opportunity for students to
confront their prior knowledge.

1. In the explore phase of the lesson, students will work with table groups of 3 to 4
people to attempt to draw and label the life cycle of a plant using the provided hand
out. Students will be grouped this way because of the odd number of students in the
class and so that they can work through the process together, talking out ideas as they
go. They will individually be filling out the worksheet
2. Student will be given a hand out that has a blank diagram at the top and bottom of
the page. The hand out will also have a word bank at the top of it with 6 words/terms
in it.
3. Students will first look at the word bank and discuss with their groups where/what
order they think those terms belong in the life of a plant in the top diagram. After that
students will draw a picture to go with each stage/term of the cycle.This will act as the
students making predictions as to what they think the life of a plant looks like before
they are given the details of it. Students will make these predictions using their
knowledge from the prior lesson on the parts of a plant.

Related Web Site:

Explanation: Include scientific explanations appropriate for the grade, social, and developmental
levels of the learner. Provide a Convergent (closed) Question Sequence to promote
concept formation/term introduction, and science content and/or process skills
explanation(s). Finally, describe how students will demonstrate cognitive construction of
concepts, which include making connections to exploratory activities.

1. Now that students have made some predictions, the teacher will now talk through the
plant life cycle with them.
2. Teacher will use the live plant from before as an example when talking about specific
parts of the plants.
3. Teacher will also have an image of a diagram of the plant life cycle for the student to
see.
4. During this explanation, students will be given a piece of paper to create a foldable to
help them take notes about the content.
 Students will fold the paper hamburger style first.
  On one side, they will cut it so there are six strips of paper that can be pulled
back to reveal things underneath. This is where they will write the stage of the
cycle titles on the outside of the strips. Under them, they will write a 10 word
maximum description of that stage of the cycle.
 On the other side of the foldable, they will draw a picture of a flower and label
all the parts of it.

Related Web Site:

https://www.google.com/search?q=life+cycle+of+a+plant&client=safari&hl=en-
us&prmd=ivbn&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi4z7fH2MbaAhXIzI
MKHZslBCMQ_AUIESgB&biw=1024&bih=698#imgrc=zgLdwjThlaCzgM:

Elaboration: Describe a related Science Activity to provide opportunity for students to apply key
concepts to new/different situations. Students should show deeper understanding of
concepts, make decisions, and/or design [extended learning] experiments to further
engage in scientific inquiry that helps connect the science concept to their lives.

1. Students will now be filling out the bottom diagram on their worksheet.
2. Students will be given a bundle of pieces of paper/cards that have the stages of the
life cycle of a plant on them along with their labels/titles of each stage.
3. Students will put these cards where they think the belong on the bottom diagram
using their predictions from he top diagram.
4. Teacher will go around to each student to check their placement of cards in the cycle.
If they have them all placed in the correct order, they may paste their cards to their
diagram. If they do not have them placed in the correct order, the teacher will
guide/scaffold them to changing their initials thoughts until they have them placed in
the correct order. Scaffolding questions could include: Why have you decide to place
“this stage” here? Would it make sense for the plant to go through “this stage” before
it goes through “that stage”, why? Etc.
5. After they have finished pasting their pieces of paper to their diagrams, they will then
have to write 3-5 sentences at the bottom or back of the worksheet to answer the
following questions: (student may use technology to research the ways plants impact
human lives if they need to)
 Where do you see plants in your everyday life?
 How do plants effect or impact your life?

Related Web Site:

Evaluation: Describe two ways in which you will assess student understanding.
(Note: one should involve either “performance” or “authentic” assessment. Additionally,
you must create and submit either one assessment instrument or one rubric for each
 lesson. You may not use the same assessment twice in your unit and you may not use a
simple worksheet/graphic organizer or an exit ticket as a form of assessment).
Assessment (1)
Student Learning Outcome
(Cognitive Learning
Objective):
Students will be able to
identify the parts of a plant
and its life cycles.
Assessment (2)
Student Learning Outcome
(Psychomotor or Affective
Learning Objective):
Students will be able to
analyze and make
connections as to how
plants impact and affect
their lives.
TEACHING MODELS and LEARNER ACTIVITIES:
Check all that apply.
Teaching Model(s)
X 5E
X Cooperative Learning
X Direct Instruction
Presentation
Description: Describe Criteria: Describe criteria Level of Mastery: Set the level
the assessment used used to grade/score the of acceptable performance
to evaluate the assessment (include point using a measurable quantity.
student-learning values)
outcome(s).
The assessment Top Diagram: The level of mastery for this
instrument used to Labels each cell with a stage assignment will be if they get
evaluate the students of the life cycle – 6 pts a 19/24.
is their diagram Draws a picture to go with
worksheet from the each stage – 6 pts
explore and elaborate
activities. The
students will be Bottom Diagram:
assessed over how Each cell has a stage of the
they fill out both the cycle pasted on it – 6 pts
top and bottom The stages of the cycle are in
diagrams. the correct order – 6pts
Description: Discuss Criteria: Describe criteria Level of Mastery: Set the level
the assessment used used to grade/score the of acceptable performance
to evaluate the assessment (include point using a measurable quantity.
student-learning values)
outcome(s).
The assessment for Student answers both The level of mastery for this
this part of the questions – 2 pts portion of the assignment
assignment would be Student writes 3-5 sentences would be a 4/4. I say full
the 3-5 sentences they or more – 2 pts points is mastery because
write on the bottom or they should have no problem
back of their writhing at least 3 sentences
worksheet. They are to answer two questions.
answering two They also have the option to
questions that help use technology to answer the
them connect plants questions as well.
to their lives
personally or to
humans overall.
Activity Type(s)
X Individual
X Small Group
Whole Class
Outside of Class
 Problem-Based Instruction Other
Discussion

Attach RUBRICS/ASSESSMENT INSTRUMENTS:

Criteria 6 5 4 3 2 1 0
Top Diagram
Each cell is labeled
with a stage of the
plant life cycle
Each cell has a
picture to go with the
stage
Bottom Diagram
Each cell has a stage
of the plant life cycle
pasted in it
The stages of the
plant life cycle are in
the correct order

Criteria 2 1 0
Answered both questions
Wrote 3 to 5 sentences or
more