Shelby Bond

Indiana Wesleyan University

Elementary Education Science Lesson Plan

LESSON RATIONALE
This lesson is important because as students interact with nature on a daily basis, it is necessary that they understand
how to identify various plant parts and describe their relating functions. Plants make up much of the world around
students, so it is vital that they become knowledgeable of their parts in order to truly respect the roles they play in
the individual lives. ​This provides meaning to what the children are learning, as they can apply the information
to their daily lives.

READINESS
I. Goals/Objectives/Standard(s)
a. Goal(s): Students will be able to identify basic plant structures and describe their individual functions.

b. Objective(s):
- At the end of this lesson, students will be able to identify basic plant structures such as stem, leaf,
roots, petals, seed, and flower.
- Upon the conclusion of the lesson, students will be able to describe the functions of each basic
plant structure.
- After completing the plant investigation, students will be able to communicate the purpose of plant
parts as they relate to the plant as a whole.

c. Standard(s):
- [Link].2 Compare and contrast details of body plans and structures within the life cycles of plants
and animals.

II. Management Plan:

a. Time:
- Anticipatory Set:
- (Main) 15-20 minutes
- (Alternate) 10 minutes
- Lesson: 8 minutes
- Guided Activity: 15 minutes
- Independent Work: 14 minutes
- Closure: 5 minutes

b. Space:
- Anticipatory Set:
- (Main) This part of the lesson will initially begin in the classroom before moving
outdoors to a part of the school property that has various elements of nature.
- (Alternate) If the alternate option is taken, this portion will take place all at the students
desks.
- Lesson: This part of the lesson will take place outside in a large circle so that every student can see
the teacher. If the alternate anticipatory set was taken, this part of the lesson will take place at the
group circle area within the classroom.
- Guided Activity: This part of the lesson will take place at the students individual desks and later in
designated table groups
- Independent Work: This part of the lesson will take place at the students individual desks. When
instructed to, students may come to the front of the classroom to choose a plant to press.
- Closure: This part of the lesson will take place at the students’ individual desks.

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c. Materials:
- Nature Scavenger Hunt Worksheet
- Clipboards
- iPads (alternate anticipatory set)
- Virtual Garden worksheet (alternate anticipatory set)
- Large cut-out plant part pieces
- 4 potted plants (such as Daisy’s)
- Popsicle sticks (at least 6)
- Plant Journal
- Goofy Plant Creations Worksheet
- Goofy Plant Creations reference sheet (for grading)
- Colored Pencils
- Kindness Card
- Resources for pressing flowers (ex. heavy book)
- 3 different types of flowers (enough for 1 per student)

d. Expectations:
- Anticipatory Set:
- (Main) While the teacher explains the activity, students are expected to sit at their seats
and listen attentively to the instructions given, responding when asked. While they are
walking in the hall and outdoors, students are expected to keep their hands and clipboards
to themselves, not run, and stay in a line. After this, students will be expected to walk
around and complete the scavenger hunt while working with a partner. They are expected
to stay close-by and not touch the objects that they find. When they hear the teachers
whistle, they are to find a plant and sit on the grass while filling out the second half of the
sheet, again, not touching the plant. When they hear the second whistle, they are to listen
for the teacher's directions and gather back together. During this time, they are to sit in a
circle and listen to others and share their own responses while having their clipboards
sitting in front of them on the ground.
- (Alternate) While the teacher explains the activity, students are to listen carefully to
instructions while sitting at their desks. As they work on their ipads, they are to stay on
the one site and not choose other videos (the teacher will be moving around the
classroom to monitor this). As they watch, they are to choose a plant and fill out their
worksheet on their own. After this is done, students are to listen to others and share their
own responses when directed by the teacher.
- Lesson: During this part of the lesson, students are expected to sit still in their spot on the grass
while listening to the teacher and participating when asked to by raising their hands and discussing
ideas with a partner.
- Guided Activity: During this part of the lesson, students are expected to actively listen and
participate in the class discussion, volunteering by raising their hands and by talking with their
partners when instructed to. They are to write predictions in their plant journals using what they
learned about plants earlier in the lesson and work alongside others as they share predictions and
make new observations about their assigned plant. Over the course of a few days, the students are
expected to continue with this process. One assigned student will be expected to transport their
group’s designated plant back and forth between the window sill and the table each day in a
careful manner with two hands. Students are expected to be careful around the plants as they sit on
the window sills. At the end of the investigation, each group of students are expected to report the
end results to the rest of the class.
- Independent Work: During this time, students are expected to work on their own sheets unless
instructed otherwise by their teacher. If they get behind or are confused, they are to raise their
hand and ask their question to the teacher, particularly when it comes to needing a step repeated.
During the kindness activity, students are to think intentionally about someone they would like to

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 give their card to. They are to make the card look nice by coloring it to their best ability, working
on their own as they do so.
- Closure: During this time, students are to listen attentively and discuss their thoughts with their
partner when instructed to.

III. Anticipatory Set ​(15-20 minutes)

- The teacher will introduce the nature walk scavenger hunt to the students
- “Today we are going to be taking a trip outside to observe different elements of nature around us.
In order for scientists to make discoveries, they must go out into the world and observe the natural
world. You are all going to get the opportunity to act as scientists! I have created a list of different
items I want you each to try and find as spend time outdoors, like a scavenger hunt! We are going
to start by taking a walk around as a class. During this time, I want you to really focus on all that is
around you. The best way to do this is by focusing on our different senses. We are going to use our
eyes to look for the different objects on our list, our nose to pick up the different smells of the
outdoors, and our hearing to listen for various sounds. After we spend a few minutes walking and
observing, you are going to walk around, staying close, and find the different objects on your sheet
while using a partner. When you find an object, circle it! Try and focus on the wide variety of
plants you see, too! You may not find all the objects on the chart, but that is alright. After
searching for a few minutes, I’m going to have you find a plant you like and sit down on the
ground to draw and describe it the best you can.”
- “One of the senses I don’t want us to use is touch. Can anyone explain to me why we shouldn’t
touch the objects as we explore?” (Response - we don’t want to destroy what we see). “As we
locate the different objects and make our own observations, we want to be careful to leave the
plants and items just like we left them! This is why it is important not to touch. A few of the items
on your lists will be different animals. If we are loud and running around, what do you think these
animals would do?” (Response - run away and be scared). “In order to not scare away the animals
so that we can locate them, we want to be careful to be respectful of their territory by not yelling
and walking. The quieter we are, the greater chance we will have of seeing other animals! I’m so
excited for us to spend time outdoors, but this also means that you all will need to be extra careful
to follow directions. Along with being quiet and not running, we need to be sure that we stay close
to me and listen for when you hear my whistle. When you hear my tweets, I will need everyone to
stop what they are doing and face me to listen for further directions. If you cannot do these things,
we will have to go back inside early. Put your thumbs up if you feel like you can follow these
directions so we can all have a good time exploring and learning.”
- The teacher and students will go outside and begin their walk.
- As the students walk, the teacher will guide and encourage them to quietly observe the different
items in nature.
- Students break off and complete the scavenger hunt.
- As the students work together to complete the worksheet, the teacher will observe and guide
students towards different elements. After a few minutes of searching, the teacher will tell the
students to move to the second part of the hunt, where they will locate a plant of their choosing
and draw/describe it.
- The teacher will call students to come back together.
- After students have spent a few minutes completing the second part of the activity, the teacher will
call everyone back together where they will find a seat in a circle on the grass.
- “You all did so great! Did anyone find all of the objects? Was there an object that no one found?
Does anyone want to share their picture and description of the plant they found with the class?”
(Teacher will allow for a few answers before moving on).

Alternate Anticipatory Set:​ (10 minutes)

If for some reason the outdoors scavenger hunt cannot be done, the teacher could have the students take a virtual
tour of Fondation Monet, Claude Monet’s garden in France.
- The teacher would start by showing the class various paintings of Monet, emphasizing that he is most
famous for painting elements of nature.

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 - After this, the students have the opportunity to take their own virtual tour of Monet’s garden in Giverny,
France. This will take place on their own individual ipads. As they watch, they should pay particular
attention to the variety of plants that they see. When they find a plant that they particularly like, they should
pause the video to draw and describe the plant.
- Video: ​[Link] (Beginning through 1:00 then 3:00
through the end)
- After students have all finished taking their tour and drawing/describing the plant, the teacher will allow
students to share the plants they liked the best, sharing their drawing and description.

IV. Purpose: ​“Today we are going to be learning about the different parts that make up plants, just like the ones
that you all found today on our scavenger hunt. Plants are necessary to us as humans because they provide us
with clean air and food, so it is important that we are able to understand what the parts of a plant are and what
each part does for the plant.”

PLAN FOR INSTRUCTION

V. Adaptations:
- Anxiety: To ensure that the student with anxiety in the class can be properly assessed during the
independent activity, the teacher could print out written descriptions of the different plants that they are told
to draw so that they do not feel rushed to locate colored pencils and can work at their own pace. During the
scavenger hunt, the teacher could make it very clear that not all of the items on the sheet may be found. In
doing this, the students will not feel as anxious about their being missing items on the sheet when they are
required to move on to the next part of the anticipatory set. The activities in the lesson allow for students to
work independently at the speed of their choosing, while also involving moments of discussion as a class
and between partners.
- ADHD: While the anticipatory set allows for students to move around and explore outside, the lesson
portion requires for students to sit, still outdoors, and focus on the teaching. This may be overstimulating
for the students, especially the children with ADHD. During this time, the teacher can be intentional in
having these specific students sit close to them and handle the pieces of plant parts, giving thema
responsibility of placing them in the middle of the circle when directed to. This would help to keep the
students’ attention on the lesson rather than everything else going on around them. If being outdoors will be
too much of a distraction from the lesson, this portion can easily take place indoors at the group circle.
- Different levels of learning: This lesson allows for students to work at their own pace as they move through
the activities, also allowing for discussion among peers and as a class as a whole. That said, the teacher
could ensure that there is a visual on the board for students to reference back to as they work, allowing
them to constantly be reminded of the different parts of a plant.

VI. Lesson Presentation

- The teacher will begin by relating plant parts to the human body.
- “When I was first giving you directions before our walk, I told you to use three different senses
with your eyes (sight), ears (hear), and nose (smell). Each of these body parts help you do
something. They have a purpose! What is the purpose of your eyes? Your ears? Your nose? Can
you think of any other body parts and their purpose? ” (Student response).
- “Just as we have different body parts that help our body as a whole, so do plants! Plants can be
broken up into different parts, and the different parts all have a different function.”
- The teacher will use giant cut-out plant pieces to help teach the plant parts.
- As the teacher focuses on different parts of the plants, they will hold up the designated piece for
all students to see. When they are done talking about the pieces, they will place it in the middle of
the circle for all to see, slowly adding each piece to the plant as they are each explained.
- “Using different plant pieces, you all are going to help me create a plant. First, let’s start with the
roots​. The roots are something you don’t easily see on a plant, for they take place underground.
As the plant grows, the roots soak up nutrients and water that keeps the plant healthy. As the plant
grows upwards, the roots grow deeper and deeper into the earth. Because of this, the roots help
anchor the plant to the ground, so that when big winds come, the plant doesn’t immediately fall
over and die. Next, we have our ​stem​. The stem carries water upwards from the roots and also

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 helps to keep the plant upwards. After this, we’ll add our ​leaves​ to the stem. Raise your hand if
your plant that you found earlier had leaves on it. Leaves help to soak in the light from the sun and
make food for the plant.”
- The teacher will review the three terms learned by asking the students what each are called as a
group and then asking for volunteers who remember the functions of each piece.
- “How many of you drew a plant that had a ​flower​? Flowers and their ​petals​ are typically the most
beautiful parts of the plant. When I see a flower, my first instinct is to smell it and tell someone,
“That flower is so pretty!”. I’m not the only one attracted to flowers, though! The flower and it’s
petals help to attract pollinators, like bees and other insects, that help create other flowers. In some
plants, their flowers grow into ​fruits​, like the ones that we eat! The flowers have ​seeds​ that help
create new flowers. When the seeds from the flower are planted, new plants begin to grow!”
- The teacher will review the last four terms with the students by asking what each are called and
then asking for volunteers to describe the functions of each.
- “With a partner, quiz each other on naming the different plant parts and their functions. One
partner should name the structure and then the other needs to answer with its function.” (Allow
time for partner discussion).
- “When we go inside, we are going to do an investigation. I will need each of you to wash your
hands and then go to your seats with your scientist brains turned at high-volume!” The class will
proceed back inside to the classroom to continue with the lesson.
- (Guided Activity) The teacher will introduce and walk students through the science investigation.
- “While we were outside, we learned about the different plant parts and their individual functions.
Who can tell me the name of one plant part they remember?” (Give multiple students
opportunities to answer. As they list a part, draw the correlating image on the board with a label
for all to see until all parts are listed).
- “Think of those different parts and their purpose serving the overall plant. Over the course of
several days, we are going to perform an investigation centered around these plant parts. What do
you think would happen if a plant was missing one of its parts? For example, what do you think
would happen if a basic plant, like the one we created earlier, had no leaves? Think in your head,
then talk with your partner.”
- As the teacher explains the investigation, they will bring out the four different plants that the
students will be using throughout the experiment.
- “In our investigation, we are going to have four different plants that you as scientists are going to
observe. Our first plant will have all parts intact, including the leaves, roots, and flower. We are
going to call this plant our control group. Our second plant will be missing its roots, but will still
have its leaves and flower. Our third plant will be missing its leaves, but will still have its roots
and flower. Our fourth plant will be missing its flower, but will still have its leaves and roots. In
groups, you all are going to be assigned one of the three plants that are missing a part. Each day,
you are going to write in your journals and track the changes that the plant makes, if there are any,
then report what you find to the class. Each plant will receive the same sunlight and water, so the
only difference among them will be their missing part. Before I break you off into groups, I want
you each to look at the journal you have on your desk. Using what you already know about the
plant parts and their functions, I want you to make a prediction of what you think will happen to
each plant after a few days pass. In a full sentence, write what you think in the section labeled
‘hypothesis.’ As scientists, you have to provide reasoning for what you believe, so make sure you
explain why you think what you do.”
- After students have finished writing their predictions, the teacher will break them into their
designated groups. In their groups, the students will discuss their predictions. With the pot placed
in the middle, have them write their observations under the label ‘Day One’. After this is done,
have them write their names on the plant stick as a means of accountability.
- Over the course of a few days, have students take around 5 minutes to observe their plant and
write down their findings in their journal. Assign one student to be in charge of carefully moving
the plant back and forth between the table and the window each time this is done.
- After the few days is up, the students will use their observations to create a conclusion about the
impact of losing a specific part has on the plant as a whole. Was their prediction correct? After

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 they do so, the teacher will have the students report their findings to the class, where students will
assess whether or not all predictions were correct or not.
- (At the end of the investigation) “As we can see from our investigation, the different plant parts all
play an important role in keeping the plant healthy. When one part was missing, it had an effect on
the plants overall health! Our plant needed each of their parts to flourish.”
- Independent Activity ​(7 minutes)
- Before the activity starts, the teacher should make sure that the plant and its structures are erased
from the board so the teacher can truly assess what the students remember from the lesson.
- “Next, we are going to be drawing goofy plant creations. I’m going to tell you different structures
of the plants and have you draw them using a specific description. Using what we learned today
about the structures and your colored pencils, draw the plant as I describe it. They may be
extremely weird and like no other plant you’ve seen before, so make sure you are listening!”
- “Our first plant has a blue stem.” (Pause after each direction to let students draw). “Next, the
flower has three orange petals. As well as this, the plant has two purple leaves.”
- “Our next plant has a red zig-zag stem. Next, it has four green roots. It has four polka-dotted
petals, any color you’d like. Lastly, the flower has two blue seeds.
- “Now you are going to have to think of the functions of the flower and use what you know to help
you draw the plant. This is tricky, but I know you can do it! If you are stuck, try and visualize all
the different plants we experienced today, including our time outside! The first part of the plant
I’m thinking of helps anchor the plant to the ground and provides nutrients and water to the rest of
the plant. It helps so that even when it’s windy, the plant has a good chance of staying in place.
When you think you know what this is, draw this part of the plant as yellow. The next part of our
plant helps to carry water up from the roots and keep the plant upright instead of it falling right
over. When you think you know what this is, draw this part as red. The next part of our plant is
typically the most beautiful. It attracts pollinators, like bees, that come and help create new
flowers. When you think you know what this part is, draw this using two colors of your choosing.”
- After each plant creation, the teacher will ask students if anyone needs instructions repeated. After
all plants are created the teacher will have each student create their own plant using the different
structures in various colors and have them give instructions to their table partners, just like they
recently did with the teacher.
- “Now, I want you to take a moment and draw your own plant. Make sure you keep your eyes on
your own paper and don’t look at your table partner. Once you are both done, I want you to give
each other instructions like I just did so that they can create the plant you just drew. When you do
this, hold your paper towards yourself so your partner cannot see! Take turns when giving
instructions. After you are all done, share your creations with one another to see if they look the
same!”
- Kindness Activity​ (7 minutes)
- “I think it would be a shame to learn about plants and not use this as an opportunity to show
someone we care about a bit of kindness! Flowers are typically a gift people give to one another to
show their love, but they typically die within a week. One thing that I love to do is press the
flowers I get in between two books, drying them out so that they’ll last forever! I want each of you
to take a moment and think of someone you would like to give a flower to, whether this is a
parent, grandparent, or someone in the room! You are going to have the opportunity to pick out a
flower to press and include it on a card. As well as having a dried flower on the front, the card will
also include one of three sayings that relate to the functions of plant parts. You’ll have the choice
to write one of the three sayings on your card.”
- Options: (write on the board for all students to see)
1. Stem: Like a stem to a plant, you keep me upright!
2. Petals: Like the petals to a flower, you have a bright and colorful personality!
3. Leaves: Like the leaves to a plant, you feed me encouraging words!
- Have students choose one of three flowers to press. After they have done so, the teacher will take a
piece of tape with the students name on it and wrap it around the stem.
- “After you have chosen a flower, I would like for you to go back to your seat and choose one of
the three sayings that you would like to write for the person you are giving the card to. If you think

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 of something else that relates to the function of a plant and its part, make sure you raise your hand
and check with me before writing it down. While you wait for others to pick their flower and write
their sentence, decorate your card so that it would be something you would be proud to give to
someone else.”
- The teacher will take these flowers home to press on their own and bring them back to the class
after a few days of them flattening out and drying. When they are brought back, the students may
tape them to the sheet and bring them home to give to their designated person.
- (Before students bring cards home) “When you hand the card to the person you chose, try and
point out the different parts of your flower to them, connecting what you learned in class about
science to a kind act that will hopefully bring others joy!”

[Link] for understanding:

As the students read their plant descriptions during the anticipatory set, the teacher will use this information
to understand what students already know when it comes to identifying plant parts prior to the lesson. While
teaching the students about individual structures of the plants and their functions, the students are periodically given
the opportunity to identify and describe the plant parts with a partner. During this time, the teacher will make
observations on student progress and listen for any areas that are unclear and need clearer teaching. If this is the
case, the teacher will have the students repeat back the different pieces and their functions in more detail. During the
group activity the teacher will observe the students as they work to create a hypothesis and make observations
through the investigation period. If students need additional assistance, the teacher will guide the child towards the
next step or point out various elements for them to notice. During the individual activity, the teacher will assess
whether or not students are able to correctly identify plant parts and their functions based on verbal descriptions. At
the end, students will review the plant pieces from the initial teaching as a way to connect what they learned through
discovery back to past instruction. They will also use this time to observe how students’ knowledge of plants has
grown over the course of the lesson.

VIII. Review learning outcomes / Closure ​(5 minutes)

- Reference the plant drawings from the anticipatory set
- “Using our cut-out plant pieces, let’s think of the different parts of a plant as we place them on the
board. When I take out the piece, tell your partner the name of the plant part it represents.” (The
teacher will proceed to place the pieces on the board and write the labels next to the parts).
- “Before we transition into something else today, I want you to get out your scavenger hunt sheets
and look at your drawings of the plant you found and their description. Now that you learned what
the specific plant parts are called, how would you now describe your plant? How could you update
what you wrote so that it is more specific and uses the correct terminology? On the back of the
paper, write two new observations using two vocabulary words we learned today in class.”
- Allow time for students to look back over their descriptions and share with the class what they
would say instead.
- “You all did such a great job today! Over the course of the next few days, we will continue to fill
out our plant logs and make observations about how they change. Now when you are outside and
exploring, you’ll be able to point out the specific pieces of a plant to those around you!”

PLAN FOR ASSESSMENT

- Anticipatory Set:
- As students fill out their scavenger hunts, the teacher will pay particular attention to the second
part of the sheet where students locate a plant to draw/describe. This will be a good way of
understanding what students already know when it comes to labeling the parts of a plant
(Formative).​
- Lesson:
- As the students discuss the plant parts and their purpose with one another, the teacher will observe
what they have learned and assess whether or not there are areas that need continual focus
(Formative).​
- Guided Activity:

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 - By having the students write and give reasoning for their hypothesis, the teacher can assess
whether or not the student is basing their prediction off of something they learned in class (a
function of a plant part) or not. At the end of the investigation, the teacher will use the plant
journal to assess the students progress throughout the lesson and see whether or not they were able
to draw a conclusion from their observations. The teacher will be able to assess whether or not the
students understood the role plant parts play in aiding the plant as a whole ​(Formative)​.
- Independent Activity:
- During this activity, the teacher will assess whether or not the students were able to replicate the
described plant by listening to directions and drawing the designated piece. They will use this
information to understand whether or not students are successfully able to identify plant parts and
their functions ​(Summative)​.
- Closure:
- By comparing the work of the students from the beginning of the lesson to the end, the teacher
will be able to see how students' knowledge of plant parts have grown over the course of the day
(Formative).​

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was the investigation successful in modeling the need for various plant parts?
8. How successful were the students in having a portion of class take place outdoors? Was this a distraction to
their learning or beneficial?
9. Were students able to properly replicate the plants during their independent practice?
10. Was the flower pressing activity purposeful in better understanding the concept?
11. At the end, were students able to identify changes they would make to their initial plant descriptions using
vocabulary learned from the lesson?
12. Were my modes of assessment adequate in understanding what the students learned?

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Kindness Card Sheet

Example of Card

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