EdTPA Indirect Instruction Lesson Plan Template

Little Plant
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Central Focus/Big Idea: The big idea of this lesson is for students to understand the life cycle of a plant
from a seed. They already have previous knowledge about the plant cycle so now we will break it down
and learn about different seed plants. This lesson would be a great build onto the plant cycle and parts of a
plant.
Subject of this lesson: What is the subject of your lesson? The subject of this lesson is learning about the
life cycle of a seed.
Grade Level: This lesson was designed for the Third Grade.
NC Essential Standard(s): 3.L.2.3: Summarize the distinct stages of the life cycle of seed plants.
Next Generation Science Standard(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. [Clarification Statement: Changes organisms go
through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is
limited to those of flowering plants. Assessment does not include details of human reproduction.]

21st Century Skills: Using the 21st Century Skills Map-Science available on Moodle, choose the two or
three skills that apply to your lesson. Explain why you chose these.
Creativity and Innovation: Students will be making a flip book based off their notes on the life cycle of
a seed plant. The pages will include notes, definitions, and true to life illustrations that the students can
use for future references.
Initiative and Self-Direction: Students should be able to follow along and take notes as I write them on
the board and initiate their own learning experience by making sure their notes in their flip book are taken
well. Students should be asking questions about the lesson to expand their knowledge about the life cycle
of seed plants.
Academic Language Demand

Language Function:
- Explain: This function is the most important because I want students to gain a full
understanding of the life cycle of a seed plant from when it starts out as a seed. There is a lot
of specific details involved within this lesson so I want students to be able to be able to
explain to me what the life cycle of a seed plant is to me if/when they are asked to.

Scientific Vocabulary:
Seed, seedling, germination, root, stem, plant, leaves, soil, sprout

Instructional Objective: The learning objective of this lesson will be for students to understand the life
cycle of seed plants. I will know students will have accomplished obtaining this knowledge of the plant
cycle by having complete their flip book which they will use to take notes instead of their science
notebook. The conditions and criteria for this lesson is that students will be drawing true to life pictures
that they will put on each flap of their flip book. This will go into their science notebook as an attachment
for them to keep.
Prior Knowledge (student): Students will already have prior knowledge about the parts of the plant.
Students should know what a seed is and what it takes to make a plant grow.
Content Knowledge (teacher): The teacher needs to know everything that is stated in the instructional
objective that is stated above. They need to be able to explain what the life cycle of a plant is and what the
definitions of all the vocabulary words are. It would help to have visual aids to give students a better
understanding of how plants grow. They will need to know that seeds start the process of germination
from the warmth, air and moisture that surrounds the seed. Germination is known as the process by
which a plant grows from a seed. The seed detects the pull of the gravity responds by sending its root
down and its shoot up against the gravity. After it has leaves and its roots, the plant can make its own food
and is no longer dependent of the food supply from the seed. This is what we call root and shoot. Then the
sprouting of a seed is known as a seedling. It is basically a young plant.
Accommodations for special needs (individual and/or small group): For the students with special needs.
I will help them set up their flip book, so that they will be able to follow along with the rest of the class.
Materials and Technology requirements: You need to be specific with the amount of stuff you will
need. The materials used for this lesson plan are the Promethean board, Microsoft PowerPoint, paper,
crayons, markers, and/or color pencils.
Total Estimated Time: This lesson should take approximately 30 minutes
Source of lesson: Flip Book made from ELED 3221-090 class homework and google images
Safety considerations: safety considerations for this lesson would be to make sure students use the
coloring materials wisely (no peeling, eating, breaking, or throwing of the crayons.) Also students should
wait for the teacher to attach their flip book to make sure it is secure.
Content and Strategies (Procedure)
Engage: Students will be read a poem that was written by an anonymous poet. Students will be asked to
give me an overview of what the parts of a plant is. Students will be introduced to my visual aid Gracie
(grass plant) before jumping into the lesson.
Class, this is my friend Gracie. What is Gracie? Thats right, Gracie is grass! You guys have been talking
about the different parts of a plant. If I draw a plant on the board, can you help me identify it?
That last question is acting on prior knowledge.
Good! Now we are going to focus on where plants come from.

Explore: Students will explore with making the flip book. This will engage students in the lesson and
help them take notes and draw pictures from the PowerPoint on the board.
What is a flip book?
What do I mean by drawing true to life pictures/illustrations?
What is a seed?
What do you know about growing plants?
Explanation: They will need to know that seeds start the process of germination from the warmth, air and
moisture that surrounds the seed. Germination is known as the process by which a plant grows from a
seed. The seed detects the pull of the gravity responds by sending its root down and its shoot up against
the gravity. After it has leaves and its roots, the plant can make its own food and is no longer dependent of
the food supply from the seed. This is what we call root and shoot. Then the sprouting of a seed is known
as a seedling. It is basically a young plant. I will ask students about personal experiences with plants.
Then I will connect what we just learned back to the parts of the plant they learned before. When looking
at the pictures on the PowerPoint, students will identify using appropriate vocabulary what each stage of
the life cycle is and the parts that are involved in it.
Elaborate: They will write down vocabulary to label their pictures appropriately. If there is more time.
Students will be able to make a plant friend just like Gracie. They will be able to take care of it and be
able to see results within a weeks time period. The opportunity that students will use to apply their newly
learned ideas would be creating their flip book.
Evaluate: The informal assessment would be the flip book. I will collect and grade it for creativity,
accuracy, and neatness.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________