University of Houston

Science for ELLs

Name: Emily Staska

Basic Lesson Components

Grade Level: 1st

Time Estimate: 45 minutes

Science Content: Plants have many parts such as leaf, steam, roots, flower and seed. The seed
is what helps make new plants. The root is planted in the soil and absorbs nutrients and water
that are needed by the rest of the plant. The stem carries water and nutrients from one part of
the plant to another. The leaves provide food and air to help the plant stay healthy and grow.
The flower is where fruits and seeds come from.

TEKS: 1.10B Compare the parts of the plants

Content Objective(s): Students will be able to determine the different parts of the plant and
their function.

Domjan & Wong (2016)

ELPS: Speaking, mainly speak using single words and short phrases consisting of recently
practiced, memorized, or highly familiar material to get immediate needs met; may be hesitant
to speak and often give up in their attempts to communicate.

Language Objective (s): The student is expected to: practice producing sounds of newly
acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to
pronounce English words in a manner that is increasingly comprehensible.

Vocabulary: Definition: Cognate (T or F): Commented [WSS1]: Please review what a cognate is and
Plant: are the major producers in an ecosystem, and fix this list.
Planta (T) -1
they include trees, herbs, bushes, grasses,
vines, ferns, mosses, and green algae.

Root: that are modified for storage of starch and

water. They usually grow underground as
Raiz (FT)
protection from plant-eating animals.
Seed: a fertilized ovule containing the plant embryo. Semilla (FT)
Given the appropriate growth conditions, it will
become the new plant.

Stem: The stem is normally divided into nodes and Vastago(FT)

internodes: The nodes hold one or more leaves,
as well as buds which can grow into branches.

Nutrients: a substance that provides nourishment essential Nutrientes (T)

for growth and the maintenance of life.

Misconceptions:
Plants are not alive. Trees, grass, vegetables, and weeds are not plants.

Materials/Resources/Technology Needs:
Materials: Flipbook, computer, book, I can eat a whole plant paper, celery, pretzel sticks, spinach leafs,
seeds, strawberries

Book: The Tiny Seed by Eric Carle

Technology: Computer, promethean board

Safety:
Make sure students do play with the food or stick it up their nose.

Domjan & Wong (2016)

5E Instructional Procedures
What Teacher Does: What Students Do:
Engage  Teacher will draw a plant on  Students will watch the teacher as she
the board. draws a picture of a plant on the
 Teacher will draw the roots, board.
seed, stem, flower and leaves.  After the picture is done the students
 Teacher will ask the students will then begin to tell the teacher that
what she drew. she drew a plant.
 After students answer (plant),  Students will then use their prior
the teacher will then begin to knowledge to tell us what they know
ask the students what they about plants.
know about plants.  They will also tell us what each part
 Teacher will ask students if of the plant is such as roots, stem,
they know what each part of the flowers, leaves and seed.
plant does.  Students will then listen to the book
 The teacher will ask students if “The Tiny Seeds by Eric Carle”.
they can label the plants.
 Then teacher will read the book
“The Tiny Seeds by Eric
Carle”.
Explore  I will give the students a I can  Students will receive a I can eat a
eat a whole plant paper. whole plant paper.
 Students will receive pretzel  Students will receive pretzel sticks,
sticks, celery, strawberries, celery, strawberries, leafs and seeds.
leafs and seeds.  Students will determine what piece of
 Students will fill out the paper food goes with what part of the
with the food that goes with flower.
each part of the flower.  Students will then label there flower
 I will be the facilitator as with the correct terms.
students explore.
Explain  I will ask the students what  Students will tell me what they
each part of the plant does and explored. Such as the different parts
its function. of the plants and their functions.
 As students tell me the answers  Students will watch a brain pop video
I will clarify as we go. over parts of a plant.
 I will show the students a brain  Students will listen to the teacher Commented [WSS2]: Always have students explain and
pop video over the different explain what each part of the plant share first. You only add and clarify as needed. Let students
construct their knowledge.
parts of the plant. does.
Commented [WSS3]: This should be the last thing in
 I will explain to the students explain. Use this to clarify.
what each art of the plant does.
Commented [WSS4]: Have students explain first. So,
Elaborate  Teacher will tell the students  The students will have cards over the have students explain parts of the plant. Then clarify. Then
they will now learn the Life life cycle of a plant and they will put have them explain what each part does. Then clarify. Then
cycle of the plant. them in order in which they think brain pop video.
 I will give them a life cycle they go.
activity.  When students are done they will

Domjan & Wong (2016)

  I will give the students cards explain to me what order they go in.
with a picture of each part of  After we discuss as a class we will
the life cycle on the card. watch a brain pop video over the life
 Then students will have to cycle of a plant and collaborate again
figure out which one goes first, after that.The students will listen as
etc. the teacher goes over the life cycle of
 a plant.
 Teacher will go over the life  The students will then fill out a Commented [WSS5]: You are just telling them? Why not
cycle of the plant. worksheet over the life cycle have them do an activity first? Remember to always let them
experience before you explain anything. You can give them
 Teacher will facilitate as independently. a graphic organizer, or do a card sort first.
students do this activity.  Students will be challenged because
 Then they will explain to me they will not have the teacher
which order they think it goes modeling it for them.
in.
 Then we will have a discussion
on the life cycle of a plant and
we will watch a brain pop over
it so that they can extend their
knowledge. fill out a life cycle
of a plant worksheet.
Evaluate  Teacher will model a foldable  Students will receive a foldable from
over the different parts of the the teacher.
plants.  Students will draw their own plant on
 She will draw a plant and its the foldable.
different parts on a foldable.  As a class they will label each part of
 Then the whole class will the plant.
discuss what each part is and  Then they will write about what each
label it. part of the plants function is.
 Then the class will discourse
over what each part does and
write it on the correct part.

DRAFT 1

 What level of inquiry is your lesson? Explicitly how your lesson is formatted to follow
the identified level of inquiry.
My lesson I believe is level 2 inquiry, students are given a procedure to follow but are
not told where each fruit goes to what part of the plant therefore, the solution is
unknown.

 Which aspect(s) of the nature of science does your lesson address? Explicitly explain
how your lesson addressed the identified aspects.

Domjan & Wong (2016)

 Plants are in every single part of nature and every climate. Plants are seen in the
Greenland’s, rainforests, deserts. The only place you would probably not see a plant is
in the artic where it is ice all the time.

 How did you accommodate linguistically diverse students (ELLs) in this lesson? Why
do you think the strategies you selected will be beneficial to student learning?
ELLs are accommodated in this lesson by ELPS, where I will use only words that they
may know or single words. A lot of teacher modeling is incorporated into my lesson
which is good for ELL students because they do not know much English but if it is
modeled they can follow along.

 How did you integrate your students’ home cultures into this lesson?
I integrated my students home cultures in my lesson by allowing the students to tell me
what they know about plants and where they have seen plants. Also by giving the
students a diverse variety of foods to use of their lesson.

Domjan & Wong (2016)