Developmental Lesson Plan

Teacher Candidate: Carly Radowitz Date: 10/17/2020

Group Size: 10-15 Allotted Time: 50 minutes Grade Level: 1st

Subject or Topic: How can plants grow

Common Core/PA Standard(s):

Standard - 3.1.1.B1
Grow plants from seed and describe how they grow and change. Compare to adult
plants.

Learning Targets/Objectives:

Students will be able to identify how plants grow by planting their own plants.

Assessment Approaches: Evidence:

Assessment Scale: (for exit ticket)

Subject Matter/Content:
Prerequisites: knowing what plants are
Key Vocabulary:
● most
● seed
● stem
● soil
● refresher
Content/Facts: (mini outline - what you want to tell them about the facts) - cheat sheet
- The goal for the students in this lesson is to learn all about how plants can grow, but
being able to plant their own plant. The students will be starting off the day by going
 to the carpet, and listening to a book and watching a short recap video. Following
both of those, the students will return back to their seats to plant their own plants.
The students are giving strict directions in order for them to follow step by step to
plant their own plants. Once the students have completed their plants, they will do a
gallery walk and look at their fellow peers plants.

Introduction/Activating/Launch Strategies:
Greet students for the morning
● “Good morning class! I hope you all had a great weekend. Please place your jackets in
your cubbies and find a dot on the carpet! There will be a video in the background
and you can stand at your dot and dance along with the video.
● https://www.youtube.com/watch?v=dh-9k8XfLzY&list=PLG5Bp-
aniw53Z85XkXHaYgKlNCPw7ExCa
Once the students are all in the classroom, the teacher will be doing a short recap with the
students.
● “During this week we have learned all about the plant cycle, the seed parts, how
leaves change, as well as what are some ways we use plants. What do you think we
will be doing today to end our week-long unit about plants?”
○ Allow students time to think and respond.
Tell the students to look around at all of the pretty plants that are in the room. “Today we
will be planting our very own plants you can take home! Does anyone remember how plants
grow?”
● Allow students to respond
● “Incase you forgot how plants grow, we will be watching a short video to refresh our
memories.”
○ https://www.youtube.com/watch?v=nMsRvtx24Bo

Development/Teaching Approaches

Once the video is over, the teacher will be reading a short story to again refresh the students
minds about how plants grow.
● Teacher will be reading the book How Do Plants Grow By: Julie K Lundgren
○ on page 6 and 7, cover the roots of the plants and show the students how we
don’t see the roots we see the top of the plants
○ on page 18 and 19. Ask students if they remember what word we use for
when plants change sunlight to food? “It's a p word” “photosynthesis!”
○ STOP BOOK at page 20
After the book is over, the teacher will bring the students attention to the easel next to them
by the carpet. There will be sections called “can” “have” and “need”.
● “For the chart next to me, we will be filling out our plants can, have, and need chart.”
Under the “can” section we will be writing what plants can do. For example, plants
can provide us food. Under the “have” section, we will be writing what plants have,
for example plants have roots. Under the “need” section we can write plants need
water.”
 ○ Allow time for the students to write out what else they think plants can, have,
and need.
After the chart is complete, tell the students “For our activity today I will need everyone to
have their listening ears on and no talking while I am talking.”
● The teacher will let them go back by calling different out different sayings. Ex.
students wearing pink may go back to their seats now, students wearing red, etc.
“Everyone should be sitting in their own chairs and listening to me. On the front table there
are all of your materials for the day. I will call each table up at a time. You will first grab a tray
to hold all of your materials. After the tray you will pick out the plant you like, a baggie of soil,
and then pick up a plant pot. Be very careful while walking back to your seats. ”
● Each table will be called up to the front to grab their own materials.
● “Now that you all have your materials, you need to follow with me step by step. We
will be working on top of the tray the ENTIRE time. We will start off by taking our
plant pot and placing it in front of us. Now everyone needs to watch me first. You
should not be moving while I am. I am taking the baggie of soil and putting in a tiny
bit.”
○ Teacher will be holding up the plant pot to show how much soil is put into the
pot.
● “Now it is your turn. Place a little bit of soil into your pots. Next we will be putting the
plant into the pot. I will carefully take the plant out of the pot it came in and place it
on top of the soil. You can see when we take the plant out of its original container,
you can see the roots of the plant. Try not to break them or the plant won’t continue
to grow. Once the plant is in, we will fill it the rest of the way up with soil. Like this”
○ Show the students the whole process on the projector and go around to each
table asking if they need help.
● “In the center of your tables are water bottles with holes on the top for the water to
come out. Once you have been approved by me and your plant looks good, pour a
tiny bit of water on the top.”

Closure/Summarizing Strategies:
Once the students are done planting, they will have a chance to have a gallery walk and see
what their other peers' plants look like.
After a gallery walk, the students will complete a short exit ticket, telling me how they liked
the activity completed.

Accommodations/Differentiation:
● One of the students in my class has dysgraphia. This disability strongly affects fine
motor skills. Since this day's activity is mainly a hands on learning day, I will request an
aid to work alongside this student. An accommodation for this student could be going
through the motions of planting, and attempting to plant the plant, while the aid is
there to help.

Materials/Resources: (move the links down)

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 EXIT TICKET:

(Teacher will read all of the choices)

Would you like to do another activity like this again?