Foundations - Reidy

SIOP Lesson Plan #1 Grade 1 - PLANTS

Standards:
CCSS.ELA-Literacy.RI.1.1: Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.2: Identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.1.4: Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
CCSS.ELA-Literacy.W.1.8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.SL.1.1: Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.1.2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
CCSS.ELA-Literacy.L.1.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
ELD: Collaborative
1.Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics
ELD: Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning
is conveyed explicitly and implicitly through language
ELD: Expanding and Enriching Ideas
4. Using nouns and noun phrases
Theme: Plants
Lesson Topic: Introduction to Plants
Overview: This is an introductory lesson for the Plant unit. Students will explore what they already
know about plants and handle live plants. They will listen to a book, From Seed to Plant, being read
aloud and watch a video about plant parts. Then the class will take a walk to the garden to explore and
observe plants. Each child will make a detailed sketch of a live plant, then return to class to share their
findings.
Objectives:
Language:

1. The students will be able to orally describe the parts of a plant by pronouncing
the vocabulary roots, stem, leaves, flower and seeds.
2. The students will label a diagram of plant using the same vocabulary.
Content:

1. The students will be able to identify the parts of a plant.

2. The students will begin to explain the function of the roots, stem, leaves, flowers
and seeds.
Learning Strategies:
- creating a KWL chart as a class
- sharing out personal knowledge about plants and gardens in a group and in pairs
- seeing and practicing key vocabulary

Foundations - Reidy

- listening to an informational text read aloud

- viewing a fun YouTube video about the parts of a plant and trying the movements
- walking around the outdoor garden
- observing and sketching plants
- sharing and discussing sketches
- drawing and labeling a plant
Key Vocabulary:
plant, roots, stem, leaves, flower, seeds
Materials:
- Photos of plants showing roots, stems, leaves, flowers and seeds
- Several live plants
- Chart paper for recording KWL students ideas
- Book: From Seed to Plant, by Gail Gibbons
- Laptop computer, Smartboard or other device for showing a video
- Observation recording sheet and optional writing sheet
- Example of a recording sheet already filled out
- Garden Agreements poster (previously made by the students)
- Pencils, crayons
- Clipboards
Motivation:
1. Introduce the idea that the students will be learning all about plants in a new science unit.
2. Ask them what they already know about plants. Give each child a chance to say something. Use
a sentence starter that can be filled in: Plants are _____. Or Plants have ______.
(Examples of answers: plants grow, plants are green, plants can be food, plants have seeds, roots,
stems, flowers, nuts, etc.).
3. Record their words on a KWL and add any key vocabulary they might not have mentioned.
4. Have several, various types of live plants and photos set out on the table.
5. Encourage the students to handle and examine the plants and look at the photos.
6. Reread all the recorded ideas/words together.
Presentation:
1. Introduce the book From Seed to Plant, by Gail Gibbons, by looking at the cover and taking a picture
walk through the pages. The point of reading the book is to give a broad overview, so read without
stopping too much for detailed explanations.
2. View the video The Parts of a Plant song on YouTube: https://www.youtube.com/watch?
v=ql6OL7_qFgU (We will learn to song and dance.)
3. Hand out the observations sheets, clipboards, and pencils and ask the children to write their names and
the date in the spaces on the top of the sheet. Point out the date on the whiteboard and direct children
where to write it on their paper.
4. Explain that the group will take a quiet walk to the garden. Remind them about their agreements about
visiting the garden by going over the class-created Garden Agreements poster (being quiet, respecting the
growing things, taking careful steps, not picking anything).
5. At the garden, each child will choose a plant to observe and sketch. Use the example to show them
where they will draw the picture, and where they can write words to describe it. Remind them that they

Foundations - Reidy

will use their scientist eyes, which means they should draw what they observe.

Practice/Application:
1. Walk the children to the garden and allow them to walk around observing plants growing. Ask the
children to find a plant they think is interesting. Encourage them to study the plant
2. Once they study it, ask them to draw their plant on the observation sheet including as many details as
possible. They may choose to write descriptive words about their plant, as well.
3. Return to the classroom and have the children share their observations in pairs. Help them describe
what is interesting, unique, or different about their plant.
Follow up:
- Review new vocabulary.
- Art project create and label a plant.
Review/Assessment:
- Look at plant observation recording sheets.
- Listen for contributions to group and pair/share discussions.
- Review student artwork.

Art project sample:

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Plant Observation
Name: __________________________ Date: ____________

This is the plant I observed:

Foundations - Reidy

Plant Observation
Name: __________________________ Date: ____________

What did you notice about your plant?

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