SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Kelsey Myers

Subject Science

Grade Level Kindergarten

Date/Duration 1, 30-minute class period

RATIONALE The Life Cycle of a Plant Booklet

3.1.K.A3 Observe, compare, and describe stages of life cycles for plants and/or animals.

S.K-2.B.1.1.1 Describe basic external structures of animals and plants.

S.K-2.B.1.1.2 Identify a plant or animal based on a given life cycle stage (e.g., butterfly,
frog, seed-producing plant).

CC.1.1.K.E Read emergent-reader text with purpose and understanding.

CC.1.2.K.A With prompting and support, identify the main idea and retell key details of
text.

CC.1.2.K.B With prompting and support, answer questions about key details in a text.

CC.1.2.K.C With prompting and support, make a connection between two individual,
events, ideas, or pieces of information in a text.

CC.1.2.K.G Answer questions to describe the relationship between illustrations and the
text in which they appear.

The kindergarten students will complete a booklet about the life cycle of a plant. The
booklet contains pictures of each stage of the life cycle as well as one sentence on each
page of the booklet. The students will complete the booklet by tracing over the key
vocabulary word that is a different font than the other words on the page and by
coloring the illustration. This booklet is the first activity that the students will be
completing after learning about the life cycle of a plant.

INTRODUCTION Activating Prior Knowledge

- Teacher tells students that they will be discussing the life cycle of a plant.
- Teacher asks students if they remember what they learned about the life cycle
of a plant.

Hook/Lead-In/Anticipatory Set

- Teacher tells students that they will be learning about the life cycle of a plant.
- Teacher asks each student to name a different type of plant. (A type of flower,
tree, or other plant)
EXPLICIT INSTRUCTION Big Idea Statement

- A plant goes through different stages of a life cycle during its life and looks
different in each stage.

Essential Question Statement

Teacher states essential question in student friendly terms by saying:

- Do plants go through a life cycle?
- Does the plant look the same in every part of its life?

Objective Statement (Audience, Behavior, Condition, Degree)

- As a class, the kindergarten students will successfully complete the booklet on

the life cycle of a plant by tracing over the special words and coloring the
illustrations 1/1 times with 90% accuracy.

Vocabulary

- Life Cycle
- Plant
- Seeds
- Rain
- Sunlight
- Sprout
- Wind
- cycle

Transition

Before reviewing the key vocabulary, the teacher allows the students to discuss with
other students what types of plants they have seen. The teacher then asks all the
students to list one of the types of plants that they have seen.

LESSON PROCEDURE Pre-Assessment of Students

- Teacher asks students what they remember about the life cycle of a plant. The
teacher will take notes on the students responses.
- The teacher will review the key vocabulary words that will be found in the
booklet with the students.
- Students are divided into groups of 3 and given pictures of the life cycle of a
plant and they are to put them into the correct order.
- The teacher goes to each group and looks at how they put them, asks them why
they put them that way, and asks them what the plant is called in each stage.
- The teacher records notes on a notepad of if the group was correct or not.
 Modeling of the Concept

- Teacher hands out booklets and asks the students to get the pack of crayons
they have in their desks out.
- Teacher reads the front cover of the book and allows time for students to color
their illustration.
- Teacher reads the second page of the book and asks the students to trace over
the word seeds. The teacher then asks the students to color in the illustration.
- The teacher continues to instruct students in this way through the entire
booklet giving the same directions on each page.

Guiding the Practice

- The teacher walks around the room to make sure students are doing the
activity correctly.
- The teacher answers any questions students have.
- The teacher gives directions to students on each page of the booklet.
- The teacher explains the different vocabulary on each page.

Providing Independent Practice

- The students complete the booklet independently.

- The students choose the way they color in the illustrations on each page of the
booklet.
- The students trace over the vocabulary words within the booklet
independently.
-
Transition

- Teacher asks the students to draw a picture of a plant on the last page of the
booklet.
- Once students are done drawing their plant, the teacher will instruct the
students to gather into groups around the classroom depending on the
different plants they drew. The groups will be those who drew a flowering
plant, a group that drew a tree, and a group that drew a different type of plant.

READING MATERIALS,
TECHNOLOGY, AND - Booklets on the life cycle of a plant
SUPPLIES - pencil
- video equipment
- crayons

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY
OF THE CONCEPT - Kindergarten students will turn in their booklet in to the teacher for grading.
The booklet will be graded for student completion.

Informal Evaluation

- Teacher takes notes on observation of student understanding.

- Teacher takes notes on the students responses to the pre-assessment
questions as well as other observations of the students
CLOSURE Summary and Review of the Learning

- Teacher will ask the students the essential questions and makes notes on the
answers of the students.

Homework/Assignments

The students are assigned to find out about a different type of plant around their house.