Intern Name: Zhenja Lourenco

Lesson Title (Subject/Topic): Science-Plants

Grade: First
Length of Lesson: approximately 50 minutes
Date Taught: 03/09/18
LESSON PLAN TEMPLATE
In this lesson…
● Students will review and refresh the information they already know.
Overview ● Students will understand the concept of what plants need, what plants
have and what plants can do.
Standards of SCI.1.4.1
Learning
 Plants need?
Essential Questions  Plants have?
 Plants can?
Students can…
● Investigate and describe plants needs: soil, sun, air, water, and space.
Objectives ● Describe plant parts and their jobs: flowers make seeds, seeds make new
plants, leaves make food, stems hold up the plant and move food and
water up and down it, and roots hold plants in place and absorb water.
Learning Target Understanding various aspects about plants and their role.
Necessary Prior  The basic concept of plants and their needs.
 The functions of plant parts.
Knowledge
 Plant part worksheet
 Homemade plant board (foam board)
 Notecards with vocab terms (standard size)
 Tape
Materials  Sharpies
 Colored paper
 Construction paper
 Scissors
SU HU PU
-Stand up, hand up, pair up
Once in pairs, I will distribute the cards to the partners. I will tell them to
discuss with a partner if the word(s) on the card is something a plant needs, has,
or can.
Introduction/Hook Then, everyone will come to the carpet and each of the partner teams will post
their cards on the homemade plant board when I call them up.
When all the cards are posted on the board, I will ask the class if the board looks
good. They will indicate how correct it looks, with a thumb up or thumb down
(if something looks wrong). I will then have a discussion with the class about
the subject at hand.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Behavioral strategies:
Instructional -Sit straight like a stem
Activities & -Head up high to the sky like a flower
-Gently lean towards your feet like a root
Strategies -Arms slightly out to the side like a leaf
 Plants
 Needs
 Air
 Sun
 Water
Key Vocabulary or  Soil
Concepts  Space
 Flower
 Seeds
 Leaves
 Stem
 Roots
Assessments N/A
*Find all the parts you need to make a flower.
Plant part worksheet will be cut into strips and distributed randomly to the
students. Students must form groups based on the strip of sheet they received,
each group having a flower, leaves, stem and roots. When the groups are
Closure Activity formed, each group having all the plant parts, they will return to their seats with
their group. Each group is to color their plant parts and glue them onto a large
piece of construction paper. The strips should be in order, forming a plant from
top to bottom: flower, leaves, stem, and lastly roots.
Accommodations N/A
The materials I used for this lesson were provided to me by Mrs. Katz or
Resources purchased at my local Michael’s store.

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Zhenja Lourenco
Lesson Title (Subject/Topic): Science-Plants
Date of Lesson Taught: 03/09/18
Cooperating Teacher & School: Mrs. Katz, Hermitage Elementary
Grade: First
Time of Day: Approximately 11:00 a.m

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
To put this lesson together I discussed my ideas with Mrs. Katz. She gave me ideas and strategies for the actual
lesson, but I created the board and adjusted the original format of the lesson to tailor to the students and
their previous knowledge.
2. How did the SOLs and Objectives help focus your instruction?
The SOLs and objectives were the fundamental unit of the lesson. Without them, there would not have been a
lesson.
3. What parts of the instructional plan worked as you anticipated?
The students understood the content very well and seemed to enjoy the various styles of engagement. I know
for sure that they were reinforcing content they know, while also getting a better grasp of confusing topics.
4. What, if any, adjustments needed to be made once you began?
I had assumed the students would be more attentive during my lesson, however, for most of them I feel as
though they already had such strong roots with the content that the lesson was slightly boring.
5. How well did you anticipate the materials needed?
I did a perfect job with my materials and had everything I needed.
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
I suppose my closing activity could count as a measure of how effective my lesson was. The students all
accurately glued the plant parts to the construction paper, without my help at all.
7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
Most of the students seemed to already know the content, of course with a couple of errors, but I could just
tell by the end that they had mastered plants through their ability to discuss plants with me.
8. How did the time spent preparing for your lesson contribute to its success?
I spent a lot of time preparing for this lesson and it paid off. It is always stressful getting ready for a lesson,
especially this time because Mrs. Nardelli was observing me, but I know that my time spent on the lesson was
above adequate also due to the compliments I received about it.
9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
If I could do this lesson again, I would need to make it more challenging. Mrs. Katz has a really smart group of
students this year and I was surprised to see how much they already knew and how easily the lesson was
completed.
10. Any last comments/reflections about your lesson?
This lesson was super great and I love working with Mrs. Katz and her class!! It is always a breeze to teach her
students and to work with her one-on-one as well.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Taught Lesson Plan Grade Sheet
Virginia Teachers for Tomorrow II

Intern Name: __Zhenja Lourenco __Lesson #_2__

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)