Anna Gail Beard
Student Teaching Lesson Plan Template
Subject:
Biology
Essential Standards/Common Core Objective
(2):
3.L.2.3
Students know the distinct stages of the life cycle of
seed plants (seed, germination, seedling, adult).
Daily Lesson Objective (1):
Students will be able to independently answer 8 out 0f 10 questions on the Kahoot assessment provided by the
teacher on the plant life cycle.
21st Century Skills (1):
Media Literacy: Students were able to
listen to the video provided and
compare it to the information learned
in school to see that it is correct and
credible.
Flexibility & Adaptability: Students
use the information they learned in
the video to create a digital thinking
map to organize information learned.
Prerequisite knowledge and
skills needed (1) (for both
student and teacher):
Teacher needs to be familiar with
stages of plants and order in which
they go. S/he should also be familiar
with content vocabulary.
Students should be familiar with
dispersing of seeds and plant’s needs
to survive.
Source of Lesson:
https://cdn-
educators.brainpop.com/wp-
content/uploads/2018/10/Grade-2-
Plant-Life-Cycle-Lesson-Plan-1.pdf
(Indirect Instruction)
Central Focus:
Plant Life Cycle
Date submitted: Date taught:
3/22/19 3/25/19
Academic Language Demand (if Handbook applicable)
● Language Function:
o Describe: Students, by the end of the lesson, will be able to
describe the stages of the plant life cycle.
● Content/Academic Vocab:
o Content: cycle, germinate, sprout, seedling, disperse, stages
o Academic: prior knowledge, organize, sequence
● Discourse possibilities:
o Teacher-student: When teacher comes around asking
questions during various stages of lessons, student can have
one-on-one instruction from teacher for
clarification/explanation or discussion.
o Student-student: Peers discuss their answers with each other
during small group work.
o Teacher-whole group: Teacher introduces lesson and activates
prior knowledge with students at the beginning of lesson.
Global Awareness (1):
Plants’ seeds are dispersed in different ways, and around the world, some
ways of dispersion are more likely to happen than others because of
climate.
Some plants around the world are becoming less common due to human
injury to environment (habitat destruction, introduced species, etc.).
Safety Considerations:
Ensure each student has their own Chromebook.
Each student is on stable surface with their Chromebooks.
 Anna Gail Beard

Activity Description of Activities and Setting Time

1. Engage (3) • Ask questions to students to activate prior 10 min
knowledge:
o What have we been learning about in science?
o Does anyone know what the plant life cycle is?
o Can anyone name any parts of the plant life
cycle?
• Tell students they will be watching a video from
BrainPop Jr. about the Plant Life Cycle.
• Play video “Plant Life Cycle”.
• Explain to students that they will be divided into
4 already selected groups based on the 4
questions that appeared in the video.
• Before sending students into groups, explain
that they will watch the video again as a group
and answer the question assigned to their area,
taking notes in their notebook. Once finished,
have one student raise their hand, and the
teacher will tell them what to do next.
• Split into four groups, each assigned a different
question:
o A: How does a seed grow?
o B: What happens after the seed sprouts?
o C: What is an adult plant like?
o D: How do seeds spread to new places?
2. Explore (3) • Students will watch videos independently with 15-20 min
headphones. Once they’ve answered the
question and raised their hand, the teacher will
prompt students at the table to discuss their
answers to the question with their table.
• While students are watching the video, teacher
will walk around tables and ask questions:
o What have you discovered from the video
about the question I assigned to you?
o What are some answers you have come
across when watching?
o Can you connect what you learned in this
video to what you learned in previous lessons
or grades?
o What are some questions you may still have
as you watch this video or after talking with
your group members?
o Does anyone in your group have an answer
that surprised you?
• If groups finish before time is up, teacher can
direct them to Make-A-Map and allow students
to explore and create their own plant life cycle.
• Once 15 minutes have gone by, teacher will
direct attention back to her and instruct
students to come to the center carpet with their
journals.
 Anna Gail Beard

3. Explain (3) • Once back at the center carpet, teacher will 10-15 min
explain that each group will present their
answers to the class.
• Teacher will encourage students to explain their
answers using the video as evidence (or other
places from possible prior knowledge).
• Teacher will also encourage other students to
raise their hands to ask questions/add on to
another group after they have presented.
• Teacher can prompt students with questions:
o What information did you already know
before watching the video?
o What answers did you find from your group
members/from the video/from other
lessons?
o Which of these answers do you think is the
most important when talking about the
plant life cycle?
o Which of these answers do you think you
might not need to understand the Plant Life
Cycle?
o Did you use the images as any of your
answers?
4. Elaborate/Extend (3) • Teacher will explain that students will create 15-20 min
their own Make-A-Map. Teacher will go through
and give students mini tutorial and show them a
(pre-made) example of what s/he wants from
students.
• Students will create a Make-A-Map, creating a
map with the following information
o 2-4 Key words
o 1 Beep: Take a snapshot of a place in the
movie where Moby beeps and it means
something important. In the box, briefly tell
what you can tell from Moby’s “beep”.
o Pictures: Take a snapshot and make a
picture of something you saw in the movie
that helped make you understand the Plant
Life Cycle. Tell what you learned.
o Facts - Four important things you learned
from the movie
• While students are completing this map, teacher
will walk around and ask questions:
o What key words have you found that you are
including?
o What Beep did you pick? Why?
o What picture did you choose? How did that
help you understand the Plant Life Cycle
Better?
o What facts did you find to be the most
important in the video?
 Anna Gail Beard

o Can you explain to me why you chose to

organize your map this way?

5. Evaluate (Assessment Informal: See each section for the questions asked
methods) (3) throughout the learning process by the teacher.
\
Formal/Formative: Teacher assessed students with a
10 question Kahoot quiz on the plant life cycle. There
were 5 multiple-choice and 5 true/false questions.

Summative: Teacher will hand out topic/standard

assessment later in the week.
Student(s) & Student/Small Group Student/Small Group
Modifications/Accommodations
(2): ELL Student Student with Autism

1. ELL Student Differentiation: Differentiation:

2. Student with Autism I placed this student in a group I placed this student in a group
with a close friend but also with with “high flyers” but also with a
other members who could speak student that he was close to
both English and Spanish. This because he is more inclined to
allowed student to have help from participate when with familiar
peers when writing answers down people. By placing this student
(limited reading/writing skills). with a friend and “high flyers”, he
The video is also closed captioned was in a setting that allowed him
so that student could to ask others and answer
simultaneously read and listen to questions freely.
information.
Materials/Technology (1):
-BrainPop login (teacher and students)
-Journals
-Writing utensil
-Chromebooks
- Headphones
Reflection on lesson:
See Weebly site.