Karli Kempson

Tarleton State University Lesson Cycle

Date of Lesson: February 27, 2019
Title of Lesson: Plant Parts
Subject/Grade: Science/ 1st Grade
TEKS Addressed:
● §112.12. Science, Grade 1, Beginning with School Year 2010-2011.
(10) Organisms and environments. The student knows that organisms resemble their parents
and have structures and processes that help them survive within their environments. The
student is expected to:
(A) sort and classify living and nonliving things based upon whether they have basic needs and
produce offspring;
(B) identify and compare the parts of plants;
● §110.12. English Language Arts and Reading, Grade 1, Beginning with School
Year 2009-2010

(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students

write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to:

(A) form upper- and lower-case letters legibly in text, using the basic conventions of print
(left to-right and top-to-bottom progression), including spacing between words and sentences;

● §117.105. Art, Grade 1, Adopted 2013.

(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:

(B) place components in orderly arrangements to create designs; and

(C) increase manipulative skills necessary for using a variety of materials to produce
drawings, paintings, prints, constructions, and sculptures, including modeled forms.

Technology Application (taken from the TEKS):

● §126.6. Technology Applications, Kindergarten-Grade 2, Beginning with School Year
2012-2013.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to
construct knowledge and develop digital products. The student is expected to:
(A) apply prior knowledge to develop new ideas, products, and processes;

CCRS Addressed:
I Nature of Science: Scientific Ways of Learning and Thinking
A. Cognitive skills in science
3. Formulate appropriate questions to test the understanding of natural phenomena.
E. Effective communication of scientific information
1. Use several modes of expression to describe or characterize natural patterns and phenomena.
These modes of expression include narrative, numerical, graphical, pictorical, symbolic, and
kinesthetic.
III. Foundation Skills: Scientific Applications of Communication
A. Scientific writing
1. Use correct applications of writing practices in scientific communication
VI. Biology
F. Systems and homeostasis
1. Know that organisms possess various structures and processes (feedback loops) that maintain
steady internal conditions.
2. Describe, compare, and contrast structures and processes that allow gas exchange, nutrient uptake
and processing, waste excretion, nervous and hormonal regulation, and reproduction in plants,
animals, and fungi; give examples of each

ELPS Addressed:
Listening – (C) learn new language structures, expressions, and basic and academic vocabulary heard
during classroom instruction and interactions; (E) use visual, contextual, and linguistic support to
enhance and confirm understanding of increasingly complex and elaborated spoken language; (F)
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM
to build and reinforce concept and language attainment; (I) demonstrate listening comprehension of
increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.
Speaking - (D) speak using grade-level content area vocabulary in context to internalize new English
words and build academic language proficiency; (E) share information in cooperative learning
interactions; (J) respond orally to information presented in a wide variety of print, electronic, audio,
and visual media to build and reinforce concept and language attainment
Reading - (F) use visual and contextual support and support from peers and teachers to read grade-
appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of
language structures, and background knowledge needed to comprehend increasingly challenging
language; (G) demonstrate comprehension of increasingly complex English by participating in shared
reading, retelling or summarizing material, responding to questions, and taking notes commensurate
with content area and grade level needs;
Writing - (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and
rules with increasing accuracy as more English is acquired; (F) write using a variety of grade-
appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and
sentences in increasingly accurate ways as more English is acquired;
Materials and Resources Needed:

● Paper (Notebook)
● Pencil
● Colored pencils/ or markers
● Computer
 ● Smart Board
● Kahoot
● Expo markers if needed
● Doc Cam if needed
● Matching cards if needed

Learning Objective:

Objective 1:
The student will be able to explain different plant parts and how they
function with each other without assistance and no errors.

Lesson Cycle Component Estimated Checks for understanding,

(Direct Instruction) time monitoring, adjusting and
assessing

Focus: 3- 5 minutes Review:

Today we will be reviewing the different plant parts Teacher – “Yesterday we
and how each part functions within the plant. discussed the six plant parts.
The teacher will play the following video from Raise your hand if you
beginning to end and students will sing along to remember all six plant parts?”
the video to help them learn the content.
While watching the video the
https://www.youtube.com/watch?v=ql6OL7_qF teacher should sing along to
the six plant parts to help the
gU
students feel more comfortable
and willing to sing along.

Instructional Delivery/ Explanation and Check 5 minutes Teacher -

for Understanding: “How many parts of a plant are
After watching the video, the teacher will there?”
discuss each of the six parts of a plant using the
smart board. While the teacher is drawing and “What part of the plant should
asking questions, they are assessing the we add to the picture next?
student’s prior knowledge and knowledge
“What does that part of the
gained about the plant parts and their functions.
plant do to allow the plant to
The students will also be drawing in their survive?
interactive composition notebooks while the
teacher is drawing on the smart board.
Guided Practice and Check for Mastery:
As a class, the students and teacher will go
outside and form into groups of three.
The students will then pick a flower from the
grass that they had planted at the beginning of
the school year.
The students will then discuss in their groups the
different plant parts while pointing and feeling
the real plant.
Make sure that each student gets a turn holding
the plant.
Independent Practice and Monitor:
On their own, the students will draw their own model
of a plant and labeling their six parts.
After this, on the back of their drawing, the students
will label 1-6, and describe each of the plant parts
and their functions.
ESL Strategy – Quick drawing/Quick write
Extension (as needed) Aligned with Objective:
After the students can easily list the six-plant
part and their functions, allow the students to
present their models of the plant parts and its
functions to the rest of the class explaining one
part of the plant and what it does while using the
Doc Cam
Intervention (as needed) Based on Mastery:
If the students need more assistance, they can
play a card matching game. There will be cards
with pictures of the plant parts and cards to
match the pictures with that have their functions
on them. This will allow the students extra
practice while making connections.
5-10 minutes As the students discuss, the
teacher will monitor and
observe that all students are
participating in the
conversation about the plant.
Note: Students will love going
outside, and will want to get
off track. Keep them on task
and focused.
The teacher might mention that
it is a privilege to do this
activity outside and if they do
not follow the rules, they won’t
be able to do this again.
5 minutes The teacher will walk around
the room, monitoring their
students and their work,
making sure they are staying
on task.
As needed Teacher – “Can you identify
one plant part, and what it does
for the plant?”
As needed This activity can be done with
the teacher. With the teacher
watching the student match,
they can get a better idea of
what the student’s thinking
process is when matching and
will be able to better explain
why they are matching wrong
and why.
 Closure: 5 minutes Make sure all the students are
Today we reviewed the different plant parts and how able to login to Kahoot.
each part functions within the plant. Now it’s time to
review. They will have participated in
As a class, we will participate in a Kahoot game. Kahoot before, so they will be
There will be pictures of plant parts and the students excited.
are to identify what each plant part is by picking an
answer.

References:

● The Parts of a Plant (song for kids about flower/stem/leaves/roots).

Retrieved from https://www.youtube.com/watch?v=ql6OL7_qFgU

● ELPS Retrieved from http://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf

● CCRS Retrieved from

http://erc.cehd.tamu.edu/sites/erc.cehd.tamu.edu/files/ERC_Documents/3_CCRS

.pdf

● TEKS Retrieved from

file:///C:/Users/000416~1/AppData/Local/Temp/Grade1_TEKS_0817.pdf

Zip Kit: Plant Parts

Material Checklist:
● Gallon sized plastic bag to put all of materials in (Labeled: Zip Kit)
● 5 empty quart sized bags (Labeled: Flowers, Roots, Leaves, Stems, Description
Cards)
● Gallon sized bag (Labeled: Plant Parts) including the following plant parts:
Flower (3)
Stem (3)
Leaves (3)
Roots (3)
● Cards with plant part functions in plastic quart sized bag
(8 cards total- 2 per plant part)
● Card description answer key
● Assignment Instructions
Instructions: Plant Parts
★ Have the student take everything out of the gallon sized bag (Labeled: Zip Kit).
★ Have the student grab the gallon sized bag with all of the plant parts combined (Labeled:
Plant Parts).
★ Ask the student what each object is and which empty bag the plant parts belong to.
★ Have the student put the different plant parts in the correctly labeled empty bags (Roots,
Stems, Leaves, Flowers)
Once all of the plant parts are in the correctly labeled bag…
★ Get the bag (Labeled: Description Cards) and read each card to the student.
★ Ask them which plant part each card is describing.
★ Have the student put each description card in the appropriate bag with the matching plant
parts objects (Roots, Stems, Leaves, Flowers).

➔ Please leave the plant objects and cards in their new designated bag, so that the teacher
can check the student's answers when it is returned.
➔ Please return this Zip-Kit with all of its materials back to school the next day.

Thank you for taking the time to work with this student to continue growing their knowledge
of plant parts! -Mrs. K :)

Kit de cremallera: Partes de la planta

Lista de materiales:
 ● Bolsa de plástico de un galón para colocar todos los materiales (etiquetado: kit de
cremallera)
● 5 bolsas vacías de un cuarto de galón (Etiquetadas: flores, raíces, hojas, tallos, tarjetas
de descripción)
● Bolsa de tamaño galón (Etiquetado: Partes de la planta) que incluye las siguientes
partes de la planta:
● Flor (3)
● Tallo (3)
● Hojas (3)
● Raíces (3)
● Tarjetas con funciones de parte de la planta en bolsa de plástico de tamaño cuarto de
galón.
● (8 tarjetas en total- 2 por parte de la planta)
● Descripción de la tarjeta clave de respuesta
● Instrucciones de asignación
Instrucciones: Partes de la planta
★ Haga que el estudiante saque todo de la bolsa del tamaño de un galón (Etiquetado: Kit de
cremallera).
★ Haga que el estudiante tome la bolsa de un galón con todas las partes de la planta
combinadas (Etiquetado: Partes de la planta).
★ Pregunte al alumno qué es cada objeto y a qué bolsa vacía pertenecen las partes de la
planta.
★ Haga que el alumno ponga las diferentes partes de la planta en las bolsas vacías
correctamente etiquetadas (raíces, tallos, hojas, flores)
Una vez que todas las partes de la planta están en la bolsa correctamente etiquetada ...
★ Obtenga la bolsa (Etiquetado: Tarjetas de descripción) y lea cada tarjeta al estudiante.
★ Pregúnteles qué parte de la planta describe cada tarjeta.
★ Haga que el estudiante ponga cada tarjeta de descripción en la bolsa correspondiente con
los objetos de las partes de la planta (raíces, tallos, hojas, flores).

➔ Deje los objetos y las tarjetas de la planta en su nueva bolsa designada, para que el
maestro pueda verificar las respuestas del alumno cuando se devuelva.
➔ Por favor devuelva este Zip-Kit con todos sus materiales a la escuela al día siguiente.

¡Gracias por tomarse el tiempo para trabajar con este estudiante para continuar aumentando
su conocimiento de las partes de la planta! -Señora. K :)

Card Answer Key:

 Produces seeds
Flower
Attracts pollinators
Flower (Bees)

Holds the plant up

Stem
Carries water and
Stem nutrients from the
roots to the leaves
Where photosynthesis
Leaves occurs
Make food for the
Leaves plant
Hold the plant in the
ground
Roots

Absorb water and

nutrients from the soil
Roots

Produce semillas
Flor
 Atrae a los
Flor polinizadores (abejas)

Sostiene la planta en
Tallos alto

Lleva agua y
Tallos nutrientes de las
raíces a las hojas.

Donde ocuStems
Hojas rre la fotosíntesis

Hacer comida para la

Hojas planta.

Mantener la planta en
el suelo.
Raíces

Absorbe agua y
nutrientes del suelo
Raíces