Supervisor Obsv 1 Final

USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade
Grade Level Being Subject/Content: Group Size: Whole Date of Lesson:

Taught: 1st Science Group 1/31/2017
Lesson Content
What Standards (national
or state) relate to this
lesson? SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers.
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding I CAN: identify the major parts of the plant, including the stem, roots, leaves, and flowers.
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you

teaching?
(Student-centered: What will Students will understand that plants have parts that absorb water.
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following I am teaching this lesson to students so the way that water travels through a plant. It is
questions: important for them to visually see this process and adding food coloring to the water
Why are you teaching this makes that possible.
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will

you know students have Formative: I will observe the students throughout the lesson and take note of each time
mastered your objectives? that someone answers a question correctly, or makes a thoughtful remark regarding the
experiment. I will also be noting participation, motivation, and behavior.
Address the following:
What formative evidence
will you use to document Summative: I will have students fill out an observation sheet where they will write their
student learning during observations, materials, etc. I will do most of the work with them as a class, but they are
this lesson? responsible for coming up with the final observation and conclusion.
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge Stems contain tube-like structures called phloem. The food coloring in the water
is necessary for a teacher travels upward in the stem and the phloem changes color as a result. The food
to teach this material? coloring travels upward in the white carnation stem until the coloring reaches the
white petals. They change color because the food coloring has travelled up the
stem to them. This investigation shows how nutrients can travel up a plant stem
through the phloem to reach all the other parts of the plant.
What background
knowledge is necessary for Students need to know:
a student to successfully o The major parts of a plant and the functions of each- Roots, leaves, stem,
meet these objectives? flower, seed.
o That the roots absorb water and nutrients from the soil and give it to the
How will you ensure plant.
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content? Students might not understand that the carnation changes colors due to the water being
soaked up through the stem.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? Whole class
Examples include guided Demonstration
release, 5 Es, direct Think- pair-share
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
Where applicable, be sure to

address the following: This is the second day of a two- day lesson
What Higher Order On the first day, I will discuss the materials and procedures of
Thinking (H.O.T.) questions the experiment. I will help students come up with a
will you ask? hypothesis for the experiment.
How will materials be I will start this lesson by bringing out the carnations that have
distributed? been sitting in the colored water for 24 hours.
Who will work together in I will have students observe from their seats and then a few
groups and how will you at a time, come up to look at the carnation with a magnifying
determine the grouping? glass.
How will students They will then go to their seats and record their observations
transition between and talk amongst their table. I will facilitate the discussion by
activities? asking questions like:
What will you as the What happened to the colored water? And How did the
teacher do? white carnation change?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if a student struggles with the content?
I will ask my CT to pull any student who seems to be struggling with the content to her
table to provide extra instruction,
What will you do if a student masters the content quickly?
I will have them look further into what will happen if they try the same experiment with a
stalk of celery.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
If applicable, how does this lesson connect to/reflect the local community?
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have students who need extra enrichment complete the challenge question on the
back of the paper.
How will you differentiate instruction for students who need additional
language support?
I can provide an extra sheet with visual definitions of certain key words.
Accommodations (If
needed) My CT will sit with C.W and A.M as they complete the observation results worksheet to
(What students need specific help them.
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials Clear Cup

(What materials will you use? Water
Why did you choose these Food Coloring
materials? Include any
Carnation
resources you used. This can
Scissors
also include people!)

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USF Elementary Education Lesson Plan Template (S 2014) Name: Elizabeth Andrade

Grade Level Being Subject/Content: Group Size: Whole Date of Lesson:

Objectives- What are you

in tense or tense contradiction

Evaluation Plan- How will

Where applicable, be sure to

What will you do if a student masters the content quickly?

Materials Clear Cup

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