Lesson Plan

EDU 271 Lesson Flow

Ashley B.
Teaching Assistant
Cooper Elementary School
Clayton, NC
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My Grades 6, 7, 8
My Subjects English Language Arts, Math, Science, Social Studies

After completion of this lesson, students will be able to differentiate between types of plants (vascular and non-vascular), as well as describe different parts of the plant cell.

Grades 6 - 7
All Notes
Teacher Notes
Student Notes

1 Hook

Free, Paid

Have an site set up for your classroom, and have the link sent to students or posted on the board so they can be directed to the correct Padlet. Ask students to post any background knowledge they may have about plants. After students have had a few minutes to gather their thoughts, go through them aloud as a class and group them into similar categories ex, reproduction, where they grow, how they get their food, etc.

Padlet aligns with the Universal Design for Learning (UDL) guideline 3.1 which states "activate or supply prior knowledge." Found here.

Padlet also can be used on the Blooms Digital Taxonomy scale in the "remembering" category. Students have to search, describe, and locate information pertaining to plants. Blooms Digital Taxonomy found here.

Student Instructions

Students please type the posted link into your browser, and then post anything you know, or want to know about plants! Your post can include your own words, thoughts, pictures, links, videos, or anything else you want!

2 Direct Instruction

On the Nearpod website, search for CK-12's "Plant Cell Structure", "Vascular Plants", and "Nonvascular Plants" PowerPoint. They are $2.99 each. Each PowerPoint will walk you through  a class poll, a group activity, a writing activity, and a brief quiz. Although it says it is for students 9-12 I think with teacher guidance, it can be understood easily.

Under the TPACK model, Nearpod would fall under TCK, which is where technology and content knowledge meet. For more information on TPACK, click here.

Furthermore, Nearpod lies on the "analyzing" stage of Blooms Digital Taxonomy, because it requires students to chunk material, organize their thoughts, link ideas together, and question what they have learned.

For the Biology of Plants website, students can explore and jot down notes in their science journals, as well as create questions for you to choose from to be on the test. It is a good overview that isn't too wordy.

The Biology of Plants website aligns with the ISTE student standards found here. Specifically 3.B, which states "locate, organize, analyze, evaluate, synthesize, & ethically use information from a variety of sources and media." Students must be able to locate and organize the information off of this page.

Furthermore, it also aligns with the Universal Design for Learning  (UDL) guideline 1.1 "offer ways to organize information." I chose this guideline because of the way the website is laid out. It's very clearly labled and easy to navigate.

3 Guided Practice/Lab

The actual link for the Lab is found here. This lab gets students to place flowers in various food-coloring dyed water to see the effects on the plant.

Read through the summary for the experiment, gather materials, walk students through the background, procedure, and oversee students doing the experiment.

This lab flows nicely with the UDL guideline 6.3 "facilitate managing information and resources." because students have to sort through the information for the lab including procedures, and then correctly follow the procedures.

Also it can be used for the "Understand" and "Apply" stage of Blooms Digital Taxonomy. The lab asks students to describe and explain, as well as "apply" because students have to use their knowledge to figure out what would happen if you used different specimens, and how to create a different product.

4 Independent Instruction

Each student will set up their own account, where they will then create their own set of flashcards from information they learned from NearPod, the Biology of Plants website, and the Science Buddies Lab. After students have completed their set of flashcards, they can upload them so other people from their class can use them as well. This will allow every student to see each set of flashcards, as well as let you see your students work.

This activity can be used for the "Creating" stage of Blooms Digital Taxonomy because the students are creating their own flashcards with their own takeaways from the lesson.

Also it can fall under UDL's 8.3 "Foster collaboration and community" because the student's then share their note cards and ideas together as a class.

5 Wrap Up

Set up an exit ticket account, which will allow you to ask the class a question, and see students responses in real time. In TeacherMode you can track students responses and progress over time. Before class ends, post a question for students to respond to before they walk out of the door. Any question relating to the question would be suitable.

ExitTicket can be used for UDL's 5.1 "use media for communication." ExitTicket is a good way for teachers to gage each students thinking and understanding, but uses technology to do so!

It also falls under the ISTE student standard 2.A "interact, collaborate and publish with peers and professionals" which in this case the teacher.