Developmental Lesson Plan

Teacher Candidate: Carly Radowitz Date: 10/14/2020

Group Size: 10-15 Allotted Time: 50 minutes Grade Level: 1st

Subject or Topic: Seed parts

Common Core/PA Standard(s):

Standard - 3.1.1.A1
Categorize living and nonliving things by external characteristics.

Learning Targets/Objectives:

Students will be able to identify the cell seed parts by taking apart lima and kidney beans.

Assessment Approaches: Evidence:

1. exit tickets 1. handed in at end of class
2. Think - pair - share 2. before class is over - closing

Assessment Scale: (for exit ticket)

● 5 out of 5 is proficient
● 4 out of 5 is basic
● less than a 4 is below basic - needs to reteach the lesson

Subject Matter/Content:
Prerequisites: knowing what plants are
Key Vocabulary:
● seed coat - the protective outer coat of a seed
● endosperm - the part of a seed which acts as a food store for the developing plant
embryo, usually containing starch with protein and other nutrients
● embryo - part of a seed or bud that contains the earliest form of a plant’s roots, stem,
and leaves
● seed - this is the part of a plant which can grow into a new plant
 ● water - the liquid that from the clouds as rain and forms streams, lakes, and seas
● temperature - is a degree of hotness and coldness that can be measured using a
thermometer
● germination - the process by which something begins to grow or develop
● dormant - having normal physical functions suspended or slows down for a period of
time
Content/Facts: (mini outline - what you want to tell them about the facts) - cheat sheet
- The goal for the students in this lesson is to learn all about the seed parts. The
students will start off the class by going to the carpet and listening to a book called
Yogi Bear’s Guide to Plants by: Mark Weakland and Illustrated by Christain Cornia.
While reading the book, the students will be getting asked different questions to make
sure they are paying attention and following along. After the book has been read, the
students will return to their seats to take apart kidney and lima bean seeds. Once they
are done, the students will have a think pair share talking about what they have
learned.

Introduction/Activating/Launch Strategies:
Greet students for the morning
● “Good morning class! I hope you all had a great night. Please place your jackets in your
cubbies and find a dot on the carpet! There will be a video in the background and you
can stand at your dot and dance along with the video.”
○ https://www.youtube.com/watch?v=cZeM18fPbvI
Today we will be reading a book called Yogi Bear’s Guide to Plants by: Mark Weakland and
Illustrated by Christain Cornia.
● After reading page 6 and 7, take a few minutes to ask the students “What type of
plants do your parents plant?”
● After reading page 14 and 15, ask the students “Raise your hands if you help your
parents plant seeds in their garden or help pick out the perfect flowers.”
● After reading page 22-25, ask the students “Have your ever seen moss or fern trees
before?” Point to the pictures again and have the students raise their hands. First ask
if they have seen moss, then ask if they have seen fern trees.

Development/Teaching Approaches

Once the book is over, the students will stay on the carpet. The teacher will put a video on for
the students. This video will go more in depth about the seed parts.
● https://www.youtube.com/watch?v=tkFPyue5X3Q
● While watching the video, at :39 seconds, pause the video and ask the students “Did
you know those were all seeds?”
● Stop the video at 1:46, ask the students “Where do you think is the best place to grow
a plant?”
○ Allow the students some time to answer. Once a few students have answered,
tell them the best place for a plant to grow is under direct sunlight. For
example, outside and inside right next to a window.
 ■ Once the video is over, ask the students what they have learned.
After the video is over the teacher will have the students go back to their tables. The teacher
will let them go back by calling different out different sayings. Ex. students whose favorite
color is purple, may go back to their seats, students whose favorite color is blue may go back
to their seats, etc.
Once the students reach their seats, there will be a paper towel with a lima or kidney bean on
top of it. There will also be a plate of extra beans in the middle of each table in case the
students are having difficulties.
● Prior to the activity, the teacher will have the beans soaking in hot water to make it
easier for the students to break apart
● The teacher will have the projector out and will have their own paper towel with both
a lima bean and kidney bean. This is to ensure if all students don’t have the same
bean, they won’t be confused.
Teacher will direct the students' attention to watch the projector. The teacher will show how
to take the thin coating off of the bean. Tell the students while they are watching “I can take
the seed coat off of the seed by rubbing my fingers back and forth. As you all can see, it is a
very thin layer coming off. Make sure to put the seed coat to the side because we will be
looking at it in a little bit. Once we have that thin layer off, then we will break the bean in half,
like so.”
● Teacher will demonstrate how to break the bean in half and then walk around to see if
any of the students need help.
● Teacher will return back to the front of the classroom with the projector. The teacher
will point out the embryo on the side of the two pieces. “The seed that is now in two
pieces is called the endosperm. The little piece on the side of the endosperm is the
embryo of the plant. Can everyone find the embryo in their seed?”
○ Have the students put the embryo of the seed to the side as well.
● “The thin seed coat that we had taken off first, is the protective outer coat of a seed.
This makes sure the seed stays in one piece. The next step we took was to break the
seed in half. Those two halves make up the endosperm, which is the part of a seed
which acts as a food store for the developing plant. We had then taken the embryo off
of the endosperm. The embryo is the part of a seed or bud that contains the earliest
form of a plant’s roots, stem, and leaves.”
○ Ask if any of the students have any questions.

Closure/Summarizing Strategies:

Once the students are done asking any questions that they have. To wrap class up, have the
students pair up with each other (2 students per group). Have the students discuss what they
have learned about the seed parts. Allow conversation for 2-3 minutes.

Accommodations/Differentiation:
● One of the students in my class has dysgraphia. This disability strongly affects fine
motor skills. An accommodation to help this student, can be having the seed parts
already separated for them, and providing a seed to try it themselves. By providing the
 seed already broken in half will allow the students to see the different parts; and by
providing the student a seed will allow them to try to break the seed themselves.

Materials/Resources: (move the links down)

● lima and kidney beans
● paper towels
● projector
● warm water
● Yogi Bear’s Guide to Plants by: Mark Weakland and Illustrated by Christain Cornia.
● any plant to show to the students
● https://teachcreateshine.blogspot.com/2017/05/dissecting-seeds-project.html
● https://www.youtube.com/watch?v=cZeM18fPbvI

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 EXIT TICKET:

(Teacher will read all of the choices)

What part of the seed acts as a food store for the developing plant embryo?
a. Endosperm
b. Seed
c. Water
d. Germination