1. Topic-
Labeling Plant Parts
2. Content-
Important Vocabulary:

Students will be learning more in depth about the stem of a plant. They will learn where the stem is on a plant and what its job is.
3. Goals: Aims/Outcomes-
1.Students will be able to identify the root and stem of a plant.

2. Students will be able to give examples of what the roots and stem do for a flower.

3. Students will be able to write at least one fact about a root and a stem.
4. Objectives-
With prompting and support, ask and answer questions about key details in a text.

With prompting and support, ask and answer questions about unknown words in a text.

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Add drawings or other visual displays to descriptions as desired to provide additional detail.
5. Materials and Aids-
Growing Plants: Leaves, Roots, and Shoots



Construction Paper

How Do Seeds Grow?

What Do Roots Do?

Chart Paper
6. Procedures/Methods-

A. Introduction-

-Review what roots are and what they do

-Review how plants eat/drink with hand motions

-Introduce the stem

-Read Growing Plants

B. Development-

-Show students the model stem. Explain to them how the model is like a stem.

C. Practice-

-Draw and label a flower on chart paper.

-Have students brainstorm the jobs of roots and stems

-Write down all the brainstormed ideas on the chart paper next to the labeled plant part so that students may use this as a guide when filling in their foldables.

D. Independent Practice-

-Make a foldable to label different parts of a plant

-Start out by labeling the roots

-Students should write at least two facts about roots inside their foldable

-After completing the roots, students should move on to label the stems.

-Students should write at least two facts about the stem inside their foldable.

E. Accommodations (Differentiated Instruction)-

Whole Class: Making an anchor chart to review the information will give students a chance to think of ideas that they may want to write on their foldables. This will leave no room for down time. Students will not have to think about their answers because they will have already thought about many.

Students with IEP's/504's: While I do not have any students with formalized IEP's, I do have one student who has an identified developmental delay. This student requires a scribe when writing. Because of this, I will scribe for the student. In order to practice his handwriting skills, I will write his answers in highlighter. The student will then trace over the letters in his own handwriting. This will give him practice in a skill that he needs help with, but will also allow him to engage in the activity.

Struggling Writers: I have a few students in my classroom who struggle with writing. Because of this, I will write all of their brainstormed facts on the chart paper. This will give them a chance to copy what they want to write onto their foldables without having to take all of their time trying to sound out one word.

Struggling Readers: I have a couple of students who still struggle with reading. Because of this, I will color code the words. For example - under the roots section, I will write the facts in one color so that I can explain what color they should be looking at and I will use a different color for the stem facts.

F. Checking for understanding-

The students foldables will give me good feedback on who still needs help understanding the parts of a plant. This will also tell me who still needs help with labeling. One thing that we will also be discussing during the lesson is facts. I will know if my students understand what a fact is when they give me brainstormed answers while I am labeling and modeling the anchor chart.

G. Closure-

Have students show the hand motion for how roots help the plant to get water, how it travels up the stem into the leaves, and off the leaves into the air. In order to line up, have students give you one fact about a stem or a root that they have learned over the last few days.

This Lesson Plan is available at (www.teacherjet.com)