TANGIPAHOA PARISH SCHOOL
SYSTEM
SAMPLE LESSON PLAN
SCIENCE
GRADE 3
UNIT 4
PLANTS AND ANIMALS
ACTIVITY 7, PAGE 31
Paulette Cefalu-Walkwitz
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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Standard/Strand/Benchmark/ GLE |
GLEs 1, 2, 3, 5, 9, 11,
36, 37 |
GLEs 1, 2, 3, 5, 9, 11,
36, 37 |
GLEs 1, 2, 3, 5, 9, 11,
36, 37 |
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| OBJECTIVE(S) |
1) The students will be
able to identify a plant's structures. 2) The students will be able to compare plant structures. |
1) The students will be able to
identify the functions of the plant parts. 2) The student will be able to describe how plant structures enable the plant to meet basic needs. |
1) The student will be able to
describe the function of a seed and flower. 2) The student will investigate how fruits and seeds are alike and different. |
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MATERIALS/TECHNOLOGY |
Drawing paper Pencils Textbook Plant (removed from soil) |
Textbook Plant |
Various seeds Various fruits Textbook |
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ACTIVITIES M
- Modeling GP -
Guided Practice IP -
Independent
Practice R
- Review C
- Closure |
Activity #7, Page 31 Intro – Tell students
that they are going to go outside and choose two plants.
They are to sketch the plants on their paper. After students have
finished, have a discussion on how the different plants are alike. What parts are alike? (Compare the parts of a
tree to the parts of a flower.) Have students complete
Lab Manual – pp1-2 together. GP -Have students
identify the main structures. Have a student remove
the plant from the soil. Have students
identify the parts. (Follow directions on
page A6.) IP – Have students draw
and label the parts of a plant. R- Review the parts of
the plants. C- Tell students that
tomorrow we will talk more about the functions of the parts. |
Activity #7, Page 31 Intro – Review the parts of the plant from the
day before. Then relate the parts of the plant to the
human body. Explain that the body has
organs and the plant has its structures. GP- Use the live plant to discuss the main
structures. Have students discuss what
they think are the purposes of each structure. Read pages A8-A11 in text.
Discuss. IP – Have students use the diagrams that they
drew the day before. Have them write the
purpose of each plant part. R – Ongoing Assessment – text – pages A9-A10 C – Have students think about plants and the
parts they play in their lives. Tell them
to think about the food they eat and clothes they wear. |
Activity 7, Page 31 Intro – Have students look at the plant from
the day before. Have a discussion on how
the plant might have started. Discuss ways to start new plants. GP Have students work in pairs to observe
different seeds and fruits. Use text pages A12 and A 13 as a guide. As a class, make two charts to
show how the seeds and fruits are alike and different. IP – Have students work in
pairs to complete Lab Manual – pp 3-4. R – Self-Assessment – A13 C When you go to
the cafeteria today, notice if any of your food comes from plant parts. We’ll begin the lesson tomorrow talking about
this. |
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ASSESSMENT (Teacher observation,
questioning, activity, quiz, etc.) |
Labeled
diagram of plant |
Ongoing Assessment |
Self-Assessment A13 |
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HOMEWORK |
None |
None |
Study for short quiz on plant parts and
functions. |
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