EdTPA Indirect Instruction Lesson Plan Template

What makes a Seed?

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Central Focus/Big Idea: Understanding the parts of a seed.

Subject of this lesson: Plants/Seeds

Grade Level: Third

NC Essential Standard(s):
3.L.2 Understand how plants survive in their environments.
3.L.2.1 Remember the function of the following plant structures as it relates to the
survival of plants in their environments: Roots absorb nutrients Stems provide
support Leaves synthesize food Flowers attract pollinators and produce seeds for
reproduction.
3.L.2.2 Explain how environmental conditions determine how well plants survive and
grow.
3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.
3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and
components (sand, clay and humus) of soil determine the ability of soil to support the
growth and survival of many plants.

Next Generation Science Standard(s):

3-LS1-1. Develop models to describe that organisms have unique and diverse life
cycles but all have in common birth, growth, reproduction, and death.

21st Century Skills:

1. Communication: Students will be communicating with their partner during their

explanation activity.
2. Information literacy: Students will need to have the correct information on their
labels in their plants.

Academic Language Demand

Language Function:

I chose analyze, explain, and interpret because students will be analyzing the parts of a
seed and explaining in their own interpreted way to their partner what each part of the
seed does.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

Scientific Vocabulary: What are the key scientific terms that your students will
learn through this lesson? Food Storage Embryo Seed Coat

Instructional Objective:

Performance: Students will understand the parts of a seed and each part of the
seeds function

Conditions: Lessons will be done in small groups.

Criteria: Must earn 8/10 points.

Prior Knowledge (student): The parts of a plant (stem, leaves, roots, flower) and what
each part of the plant does.

Content Knowledge (teacher): The teacher must understand how to accurately describe
the parts of a plant, the function of each part of the plant, the parts of a seed, and the
function of easy part of the seed.

Accommodations for special needs (individual and/or small group): For students with
special needs, I will definitely give them extra time to complete the activity we will be
doing. I will also give them an easier definition of each of the seed parts and their
functions. I will also print off notes for students who have hearing problems to be able to
follow along without having to try and listen to me the whole time.

Materials and Technology requirements: SMART board, science notebooks, 22 blank

seed diagrams with the embryo, seed coat, and food storage unfilled in, glue sticks,
pencils, and crayons

Total Estimated Time: 1 class period

Source of lesson: I got the seed diagram idea from here

(https://www.pinterest.com/pin/Adki1nshRXZbwbfPw32l2LKvsz8b_EG6Ab4yXiNLWF
Fl50vfkM-k6w4/) but made the rest of the lesson myself.

Safety considerations: Making sure their hands are to themselves and they dont do
anything without permission and teacher observation
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should
be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a
YouTube video), describe your back up plan thoroughly. Imagine your most novice
colleague needing to teach from your plan. Dont just answer the questions. Additionally,
I expect you to include possible questions you could ask for each section. This needs to
include higher-order questions.

Engage: Lets do a quick fact check on what we know about plants. What are the parts of
a plant? (Flower, stem, leaves, roots) Who can tell me what the roots do? Who can tell
me what the stem does? What do the leaves do? What about the flower? Good! As you
know during your writers workshop this week, youve been working on poetry and
poems. For your warm up today, I want you to write a poem about plants and what you
know about them, but not just any poem: a haiku. Just make sure you include the parts of
the plant and their functions somewhere within the poem.

Explore: Who can tell me what plants grow from? (Seeds) There are many different
types of seeds. As you remember when you were split into groups, most of you chose a
marigold seed but one group chose the black bean seed. Well, do you know what makes a
seed? Do you know the parts of a seed? Pull up on SMART board a new slide, write Parts
of a Seed at the top of the sheet. Have students take out their science notebooks and take
notes on what the parts of the seed are. So, the first part of a seed is the seed covering, or
the seed coat. Who can tell me what they think the seed coat does? (Protects the seed
from losing water) The second part of the seed is the storage tissue, or the food storage.
The food that is stored within the seed is usually carbohydrates, or carbs, fats, and
proteins. This stored food helps to support the embryo during germination. Which brings
us to the third part of the seed, which is the embryo. The embryo is basically the flower
that is going to bloom but hasnt sprouted through the seed yet.

Explanation: Now that weve discussed the parts of a seed, I want you to turn to your
neighbor and explain the different parts of the seed to them in your own words. After
about five minutes of discussion, Im going to call on groups to tell me what their partner
said to them so I know you were listening to one another. Put five minutes on the timer
and once the timer is up, call on a group with their hands raised. Have them each share
what the other said during the five minutes.

Elaborate: Hand out seed shaped diagram that has the seed on the front but when
opened, the inside of the seed diagram is there (reference to the picture below).
Have students label each part of the seed (diagram will only have a seed coat, embryo,
and food storage/storage tissue) and give a fact underneath each label. They may color
the inside and outside of the seed once theyve finished their labeling and have written
down their facts. Once its all finished, have them glue the seed diagram into their science
notebook.

Evaluate:

Formative- Used both students work on their seed diagram and the notes they
took during the lesson to check.
Summative- Students will be graded on a ten point scale (?/10). Students will
earn full points by showing initiative in their work and speaking up during the
lessons. Students will earn half credit if they show some initiative and only do
half the work. Students will earn no credit if they do no work and show no
initiative.

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

This lesson went really well! Students asked questions and all wanted to raise their hands
to share what they had to say. Students liked the hands on work with the plant poem and
also the seed diagram.
CT signature/confirmation: _________________________________ Date:
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