Parts of a Plant
I. Overview of the Lesson
a. 4 April 2011
b. Two- Fifteen Minute Lessons
c. Miss Buck
d. Grade Level: Kindergarten
II. Big Idea
a. Living things depend on their habitat to meet their basic needs (SAS 2011)
III. Essential Questions
a. What is the role of the habitat in providing the basic needs of an organism? (SAS 2011)
b. How does an adaptation help an organism to survive and what happens when it cannot adapt to changes in its environment? (SAS 2011)
IV. Pennsylvania State Standards
a. S4.B.1.1.3: Describe basic needs of plants and animals (e.g., air, water, food).
b. S4.B.1.1.4: Describe how different parts of a living thing work together to provide what the organism needs (e.g., parts of plants: roots, stems, leaves). (SAS 2011)
V. General Objective
a. Students will learn and comprehend the requirements for plant growth.
VI. Behavioral Objective(s)
a. Students will be able to identify the growth of a plant in sequential order.
b. Students will be able to label parts of a plant.
c. Students will be able to identify the requirements for plant growth.
VII. Instructional Materials
a. Sequence of plant growth
b. Plant sentences
c. Plant labels
d. What’s Your Favorite Flower? By Allan Fowler
e. Song, “The Needs of a Plant.”
f. Life Science: Plant Parts
g. Life Science: Flower Needs
h. Cut out of flower with labels
i. Construction Paper
IX. Instructional Procedures
i. The teacher will introduce the lesson by explaining sequence of events, parts of a plant and what plants need.
i. The teacher will ask the students if they remember the words, “First, Next, Then, and Last.”
ii. The teacher will ask a volunteer to put the scene of a growing flower in order using the words, “First, Next, Then and Last.”
iii. The teacher will model the growth of the flower by using the sequential words.
iv. The teacher will ask the students to pretend they are a flower and get in the first, next, then and last position.
v. The students will sing the song, “The Needs of a Plant,” at the end of the class.
i. The teacher will put a diagram of a flower on the chalkboard in front of the class.
ii. The teacher will put the words, roots, stem, flower, seeds, and leaves on the board.
iii. The teacher will say the words first and ask the class to repeat the words.
iv. The teacher will ask the class, “Where are the roots on a plant?”
v. The students will respond, “The roots are under the ground.”
vi. The teacher will ask the student to put the word “roots” next to the picture of the roots on the plant diagram.
vii. The teacher will ask the class, “Where is the stem on a plant?”
viii. The teacher will choose a student to put the word, “stem” next to the stem on the diagram.
ix. The teacher will do the same with the words, “flower, leaves and seeds.”
x. The teacher will show the class a model of parts of a plant and put the cut out together along with the words on construction paper.
xi. The teacher will inform the students that the coloring activity will be part of their centers.
xii. When finished, the students will gather on carpet.
xiii. The teacher will go over the root, stem, leaves, seeds and flower again, and explain to the students that plants have needs in order to grow and stay healthy just like humans.
xiv. The teacher will read the book, What’s Your Favorite Flower? by Allan Fowler.
xv. Students will quietly sit in front of the teacher while she puts up different plant sentences on the chalkboard.
xvi. The teacher will go over what plants need in order to grow and refer back the book.
xvii. The teacher will go over the plant sentences with the class.
xviii. The class will read the sentences again.
xix. The teacher will ask the class again what a plant needs in order for it to grow to review.
d. Strategies for Diverse Learners
i. The students will be participating in a whole-group discussion where the students with different learning levels can work together. Since the plant diagram is a visual along with the words, this visual intelligence supports English Language Learners. The students are able to match the vocabulary words with the pictures, which supports all diverse learners. Since the students are moving and forming into a flower, this supports students who have bodily/kinesthetic intelligence. The students will also be singing a catching song, “The Needs of a Plant,” which supports students’ music intelligence.
e. Summary and Closure
i. After the whole class discussion on what plants need to grow, the teacher will go over the Life Science worksheet on Flower Needs. The teacher will model how to do the Flower Needs worksheet
ii. The teacher will ask the students to quietly go back to their seats and complete the Flower Needs worksheets.
iii. When the students are finished with their worksheet, the teacher will model “The Needs of a Plant” song.
1. The teacher will be able to examine the students’ knowledge of the plant vocabulary words as they go over the flower diagram as a class.
2. The teacher will be able to examine the students’ knowledge of sequence of events as they use the words, “First, Next, Then and Last” and also during their movement activity.
1. The teacher will be able to examine the students’ work as they complete the cut out plant activity while labeling the flower with the words, “roots, stem, leaves, flower and seeds.”
2. The teacher will be able examine the students’ by there completion of the Life Science worksheet on Flower Needs at the end of the second part of the activity.
3. The teacher will be able to examine the students’ work after she gives them an authentic assessment on Plant Parts.
Pennsylvania Department of Education. (n.d.). Standard’s Align System. Retrieved February 10,
Pennsylvania Department of Education Web site:
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