Daily Lesson Plan
Estimated Time: 30 minutes
Name: Carliss Brown
Grade/Subject: Kindergarten / Science Topic: Life Processes
Lesson Subtopic: Plant life cycles: From seeds to plants
Standard(s):
The student will investigate and understand basic needs and life processes of plants and animals.
Key concepts include:
a) plants need nutrients, water, air, light, and a place to grow to survive;
b)plants and animals change as they grow, have varied life cycles, and eventually die;
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Objective: Given Plant Life Cycle Models cards each student will be able to identify 8/10 parts correctly.
Character/Biblical Principle: How to grow, growth timing and sizing mechanics - “God set forth the land to
produce vegetation: seed-bearing plants and trees on the land that bear fruit and seed in it, per their various
kinds. And it was so.” Students will be able to identify how God designed the plants of the Earth with specific
characteristics for plant life to exist.
Materials/Technology Integration:
a)Supplies to plant seeds (paper cups, jars, paper towels, plastic spoons, soil, pebbles, seeds of different
origins, toothpicks/popsicle stick, cardboard paper, aprons and spray bottles of water)
b)Books and worksheets with stages of plant development
c)Presentation and video of plant development
Pre-Assessment: Students given previous life processes lesson with designated concept, principle and
processes of life cycles for animals including frogs, chickens and fish.
Procedures: Discuss with students the needs of plants which include water, air, soil, light, and moderate
temperatures. Given the worksheet and video to discuss why or why not each is a plant. Students will prepare
the growing environments for their seeds, plant them, water them, and then watch them grow.
Set: Place the seed about 1 centimeter into the soil. Review: Defining the parts of a tree and flower.
Students will move the seeds to a warm area, but not Exploring parts of a plant. Students use a worksheet
into direct sunlight.to compare parts of a flower and a tree and class will
read the book Growing Vegetable Soup by Lois
Estimated Time: 30 minutes
Ehlert.
Estimated Time: 30 minutes daily
Estimated Time: 1 hour
Instruction: Students water their seeds first have them
use a spray bottle to water, so that they make the
"home" for the seed ready because pouring water will
unsettle the seed. Students can pour water, when the
seed starts to root.
Guided Practice: Discuss with students the major
plant parts and their functions.
a)Leaves are used by plants to make their own
food from the Sun. Leaves are usually green
and found on the outside of the plant.
However, leaves on some trees will fall, but
new ones will grow.
b)A trunk and branches are only found on trees.
The woody tissue from trunk helps support
trees to grow large. Branches help the trees
find a place for the leaves to grow and “feel”
the sun.
c)A stem is found on small non-woody plants.
They do not have the support to make the
plant grow large.
d)Roots are hidden from view. They help the
plant to anchor itself into the ground. The
main function is to get nutrients from the soil
and bring them to the leaves so the leaves can
make food for the plant.
e) A petal is part of a flower, which many plants
possess. However, it is used mainly to attract
insects to help pollinate the seed.
At the end of the lesson, students will be able to
identify the leaves, trunk, roots, branches, petal
and stems of plants.
Estimated Time: 30 minutes per
activity Diversity/Differentiation:
Estimated Time: 1 hour per activity
Independent Practice: Students go to lab area where
you have laid out planting containers with their
names written on them, spoons, the small bags of
potting soil, and the 10 small pebbles. Students place
the pebbles in the bottom of the container with
understanding that this allows the water to run all the
way through the pot for proper drainage. Students fill
containers half way up with soil using their spoons or
their hands. Distribute four seeds in each corner of
the container and then spoon the rest of the potting
soil on top. Students water their plants (seeds). When
finished, students will do the first page in their plant
journals by drawing a picture of what looks like.
Students will monitor and draw in journal to note
progress of plant growth. Students to compare the
growth of the plants over two weeks.
Ask students to bring in a vegetable such as carrot
sticks, celery sticks, broccoli flowerets, lettuce
leaves, cherry tomatoes, and other plant parts.
Students will name the plant part and then arrange the
part in one of the four quadrants on the worksheet to
identify stems, leaves or flowers. Take a picture of
the completed assessment, for record keeping
purposes. Students can eat their work.
Closure: Gather the students in the circle area. Have a
general discussion about the many new things they
have learned about plants. Students will make their
final entry in their plant journals.
Students will understand a simplistic version of a
plant’s life cycle. What plants need to grow:
sufficient warmth, light, and water. a. Students will
observe and describe the growth of a plant. Students
will sequence a plant’s life cycle. Students will create
a message by drawing, telling and using pictures and
journals.
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