KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Date:

Cooperating Teacher: Coop. Initials

Group Size: 20 Allotted Time Grade Level 2nd

Subject or Topic: Earths Resources: How People Use Plants Day 1 Section

STANDARD:

I. Performance Objectives (Learning Outcomes):

II. Instructional Materials

 Harcourt Science Book Unit C: Exploring Earths Surface pages C8-C13.
 Small open box
 Scissors
 Plant parts/decoration
 Glue
 Birdseed
 Mini plastic bags

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

Prerequisite skills:
 Plants features
 Many different types of plants
 Some ways plants are used
Key Vocabulary:
 Rock- Hard, nonliving thing that comes from earth.
 Soil- The loose top layer of the earth’s surface.
 Resource- Anything that people can use.
 Natural Resource- Something found in nature that people can use to meet their
needs.
 Medicine- Product that helps people who are ill or in pain.
 Transportation- Ways to move people or things from one place to another.
 Big Idea:
Being able to identify more then one way that plants are used on earth.

IV. Implementation
A. Introduction
1. Teacher should begin by asking the students what they think plants are needed for
on earth, have them talk with their groups. Allow a few students to answer.
a. Furniture, paper, clothing, fuel, food, spices, medicine
2. The teacher should now remind students about how we previously talked about
rocks and soil.
a. Why they are important?
b. What we did to gain more knowledge of rocks and soil?
3. Teacher should start by showing props (pictures, real and fake plants) to the
students. The teacher should also read page C9.
4. The teacher should get the students ready for the project that they will be doing by
a. Going over the rules during science lab time.
o Supplies should stay where they are put until told to start using
them.
o We are always safe by keeping our hands and feet to ourselves,
using scissors only when we are sitting, and keeping a nice clean
space.
o Talking should only occur when the teacher allows quiet speaking
time.
b. Have supplies ready for each group, and pass them out reminding them to
not touch until told to begin.

B. Development
5. Pull up the Using Plants to Make a Bird Feeder instruction anchor chart, and go
over each step with the students.
a. Don’t forget their names on the bottom of the carton or box.
6. Allow the students about 10-15 minutes to work on steps 1-3 with quiet
communication.
7. After their bird feeders are done, allow them to talk to their groups about what
they did.
8. Have the students put their bird feeders to dry on the back shelf.
9. Now the teacher should turn to page C10-C13 and read while doing collaborative
learning.
a. C10- Read and then ask “How have people used plants here?”
b. “Where do we use plants in our classroom?”
c. C11- Read page and then ask students “How are plants being used in the
picture below?”
d. C12- Read page and then have oil, and spice smell boxes go around.
e. C13- Read and talk about how plants are important.

C. Closure
10. Have the students close their books, and get ready for a group discussion.
 11. Have the groups talk about how plants are helpful.
a. Furniture, paper, clothing, fuel, food, spices, medicine
12. Have the students complete the Exit Slip, and hand it in once complete.

D. Accommodations/Differentiation
K,J,E,R,S-

E. Assessment/Evaluation Plan
1. Formative- Exit Slip
i. 2 questions worth 2 points each.
ii. 2 points- question is answered fully, and
correctly
1. How do people use plants for food:
answers could include spices, peanuts,
oils, or butters. (there should be 2)
2. What are some other ways people use
plants: answers include furniture, paper,
wood, cloth, fuel, medication, and
rubber. (pick 2)
3. 1 point- only one correct answer is given
in the question.
4. 0 points- no correct answers are given.
5. A .5 can be given for a partial correct
answer such as an example not given.
iii. 4-3 total points= Advanced
2 total points = Proficient
1-0 total points= Below (these students should
go over the Exit Slip in a small group with
teacher during intervention.)
2. Summative- NONE for this lesson.

V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (after lesson is
taught)

Remediation Plan

B. Personal Reflection

VI. Resources
 Plants Exit Slip
Name:

Directions: Fill in each spot by answering each question.

1. Name 2 ways people use plants for food?

a. _______________________

b. _______________________

2. Name 2 other ways people can use plants?

a. _______________________

b. _______________________