This lesson plan is a fun interactive lesson plan that allows students to describe needs vs wants. Students will learn about what seeds need to grow into a full plant.

1. Lesson Plan Format
MTE/534 Version 5
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University of Phoenix Material
Lesson Plan Format
Component Details
Lesson title What Do Plants Need?
Grade level First
Time or days for completion 45-60 minutes
State standards and arts
components
Science Standards
PO 2. Identify that plants and animals need the following to
grow and survive: soil, water, nutrients, light
PO 1. Identify stages of human life (e.g., infancy,
adolescence, adulthood).
PO 2. Identify similarities and differences between
animals/plants and their parents.
PO 1. Identify some plants and animals that exist in the local
environment.
PO 3. Predict results of an investigation based on life,
physical, and Earth and space sciences (e.g., animal
life cycles, physical properties, Earth materials).
Art Standards
VA.CR.2.1a
1. Explore uses of materials, tools, approaches (such as
using elements of modern art, applying artistic ideas
from diverse cultures, etc.) to create works of art or
design.

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VA.CR.2.1b
b. Demonstrate safe and proper procedures for using
materials, tools, and equipment while making art.
Objectives Student will be able to identify the essential needs for
seeds/plants to grow (water, air, sunlight, and nutrients).
Student will understand the importance of each need.
Students will identify parts of the plant.
Student will produce an original artwork using the following art
concepts of line, value, color, form, and texture.
Student will communicate ideas and understanding of plant
needs through visual art.
Areas of curriculum
integration
Science, Visual Arts
Previous knowledge required
from students to participate
Experience using materials such as markers, glue, tape,
crayons and etc.
Various parts of a plant.
Know needs vs wants.
Different types of plants in their community.
The five basic needs of a human.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
• The Tiny Seed by Eric Carle
• Smartboard
• Science Journals
• Plastic cup (1 per group)
• Soil
• Water and dropper
• Seeds (lima bean presoaked)
• 12 x 18 white paper
• Tape
• Pencils
• Markers, crayons, coloring pencils, glue
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
Introduction (5 minutes)
• Gather students on the floor in front of the smartboard
and write “What Do You Need to Survive?”. Allow
students to answer. Record student responses on the
board. Ask students “What do you think plants need to
survive?”, allow students to respond and record
answers. “What types of plants have you observed in

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your neighborhood?”
• Review vocabulary words: earth, seed, sun, soil,
earth, roots, stem, flowers, rain, air, and leaves.
Explicit Instruction/Modeling (10-15 minutes)
• Introduce the book The Tiny Seed by Eric Carle.
During the reading ask students the following
questions:
Which season provides the best climate for a seed to
grow? What are the stages does a seed go through to
become a plant? What conditions are needed for a
plant to survive?
Guided Practice (15 minutes)
• Demonstration: Take a cup fill it with soil, and place it
in a place with sunlight. Ask students “What do you
think will happen to the plant under these conditions?”.
Allow students to share responses.
• Explain that students will now plant their own seeds
and see what happens when they don’t receive air,
water, sunlight or nutrients.
• After the group activity students will also create a
visual poster on a plants essential needs.
• Divide class into groups of 4-5 and pass out directions
and materials:
Group 1: Water, soil, sunlight
Group 2: Water, sunlight
Group 3: Soil, sunlight
Group 4: Water and Soil; place in a dark place
• Assign group roles such as facilitator, planter,
harmonizer, and clean up/set up manager.
• Instruct students to follow directions and write out their
team’s hypothesis on a piece of paper and tape next
to their cup.
• Students will be able to observe their plants over the
next couple of days and record findings in their
science journals.
Individual Practice (10-15 minutes)
• Students will gather materials, return to their desk, and
produce an original artwork on their knowledge about
plant needs.
• Advise students to draw first with pencils then with
marker so that they can easily make corrections.
• Students should also use relevant shapes to depict
each need and focus on the subject rather than the
paper.
• Students should use a variety of lines, texture,
shapes, and value such as swirls for air, ripples for
water, brown hues for soil and/or bright/warm colors
for sunlight.

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Closure (5 minutes)
• Allow one member of each group to talk about their
process and hypothesis.
• Go back over key points:
Plants need water, soil, nutrients, and sunlight and
their importance.
• If time permits allow students to share their artwork
with the class.
Assessments that align to
objectives
• Indicate if the
assessment is formative
or summative
• Include all necessary
rubrics, tests, and
checklists, as
appropriate.
Formative Assessment: Teacher observations on each
student’s participation within group and discussion. The
teacher will help when needed and ask questions as students
are working in their groups.
Summative Assessment: Student will be given an exit slip on
plant needs and their importance. Student will be graded on
their original artwork using the following:
*RUBRIC
3- Student used and understood basic art concepts (shape,
lines, color), used materials correctly, and produced high
quality/creative work. All plant needs were addressed in
artwork.
2- Student used some art concepts, used materials correctly,
and used creativity. Some plant needs were addressed in
artwork.
1-Student did not use art concepts or creativity. No plant
needs addressed.
Plan for diverse learners
Include the following:
• Accommodations for
students with learning or
physical disabilities
• Accommodation for
English Language
Learner students
• Accommodation for gifted
students
• An explanation of how
this lesson will appeal to
different learning styles
-Collaborative group work (mixed ability)
-Jobs picked within group activity will be based on learning
style and interest of student.
-Hand-on activities such as the seed planting
-Mini-Lessons can be given to provide struggling students with
additional support
- Gifted students can utilize more than one media such as
tissue paper, construction paper, chalk, and paint in their
production of original artwork.
-Allotted time for students who need it
Classroom management and
safety plan
Students will be reminded of classroom safety rules such as
not playing around with or eating materials. Teacher will
frequently walk around class and monitor group work and help
when needed.

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Opportunities for display or
public performance
Artwork will be displayed in the hallway outside the classroom
for all to see.

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Directions
Group Roles
Material Manager- in charge of materials; will gather and put back supplies.
Facilitator- will read group instructions and write down group hypothesis.
Planter- in charge of planting seed through careful instruction.
Harmonizer- starts group discussion and ensures each group member has
a voice.
Team 1
1. Read directions. (Facilitator)
2. Grab supplies needed. (Material Manager)
3. Planter follow instructions below:
- Place soil in cup
- Place seed in cup and cover with the soil.
- Add a couple drops of water to the soil using dropper.
- Place cup in direct sunlight near window.
5. Harmonizer: Start group discussion on what you think will happen, creating a
hypothesis. Question to ask:
“What do think the plant will look like after it goes through all stages?”
6. Have the facilitator write down hypothesis on a piece of paper or index card and tape
near your plant.
8. Return all materials to their appropriate place and clean the area. (Materials
Manager)
Team 2
1. Read directions. (Facilitator)
2. Grab supplies needed. (Material Manager)
3. Planter follow instructions below:
- Place seed in cup
- Place a few drops of water on the seed using the dropper.
- Place cup in direct sunlight near window.
5. Harmonizer: Start group discussion on what you think will happen, creating a
hypothesis. Question to ask:
“What do think the plant will look like after it goes through all stages?”
6. Have the facilitator write down hypothesis on a piece of paper or index card and tape
near your plant.

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8. Return all materials to their appropriate place and clean the area. (Materials
Manager)
Team 3
1. Read directions. (Facilitator)
2. Grab supplies needed. (Material Manager)
3. Planter will follow these instructions:
- Place soil in cup
- Place seed in cup and cover with soil.
- Place cup in direct sunlight near window.
5. Harmonizer: Start group discussion on what you think will happen, creating a
hypothesis. Question to ask:
“What do think the plant will look like after it goes through all stages?”
6. Have the facilitator write down hypothesis on a piece of paper or index card and tape
near your plant.
8. Return all materials to their appropriate place and clean the area. (Materials
Manager)
Team 4
1. Read directions. (Facilitator)
2. Grab supplies needed. (Material Manager)
3. Planter follow instructions below:
- Place soil in cup
- Put seed in the cup and cover with soil.
- Add a few drops of water to soil using the dropper.
- Place cup away from sunlight. (e.g. closet, cabinet)
5. Harmonizer: Start group discussion on what you think will happen, creating a
hypothesis. Question to ask:
“What do think the plant will look like after it goes through all stages?”
6. Have the facilitator write down hypothesis on a piece of paper or index card and tape
near your plant.
8. Return all materials to their appropriate place and clean the area. (Materials
Manager)
****Note: Teams will not be told which need they are missing. Cut directions up into
strips and hand out. Students will observe plants over the next couple of days and
record findings in their science journals.
-

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Exit Slip
Name_________________________________________ Date__________________________
Answer the following questions. Give you honest opinions.
1. How well do you think you worked in your group? Did you enjoy it?
2. Did you fulfill all of your job responsibilities?
3. What was the most important thing you learned today?
4. Write down a question that you have.

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References
Argese, J. (n.d.). Plant life cycle. January 14, 2017. Retrieved from
http://www.myips.org/cms/lib8/IN01906626/Centricity/Domain/8123/2nd%20grade%20Unit
%20Plant%20-%20The%20Life%20Cycle%20Of%20A%20Plant.pdf
Arizona Department of Education. (2005). Arizona Science Standards. January 14, 2017.Retrieved from
http://www.azed.gov/standards-practices/academic-standards/science-standard/
Arizona Department of Education. (2015). Arizona Art Standards. January 14, 2017. Retrieved from
http://www.azed.gov/standards-practices/academic-standards/art-standards/

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References
Argese, J. (n.d.). Plant life cycle. January 14, 2017. Retrieved from
http://www.myips.org/cms/lib8/IN01906626/Centricity/Domain/8123/2nd%20grade%20Unit
%20Plant%20-%20The%20Life%20Cycle%20Of%20A%20Plant.pdf
Arizona Department of Education. (2005). Arizona Science Standards. January 14, 2017.Retrieved from
http://www.azed.gov/standards-practices/academic-standards/science-standard/
Arizona Department of Education. (2015). Arizona Art Standards. January 14, 2017. Retrieved from
http://www.azed.gov/standards-practices/academic-standards/art-standards/