SIOP

Lesson Plan Template 2

2008 Pearson Education, Inc.
STANDARDS:
S3.B.1.1.1: Identify and describe the functions of basic structures of animals and plants (e.g.,
animals [skeleton, vertebrate, lungs, and fur or hair]; plants [roots, stem, leaves, flowers]).
S3.B.1.1.2: Classify living things based on their similarities and differences.
3.1.3.A5: Identify the structures in plants that are responsible for food prodction, support, water,
transport, reproduction, growth, and preotection.

THEME: Learning the difference between the structures of plants and animals. We will be using
mamals when looking at the structure of animals.


LESSON TOPIC: This lesson will focus on comparing the structure of plants and animals.
Students will compare and contrast the two identifying the differences and similarities between
the two living organisms.

OBJECTIVES:
Language:
Students will be able to compare the differences between animal and plant structures by
labeling the parts of a plant and a mammal as well as the characteristics of the parts using
the SMART board labeling activity. (including new vocab.)

Content:
Students will be able to identify and sort the structures of plants and animals using a venn
diagram.
Students will be able to classify living things as either plants or animals.
Students will be able to identify the parts of a plant that are responsible for food
production and water.

LEARNING STRATEGIES: Instruction will be provided to the student through an interactive
SMART board lesson. Hands on interactive activities will be included in the SMART Board lesson
where the student will label the parts and characteristics of both a plant and mammal. The
student will also become enganged in the lesson by answering various questions prompted
throughout instruction. Other hands on activities will be provided following instruction when the
student completes a venn diagram focusing on classifying and sorting the structures of plants and
animals.


KEY VOCABULARY: Stem, flower, leaf, roots, mammal, vertebrates, warm-blooded, pollin,
pollination, carbon dioxide, photosynthesis, reproduction.


MATERIALS: SMART board, SMART board lesson on Plants and Animal Structures, Venn
Diagram Worksheet, Fill in the Blank Exercise, and Structure Extension.

MOTIVATION:
(Building background)
To build background we will present the student with a picture of a plant and an animal. Then the
student will participate in a short warm up exercise. We will then ask the student some questions
about both organisms to spark interest. This activity will be included in the beginning of the
SMART lesson. The class will have a discussion about the questions. It will be informal and

SIOP

Lesson Plan Template 2

2008 Pearson Education, Inc.
relaxed allowing the student to verbally participate and contribute.

1. Are both the plant and animal living organisms?
2. Can you list any differences between plants and animals?
3. Can you list any similarities?

Pictures will be included in this activity to grasp the student's interest. The questions will be
included in the SMART lesson to allow the student to visually read the questions being asked and
discussed.

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
First, we will go over the different parts of the plant being focused on in the lesson. In the
beginning of the lesson, we provide the class with a visual of a plant with its labeled parts or the
vocabulary words. These vocabulary words include flower, stem, leaf, and roots. This helps
emphasize the relationship between the vocabulary words and the topic being taught. Following,
we go into more detail about each part describing it's importance and function. We also address
some of the additional vocabulary words that were not covered on the visual, such as pollination,
pollinator, photosynthesis, and carbon dioxide. To assess the student's understanding, we will
have the student label the parts of a plant on the SMART board. The student will drag the parts of
the plant as well as the characteristics of that part to the proper location on the flower visual.
Once the student has completed this task, we will go over their work and review the concepts
discussed before moving on.

Next, we will look at the basic structure of animals. We will be focusing on mammals in particular.
Similar to the plant, a picture of a mammal with it's label parts (vocabulary words: vertebrate,
lungs, hair or fur, and skeleton) will be given to the students. Following this we will look at each
part of the mammal in more detail learning about its function and importance to the mammal.
Once again, to assess the student's understanding we will present him with a picture of a
mammal where he will have to label the various parts and characteristics discussed during the
lesson. This picture will be displayed on the SMART board and the student will have to come to
the front of the room to drag the parts where they belong on the picture. Once completed we will
review the parts and go over their major purpose.

Key vocab will be inlcuded throughout the SMART lesson. Vocabulary will be taught and decribed
when explaining the specific parts of the plant and animal. Each vocabulary word will be looked at
in detail and its relation to the topic will be addressed when the student completes the SMART
board labeling activity as well as when he answers questions promted by the teacher.

Feedback will be given to the student throughout the presentation of the lesson. The teachers will
be prompting the student with questions throughout the delivery and they will provide feedback
at this time, in addition to when the student completes the SMART board labeling exercises.

PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
During the lesson, the teacher will have a SMART lesson provided for instruction. On the SMART
lesson there will be a couple of practice activities that the student and teachers can do together
to reinforce what they have been learning. The student will be able to drag and label the
appropriate parts of both the plant and the animal. Along with sorting the different types of parts,
the student will also be labeling the appropriate function of each part of the plant and animal.
In the SMART lesson we incorporated questions which assess the students true understanding of

SIOP

Lesson Plan Template 2

2008 Pearson Education, Inc.
the functions of the plants and animals as well.This allows for higher order thinking to start and
will lead into the assessments and review. This will also allow the teacher to help the student
come to the conclusions before the assessment and review.

REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
For the review and the assessment the student will be provided with a venn diagram activity.
Using the pictures of the various structures discussed in class the student will have to cut and
glue each object to the appropriate side of the venn diagram. This will show us that he
understood what was asked of him and the information provided in the SMART board leeson
about the different structures of both the plants and animals. To further check for understanding
with the vocaulary words students will be provided with a fill in the blank worksheet conatining
the vocabulary words we discussed in the lesson. By the student being able to successfully fill in
each of the word blanks this will show their understanding of the vocabulary that is being taught
in the lesson.

EXTENSION:
For the extension and higher order thinking we are going to have the student be able to explain
how the structures of plants and animals have similar jobs. This excercise uses critical thinking
skills because it goes beyond the general understanding of many students. For example the
vertebrate of animals and the stem of plants have similar jobs, but this is hard for many students
to grasp simply because it is not obvious. With this exercise the student will use information
provided throughout the lesson to show the similarities between the purposes of these two
structures. In the extension activity we will ask the student to describe some similarities
betweeen the two structures and to use the vocabulary words discussed in our lesson. This
written response will demonstrate how the student can articulate a correct response while
including the vocabulary. This activiy allows the teachers to check for understanding.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP

Model.)