Olivia Carranza

Cooperative Learning Lesson Plan ~ Learning Together

March 13, 2019

I. Describe the Class

This is a kindergarten class of 10 students. There are two ESL students.

II. Objective(s)

Students will be able to verbally communicate what the main parts of the flower are and
they will be able to better identify each of the parts with at least 70% success.

III. Procedures

1. Today we will be learning about the main parts of a flower. A flower has parts
and names for its parts just like us. We have a head, arms, legs, a flower has
names for its parts too. Teacher will draw a picture of a flower on board. Teacher
will then ask the kids, “what did I draw on the board?” That’s right it’s a flower,
but do you know what this is called? These are called roots. The teacher will then
identify each of the parts and give factual information on the jobs each part of the
flower does.

2. Do you guys remember when we took a field trip to Springs Preserve, and we got
to see a beautiful garden of flowers? Each of the flowers we saw had these main
parts! Let’s take a look around outside and see if we can find any flowers!

3. Teacher will accompany children outside and have them gather around one
flower. The teacher will then show the students on a real flower the parts and ask
questions to the students to see if they have understood what each part of the
flower is. The teacher will ask the students if they can name a part on the flower
they have found outside. The teacher can bring in the flower if she wants.

4. Teacher will bring students inside and separate them into groups of 3 and 4.
Teacher will give clear directions to go outside and to find a flower. Teacher will
allow time for questions if any. Each group is to discuss amongst themselves the
parts of the flower and try to discuss what each part of the flower is used for.

5. Teacher will allow children the time to look for their flower, and time to discuss.
The teacher will observe and make him/herself available to any student who has
questions or needs assistance.
 IV. Materials
 Information on the main parts of the flower. (Root, stem, petal, and leaf)
 Picture of a flower or a board and marker to draw one to demonstrate to
kids.
 The great outdoors to look for flowers or bring in a real flower from home
for kids to look at.
 Either a worksheet for the kids to identify each part as a group or go to
each group and have them as a group identify the parts and give some
verbal explanation to show if they have understood what each part is for.

V. Grouping Structures

Children were separated into groups of three and four. I had my ESL kids grouped with a
student who is bilingual that way all my students felt comfortable to work together. This
lesson was conducted in class, but can also be done on a field trip to the park or anywhere
there is nature.

VI. Modifications

My 2 ESL students where grouped with a bilingual student who made them feel very
comfortable. I would recommend the teacher be around all the students to keep them on
track by asking them question as they discuss amongst themselves.

VII. Assessment

1. By having them verbally express to me the parts of the flower and having them
communicate what each part is for I am able to see if they understood the lesson.
As they worked as a group its important to observe them and make sure they are
understanding. Also, by having them identify the parts on a physical object I can
asses them and see if they are doing it correctly.

2. I would create a message in a back pack to encourage parents to discuss these

parts at home or on a trip to the park. Doing this, the knowledge is reinforced, and
they understand much better.