Grade: Pre-School
Subject: Science

#4197. The Planting Unit

Science, level: Pre-School
Posted Wed May 28 12:52:00 PDT 2008 by Ms. Cull (Ms. Cull).
Blaine Elementary, Chicago IL
Materials Required: soil, seeds, terra cotta pots, finger paints, water, literature about plants,paper, colored pencils
Activity Time: 2 40 minute sessions, 2 40 minute sessions
Concepts Taught: literature and science

Teacher Grade Date: Quarter Week
Ms. Cull Pre-K 04/21/08 4th 2-3wks
School: Blaine Elementary
Levels: Early Childhood

Activity: Planting Unit
Illinois Learning Standards:
English Language Arts
Goal 1:Read with understanding and fluency.
1. Students who meet this standard can apply word analysis and vocabulary skills to comprehend selections (Standard 1A).
o Understand that pictures and symbols have meaning and that print carries a message. (Benchmark 1.A.ECa)
o Exhibit eagerness and curiosity as a learner. (Benchmark 1.A.ECb)
In this activity students will demonstrate the ability to:
(Performance Descriptors)
English Language Arts
Goal 4:Listen and speak effectively in a variety of situations.
1. Students who meet this standard can listen effectively in formal and informal situations (Standard 4A).
o Listen with understanding and respond to directions and conversations. (Benchmark 4.A.EC)
In this activity students will demonstrate the ability to:
(Performance Descriptors)
English Language Arts
Goal 5:Use the language arts to acquire, assess and communicate information.
1. Students who meet this standard can analyze and evaluate information acquired from various sources (Standard 5B).
o Relate prior knowledge to new information. (Benchmark 5.B.EC)
In this activity students will demonstrate the ability to:
(Performance Descriptors)

CRI Components
Comprehension, Word Knowledge, and Writing

Evidence of Mastery
Students will explain how a seed grows and actively participate in the planting of seeds and taking care
of the plants so they grow.

Students will explain the story of Jack and the Beanstalk and discuss the differences in different
versions of the story.

Students will draw pictures of what they see in Spring and what they learn about seeds, plants, flowers,
and gardens.

I Can Statements
I can build vocabulary about springtime, gardens, and the growth of plants.

I can plant my own plant and care for it.

I can retell the story of Jack and the Beanstalk and work cooperatively with fellow classmates to retell
the story through a play.

Student Learning Opportunities

Skills Needed
Students need cooperation or proper social play, development of fine motor skills, oral comprehension,
and communication skills in English and Spanish.

Students will experience hands on learning by decorating pots and planting their own sunflowers.
They will also listen to a variety of stories about plants to gain knowledge through literature and nonfiction.

Student Learning Activities
1.) Students will hear "How a Seed Grows" by Loretta Krupinski, "A sembrar de verduras" by Lois
Ehlhart, "El Nabo Gigante" by Aleksai Tolstoy and Niamh Sharkey.

2.) Students will listen to variations of Jack and the Beanstalk and perform a play.

3.) Students will experience hands on manipulation of planting materials in the "soil table."

4.) Students will decorate terra cotta pots and plant sunflowers for their mothers for Mother's Day.
They will care for their plants over a two week period by watering the plants and providing sunlight.
We will make observations about the growth of the plants over time.

Instructional Groups
Activities will be conducted in small groups and whole class settings.

Differentiation / Accommodation
Students such as Nate will have accommodations congruent with his IEP. For example, he will receive
concrete language when the lesson is explained and he will be allowed opportunities for pressure relief
by tactile stimulation. See attached form. Other students may need additional assistance throughout
the planting unit which will be provided by Mrs. Caraimpoma and myself.

-Talk to parents about what they learned.
-Observe plants at home and the signs of Spring outside.

2008 Collaboratory Project at Northwestern University