Week 1: What do you know about plants? What do plants need to grow?Common Core Standards
Comprehension and Collaboration
1.Participation in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
c. Ask questions to clear up any confusion about the topics and texts under discussion
Presentation of Knowledge and Ideas
6. Produce complete sentences when appropriate to task and situation
Text Types and Purposes
W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Student I Can Statements:
I can stay focused in a discussion with my peers about a topic
I can listen to someone when they are talking and wait my turn to share my thoughts in a group discussion.
I can ask questions when I don't understand what I have heard in a story.
I can speak in complete sentences
I can write an informational piece.
Vocabulary Introduced: these words will be placed on our theme wall for student use.
Seed, plant, flower, ground, food, sun, warms, wind, bees, insects, birds, animals, eat, water, dirt, sun, rain, food, fruit, vegetable, sunshine, air, leaves, root, stem, leaves, lifecycle Botanists Cross Curricular
Students will write predictions in their plant logs.
Students will use new vocabulary words in their writingDay 1
Topic: What do you know about plants?
Activity: Group discussion and writing together what they all know
Day 2
Topic: What a plant needs to grow?
Activity: Bean experiment in 2 different ways
Day 3
Continuing experiments from day 2
Introducing and beginning plant log/ Plant song
Day 4
Topic: Lifecycle of a plant
Activity: Plant Life Cycles
Day 5
Topic: Lifecycle of a plant
Activity:
Assessment on the lifecycleDay 1/Week 1
Topic: Plants and what you know
Question: What do you already know about plants?Objectives:
Students will participate in a class discussion about what they think a plant is, providing examples.Materials:
Chart paper, markers, plants to observe, What is a Plant? (The Science of Living Things) by Bobbie Kalman and Niki Walker (Dec 2000)
Needs of a Plant (song for kids) http://www.schooltube.com/video/7ef63fe536015231930c/Activity (whole group):
1. Students will help generate a list of ideas they know about plants. The teacher will prompt students with guiding questions to help them brainstorm.
2. Begin reading What is a Plant? By, Bobbie Kalman and Niki Walker.
3. Discuss the book. Ask the children if they want to add anything else to the chart now that they have heard the story.
4. Get up and listen and sing the Needs of a Plant song.
Assessment:
Observation of student participation in class discussion. The teacher will be able to assess how much the students know by the discussion and will know what to begin teaching or what to review.
Day 2Topic: Needs of plants
Question: What do you think plants need to survive? How do you know?Objectives:
Students will learn what a plant needs to growMaterials:
2 lima bean seeds for each child, clear plastic cups, soil, waterActivity:
1. Students will be conducting two different experiments from what they have learned that plants need to grow.
2. The first experiment today will be providing their lima bean seed with the four things plants need to survive (water, sun, soil and air).
3. Each student will get to have 2 lima bean seeds to plant in their plastic cups.
4. They will add soil to cover the seed up and water to moisten the soil completely.
5. They will place it somewhere in the classroom where it gets enough light.Assessment:
The teacher will ask what four things are necessary for a plant to grow. The teacher will assess students based on their participation in the class discussion.
Plant Log
Day____
Plant 1 Plant 2Today plant 1 looks like. . .. . .. . .
Today plant 2 looks like. . .. . .. . .
Day 3Topic: Needs of Plants
Question: What do you think plants need to survive? How do you know?Materials:
2 lima bean seeds for each child, clear plastic cupsActivity:
1. Connecting from the day before, students will be able to choose one of the variables to manipulate
2. Students will be given a partner to work with and discuss their ideas.
3. Students will be given 2 lima bean seeds and a clear plastic cup.
4. Students might choose not to use soil, but another substance, they might put theirs into the dark, they might not water it. . ... They will use their creativeness to come up with their own experiment together.
5. Students will chart the outcome/growth in their plant log throughout the four week unit.
Assessment:
The teacher will look at the level of observations made in the plant logs to determine whether the students understand why a plant needs certain things to survive. The students will need to write at least two complete sentences in their plant logs describing the beginning of their experiments. The teacher will assess the students understands by classroom discussions.
Day 4/Week 1
Topic: Lifecycle of a Plant
Question: What is the lifecycle of a plant?Objectives:
Students will be able to identify the different stages of a plants lifecycle.Materials:
Plant Life Cycles, by Julie K. LundgrenActivity:
1. Begin by reading Plant Life Cycles
2. Ask who can name or come up and draw one stage of the lifecycle of a plant. Do the same for the next 3.
3. Make sure they have included seed, seedling/sprout, plant and some may add the flower.
4. Have the children stand up and create the lifecycle together with their bodies. Curl up while saying "seed", stand up slowly while saying," sprout", stand up talk with arms out saying "plant" and finally if they want to add the flower they can be creative with that. Repeat this a few times watching and listening for understanding.
Assessment:
Observation of students participating in the recreation of the lifecycle and watching and listening to them acting out the lifecycle with their bodies.
Day 5/Week 1
Topic: Lifecycle of a Plant
Question: What is the lifecycle of a plant?Objectives:
Students will be able to identify the different stages of a plants lifecycle
Students will be able to create a lifecycle of a plantMaterials:
Lifecycle sheet or blank paper to create their own lifecycle.Activity:
1. Students will each get a large printed sheet or blank paper to recreate the lifecycle of a plant.
2. Students will need to include a definition, description and illustration of each stage of the plants lifecycle.
3. Students will include vocabulary terms they have learned.
Formative Assessment:
The papers will be collected and reviewed to ensure that students completed the lifecycle diagram.
Week 2: What are the parts of a plant?
Common Core Standards
Integration of Knowledge and Ideas
RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
Research to Build and Present Knowledge
W.1.7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds. Student I Can StatementsI can work with others to gather information to produce a writing project.
I can use information from my experiences or gather information from other sources to answer questions.
I can break words apart in to sounds, syllables, and words.
Vocabulary Introduced: these words will be placed on our theme wall for student use.
Photosynthesis, energy, nectar, pollen, pollination, shoots, germination, sprout, pod, stable Cross Curricular
Students will continue to write in their plant logs.Students will include word wall words and new vocabulary into their writing
Day 1
Topic:
Parts of a plant
Activity: Read and discuss Plant Parts
*Check on beans and write in Plant Log Day 2
Topic: Roots
Activity: Discussion of purpose and root study project Day 3
Topic: Stems
Activity: Stem purpose and experiment Day 4
Topic: Leaves
Activity: Leaf purpose and leaf observation activity Day 5
Topic: Identify plant parts and labeling
Activity: Dissecting a flower
*Send home parent letter on Friday for upcoming presentations.Day 1/ Week 2
Science Topic: Parts of plants
Question: What are the main 3 parts of plants?Objectives:
Students will learn the 3 main parts of a plant.Materials:
From Seed to Plant, by Gail Gibbons
Parts of a plant song wrote on chart paper for students to follow along.
chart paper, markersActivity:
1. Read aloud the book From Seed to Plant, By Gail Gibbons
2. Begin a class discussion. Ask students to talk about the parts of the book they remember or connect with. Try to lead them into discussing the parts of a plant.
3. Have a student come up to the chart paper and draw one part of the plant they remember and then label it. Ask the other students to help stretch the sounds in the word for the writer.
4. Ask another student to come up and draw and label another part of the plant. Again having them labeling the part they chose to draw.
5. Ask at least one more student to come up to draw and label another part of the plant.
6. The complete picture should have the roots, stem and leaves of the plant. To extend this lesson ask if anyone else has another idea they could add that many plants have. With guidance from the teacher they should come up with a flower.
7. Leave this class picture up in the classroom for a resource during the children's writing. It can also be used in some upcoming lessons, adding the parts of the flower to it.Assessment:
Observe students to see if they are participating in the discussion. Ask a variety of students what the parts of the plants to test their knowledge.Do You Know the Parts of Plants?
Tune: Head, Shoulders, Knees, And ToesDo you know the parts of plants,
Parts of plants?
Do you know the parts of plants,
Parts of plants?
All kinds of plants that grow and grow and grow.
Do you know the parts of plants,
Parts of plants?
The roots hold the plant in place,
Plant in place.
The roots hold the plant in place,
Plant in place.
The roots store food and water, too.
The roots hold the plant in place,
Plant in place.
The stem move water up the plant,
Up the plant.
The stem move water up the plant,
Up the plant.
The stem brings water to the leaves.
The stem move water up the plant,
Up the plant.
The leaves soak up the sun,
Soak up the sun.
The leaves soak up the sun,
Soak up the sun.
The sun helps the plant to grow and grow and grow.
The leaves soak up the sun,
Soak up the sun.The flower grows into a fruit,
Into a fruit.
The flower grows into a fruit,
Into a fruit.
Inside the fruit are little tiny seeds.
The flower grows into a fruit,
Into a fruit.
Day 2
Topic: The Roots - job of sucking up water from the ground and keeping the plant stable.
Question: What do the roots do?Objectives:
Students will identify and understand the function of the roots of a plant.Materials:
Buckets for each group/ table
Sponges
Cups
Green socks or material to represent the stem and leaves (something that is absorbent paper would also work)
Newspaper for the tables or plan on going outsideActivity:
1. Begin by asking what they think the roots of a plant do? Making sure the end up understanding that the roots soak up the water and keep the plant stable.
2. Place the buckets (with water in them) on each table with the sponges left inside.
3. Let the students know the sponges will be representing the roots of a plant. Have a volunteer take one of the sponges out of the bucket and explain how it feels. Hopefully its holding and dripping water. Explain it has soaked up all the water from its surrounding (ground around the plant) now it needs to disperse it to the rest of the plant. Ask the students where they think the water goes once the roots soak it up.
4. Have another student take the sponge and gently squeeze it on the representation of the stem. Keep asking questions about what they notice that's happening. The water should start crawling up the paper (stem) towards the leaves.
5. Have the students take turns being the "roots".Assessment:
Have the students come back together and discuss what they discovered with the class. Evaluate the conversation, looking for key words or phrases such as, disperse, stable, soaking up water, important part of the plant. . .. . .
Day 3Topic: The Stem
Question: What does the stem do?Objectives:
Students will identify and understand the function of the stem of a plantMaterials:
Stems (Plant Parts) by Vijaya Bodach
1 clear plastic cup for each student
1 choice of a carnation, asparagus, celery or any variety of stem for each student
Food coloring
Activity:
1. Begin by reading the book Stems (Plant Parts). Build off of the student's prior knowledge by asking what the function of the roots are and if they have an idea what the stems function is.
2. Have the students move to their table spots to conduct the experiment.
3. Let them each choose from one of the stems you brought in, asking what they think they all have in common, guiding them to say stems.
4. Provide each with a plastic cup and invite them to fill it half full with water.
5. Go to each table and add 4 drops of food coloring to each of their cups.
6. Ask them to predict with their friends what might happen when they place their stems into the cup with food coloring.Assessment:
The teacher will observe the students following the instructions and participating in the activity and involved in the predicting conversations.
Extension:
Allow students to explore deeper in this investigation. They might have an idea to alter one of the ingredients if they have conducted this one before.
AIMS Education Foundation
Day 4
Topic: The Leaves
photosynthesis (Simple definition: plants using light to make food for itself).
Question: What are the leaves function?Materials:
The Magic School Bus Gets Planted, by Lenore NotkinActivity:
1. Begin by reading the book or watching the video The Magic School Bus Gets Planted. It an appropriate level for your students to understand photosynthesis.
2. Have a class discussion asking them, where do you get energy to grow, run, live? (food) Where do plants get energy? (also from food) Where do plats get food? (They make it from air, water, sunlight.) What would you do to get food if you were hungry? What might a plant do?
3. Next invite them to look at their bean experiments. If someone chose to but there's in a dark space, it would be a perfect opportunity to talk about why the leaves and stem of the plant are so pale or white (the plant is unable to make food because of the lack of sunlight).Assessment
Check for student understanding by asking the students to describe what photosynthesis means to them.Day 5
Topic: Putting the 3 parts together (roots, stem, leaf) adding the flower
Question: Can you identify the main parts of a plant?Objectives:
Students will be able to identify and label the parts of a plant
Materials:
One planted flower for each student or for every 2 students
Activity:
1. Each student will be provided with one potted flower. The idea is for everyone to identify the roots as well as the rest of the plant. If it becomes too costly provide a small group with a 1 plant instead of 1 per child.
2. Provide them with a printed flower sheet or a blank paper to create their own drawing of the flower. Have them label the parts they know on their own.
3. When they have finished ask them to come to a teacher in the room and describe what the function is of each part of the plant.Assessment
Using the check list provided below, check off what each student understands. Labeling and the verbal descriptions will be looked for on this assessment. The information on the check list will provide you with information on children who may need review with a friend and try again.Students Name Roots
L D Stem
L D Leaves
L D Flower
L D
D=Verbal Description of each part
L= Labeling each part
Dear Parent's,
We have just ended our second week of our Plant Unit. Your child has learned about the lifecycle and parts of a plant so far. Next week we are focusing on why plants are important to us. What are the things plants are used for in our daily lives? This weekend we would love your help brainstorming with your child about a presentation topic. Our focus will be on a kind of plant that people use part/all of it in their everyday life. Please help your child come up with 2-3 plants they would like to present on. Some examples might be a focus on a spice, product or a medicine. We will be preparing for the entire presentation at school this time. Thanks for your help with this part!
Have your child draw/write their ideas here and send it to school on Monday:
1. 2. 3.Week 3: Why are plants important?
Common Core Standards
Comprehension and Collaboration
SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Student I Can StatementsI can stay focused in a discussion with my peers about a topic or text.
I can listen to someone when they are talking and wait my turn to share my thoughts in a group discussion.
I can take turns speaking in a discussion with my peers.
I can ask questions when I don't understand what I have heard in a story or in a discussion.
I can ask questions about important things that happen in the stories that are read to me.Vocabulary Introduced: these words will be placed on our theme wall for student use.
edible, nonedible, processed, formed, used Cross Curricular
Students will write in their plant logs. Students will write in the Parts of Plants We Eat book using High Frequency Words and New Vocabulary.
Day 1
Topic: Why we need plants
Activity: Class discussion
*Check their beans, write in their Plant Log Day 2
Topic: Continued from day 1
Activity:
Graphing why we need plants Day 3
Topic: presentations
Activity: Working on presentations Day 4
Topic: How we use plants
Activity: Around the room with a partner Day 5
Topic:
Activity:
Parts of Plants We Eat
Day 1-2
Topic: Useful plants
Question: Why do we need plants?Objectives:
Students will understand that people need plants for food, shelter clothes and oxygen.Materials:
People Need Plants! by Mary Dodson Wade
Chart paperActivity:
1. Begin the lesson by asking the students what they think plants can be used for? Ask them how they know?
2. List a few of their ideas on the chart paper.
3. Read the book People Need Plants!
4. When the book is finished have the students stand up and find a partner. Ask them to list all the ways they know plants are used. Give each child a chance to share before coming back together.
5. Add a few more of their ideas to the chart you began before reading the book.
6. Invite each child to choose at least 2 things from the class list.
7. Each student will either rewrite, draw or represent their items in some way.
8. On 4 different large sheets of paper write categories of the uses of plants (Homes, Clothing, Food, Things we Use . . .and title one Others)
9. Each student will place the items they choose into one of the categories provided.
10. When everyone is finished allow time to discuss why they chose the category they did.
Assessment:
Teacher observation of student's participation during the class discussion and partner discussion.
Day 4
Topic: Useful plants
Question: Why do we need plants?Objectives:
Students will understand that people need plants for food, shelter clothes and oxygen.
Students will be able to identify items around them that are made from plants.
Materials:
People need plants paper
Pencil
PartnerActivity:
1. Being by reviewing the chart from the day before. Ask if anyone's thought of something else they want to add to the list.
2. Go over the people need plants paper. Explain that they will be working alone for the first 10 minutes or so. Then if they want a partner they can have one at that point.
3. The goal is to list at least 10 different items around the room that you think are made from plants.Assessment:
Observation of participation and focusing on the task at hand. During this activity watching for students helping each other spell/stretch words and working together.
People Need Plants
Think of all the ways we use plants. Look around the room. Make a list.
1. 12.
2. 13.
3. 14.
4. 15.
5. 16.
6. 17.
7. 18.
8. 19.
9. 20.
10. 21.
11. 22.Day 5
Topic: Plants we Eat
Question: What part of plants do we eat?Objectives:
Students will understand that our food comes from all parts of plants
Students will be able to identify what part of plants we eat.
Materials:
A variety of roots, leaves, stems and flowers for the students to observe. Plastic, photos or real veges will work
PencilActivity:
1. Begin by reading Tops and Bottoms, by it is a fun book involving animals who are gardeners and the tricks the rabbit pulls on not doing the work but getting the tops or bottoms of certain vegetables.
2. Have the students stand up and come up with a few roots. Stop them ask for some ideas, write them down, switch partners and talk about stems. . .. . .. . .. . .. . .. . .. . .. . .. . .. . ...keep switching until they talked about each part.
3. Bring out some of the items you brought and ask what they think each one is. Make sure during this time to clear up any misconceptions that may have come up in their discussions.
4. Invite them to begin their Parts of Plants we Eat book.
5. Encourage at least 3-5 items on each page. Writing words first and pictures if there is time.
Parts of Plants
We EatBy,
Seeds
1.
2.
3.
4.
5.Leaves
1.
2.
3.
4.
5.Stems
1.
2.
3.
4.
5. Flowers
1.
2.
3.
4.
5.Week 4: Each student will present with a visual aid 3-5 facts about their plant
Common Core Standards
Comprehension and Collaboration
SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6. Produce complete sentences when appropriate to task and situation. that is not understood.
Student I Can Statements
I can answer questions to gather information or better understand what a speaker says.
I can ask question to gather information or better understand what a speaker says.
I can orally describe people, places, things and events with appropriate detail.
I can express my feelings so other listeners understand what I am feeling.
I can add drawing or pictures to help describe my ideas, thoughts and feelings.
I can speak in complete sentences.Vocabulary Introduced: these words will be placed on our theme wall for student use.
*Students will listen for any vocabulary words they learn through presentations they would like added to our theme wall. Cross Curricular
Students will be practicing using their visual aid (either a painting or sculpture) that will be created in collaboration with the Art Teacher.
Students will practice presentations in small groups of their peers.
Students will write facts about their topic.Day 1
Presentations
*Check their beans, write in their Plant Log
Day 2
Day 3 Day 4 Day 5Week 4
Objectives:
Students will learn from their peers more specific information about various plants
They will have the opportunity to ask questions of their peers and answer questions asked of them:
They will reflect on their own presentation skillsAfter everyone has finished presenting we will make a class book from their presentation facts. Each student will have a page in the book. One page with their photo on it holding or standing by their visual aid, and the other side will have their presentation facts/topic. This book will stay in our classroom library for reference and reflection.
My Unit on Plants has been posted on teacher.net.
My Plant PresentationHi my name is______and I will be presenting on__________. ___________is important to us because______________________________. ________ is found__________________. People use the ________to _________make __________. Another interesting fact about _______________________is _____________________________________________________. That's the end of my presentation. Do you have any questions or comments?
ReferencesTyler, R.W. (1949). Basic Principles of Curriculum and Instruction. Chicago: The
University of Chicago Press
Bodach, Vijaya ( 2008). Stems. Mankato, MN : Capstone Press
Lundgren, Julie (2011) Plant Life Cycles (My Science Library, Levels 1-2) Vero Beach,
FL: Rourke Pub Group
Kalman, Bobbie and Walker, Niki (2000) What is a Plant? (The Science of Living
Things) New York : Crabtree Pub.
Gibbons, Gail(1993) . From Seed to Plant. New York: Holiday HouseWade, Mary ( 2009) People Need Plants! Berkeley Heights, NJ : Enslow Elementary
Notkin, Lenore , Cole Joanna, Ostrom Bob (1997) The Magic School Bus Gets
Planted, New York City: Scholastic.
Needs of a Plant (song for kids) (2012) [Video file]. Retrieved from
http://www.schooltube.com/video/7ef63fe536015231930c/ :SchoolTube, Inc.
Plant Songs and Finger plays retrieved from
http://www.angelfire.com/la/kinderthemes/pfingerplays.html
AIMS Education Foundation (2012). Primary Plants, Fresno,CA: AIMS Education
Foundation
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