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Plant Growth Long-Range Plan

Day:
Day 1:

Topic:

Michelle Havener

Standards:

EQ:

Activities:

What do plants The students will decorate, cut, and

Introduction

Standard 3.L.5: The student will

to Plant

demonstrate an understanding of

need to

Growth

how the characteristics and

survive?

changes in environments and

attach their Plant Growth Lapbook


cover to their Lapbook
The students will watch the video:

Assessments:
The students will take a quiz
based on the Magic School
Bus video

Magic School Bus: Gets Planted

habitats affect the diversity of

(Episode 36)
The students will take a quiz on the

organisms.
3.L.5A.2: Develop and use a food

episode they just watched

chain model to classify organisms


as producers, consumers, and
decomposers and to describe how
Day 2:

What Plants

organisms obtain energy.


Standard 3.L.5: The student will

Need

demonstrate an understanding of

need to

how the characteristics and

survive?

changes in environments and


habitats affect the diversity of
organisms.
3.L.5A.2: Develop and use a food

What do plants The students will color, write, cut, and The students will write about
paste the Needs of Plants
Pyramid into their lapbooks
The students will underline the
important information in their Plant
Growth & Survival books
The students will plant a tulip bulb
into a clear vase

planting the bulb and make a


prediction on how fast they
think it will take until the
plant grows. They will also
write about their predictions
(using a graph) on how tall

chain model to classify organisms

they think the plant will

as producers, consumers, and

grow.

Plant Growth Long-Range Plan

Michelle Havener

decomposers and to describe how


Day 3:

Parts of a

organisms obtain energy.


Standard 3.L.5: The student will

What are the

Plant

demonstrate an understanding of

different parts

how the characteristics and


changes in environments and
habitats affect the diversity of
organisms.
3.L.5A.2: Develop and use a food

of the plant?

The students and the teacher will do


the Parts of a Plant Fold-it in the
lapbooks
The students will underline key

The students will write in their


journals about their
observations of the class

plant

The
students will do a Quick
information in their Survival books
What are the The students will look, and write in
Check on parts of the plant.
purpose of each
their journals what they notice
part?

about the plant being grown in class

chain model to classify organisms


as producers, consumers, and
decomposers and to describe how
Day 4:

All About

organisms obtain energy.


Standard 3.L.5: The student will

What is

Seeds

demonstrate an understanding of

dissemination?

how the characteristics and


changes in environments and
habitats affect the diversity of
organisms.
3.L.5A.2: Develop and use a food

The students will fill-out the All


About Seeds Flipbook and attach it

to their Lapbooks
The students and the teacher will

Using their Survival books,


the students will fill-out a
worksheet on seeds
The students will write in their

underline key information in their

journal their observations

survival books

about the plant in the


classroom

chain model to classify organisms

Plant Growth Long-Range Plan

Michelle Havener

as producers, consumers, and


decomposers and to describe how
organisms obtain energy.
Day 5:

Life Cycle of

Standard 3.L.5: The student will

Plants

demonstrate an understanding of
how the characteristics and

What is the life The students will cut, color, write, and The students will fill in a
cycle of a
plant?

changes in environments and


habitats affect the diversity of
organisms.

attach the Plant Life Cycle FoldIt in their lapbooks


The teacher and the students will

worksheet based on
sequencing.
The students will write their

discuss what they have observed the

observations about the

past five days on the class plant

class plant

3.L.5A.2: Develop and use a food


chain model to classify organisms
as producers, consumers, and
decomposers and to describe how
organisms obtain energy.
Day 6:

Plants and

Standard 3.L.5: The student will

What is

Their Food

demonstrate an understanding of

photosynthesis?

how the characteristics and


changes in environments and
habitats affect the diversity of

The students and the teacher will

The students will take the

color, write, cut, and attach the

Photosynthesis Quick

Photosynthesis Petal Book to

Check Quiz (pg. 55)


The students will write their

their lapbooks
The students and the teacher will
underline key information in their

observations of the class


plant in their journals

Plant Growth Long-Range Plan

Michelle Havener

organisms.

Survival books

3.L.5A.2: Develop and use a food


chain model to classify organisms
as producers, consumers, and
decomposers and to describe how
organisms obtain energy.

Day 7:

Plant Survival

Standard 3.L.5: The student will

What does it

& Adaptation

demonstrate an understanding of

mean to adapt

how the characteristics and


changes in environments and

to an
environment?

the Plants and the Environment


Trifold Book in their lapbook
The students and the teacher will
underline key information in their

habitats affect the diversity of


organisms.

The students and the teacher will do

survival books
What plants are The teacher will make a PowerPoint

The students will fill out and


return the Plant Survival
Quick Check quiz (p. 57)
The students will fill out a
worksheet on each of the six
regions plants.
The students will write about

3.L.5A.2: Develop and use a food

grown here in

on the six regions of SC and the

their observations of the

chain model to classify organisms

South Carolina?

plants that can be found in each

class plant in their journals

as producers, consumers, and

region

decomposers and to describe how


organisms obtain energy.

Plant Growth Long-Range Plan


Day 8:

Michelle Havener

Plants and

Standard 3.L.5: The student will

What purposes The students and the teacher will

Life on Earth

demonstrate an understanding of

do plants serve?

how the characteristics and

underline key information in page


11 of the students Survival book

changes in environments and

The students will fill out a


worksheet based on the
Plants Life on Earth
The students will write their
observations in their journal

habitats affect the diversity of


organisms.
3.L.5A.2: Develop and use a food
chain model to classify organisms
as producers, consumers, and
decomposers and to describe how
organisms obtain energy.

Day 9:

Soil

Standard 3.L.5: The student will

What are the

demonstrate an understanding of

differences

how the characteristics and

between humus,

changes in environments and

sand, clay,

habitats affect the diversity of

topsoil, and

organisms.

loam?

The students and the teacher will


review types of soil grown in SC
The students will do the Types of

The students will complete a


Quick Check worksheet

on the different types of soil.


Soil Shutterfold in their lapbooks The students will write about
The students and the teacher will
their observations of the in
underline key information in their
class plant
Survival Books

3.L.5A.2: Develop and use a food


chain model to classify organisms

Plant Growth Long-Range Plan

Michelle Havener

as producers, consumers, and


decomposers and to describe how
organisms obtain energy.

Day 10:

Review

Standard 3.L.5: The student will

Why are plants The students and the teacher will

demonstrate an understanding of

so important to

how the characteristics and

our survival?

changes in environments and


habitats affect the diversity of
organisms.
3.L.5A.2: Develop and use a food
chain model to classify organisms
as producers, consumers, and
decomposers and to describe how

review their lapbooks


The teacher will show a time lapse
video of a Pea Shoot or Root
Growth
The students and the teacher will
discuss the students observation
journals
The teacher will have the students

The students will write their


final observation of the plant
and if their predictions were
correct or not and why they
think they were right or
wrong.
The students will work
together in teams to answer

work in teams to answer questions

questions from a jeopardy

from a jeopardy game.

game.

organisms obtain energy.

**All of the assessments and or grades will be recorded in the anything charts and the grade book.