First Grade

Plants Unit
This unit is important to help students learn more about the
world around them. Students will learn the basic needs,
parts, and functions of plants. This unit is taught toward the
end of the year, in Spring, so that students are able to
directly correlate the material they learn plants blooming
all around them.

Science SOL
Life Processes 1.4 The student will investigate and understand that plants have basic life needs
and functional parts and can be classified according to certain characteristics. Key concepts
include a) plants need nutrients, air, water, light, and a place to grow; b) basic parts of plants;
and c) plants can be classified based on a variety of characteristics.

Objectives
A. General Objectives
1. Students will learn that plants need nutrients, air, water, light, and a place to grow.
They will learn to identify the basic parts of plants. Students will learn different ways to classify
plants based on a variety of characteristics.
2. Students will learn how to care for a plant. They will learn how to plant a seed,
help the seed germinate, then help provide the needs for the plant once it has grown. Students will
learn how to care for a full grown plant. They will learn how to find and identify plants in nature.
3. Students will learn that many plants are dependent on humans to live and grow.
They will also discover the relationship between humans and plants, and how we both provide
needs for one another. Students will learn to appreciate plants as producers of oxygen, and will
realize their importance in producing carbon dioxide.

B. Specific Objectives
1. The student will be able to sort items by whether they are living or non-living, with 80%
accuracy.
2. The student will be able to describe the three characteristics that categorize living things.
3. The student will be able to identify and categorize living and nonliving things in nature,
either in written or picture form.
4. The student will be able to sort pictures of things plants need and things plants do not need
with 80% accuracy.
5. The student will be able to identify the two main functions of roots, and draw pictures of
at least two different types of roots.
6. The student will be able to identify the two main functions of a stem, and draw pictures of
at least two different types of plants, with arrows identifying the stem in each plant.
7. The student will be able to identify the main function of leaves, and draw pictures of
plants with leaves, with arrows identifying the leaves of each plant.
8. The student will be able to cut a lima bean in half, then label the three main parts of the
lima bean seed food storage, seed coat, and little plant.
9. The student will be able to identify the functions of a seed, and draw pictures of different
types of seeds.
10. The student will be able to identify the location of seeds in a flower/fruit, and identify the
main functions of a flower.
11. The student will be able to draw at least two different types of flowers, at least two
different types of fruit, while also identifying where the seeds are located in each picture with
arrows.
12. With the use of a word bank, the student will be able to identify the location of seeds,
stem, flower, roots, and leaves on a picture of a plant; and will be able to fill in the blanks to
describe the functions of the plant parts with 80% accuracy.
13. The student will be able to glue the plant parts together to form a complete plant, and will
be able to label each part of the plant by placing the labels on the correct location.
14. The student will be able to sort a group of items based on edible/non-edible,
flowering/non-flowering, and deciduous/evergreen.
15. The student will be able to answer questions on a formal test about plants with 80%
accuracy.

Lesson 1 Introductory Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified
according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow; b) basic parts of plants;
and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to sort items by whether they are living or non-living, with 80%
accuracy.
The student will be able to describe the three characteristics that categorize living things.

I can describe what a living thing needs to survive.

III. Procedure:
a. Introduction
This lesson will be an introduction to an entire unit on plants. Students must first understand
the difference between living and non-living things.
b. Development
First, gather students on the rug and explain that they will be learning about living and nonliving things. Explain you are going to show them a variety of pictures, and want them to put a
thumbs up if they think the subject of the picture is living, and a thumbs down if they think the
subject of the picture is non-living. Informally assess the students by the thumbs, and take note of
any cards to make sure to revisit.
Ask students to turn towards the Promethean board. Explain they will be looking at a
presentation about living/non-living things. Remind students of expectations for behavior on the
carpet (check your legs, check your eyes, check your mouths). Go through the Prezi presentation,
pausing to discuss different items, and pausing to take student questions.
When the Prezi is finished, ask students what are the three characteristics of a living
thing: eat, grow, breathe. Revisit the same cards from earlier, and discuss any cards the students
were confused about.
Introduce the sort activity. Explain students will cut out the items, and sort them under
living, or non-living. When students have sorted, they may cut and glue their sorts, and draw.
Collect papers when students have finished.
c. Summary
Ask students about different items around the room. Is a desk living or nonliving? What
about our plants? Etc.
IV. Materials used in the lesson

People/Animal/Plant/Object cards

Promethean Board, Living vs. Nonliving Prezi

21 Living/Non-Living Sorts

Construction Paper

Gluesticks

Scissors

Pencils

Crayons/Markers

V. Evaluation Part A:
I will be informally assessing students through the first activities. I will be checking to see
which students dont seem to understand living/non-living by their hand motions (thumbs up/thumbs
down). Later, I will be assessing students by the sorts they complete. The sorts will help me
understand whether or not I need to spend more time instructing students about the difference
between living and nonliving.
VI. Adaptations/Remediation

Assist struggling students with prompting questions about their choices on the sort. The chart
will be available for students to reference while completing the sort.
VII. Extensions

To extend, ask students which item on the sort contains both a living and a non-living thing
(the flower in a flower pot). Ask students to explain in a complete sentence.

Lesson 2 Introductory Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified
according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow; b) basic parts of plants;
and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to describe the three characteristics that categorize living things.
The student will be able to identify and categorize living and nonliving things in nature,
either in written or picture form.

I can describe characteristics of living things, and what a living thing needs to survive.
III. Procedure:
a. Introduction
This lesson will be a continuation of an introduction to living things.
b. Development
First, gather students on the rug. Show students the interactive living/nonliving site. Ask for
volunteers to point out one thing they can see that is in the picture. Sort items as students say them.
After finding all of the living things, ask students to share some nonliving things they can find in the
picture. Remind students that living things grow, meaning they were once small. Show students the
next activity, and take volunteers to find the small version of each living thing.
Explain that you noticed many were confused about whether or not a mushroom was living
or nonliving. Remind students that living things grow and change. Show the timelapse video of the
mushroom. See how it grows and changes.
Show the Living Things chart. Blue side = It is a living thing if: it eats, it grows and changes,
and it breathes. Remind students that cookie monster explained this to us. Then, show students the
living things need. Remind students it is what all living things need (people, animals, trees, flowers,
insects, etc.) Take volunteers to attach the different items under each sort.
Then, ask for volunteers to share things that are living. Write the students examples on the
last section of the poster.
Ask students what plants need. Plants need: air, water, food (nutrients), light, and a place
to grow.
Explain to students they will be going on a hunt for living/non-living things. Ask students to
remind you of what scientists do. Make sure to discuss making observations. Explain students will
use their science notebooks to record their observations outside. Instruct students to create two
columns in their science notebooks: one for living things, and one for non-living things. Give
students the choice of writing down their observations, or drawing pictures of their observations.
Allow students to explore an area outside and record what they find.
c. Summary
When students have finished the hunt, gather students around to discuss what they found.
Ask first for living things, then for non-living things the students found. Ask students to show a
hand signal if they also recorded something a classmate shared aloud.
IV. Materials used in the lesson

Interactive living/nonliving site

Promethean Board, & mushroom video

Science Notebooks
Pencils

V. Evaluation Part A:
I will be informally assessing students through the first activities. Later, I will be assessing
students while they are making their observations, and by the observations they recorded in their
notebooks. I will individually check their notebooks.
VI. Adaptations/Remediation

Struggling students will be encouraged to focus solely on living things.

VII. Extensions

More advanced students will be encouraged to write about the differences in the
observations they made about living and non-living things: what do the living things all have in
common, what do the non-living things all have in common, what is different about the two
groups?

Lesson 3 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to sort pictures of things plants need and things plants do not need
with 80% accuracy.
I can describe the five things plants need to survive.
III. Procedure:
a. Introduction
This lesson will reinforce what students have learned previously about the basic needs of
plants. Students will be introduced to the five different plant needs.
b. Development
Introduce the first sunflower to the students. Explain that we want this sunflower to live
and grow taller. Ask students what the sunflower needs in order to grow.
Show the Prezi to the students. First, explain that plants need water to grow. Explain how
plants get water. Ask students what would happen if a plant didnt get any water? Ask students to
share with a shoulder buddy what they think might happen. Show students the second plant, and
explain we will be giving this plant everything it needs, except water. We will see what will happen.
Then, explain that plants need light to grow. Leaves use the light to make food. Show how
plants will move to get closer to light. Ask students what will happen if a plant doesnt get any light.
Ask students to think about a place in the room that gets absolutely NO light. Move the plant to that
area of the room.
Explain that plants need air to grow. Air is all around us. Show how plants breathe vs. how
humans breathe.
Explain plants need nutrients to grow. Nutrients are what we get from our food that is
good for us and helps us grow. Explain that plants get nutrients they need from the soil, and that
they also make their own food with their leaves. Show the next plant, and explain that this plant will
not be able to get any nutrients from the soil. Ask students what they think will happen to the plant
without soil.
Explain how plants need a place to grow, whether in the ground or in a pot/container.
Show how farmers leave enough space in between plants so they have room to grow.
When finished, ask for volunteers to remind you of the five needs of plants. Place the five
needs on the plant anchor chart under the needs section. Ask for volunteers to stand up and stick
the names under each section.
Show students the sort. Explain they will put the two headers at the top plant need and
not a plant need. While students sort into their science notebooks, walk around and monitor the
students. Pay close attention to the items students are confused about. Encourage students to look
at the anchor chart to think about the different needs.
c. Summary
To close, ask for volunteers to share what items they sorted into the not a plant need
category. Discuss the different reasons why.

IV. Materials used in the lesson

Promethean Board - Prezi

4 Sunflower Plants

Anchor Chart 5 needs on paper to add

21 Plant Need Sorts

Glue

Scissors

Water
V. Evaluation Part A:
I will assess students based on how well they are able to sort the different items based on
plant needs/vs. non-needs. I will be monitoring students to see what the students are having trouble
on.
VI. Adaptations/Remediation

Monitor and assist students as necessary. Help struggling students will prompting questions
about their choices during the sort.
VII. Extensions

To extend, I will ask students who finish early to think about what they think will happen to
each of our plants, and to write their predictions in their science notebooks.

Lesson 4 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to identify the functions of roots, and draw pictures of at least two
different types of roots.
I can describe the main parts of a plant and their functions.
III. Procedure:
a. Introduction
This lesson will be an introduction to the week learning about the different plant parts, and
functions of the different plant parts.
b. Development
First, ask students to think about what we learned about what plants need. Ask students to
remind you of the five different things plants need to live and grow: water, light, air, a place to
grow, and nutrients. Explain students will be learning about the different parts of plants.
Specifically, today we will learn all about roots. Invite one student volunteer to add the word roots
to the anchor chart, under what plants have.
Show students the cover of the Roots book. Ask students to listen closely to the book, and
think about which of the five needs the roots help the plant with. Remind students to show hand
motion if they see something in the book they notice, or have seen before. Ask students to raise
their hands only if they have questions.
After reading the book, show students the graphic. Explain how roots hold the plant into
the ground, stable, so it doesnt fall over. Turn students attention to the Prezi. Explain there are
two main types of roots, fibrous roots, and taproots. When explaining fibrous roots, show students
the sunflower roots. When explaining taproots, show students the carrot and the radish. Explain
and show how the two types of roots are different, but they both do the same thing. Finish going
through the Prezi until the slide of the song.
Ask students to sing along with you. Sing the song, then explain students will glue these
poem/songs into their science notebooks (blue dot notebooks). Ask students to draw at least two
different kinds of roots in their notebooks. Remind students of all the different types of roots
weve seen today. Put up the graphic on the Promethean board for students to use as inspiration.
Ask students to draw at least two different types of roots, but encourage them to draw as many as
they can to fill up the page. Ask students what need the root helps the plant with.
Monitor the room while students are gluing and drawing pictures of roots. Encourage
students to draw more roots, and check off as students complete two drawings.
c. Summary
To close, ask for volunteers to share the two main functions of the root: hold the plant in
place, and bring nutrients and water to the rest of the plant.
IV. Materials used in the lesson

Promethean Board - Prezi

1 Sunflower plant, 1 radish, 1 carrot

Anchor Chart Roots sign to add

21 Roots Poems
Glue
Scissors
Science Journals
Crayons/markers
Pencils

V. Evaluation Part A:
I will monitor the room, and assess the students ability to distinguish two different types of
roots through their drawings. While I monitor, I will discuss with students the functions of roots,
and keep an eye/ear out for possible misconceptions.
VI. Adaptations/Remediation

There will be images of roots left up on display on the Promethean board for struggling
students to refer to as needed.
VII. Extensions

To extend, I will ask students to draw a picture of a fibrous root and a picture of a taproot.

Lesson 5 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to identify the two main functions of stems, and draw pictures of
at least two different types of stems.
I can identify and describe the main parts of a plant and their functions.
III. Procedure:
a. Introduction
This lesson will build off the previous days lesson about roots, but will focus on the stems of
a plant and their functions. During morning meeting, the students will have seen the teacher put a
white flower into food colored water. The students will have made predictions about what they
think will happen to the flower. Students will have also just returned from a field trip to a green
house.
b. Development
First, ask students to think about everything they learned about roots from the day before.
Share volunteers, make sure students can name the two major functions of the roots to keep the
plant in place and to soak in water and nutrients from the soil. Have one volunteer put up the word
roots on the plants have section of the anchor chart. Explain today we will learn about stems,
and ask another student to attach stems word to the anchor chart. Show students the sunflower,
and ask students to point to where they think the stem is. Explain that the stem has two major
functions: carry water up to the rest of the plant and support the leaves.
Show students the discovery ed video about stems. Before watching, tell students to listen
closely, because you want to hear everything they learn from the video. When the video says to
pause, pause the video, and take student predictions about what they think happened to the flower
from morning meeting. Finish the video, then pull out the flower from morning meeting. Show
students how the flower brought the food colored water all the way up through the stem to the rest
of the plant. Explain how the colors dont change with regular water, because the water is clear
(no color). Since we wanted to see what happened, thats why we used colored water.
Show students the stem graphic, pull up the Prezi with the same graphic, and read the
information. Ask students Why do you think the stem holds the leaves up high, instead of down
toward the ground? because the leaves need to soak in the sunlight. Explain how asparagus is a
type of stem that we eat. Show students the asparagus. Then show the next two slides showing
what asparagus plants look like when they are growing. Pull out a celery, and explain how celery
are another type of stem we eat. Show students the image of what look like tubes, explain thats
where the water comes up. Explain how some stems are soft and green, and can bend, like our
sunflower; and how some stems are hard and cannot bend, like a tree.
Introduce the stem song. Hand out straws to each of the students. Explain to students these
straws are going to help them visualize how a stem works, because stems work very much like
straws. Explain that if students are playing with their straws, I will have to take them away. Show
how a straw works just like a stem, carries water up. Teach students the stem song, and show
them the steps of the song with the straw visuals. Explain students will glue songs into their
notebooks, but have slightly different instructions. They must first write down the two main

functions: carries water and holds plant up. Then, they must draw at least two pictures of different
stems. Show examples for students to look at.
Monitor the room while students are gluing and drawing pictures of stems. Encourage
students to draw more roots, and check off as students complete two drawings.
c. Summary
To close, ask for volunteers to share the two main functions of the stem: carries water up
to the rest of the plant, and holds the plant upright, straight.
IV. Materials used in the lesson

Promethean Board - Prezi

1 Sunflower plant, 1 asparagus, 1 celery

Anchor Chart Roots sign and Stem sign to add

21 Stem Poems

Glue

Scissors

Science Journals

Crayons/markers

Pencils

21 Straws
V. Evaluation Part A:
I will monitor the room, and assess the students ability to distinguish two different types of
stems through their drawings. While I monitor, I will discuss with students the functions of stems,
and keep an eye/ear out for possible misconceptions.
VI. Adaptations/Remediation

There will be images of several different stems on display on the Promethean board for
students to refer to as needed.
VII. Extensions

To extend, I will ask students to draw pictures of stems they saw on their field trip.

Lesson 6 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to identify the main function of leaves, and draw pictures of plants
with leaves, with arrows identifying the leaves of each plant.
I can identify and describe the main parts of a plant and their functions.
III. Procedure:
a. Introduction
This lesson will build off the previous days lesson about stems, but will focus on the leaves
of a plant and their functions. Students will have also just returned from a field trip to a green
house the previous day.
b. Development
First, ask students to think about everything they learned about stems from the day
before. Share volunteers, make sure students can name the two major functions of the stems to
hold the plant up, and to carry water to the rest of the plant. Explain today we will learn about
leaves, and ask a student to attach the word leaves to the anchor chart. Show students the
sunflower, and ask students to point to where they think the leaves are.
Read aloud the book about leaves. Pause to ask comprehension questions throughout the
read aloud.
Show students the leaves graphic, pull up the Prezi with the leaves graphic, and read the
information. Ask students Why do you think the leaves stretch out wide and are at the top of the
plant, instead of the bottom? because the leaves need to soak in the sunlight. Explain how
different types of lettuce are examples of leaves that we eat; show students real-life examples of
lettuce leaves. Go through the rest of the leaves section of the Prezi, and discuss the functions of
leaves.
Introduce the leaves song, put up the lyrics on the Promethean board, and sing the song
together. Explain students will glue songs into their notebooks. They must first write down the main
functions of leaves: to soak up sunlight and make food for the plant. Then, they must draw at least
two pictures of different plants with leaves. Students must point to the leaves on the plants with
arrows Show examples for students to look at on the Promethean board.
Monitor the room while students are gluing and drawing pictures of plants with leaves.
Encourage students to draw more examples of leaves, and check off students work as they
complete it.
c. Summary
To close, ask for volunteers to share the function of leaves.
IV. Materials used in the lesson

Promethean Board - Prezi

1 Sunflower plant, 1 head of lettuce, several spring mix lettuce leaves

Anchor Chart Leaves sign to add

21 Leaves Poems

Leaves Book

Glue
Scissors
Science Journals
Crayons/markers
Pencils

V. Evaluation Part A:
I will monitor the room, and assess the students ability to identify the location of the leaves
on a plant through their drawings. While I monitor, I will discuss with students the functions of
leaves, and keep an eye/ear out for possible misconceptions.
VI. Adaptations/Remediation

There will be images of several different plants with leaves on display on the Promethean
board for students to refer to as needed.
VII. Extensions

To extend, I will ask students to draw pictures of leaves during each of the four seasons.

Lesson 7 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to cut a lima bean in half, then label the three main parts of the
lima bean seed food storage, seed coat, and little plant.
The student will be able to identify the functions of a seed, and draw pictures of different
types of seeds.
I can identify and describe the main parts of a plant and their functions.
III. Procedure:
a. Introduction
This lesson will build off the previous days lesson about leaves, but will focus on the seeds
and their functions.
b. Development
First, ask students to think about everything they learned about leaves from the day
before. Share volunteers, make sure students know that leaves soak up sunlight and make food
for the plant. Explain that today students will learn about the very beginning of a plant, before its
grown. Ask students what plants start as? Seeds. Have one student attach seeds to the needhave-give anchor chart. Explain that plants start out as seeds, and grow into plants. Show video of
a seed growing into a plant in fast motion.
Read the book about seeds. Pause to ask comprehension questions along the way. Explain
that plants begin to grow in the seeds, stems grow up and seeds grow down, seeds grow inside
fruit of the plant, and that seeds are spread around in different ways.
Show students the different seeds (radish, carrot, onion, and avocado seeds) and follow
along with the Prezi to show the close up pictures of those seeds, as well as the plants they turn in
to. Show the actual radish, and carrot. Explain that each tiny seed will grow into a plant. Ask
students why the seeds arent growing in the plastic bags. (because there is no water/soil/etc.)
Show the picture of the different seeds we can eat. Ask students why seeds dont grow
inside your tummy? no water, soil, sunlight, etc. Play a quick game of name that plant, by
showing students a type of seed, and having students guess what plant will grow from it. Tomato
plant, watermelon, and pansies. Show students an image of a grassy area with a large tree,
shade, and a basketball court, and ask students where they think the best place to plant a seed
would be. Then ask why, and allow students to discuss with one another.
Show students the images of the germination process. Explain that germination is the
process in which a seed grows into a sprout, a small plant. Explain seeds need water, soil, and
warmth to germinate. Show the stages of the germination process, then show students the video of
a lima bean germinating. Then have students act out the seed song/poem. Explain students will
have a chance to glue their poems in after they do an experiment.
Explain students will be scientists, observing the inside of a seed. Show students the seed
worksheet. Explain we will be completing it together as a class. Show students where it says
scientist, explain they will first write their names. Hand out worksheets and magnifying glasses.
Then, hand out lima beans to each student. Explain they are to carefully open up the seed, and look
inside. Ask students to describe what they see to one another. Then, go over the worksheet
together and show students where to write in each section.

 When students finish observing their seeds and filling out the map, hand out the seeds
poem for students to glue in their notebooks.
c. Summary
To close, ask students to share what they learned about seeds today. Take volunteers to
share different things they learned.
IV. Materials used in the lesson

Promethean Board - Prezi

3 bags of seeds (radish, carrot, and onion) and avocado seed

Anchor Chart Seeds sign to add

21 Seed Poems

Glue

Scissors

Science Journals

Crayons/markers

Pencils

21 Inside a seed Worksheets

21 lima beans

Paper towels
V. Evaluation Part A:
I will monitor the room while students are cutting open the lima beans, and observing how
they observe. I will also be checking off students worksheets as they finish, and checking off
when students glue the seeds poem into their journals.
VI. Adaptations/Remediation

Monitor and assist students as needed with cutting open the lima bean. A slide with images of
seeds will be on display on the Promethean board if students have trouble visualizing seeds
to draw.
VII. Extensions

To extend, I will ask students to draw the germination process in their science journals along
with the seed poem.

Lesson 8 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to identify the location of seeds in a flower/fruit, and identify the
main functions of a flower (to attract insects, and make seeds and fruit).
The student will be able to draw interpretations of at least 2 different flowers, and 2
different fruit, while identifying where the seeds are located in each.
I can identify and describe the main parts of a plant and their functions.
III. Procedure:
a. Introduction
This lesson will build off the previous days lesson about seeds, but will focus on the
functions of flowers, including the development of fruit.
b. Development
First, ask students to think about everything they learned about seeds from the week
before. Remind students that plants begin growing in the seeds. Then ask, where do seeds come
from? Take a few volunteers to answer. Explain we will find out. If a student answers that seeds
come from flowers, give that student the flower sign to add to the anchor chart.
Read aloud the book about flowers. Pause to ask comprehension questions along the way.
Explain that flowers make seeds and fruit, and that fruit protect the seeds. Explain that
cauliflower and artichoke are examples of flowers we eat. Ask students if they would eat other
flowers? No.
Show students the flower/fruit portion of the Prezi. Explain insects are attracted to the
bright colors, and help pass along pollen to help flowers make seeds. Explain they will learn more
about that in 3rd or 4th grade. Show students the examples of the different flowers shown on the
Jubilant Gardens field trip. Explain students should show a hand signal when they see a flower
they remember from the field trip. For each flower, show with the mouse where the flower is
making its seeds. Ask students if anyone knows Virginias state flower. Show the dogwood tree,
explain students can probably see the dogwood blooming around Chesterfield. Next, explain that
after flowers bloom, they turn into fruit.
Show the example of the apple blossom that turned into an apple. Show students how the
seeds that were made in the flower go in the middle of the fruit. Then show the video of the pear
flower turning into a fruit. Explain that fruit holds and protects the seeds. Show different examples
of fruit seeds. Then, show students the Dogwood again, this time showing the fruit the dogwood
flower turns into.
On the next few slides, show students a flower, and give them the opportunity to guess
what fruit the flower will turn into. For each, explain how first there was a flower that
transformed into a fruit. Ask students to raise their hands if they enjoy fruit. Explain that fruit are
one of the things that plants give us. Explain that without plants, we would not have fruit. Have a
volunteer attach the fruit sign underneath the give section of the Plants anchor chart.
Then show the flower poem/song and have the students practice singing. Explain students
will be gluing two different poems into their notebooks. Explain that the yellow poem is the seed,
and on that page, they will draw seeds (can draw seeds by themselves, or seeds inside fruit, or

inside flower). On the next page, they will glue in the pink poem, which is the flower poem. Explain
students must draw at least two flowers and at least two fruits.
While students are drawing pictures, monitor the room to help assist or extend students.
When students have finished drawing, check off their page with a checkmark using the smelly
marker.
c. Summary
To close, ask students the functions of a flower: make seeds, make fruit, and attract
insects. Ask students the purpose of the fruit: to protect the seeds.
IV. Materials used in the lesson

Promethean Board - Prezi

Anchor Chart Flowers sign and Fruit sign to add

Flower Book

21 Seed poems, 21 Flower poems

Glue

Scissors

Science Journals

Crayons/markers

Pencils
V. Evaluation Part A:
I will monitor the room while students are drawing pictures and labeling the seeds. If
students have not completed the assignment correct, I will direct toward correcting their mistakes.
Once students have finished, I will check off their journal with a smelly marker.
VI. Adaptations/Remediation

There will be images of fruits and flowers on display on the Promethean board for
students to refer to as needed.
VII. Extensions

To extend, I will ask students to label each part of each plant they drew in their notebooks.

Lesson 9 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to identify the location of seeds, stem, flower, roots, and leaves on
a picture of a plant, using a word bank; and will be able to fill in the blank to describe the functions
of the plant parts with 80% accuracy.
The student will be able to glue the plant parts together to form a complete plant, and will
be able to label each part of the plant by cutting out the plant part name and gluing it on the plant
part.
I can identify and describe the main parts of a plant and their functions.
III. Procedure:
a. Introduction
This lesson will begin with a short assessment on the plant parts, that the students have
been learning about for the past week.
b. Development
Begin by asking students to think about everything they can remember about the plant
parts. Show students the sunflower, point to a part of the plant, and ask students to share what
part of the plant it is, as well as what its functions are, as a review.
Show students a copy of the quiz, and explain they will wait for the answer choices and
questions to be announced aloud before writing their answers. Remind students of rules for
quizzes, and hand out the quiz with test protectors. Read aloud each question along with each
answer choice.
When all students have finished, collect the quizzes, and ask students to meet back on the
rug. Show students the plant parts brain pop video. Pause the video to discuss when the video tells
you to.
When the video is over, explain to students they will create their own flower. Show
students an example of what their finished flower will look like. Explain the directions/expectations
of the students with the plastic bags of plant parts. Show students to glue on the sections that are
drawn in with pencil. Monitor the room while students figure out how to piece the plant together.
Assist as needed, but encourage students to work together, and encourage stronger students to
help out their classmates who might be struggling.
c. Summary
To close, show the finished example, point to each plant part, and ask students to share the
purpose of each part.
IV. Materials used in the lesson

Promethean Board - Brainpop

Sunflower

12 quizzes, 9 modified quizzes

21 bags of flower parts, one for each student

Glue

Crayons/markers

Pencils

V. Evaluation Part A:
I will monitor the room while students are working. The results of the quiz will tell me what
areas the students are struggling with/have mastered. The assessment will also show me if there
is any material I need to cover more.
VI. Adaptations/Remediation

There will be a SPED teacher in the room to assist students with special needs. Students will
receive modified quizzes, and quiz will be read aloud individually.
VII. Extensions

To extend, I will ask students to label each part of each plant they created using the word
bank given.

Lesson 10 Developmental Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to sort a group of items based on edible/non-edible, flowering/nonflowering, and deciduous/evergreen.
I can classify plants based on a variety of characteristics.
III. Procedure:
a. Introduction
This lesson will introduce to students how to classify plants based on three different
categories.
b. Development
Begin by showing students the different sunflower plants. Ask students to remind you of
the 5 things plants need to live/grow: place to grow, light, water, air, and nutrients. Show students
each of the flowers and ask what happens if a plant doesnt get what it needs? It dies.
Explain to students today we will discuss ways to classify plants; ways to sort them, or put
them into groups based on things they have in common. Go through Prezi discussing edible/nonedible, flowering/non-flowering, and deciduous/evergreen. While discussing each item, pull out
real-life items to show to the students: including pine branch, dogwood branch, pinecone, and fern
leaves.
Hand out green and red popsicle sticks. Explain the students will hold up green for edible
items, and red for non-edible items. Then green for non-flowering, and red for flowering. Then
green for evergreen, and red for deciduous. Monitor as students hold up their answers for each
image.
Explain students will be practicing sorting with a mystery box. Explain students will be put
into groups, and must work together with their group to organize items in the mystery box into two
categories. Explain groups will only sort the items into two categories at a time: either edible/nonedible, flowering/non-flowering, or deciduous/evergreen. Students must talk it out together and
work together with their teammates. Once they have put the items in a certain order, ask students
to raise their hand and have their items checked. Then give them time to sort the rest. Monitor
while students are working. Ask prompting questions to see what the students are thinking while
they are sorting.
c. Summary
To close, ask students to share how they sorted each of the items. Discuss why each item
belongs in each category.
IV. Materials used in the lesson

Promethean Board - Prezi

Sunflowers

1 Pine tree branch, 1 fern branch, 1 dogwood branch, 1 pinecone

5 boxes of items: leaves, pictures of trees, pictures of fruit/vegetables

V. Evaluation Part A:

I will monitor the room while students are working together. I will be listening to how students
are communicating their thinking with one another. I will quickly attend to any misconceptions I
hear. I will encourage students to talk through their thoughts. When students finish sorting, they will
raise their hands to be assessed by me.
VI. Adaptations/Remediation

I will be deciding on collaborative groups, pairing friends with difficulties with students who
understand the material better.
VII. Extensions

To extend, I will ask students to think of other ways they can sort the items in the boxes,
besides the three categories I provided.

Lesson 11 Culminating Lesson

I. Purpose:
Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be
classified according to certain characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

II. Objectives:
The student will be able to answer questions on a formal test about plants with 80%
accuracy.
I can describe the basic needs of plants. I can identify and describe the functions of plant

parts. I can classify plants based on a variety of characteristics.

III. Procedure:
a. Introduction
This lesson will be the final assessment of the entire plants unit. Students will take a formal
test assessment of the material they learned over the previous two weeks.
b. Development
Begin by showing students the Plant Needs Prezi, and the Parts of a Plant Prezi. Quickly
review the material, and pause only to ask quick questions. Ask students to remember all of the
information they learned about plants, and to think back to the experiments, field trip, and nature
fair. Explain students will be taking a test on the plants unit.
SPED students will be called individually to take the exam. For all others, hand out test
exams and test protectors to each student. Ask students to remember the rules for test-taking:
tuck legs in the desk, do not shout out answers, level zero, and eyes on own paper.
Go through each question on the test, reading aloud questions and answer choices. For
each new page of the exam, ask students to put their finger on the number of the question at the
top of each page. Monitor the room, and assist students as needed. Encourage students to take
their time and think carefully about each question.
When students have finished taking the test, hand out the Sunflower magazines.
Encourage students to read through the magazine and try out the activities on each page.
c. Summary
To close, ask students to share their favorite parts of the sunflower magazine. Ask students
if they made any connections with information in the text, and the information they learned over
the previous two weeks.
IV. Materials used in the lesson

Promethean Board Prezi Parts of a Plant & Plant Needs

21 Plant Unit Assessments 1 heavily modified, 8 slightly modified, 12 regular

21 Sunflower Magazines

Pencils

Test Protectors
V. Evaluation Part A:
I will be monitoring the students while they complete the exam, and making informal
assessments. After, I will grade the assessments. Students to score 80% or above will have met
the objectives of the unit. Students who score under 80% will be viewed as in need of further
instruction.

VI. Adaptations/Remediation

Special friends will be receiving modified tests, and will be tested individually.
VII. Extensions

To extend, I will encourage students to write down connections made from the plant unit to
the sunflower magazine in their science notebooks.

Evaluation
Plant Part & Plant Function Quiz Results
100% - 8 Gen Ed, 2 Sped
80% - 2 Gen Ed, 1 Sped
70% - 1 Gen Ed, 1 Sped
60% - 1 Gen Ed, 2 Sped
50% - 1 Sped
40% - 1 Sped
20% - 1 Sped
13 students met the objective

10 students
3 students
2 students
3 students
1 student
1 student
1 student
8 students did not meet the objective

Reflection: After looking over the assessment results, I realized many of my

special friends were struggling with the plant parts: both the location and the
functions. I discovered many students had answered the same plant part for multiple
questions. I realized I should have been more specific with directions, that only one
plant part would be used for each question. I also would have included test strategy
instruction before the quiz: including crossing out an answer choice after using it.
Unfortunately, I didnt administer the quiz to my special friends, so I am unsure of
how the test was administered exactly. After seeing the scores on this assessment,
the next day, I pulled the friends who did not meet the objective to work with the
special ed instructor in a small group to review the parts of the plant and function
while creating plant models, in order to help reinforce.

Evaluation
Plant Unit Final Assessment Results
1. 100%
2. 94%
3. 100%
4. 94%
5. 97%
6. 86%
7. 100%
8. 92%
9. 97%
10. 100%
11. 97%

12. 80%
13. 94%
14. 86%
15. 94%
16. 86%
17. 94%
18. 92%
19. 75%
20. 100%
21. 94%

(Numbers underlined = students with IEPs)

90 -100% - E 80 89% - S 70 79% - M -

11 Gen ed, 5 Sped

1 Gen ed, 3 Sped
1 Sped

20 students met the objective

16 students = E
4 students = S
1 student = M

1 student did not meet the objective

Reflection: I was so proud and excited for the students after reviewing the results
of the final benchmark assessment. They did so well! I was nervous about many of
my special friends after completing the plants parts quiz, but I think the extra small
group instruction they received after the quiz helped resolve some misconceptions
the students carried. Though I wish all of the students would have met the objective, I
am still very proud that only one did not meet that benchmark. That student only
missed the objective by 5 points. I believe the engaging lessons I created, with the
variety of instructional methods and resources presented throughout the unit
ensured the students success.

Plant Unit Resources

A. Online Sources - Links
Videos:
Mushroom Timelapse - https://www.youtube.com/watch?v=3CPCFV46HDs
Discovery Ed Plant Life Cycles http://app.discoveryeducation.com/player/view/assetGuid/B835EF1E-7F7E-41FBB161-C0874695BBAC
Prezis:
Living Vs. Nonliving Prezi - https://prezi.com/zhon19dizvf_/living-and-nonliving-things/
(created by Lindsay Schemm)
Plant Needs Prezi http://prezi.com/deqa7gu-0rdt/?utm_campaign=share
&utm_medium=copy (created by Lauren Sammon)
Plant Parts Prezi http://prezi.com/da-5ybcsaf57/?utm_campaign=share
&utm_medium=copy (created by Lauren Sammon)
Classifying Plants Prezi http://prezi.com/wzed1oflyp5g/?utm_campaign
=share&utm_medium=copy (created by Lauren Sammon)

B. Books
Seeds by Vijaya Khisty Bodach
Roots by Vijaya Khisty Bodach
Leaves by Vijaya Khisty Bodach
Flowers by Vijaya Khisty Bodach

Student Work Samples

Lesson 2 Living/Nonliving Things

Lesson 4 Roots

Lesson 5 Stems

Student Work Samples

Lesson 6 Leaves

Lesson 7/8 Seeds/Flowers/Fruit