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Multiple Intelli"nces Unit Plan

Grade Level: Kindergarten - 24 students Subject: Science-Plants Time Frame: 2 weeks Objectives:


By: Jody Barnyak EDUC 522 - Nicol Malone October 25, 2011


Children will discover plant characteristics by observing and comparing plants and their parts. They will learn that plants need sun, soil, water and air to survive. Students will learn how plant parts help the plant get what it needs to grow. Students will learn that plants seeds are found in its fruit, and that the same plant will grow from the seed. Students will learn about plants that we eat and the foods that come from different plants.


12 Ipads Macmilla/McGraw-Hill Science Teachers Edition and Assessment Book, Flip Book, and Activity Lab Book. 2 plants - the same kind Access to Internet Lima Beans - 24+ Clear Cups - 24+

Celery Clear Vase Index Cards 3 Different Types of Leaves Variety of Fruits/Vegetables Snow Pea Pods (2 bags-100+)


Logical-mathematical Spatial Linguistic Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalistic


Videos Video Segments Interactive Games on computers Interactive Games on Ipads Songs on video Books on video


Kindergarten-State Standards - Life Science

2.a Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects) 2.b Students know stories sometimes give plants and animals attributes they do not really have. 2.c Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). 4.a Observe common objects by using the five senses. 4.d Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight). 4.e Communicate observations orally and through drawings.

Kindergarten-NETS Standards

1.a Students apply existing knowledge to generate new ideas, products or preocesses. 1.c Students use models and simulations to explore complex systems and issues. 2.d Students contribute to project teams to produce original works or solve problems. 3.d Students apply digital tools to gather, evaluate, and use information: process data and report results. 5.b Students exhibit a positive attitude towards using technology that supports collaboration, learning and productivity. 6.a Students understand and use technology systems.

Week 1 - Day 1: 1. Students will watch video: Plants (6 minutes) Great Intro to Plants 1. Class will look at 2 of the same plants (from store). Over the next week we will experiment by watering one plant every couple of days and not the other. During week 2 we will experiment by giving one plant sunlight and putting the other in a room with no sunlight. 2. Class discussion on plant needs. Watch the following video on plant needs (4 minutes): 3. Worksheet: Activity Lab Book Page 1, MacMillan McGraw-Hill. Students will circle pictures that show what plants need. Day 2: 1. Students will watch a short video (What plants need to live..4 minutes) about plants.. guidAssetId=F665441B-1D57-4937-9EF9-644B8189E8B6&blnFromSearch=1&productcode =DSCE 2. The class will discuss plant needs learned in video. 3. Teacher will divide class into 2 groups (teacher and teacher aide). Group 1: Students will color worksheet with plant needs. viewer? a=v&pid=explorer&chrome=true&srcid=0B5nGk1vxkC2LMjczYzg5NjAtMGQ5YS00YTRiLTg 3YmQtNzUwN2QwNjJkODll&hl=en_US Group 2: Students will plant lima bean in clear plastic cup to observe how plants grow. Students will color picture of what their bean plant looks like today. 4. Teacher will switch groups. Day 3

1. Watch video on how do plants get their food? Magic School Bus video segment: http:// 2. Teacher will show students a stalk of celery. Then place the celery stalk in a clear container with colored water. Ask students what they think will happen. 3. Students will record Day 1 with celery on page 2, Activity Lab Book. 4. Students will watch video about white carnations placed in colored water. What happened to the water? What happened to the carnations? 5. The next day, students will record what the celery looks like on page 2, Activity Lab Book. Day 4 1. Teacher will review plant parts and needs. Class will be divided into 2 groups. 1st group will play interective game on plant parts and complete plant parts worksheet. Plant Parts Interactive Game on Plant Parts: online/plant.swf Plant Parts Worksheet: 2nd group will play with IPads and practice taking care of their flower garden. Students will record what the celery looks like today on page 2 of Activity Lab Book. 2. Teacher will switch groups. Week 2 - Day 1 1. Students will learn a song: Parts of a Flower. 2. Teacher will make a set of 6 root cards, 6 stem cards, 6 leaf cards, 6 flower cards. Show children cards. Pass out cards and have students find the partners they need to make a plant with all 4 parts. 3. Teacher will divide class in 2 groups. Group 1: Students will do leaf rubbings. Teacher will place 3 different leaves in art center with labels on index cards. Students will do a rubbing of each leaf and label them, copying the names from the index cards. Group 2: Students will observe their bean plant and color a picture of what their bean plant looks like today.

Day 2 1. Watch video: How are plants similar and different to other living things? (46 seconds) guidAssetId=F665441B-1D57-4937-9EF9-644B8189E8B6&blnFromSearch=1&productcode =DSCE

2. Class discussion using Flip book, pages 7-8...How are plants alike? How are they different? Teachers will use a real potato and a Mr. Potato Head, and plastic plant and real plant, to discuss the differences between real and fantasy: real plants are alive and grow whereas the toys are real but nonliving. What do real potatoes need to live? If we plant the potato head will it grow? 3. Students will pretend to be a gardeners and act out he process of taking care of plants. Teacher will tell story of how a gardener planted vegetables and cared for them, waiting for them to grow. At the end, the gardeners will pretend to take home vegetables and cook them. 4. Students will make a plant collage using tear art to create flowers, soil, sun and clouds. Teacher will ask questions: Is this a real plant? Can your plant art grow? Day 3 1. Teacher will use FlipBook page 13 to discuss What plant parts do we eat? 2. Teacher will divide class into 2 groups. Group 1: Teacher will collect fruits and vegetables on back table. Students will sort fruits and vegetables and record on Activity Lab Book page 5. Foods can be sorted by fruits/vegetables and by color. Group 2: Teacher will provide snow pea pods (10 per pair of 2 students). Students will open pea pods and count seeds inside. Student pairs will record their findings on How Many Peas in the Pod? graph. a=v&pid=explorer&chrome=true&srcid=0B5nGk1vxkC2LYTMwMWFhMDUtMWZjMC00Mm Q5LWI0NDQtMWUyMDFlZjBlODIy&hl=en_US 3. Teacher will switch groups.

Day 4 1. Students will watch Magic School Bus: Gets Planted (26 minutes): http:// 2. Teacher will assess students by performance: Place potted plant on table. Ask child to point to and name as many parts as he/she can. Ask child to describe the part of the plan that is hidden in soil. Ask the child to describe what the plant needs to grow. Use rubric for grading: 3=Child names 3 parts of plant and at least 2 things that plants need. 2=Child names 2 parts of plant and at least 1 thing that plants need. 1=Child is unable to name more than 1 part of a plant or any of the plant needs. Day 5

1. Students will watch Sid the Seed video book in pairs on IPads: Sid the Seed (5 book about Sid the seed, Pip the spider and Kim the caterpillar) Great intro into Life Cycles... 2. Students will color picture of what their bean plant looks like today. 3. Each student will complete a formal assessment from the Assessment Book, pages A1A2, with the help of teacher or aide if needed for reading.


1. Activity Lab Book, page 1 2. Plant needs worksheet. 3. Bean plant in plastic cup. 4. Activity Lab Book, page 2 5. Plant parts worksheet. 6. Bean plant journal. 7. Tear art flower page. 8. Activity Lab Book, page 5 9. How Many Peas in the Pod worksheet. 10. Formal Assessment Book, pages A1-A2


1. Assessment using one on one evaluation...Using a real plant, ask each student to name plant parts and plant needs. 2. Formal assessment...using Assessment Book, pages A1-A2.