Tuyet Nguyen

ED 338

05/02/16

Kindergarten Unit Plan

Growing House Plants

1. Theme: Growing house plants for K5 students

2. Assessment: To determine students prior knowledge about growing house plants

a. I will prepare questions and lead a discussion about various kinds of

house plants, such as, daisy, areca palm, coral cactus that children often
see in the surrounding environment or in their homes.
b. I will ask them several questions about the parts of a plant and what the
plants need to grow in order to see if they have any background
knowledge or concepts about plants.

3. Type of Study: This unit will be a general overview about the variety of
houseplants, different parts of plants, and the life-cycle of various houseplants.

4. Terms, Facts, and Principles:

a. Life cycle of house plants

Seeds, branches/stems, sprouts, plant, flowers

b. Observation: Parts of plants and senses

Colors, sizes, and shapes

Sight, hearing, smell and touch
Roots, stems, leaves, flowers

c. Different kinds of seeds, stems, branches, and young/small plants:

Some plants are grown by seeds

Some plants can be grown by branches.
Some plants are grown by young/small plants
 Plants produce flowers
Plants that do not blossom

d. Seasons

Spring, summer, fall, winter

e. Essential things for growing and fertilizing plants

Light, water, soil, seeds, pots

They need sunshine to grow.
They need water to grow.

f. Places to grow house plants:

Plants are grown in pots or in the ground

Inside the house or outside the house

g. Benefits of growing plants

Plants help improve air quality/purify air

Plants help reduce stress and create a feeling of well-being
Growing plants for beauty/decoration of the house
Growing plants for entertainment

h. Kinds of house plants

Daisy
Busy Lizzie
Calla Lily
Areca Palm
Coral Cactus
Golden Barrel Cactus
House tree Leek
Donkeys Tail

5. Standards/ Objectives

A. Standards:

WMELS
1. MATHEMATICAL THINKING: Developmental Expectation Children in
Wisconsin will understand and use early mathematical concepts and logical
thinking processes to extend their learning
B. EL. 3 Explores, recognizes, and describes, shapes and spatial relationships.
a. Explores shapes and spatial relationships
B. EL. 4 Uses the attributes of objects for comparison and patterning.
b. Sorts and/or describes objects by one or more attributes or
characteristics.
B. EL. 6 Collects, describes, and records information using all senses.

2. SCIENTIFIC THINKING: Developmental Expectation Children in Wisconsin

will understand and use scientific tools and skills to extend their learning.
C. EL.1 Uses observation to gather information.
a. Shows awareness of differences in their environment (smell, touch, sight,
sound, and taste).
C. EL. 2 Uses tools to gather information, compare observed objects, and seek
answers to questions through active investigation.
a. Engages in behavior to investigate consequences; notices cause and effect
relationships in daily environment.
b. Uses books to look for information.
c. Makes comparisons between objects that have been collected or observed.
C. EL. 4 Forms explanations based on trial and error, observations, and
explorations

a. Makes reasonable explanations, using data gathered from observation and

experiments.

3. LANGUAGE DEVELOPMENT:
A.EL. 1 Derives meaning through listening to communications of others and
sounds in the environment
a. Demonstrates understanding and listening skills by attending and
responding appropriately.
A.EL. 2 Listens and responds to communication with others
a. Responds to increasingly complex language structures, including comments,
requests, and questions.
B. EL. 2c Uses vocalizations and spoken language to communicate
a. Uses language to effectively express feelings and thoughts, describe
experiences and observations, interact with others, and communicate
effectively in group activities and discussions.

CCSS
CCSS.ELA-LITERACY.SL.K.1
 a. Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and larger
groups.

CCSS.ELA-LITERACY.SL.K.5

a. Add drawings or other visual displays to descriptions as desired to provide

additional detail.

B. Learning Objectives: students will be able to:

a. Make daily observations of the house plants: a variety of plants, sizes,

shapes, and smell

b. Observe picture books about plants

c. Listen to different books about plants and how they grow.

d. Discuss and talk to one another about what they learned

e. Make connections of what they learned and observed to their

experiences of surrounding environment

f. Take an informal field trip around the school

g. Identify the differences of the parts of plants

h. Describe shapes, sizes, and colors of a variety of plants

6. Activities and Instructional Methods

1. Materials

a. Books:
i. Time for Kids: Plants! By Brenda Lasevoli
ii. How does a Seed Sprout? By Melissa Stewart
iii. How a seed grows by Helene J. Jordan
iv. How Plants Grow by Dona Herweck Rice
v. From Seed to Plant by Gail Gibbons
vi. Make, Play, and Enjoy Your Garden by Renata Fossen Brown
vii. Cactus Hotel by Brenda Z. Guiberson
viii. Desert Giant: The World of the Saguaro Cactus by Barbara Bash
ix. Plant Parts (The Life of Plants) by Louise Spilsbury
x. Plant Stems and Roots
 xi. Roots (Plant Parts series) by Vijaya Khisty Bodach
xii. Leaves (Plant Parts series) by Vijaya Khisty Bodach
xiii. Plant Life Cycles (Nature's Patterns) by Anita Ganeri
xiv.

b. DVDs:
i. Plant by DK
ii. The Private Life of Plants by David Attenborough
iii. Plant Life for Children: All About Caring for Plants
iv. Plant Life for Children: All About Plant Structure and Grow
c. Poems
i. A Little Seed
ii. Parts of Plants
iii. What Plants Need
iv. What Do Plants Need to Grow?
d. Videos and Songs
i. Plants Need Sun and Water to Grow Cartoon:
https://www.youtube.com/watch?v=kKNM-MF81v8
ii. The Needs of the Plants: https://www.youtube.com/watch?
v=dUBIQ1fTRzI
iii. Parts of the Plants for Kids: https://www.youtube.com/watch?
v=E_HcjcvIyNE
iv. The Plant Song: https://www.youtube.com/watch?v=N-l-gsWOKzk
v. Science: Plant Life Cycle/ Plant Parts/ Plant Needs:
https://www.youtube.com/watch?v=tkFPyue5X3Q&list=PL_J-
AyLJZjWCV8hONkunXn6RdvQfVX65N

2. Activities, interest centers, and field trips

a. Activity 1: parts of plants and senses

1. Domain: Cognitive and Social

2. Terms, facts, or principles: b, c, d, g

Students will have grand conversation to discuss about

plants and everything related to plants they observed in
their surrounding environment.
Students will listen to the reading and learn general ideas
about plants through reading: Time for Kids: Plants
3. Type of instruction: Large and small group, interactive read -aloud,
exploratory

Parts of the Plants for Kids: https://www.youtube.com/watch?

v=E_HcjcvIyNE

The poem: Parts of Plants

The book: Plant Parts (The Life of Plants) by Louise Spilsbury

4. Assessment: students will be able name and describe different parts of a

plant and have opportunity to sense the different parts of a plan. I will
observe them and use a checklist to record their performance.

The checklist:

Student names Parts of plants Check mark-getting it

plus-can name and
describe it
minus-needed prompting
X for cannot get it
David roots

stems

flowers

leaves

b. Activity 2; Life cycle of plants

1. Domain: Cognitive and social

2. Terms, facts, or principles: a, b, c, d, e, f, h

3. Type of instruction: Large group; interactive read-aloud: modeling

and scaffolding; questioning. Read the book: From Seed to Plant by
Gail Gibbons

4. Assessment: assessing students through observation and using the

checklists when students turn and talk during the lesson.

c. Activity 3: Essential things and Steps to grow plants

 i. Domain: Cognitive, Aesthetic, and Social
ii. Terms, facts, or principles: a, b, c, d, e, f, g, h
iii. Type of instruction: Large and small group

Book: How A Seed Grows by Helene J. Jordan

iv. Assessment: observation, checklists, students' worksheets.

d. Activity 4: How to grow beans

1. Domain: Cognitive, Aesthetic, fine motor, and Social

2. Terms, facts, or principles: c, d, f, g

3. Type of instruction: Large group; modeling and scaffolding and

independent practice, guided discovery, and exploratory

Video: The Plant Song: https://www.youtube.com/watch?v=N-l-gsWOKzk

4. Assessment: students will be assessed when they grow their own

bean. I will use a checklist to record students' process of growing a bean.

e. Activity 5: Ways to take care of and fertilize plants.

1. Domain: Cognitive and Social

2. Terms, facts, or principles: b, c, d, e, f, g, h

3. Type of instruction: Large and small group, guided discovery, and

exploratory

i. Plant Life for Children: All About Caring for Plants

ii. Make, Play, and Enjoy Your Garden by Renata Fossen Brown
iii.

4. Assessment: observations and using checklist.

Student names Name things

 Eden

f. Center 1- Reading and library station

1. Domain- Language
Students will "read" books, especially picture books
about plants. In this station, they will have
opportunity to see the differences of plants.
2. Terms, facts, or principles- a, b, c, d, e, f, g, h
3. Type of instruction- Self-directed
4. Assessment- On Tuesday and Thursday, I will take a quick
observation to see how the students respond to the books,
such as pay attention to the books, read books, look at the
pictures, discuss with friends or just take a glance at the
books. I will also jot down the kind of books that students
read.
g. Center- Computer station
1. Domain- Aesthetic and Cognitive
This station will be prepared with different videos,
cartoons, and websites about plants. The students
will watch videos to enhance their learning about
plants.
2. Terms, facts, or principles- a, b, c, d, e, f, g, h
3. Type of instruction- Self-directed
4. Assessment- On Monday and Wednesday, I will take a
quick observation to see which videos, websites, or cartoons
that students watch.
h. Center- Sensory station 1
1. Domain- Physical, Social, Aesthetic, and Fine Motor
This station will be filled with materials for growing
plants, such as different seeds, stems, and
branches as well as pots and soil. The students can
pretend to grow a plant.
2. Terms, facts, or principles- c, f, e
 3. Type of instruction- Play, Self-directed
i. Center- Observation and Sensory station 2
1. Domain- Physical, Social, Aesthetic
This station will be displayed with different plants so that
the students can observe and see the differences of
plants.
2. Terms, facts, or principles- h
3. Type of instruction- Self-directed
j. Short Field Trip- Around School and Neighborhood
1. Domain- Physical, Social, Affective, and Language
2. Terms, facts, or principles- a, b, c, d, e, f, g, h
3. Type of instruction- Questioning, Explaining,
Exploratory and guided discovery
The students will observe plants around the school and
neighborhood. They are encouraged to have careful
observations to a plant that they are interested in.
4. Assessment-
Students will discuss and they will be assessed
about the concepts they have learned about plants,
such as parts of plants, life cycle of a plant, or
different kinds of plants. I will jot down a brief
notes about what the students share.

Weekly Plan

The books listed above are used every day for whole class or individual.

Activities Mon Tues Wed Thur Fri

Books: all books, songs, videos, and X X X X X

websites

Activity 1: parts of plants and senses X

1. Domain: Cognitive and Social

2. Terms, facts, or principles: b, c, d,
g.
3. Type of instruction: Large and small
group, interactive read -aloud, exploratory
 Activity 2; Life cycle of plants X

1. Domain: Cognitive and social

2. Terms, facts, or principles: a, b, c, d,
e, f, h
3. Type of instruction: Large group;
interactive read-aloud: modeling and
scaffolding; questioning.
Activity 3: Essential things and Steps X
to grow plants
i. Domain: Cognitive, Aesthetic, and
Social
ii. Terms, facts, or principles: a, b, c, d,
e, f, g, h
iii. Type of instruction: Large and small
group

Activity 4: Growing bean plants x

1. Domain: Cognitive, Aesthetic, fine
motor, and Social
2. Terms, facts, or principles: c, d, f, g.
3. Type of instruction: Large group;
modeling and scaffolding and independent
practice, guided discovery, and
exploratory
Activity 5: Ways to take care and X
things to fertilize plants.
1. Domain: Cognitive and Social
2. Terms, facts, or principles: b, c, d, e,
f, g, h
3. Type of instruction: Large and small
group, guided discovery, and exploratory
Center 1- Reading and library station X X X x
1. Domain- Language
2. Terms, facts, or principles- a, b, c,
d, e, f, g, h
3. Type of instruction- Self-directed
Center 2- Computer station X X X X
1. Domain- Aesthetic and Cognitive
2. Terms, facts, or principles- a, b, c, d,
e, f, g, h.
3. Type of instruction- Self-directed
Center 3- Sensory station 1 X X X X
1. Domain- Physical, Social, Aesthetic,
and Fine Motor
2. Terms, facts, or principles- c, f, e
3. Type of instruction- Play, Self-
directed

Center- Sensory station 2 X X X X

1. Domain- Physical, Social, Aesthetic
2. Terms, facts, or principles- h
3. Type of instruction- Self-directed

Short Field Trip- Around School and X

Neighborhood
1. Domain- Physical, Social, Affective, and
Language.
2. Terms, facts, or principles- a, b, c, d,
e, f, g, h.
3. Type of instruction- Questioning,
Explaining, Exploratory and guided
discovery

Lesson Plan 1: The Parts of Plants

Lesson
Domain(s) Kostelnick: Cognitive , Social, Aesthetic

WMELS, Kostelnick
 WMELS: Scientific Thinking

Learning Goal(s)/ Scientific Thinking:

Standard(s) C.EL. 1 Uses observation to gather information

(WMELS) a. Shows awareness of differences in their environment

(smell, touch, sight, sound, and taste).

b. Uses books to look for information.

A.EL. 2 Listens and responds to communication with others

a. Responds to increasingly complex language

structures, including comments, requests, and
questions.

B. EL. 2c Uses vocalizations and spoken language to

communicate
a. Uses language to effectively express feelings and
thoughts, describe experiences and observations,
interact with others, and communicate effectively in
group activities and discussions.
Instructional The students will be able to accurately identify and
Objectives label 4 main parts of plants.
The students will identify where each part originates.
(Observable
behaviors)

(WMELS)

Assessment Students will have a short discussion and some

questions to assess students prior knowledge about
(Criteria/Look
plants. During the lesson, I will observe them and use
Fors)
a checklist to record their performance. At the end of
(WMELS) the lesson, I will assess the students by having them
describe and explain what they have learned; parts of
a plant.
I will be looking for students to provide new
information learned from the read-aloud, discussion,
 and the books.
The students worksheets will be collected.

Content Parts of a plant: roots, stems, leaves, flowers

( Concepts & Where does each part originate?

Academic
The roots help hold the plant in the soil
Language Focus)
Upper part
WMELS, Curricular
Lower part
Resource)
Underground

Questions What is something you know about plants?

What is a plant?
(Kostelnick, Based
Do you know the parts of plants?
on lesson, goals,
What do you see on the plant?
knowledge of
Can the roots of a plant be at the top of the plant?
students)
Is a stem hard or soft? How do you know?
Do you see any flowers? What colors are they?

Instructional Discussion
Strategies
Interactive Read-aloud
(Kostelnick May
Modeling
include but are not
limited to: Task Telling
Analysis,
Scaffolding, Explaining

Behavior Questioning
Reflections,
Paraphrase, Scaffolding
Modeling, Effective
Praise, Telling,
Explaining,
Questioning, and
Turn &Talk/Pair
 Share.)

Materials 1. The poem: Parts of Plants

2. The book: Plant Parts (The Life of Plants) by Louise
DAP Spilsbury
3. Document camera
4. Student worksheets
5. Color pencils
6. A real plant

Instruction Total time: 35 Mins.

Procedures
Introduction:
(w/Time - Total &
I will begin by introducing the topic about the main parts
by section
of a plant and have the students discuss what they know
Kostelnick)
about plants.
Introduction I will explain to them that there are a lot of things to
Demonstration discuss about plants but we will focus on the four main
Participation parts of a plant that many plants have.
Practice
I will model my thinking so that the students know what I
am looking for.
After the discussion about what students know about
plants, I will tell them that we are learning more details
about the parts of a plant, read a book and a poem, and
have a close observation of a real plant.
I will let the students know the expectation that they will
turn and talk with their partner about what I might be
asking. They have been learning how to use I think, I
wonder when they discuss, so I will remind them to use it
when they turn and talk.

Demonstration/ Participation

I will start reading the book by having students talk about

what they see on the picture of the cover page. I will
introduce the author and the illustrator of the book.
I will read it aloud and provide modeling by thinking aloud
about what the author is teaching in the book.
 I will have the students turn and talk to each other, and
then tell the class the parts of plants that they have
learned about from the reading.
I will add more information that the students missed and
explain more details about the parts of plants.
Roots: originate from the lower portion of a plant and
they help hold the plant in the soil. They also support
the stem and store food as well.
Stem: is the upper part of the plant from the roots.
Leaves: is the top part of plants and they provide
trees with all their food. Leaves also make the oxygen
in the air that we breathe.
Flowers: are usually at the top of the plant and they
are beautiful.
The students will observe the plant and describe what
they see.

Practice:

The students will color the plant on the worksheet.

They might draw another plant next to the colored
plant if they finish early.
The students will label each part of the plant (I will
show my modeling). If any student is not able to write
to label them, I will be there to provide scaffolding.
Closure Closure:

(Summarize the
lessons learning,
connect to objectives,
foreshadow next day
I will review the lesson by asking the students several
questions to have them summarize what they have
learned. I will also connect what they have learned from
the lessons to what they already knew about plants.
I will make sure that students understand the parts of
plants by asking them to give thumbs up if they can list
the parts of plants and know where each part is, give
thumbs down if they do not know or not quite sure.
I will let them know what they will be learning the next
time and remind them to closely observe a plant in their
 house or their surroundings and connect it to what they
have learned. They will also be encouraged to bring
questions about what they do not know to discuss the
next time.

Lesson Plan 2: Growing Bean Plants and What Plants Need to Grow/Glow

Lesson
Domain(s) Kostelnick: Cognitive, Social, Aesthetic

WMELS, Kostelnick

WMELS: Scientific Thinking

Learning Goal(s)/ A.EL. 1 Derives meaning through listening to communications
of others and sounds in the environment
Standard(s)
a. Demonstrates understanding and listening skills by
(WMELS)
attending and responding appropriately.

Scientific Thinking:

C.EL. 1 Uses observation to gather information

a. Shows awareness of differences in their environment

(smell, touch, sight, sound, and taste).

Instructional The students will identify what they need to grow

Objectives plants and what plants need to glow
The students will be able to gather all essential
(Observable
materials and follow all steps to grow bean seeds.
behaviors)
The students will be able to describe the steps of
(WMELS) growing beans
The students will be able to record their steps of
growing bean plants
Assessment I will assess the students by observing how they grow
bean seeds,
(Criteria/Look
The students will be assessed by describing their
Fors)
steps of growing beans and the materials they used.
I will observe and use a check list to record the
(WMELS)
students' performance

Content Seeds, soil, water, sun

Growing bean plants
( Concepts & Need bean seeds to sow
Academic Need soil to grow
Language Focus) Need sun to glow
WMELS, Curricular Need water
Resource)

Questions What do you need to grow plants?

What do plants need to glow?
(Kostelnick, Based
Do you know anything about bean plants?
 on lesson, goals, Can we grow bean seeds? How do we grow bean seeds?
knowledge of Why do plants need soil, water, and sun?
students) What senses do you use to grow plants?
How do you feel when you grow seeds?
What do you think the seeds feel like after they are
planted?
Instructional Modeling
Strategies
Telling
(Kostelnick, May
Explaining
include but are not
limited to: Task Questioning
Analysis,
Scaffolding, Scaffolding

Behavior
Reflections,
Paraphrase,
Modeling, Effective
Praise, Telling,
Explaining,
Questioning, and
Turn &Talk/Pair
Share.)

Materials
The poems:
DAP
A Seed Needs

Five Little Seeds

Oats, Peas, Beans, and Barley Grow

The poster: What do plants need to grow?

Seeds, beans usually work well

Potting soil
 Cups or other small containers to plant the seeds

Watering can

Trays

Paper towels

Instruction Total time: Two-day lesson

Procedures
Introduction:
(w/Time - Total &
I will begin by introducing the topic about what we need
by section
to grow plants, what plants need to glow, and how to grow
Kostelnick)
bean plants.
Introduction I will let students discuss what they know and what they
Demonstration think about the topic.
Participation I will connect what the students know to the lesson by
Practice
reviewing the ideas they discussed and telling them that
we will learn more through reading poems.

Demonstration/ Participation

I will start reading the poem What Plants Need from the
poetry book.
I will talk aloud about something that plants need in order
to provide modeling.
The students will turn and talk to respond to the
questions I ask and then say it aloud to the class.
I will add more information that the students missed and
explain more details about what plants need.
I will have the students read another poem with me, A
Seed Needs, to make sure they understand what seeds
and plants need.
I will model the steps to grow bean seeds and the
students will observe it carefully.
 Practice: The first day
for growing seeds.
Closure Closure: The first day
(Summarize the
lessons learning,
connect to objectives,
foreshadow next day
The students will practice by working at the centers,
especially at the sensory centers to observe and
pretend to grow a seed.
The students will gather information about what
plants need to grow
The second day
The students will grow bean seeds
After growing, the students will discuss about their
growing steps.
They will record what they used and each of the steps
I will review the lesson by asking the students several
questions to have them summarize what they have
learned.
I will review the important ideas and facts about plants
and their need to grow
I will tell the students to think about how to grow
plants.
The second day
I will review the steps of growing bean plants by having
the students describe how they grew their own beans.
The students will discuss what worked well and what was
not going well.
I will summarize the students' discussion and remind
them to take care of the beans since they already know
what plants need.
I will also tell them to pay close attention to how their
plants grow.
 Dear K5 Parents,
Your child and I will be learning a new scientific topic about plants
throughout the next week. This unit provides your child opportunities to explore
scientific knowledge in the surrounding environment. Each day we will focus on a
major aspect about plants throughout the lesson and then the kids will continue to
deepen what they learned in the lesson through involvement at various stations. At
these stations, the children will read books, watch videos, observe the plants, and
pretend to grow plants. At the end of the unit, we will have a short field trip
around school and the neighborhood.
In order to provide the kids with the best experiences and the most
effective support, I would like to invite you to lend a hand in helping your child
learn the best by asking her/him questions about what (s)he learned/experienced
in the class. You could also take a look at the schedule to have an idea about what
we will learn each day to help your child gain deeper understanding. Moreover, we
are more than happy to invite you to join us if your schedule permits.
The lesson about plants and the stations will start at 9am every day next
week and here is what we will be learning each day:
Monday: Parts of plants
Tuesday: Life cycle of plants
Wednesday: Essential things and steps to grow plants
Thursday: Growing bean plants (each child will plant his/her own bean)
 Friday: Ways to take care of plants and things to fertilize plants, followed
by our field trip.
We are happy to welcome you to our class. Your presence in our class and
accompanying us during the field trip means so much to us, especially to your child.
Don't worry about your experiences about plants. The kids will be provided with
enough materials to explore about the plants, so you could come and help them
understand what they are exploring.
If you are interested in joining us or have any questions, please don't
hesitate to contact me via my email or phone:
nguyentt@alverno.edu
phone #: 708 315 0052
Your assistance is truly appreciated!

Sincerely,

Unit Rationale: Plants

The unit is designed to teach K5 children background knowledge of science

as well as provide them an opportunity to explore plants in the surrounding

environment. This lesson will also give students an understanding of vocabulary,

terms, and facts about plants, which they can use and apply to the real world in

their daily lives. The students will learn that the world of plants around them is a

living thing which has a life cycle and needs to be taken care of. Generally, this

theme is chosen to enable the students to learn background knowledge of plants

and then expand their knowledge to reality through connecting, interacting and

exploring the world of plants around them.

The Standards
 The Wisconsin Model Early Learning Standards (WMELS) emphasize

developmental domains such as physical, social, language, and cognition. This unit is

designed around developmental domains through learning in whole group or small

group activities as well as working in a small group or individually at the centers. As

the students participate in the activities, they address social, language, and

cognition abilities. They also approach the affective and physical development

through the centers. The activities and the centers are created to provide each

child accommodations to develop his/her skills and concepts that are appropriate

to their ability level and their own interests.

Developmentally Appropriate Practice

This unit is developmentally appropriate because it includes age appropriate,

individually appropriate, and socially and culturally appropriate activities for K5

students. Based on the Wisconsin Model Early Learning Standards (WMELS),

Developmental Expectation Children in Wisconsin will understand and use scientific

tools and skills to extend their learning. The children will learn, explore, and

experiment on plants at their own level in this unit to enhance their knowledge. In

addition, this unit includes different activities and centers that also provide

opportunities for each individual to meet their social and cultural interests.

Skills and Diversity

This unit provides the opportunities for developing skills and appreciation

for diversity through different learning activities and centers as well as time for

sharing and listening to one anothers experiences. The children will participate in a

variety of activities that they are interested in so that they can develop their own

skills. For example, watching videos and short clips about the parts of plants, how
to grow a plant, and the life cycle of a plant helps English learners improve their

listening skills. In addition, each child has opportunities to share their own

experiences and ideas and listen to others in order to improve their social

interaction skills. To reinforce an appreciation for diversity, I will provide a

modeling of how to respect one another by listening to every child and giving

him/her respect and encouragement as each one shares her/his own experiences.

The children are also encouraged to appreciate each others differences as they

share their experiences. Sharing and playing promotes diversity, mutual respect

and helps children have a better understanding of one another and the world

around them.

Beliefs about Teaching and Learning

I believe that children learn best through modeling and social interaction.

Since the children have not quite developed their reasoning skills yet, they imitate

what they see adults do rather than what they hear. As teachers, when we teach

the children something, it will be much more effective than explanation when we

provide modeling. In addition, social interaction is an effective way that helps

children learn better. This unit is designed to provide children opportunities to

interact with one another through discussions in a whole group and playing together

in small groups. I also plan to provide modeling as we take part in activities each

day.

The unit is designed for an inclusive K5 classroom to provide background

knowledge of science about plants in the surrounding environment. This unit is

developmentally appropriate because it fits with these K5 childrens learning level.

Besides whole group activities, every child is also accommodated by taking part in a
variety of activities and by choosing the centers that they are interested in, to

develop their skills. Through class discussions, the children not only share their

own experiences and learn from one another, but they also express their

appreciation for one another through listening and welcoming each ones

differences.

05/02/2016

Dear K5 Parents,

Your child and I will be learning a new scientific topic about plants throughout next week.
This unit will provide your child with opportunities to explore scientific knowledge in the
surrounding environment. Each day we will focus on a major aspect about plants throughout the
lesson and then the children will continue to deepen what they learned in the lesson through
involvement at various learning stations. At these stations, the children will read books, watch
videos, observe plants, and pretend to grow plants. At the end of the unit, we will have a short field
trip around school and the neighborhood.

In order to provide children with the best possible experience and the most effective
support, I would like to invite you to lend a hand in helping your child learn best by asking her/him
questions about what (s)he learned/experienced in class. You can also take a look at the schedule to
be informed about what we will learn each day, to help your child gain a deeper understanding of
this topic. Moreover, we are more than happy to invite you to join us if your schedule permits.

The lesson about plants and the related stations will start at 9 a.m. every day next week and
here is what we will be learning each day:

Monday: Parts of plants

Tuesday: Life cycle of plants

Wednesday: Essential things and steps to grow plants

 Thursday: Growing bean plants (each child will plant his/her own bean)

Friday: Ways to take care of plants and materials to fertilize plants, followed by our field
trip.

We are happy to welcome you to our class. Your presence in our class and accompanying us
during the field trip would mean so much to us, especially to your child. Please do not worry about
your possible lack of experience with plants. The children will be provided with enough materials to
explore plants, so you can come and help them understand what they are exploring.

If you are interested in joining us or have any questions about this invitation, please do not
hesitate to contact me via my email or phone:

nguyentt@alverno.edu
phone #: 708 315 0052
Your assistance is truly appreciated!

Sincerely,