Grade 4: The Function and Purpose of

Plants - Growing a Flower

By Courtney Braun and Taylor Lapierre
 Table of Contents
Rationale .. 2
Value to Student 2
Value to School 2
Value to Canada 2

Rationale of Assessment3-4

Unit Overview...5
Overview 5
Essential question 5
GLO and SLO 5

Lesson One...6
Introduction 7-8
Body 8-10
Conclusion 10-11
Forms of Assessment 11

Lesson Two..11
Introduction 12
Body 13-14
Conclusion 14-15
Forms of Assessment 15

Lesson Three...16
Introduction 17
Body 18-20
Conclusion 20-21
Forms of Assessment 21

Rubric.22

Bibliography.23

Student Logbook Example.24-27

Example Tests..28

Reflection...29

1
 Rationale of Mini Unit
The Value of this Mini Unit to the Student:
By reaching these GLOs and SLOs, students will gain an understanding of the important of their
surroundings. By understanding how plants grow, what they need to grow, how their growth
benefits humans, etc. students will establish a relationship with nature and acknowledge that for
Earth to thrive, we must be mindful of plants. It is essential for students to understand that
plants produce oxygen and food, which is what we breathe and eat to survive.

The Value of this Mini Unit to the School:

This Mini Unit promotes a school community that respects the environment. The school can be
a great place to start initiatives that support saving the planet. These initiatives are good for the
students because they have hands-on experience, and good for the school because they show
that the school cares about pertinent issues in the world today. When students are educated
about how important the environment is, they are more likely to respect the school grounds and
reduce litter.

Value of this Mini Unit to the Country:

The students receiving the information in this mini unit are people who one day, will be in the job
field, working in schools, offices, government positions, etc. They will be making decisions
regarding their relationship with the environment, so it is important that they are able to reflect
on their knowledge of the importance of plants when making decisions. Also, much of Canadas
economy rests upon agriculture and farming. The more students have knowledge of the
importance of plants, the more might be inclined to support this type of economy, which
supports the country.

Value of this Mini Unit Within the Course and Subject Discipline
This mini unit is important within the Science 4 course because The purpose of the program is
to facilitate a sense of wonderment and confidence by encouraging investigation of the
surrounding environment through experiences that later learning can be based upon. (Science
POS, 1). This mini unit contributes to this because it teaches the students to acknowledge
nature and the importance of plants to humans as well as the environment.

In every introduction we provide questions that prime the students interest to set them up for
successful learning in this class. Successful learning includes inquiry and asking deeper
questions within the topic at hand. Each student is different and learns at different rates. We
must encourage all students to engage with the information and consider the importance of
plants to a deeper level. Plants and the environment are exciting because they are part of our
everyday life, and through this mini unit the students will understand this.

2
Rationale of Assessment
"Assessment FOR learning is used to collect information that will inform the teacher the next
teaching steps and the student next learning steps." (Davies, 2) We use assessment for
learning throughout every lesson in the mini unit in the form of formative assessment. We
used this technique in this mini unit because we believe that teachers should be using formative
assessment constantly. It also ensures you are assessing in a fair, valid, and reliable way.
When constantly monitoring the progress of students, you obtain reliable insights of that
students learning. This is because you have experienced multiple exposures to that student
and have collected sufficient data about how they are progressing. (Davies 65) Formative
assessment ensures success, because even if some students learn at different rates, the
teacher keeps them on their individual track. We constantly monitor each students progress,
ensure each student achieves the objectives set out by the end of each lesson. This is largely
monitored by circulating the class, making sure the information each student has written down
is correct and complete. Overall, assessment for learning teaches students, while helping them
learn how to assess their way to success. Daily involvement in classroom assessment builds
a strong foundation for learning. (Davies, 63)

Assessment OF learning takes place at the peak of our mini unit. Students complete
logbooks which we take in and summatively assess. These logbooks check student
understanding of the importance of plants to humans and their environment, how to promote
healthy plant growth, and how to analyze this growth. We have a rubric which evaluates
students completion of their logbook, details of drawings, and the analysis of their observations.
By giving the students access to this rubric, we are encouraging them to take responsibility for
their learning to ensure they correctly address each section. It is the responsibility of the teacher
to be clear about what evidence is essential and where students have flexibility to show what
they know in a variety of ways, this assures fair, reliable, and valid assessment. (Davies, 77)
For example, during class we emphasis to students the importance of details in their artwork.
However, we also describe the possibility that drawings can vary between students. This is
important because, as described by Davies, students can reach any target that they know
about and that holds still for them. (Davies, 25) Clear and explicit instruction ensures that
students are given an opportunity to be assessed fairly.

Assessment AS learning is administered through self and peer feedback. We introduced this
in our mini unit because firstly, it is logical for students to share and assess each other's work. It
is more efficient for students to give suggestions and check up on each other than for the
teacher to check on each student, but students can assess themselves only when they have a
sufficiently clear picture of the targets their learning is meant to attain." (Davies, 33) Therefore,
the teacher must set out SMART objectives. These objectives set out clear requirements
from students. By referring to these objectives, students are provided a basis to properly
provide feedback, while also ensuring accurate self-reflection. If students can assess their
own learning, the demonstration of their knowledge can be more easily assessed. Their
demonstration will be more valid and reliable since they have been given time to self-reflect
and improve. When students see their classmates work, they gain ideas about what they can
add to their work, and "when students collect, reflect, organize and present evidence of learning
to others, they acquire skills to be more accountable for their own learning. (Davies, 60) Peer
assessment holds students to a standard because students will not want to show their
classmates incomplete or work that exudes poor effort. "When students communicate with
others about their learning, they come to understand what they have learned, what they need to

3
learn, and what kind of support may be available to them. They receive feedback and
recognition from themselves and from others that guide and support their learning (Davies,
86) It is important for teachers to encourage peer-assessment, as it engages students in their
learning process, ensuring a more accurate demonstration of knowledge. Self-assessment
teaches them to self-monitor - an essential skill for self- directed, independent, lifelong
learners." (Davies, 86)

Taken together, the methods used in assessment FOR learning, assessment OF learning, and
assessment AS learning are fair, valid, and reliable. All three of these requirements of
assessment are addressed largely in that the students are being assessed from the moment the
unit begins until it ends. When information is constantly gathered, you can gain an
understanding of the rate at which each student learns. Every exposure, the information you
collect becomes more and more reliable. The assessment we have implemented into our mini
unit is also fair. Through simple instructions, each student will be able to understand the
assignment and receive a grade that reflects the effort put in as well as knowledge acquired
during this unit. There is a clear rubric provided to the students to show them exactly what they
will be graded on. Finally, the assessment we have used is valid. This is because firstly, the
rubric is provided and is clear. And secondly, the components we are assessing are clearly laid
out throughout the class, and the topics we are hitting is straight from the GLOs and SLOs in
the Program of Studies.

4
Mini Unit Overview:
Program of Studies:
Science GLO 4-10 - Students will demonstrate knowledge and skills for the study,
interpretation, propagation and enhancement of plant growth.
SLO 4.10.1 - Describe the importance of plants to humans and their importance
to the natural environment. Students who meet this expectation should be able
to give examples of plants being used as a source of food or shelter, and be
aware of the role plants play in the environment; e.g., preventing erosion,
maintaining oxygen.
SLO 4.10.2 - Identify and describe the general purpose of plant roots, stems,
leaves, and flowers.

SLO 4.10.4 - Recognize that plant requirements for growth; i.e., air, light
energy, water, nutrients and space; vary from plant to plant and that other
conditions; e.g., temperature and humidity; may also be important to the growth
of particular plants.

SLO 4.10.9 - Nurture a plant through one complete life cyclefrom seed to
seed.
SLO 4.10.10 - Describe the care and growth of a plant that students have
nurtured, in particular:
identify the light, temperature, water and growing medium requirements of the
plant
identify the life stages of the plant
identify the reproductive structures of the plant.

Fine Arts Level Two Component 1 Concept B: Natural forms are related functionally to
their environment.

Level Two Component 1 Concept E: Change in natural forms change over

time.

Level Two Component 10 (iii) MEDIA AND TECHNIQUES: Students will use
media and techniques, with an emphasis on mixing media and perfecting
techniques in drawing, painting, printmaking, sculpture, fabric arts, photography
and technographic arts.

Language 4.2.4: Identify simple and compound sentence structures, and use in own
Arts writing.

5
KSAs:
Science:
communicate with group members, showing ability to contribute and receive ideas
record observations and measurements accurately
state an inference, based on observations
identify possible improvements to the product

Art:
make distinctions within classes of natural objects or forms
use media and techniques, with an emphasis on mixing media and perfecting techniques
in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic
arts

English Language Arts:

demonstrate attentive listening and viewing
present information

Key Questions:
Essential Question: In what ways can people support plant growth?

1. What is the purpose of plants and what are the purposes of the various parts of plants to
the growth cycle?

2. What are the requirements for plant growth? How do you determine if a plant is receiving
the correct care?

3. Putting it all together: What are the life stages of a plant?

Prior Knowledge: We are assuming that the following knowledge/skills are in place
Needs of Animals and Plants (Grade 1 Science Unit E)
Animal Life Cycles (Grade 3 Science Unit E) (understand that living organisms have life
cycles)
Full Sentences (Grade 3 ELA 4.2.3)
Natural Forms and Proportions (Level 1 Art Component 1 and 4)
Media and Techniques (Level 1 Art Component 10iii)

6
Acknowledging Diverse Needs, Indigenous Knowing, and Multiple
Learning Types:

This Mini Unit has been designed so there is a lot of formative assessment throughout,
starting in the introduction on the first lesson. This encourages students at all learning
levels and needs to participate because the teacher is pulling each student along and
encouraging each student to work at the level which will reflect a high grade on the
rubric.

Within this Mini Unit there is assessment for, of, and as learning (reference rationale of
assessment below). There is also summative assessment being the logbook and the
test conducted after the mini unit. Students can show what they know in multiple ways --
drawing pictures and diagrams, making written notes and observations, and answering
questions on a test.

Indigenous knowing is acknowledged in this Mini Unit in the first introduction where a
picture is shown of a buffalo eating some grass. This gives many students a personal
connection to plants because they have previously learned about the importance of
buffalo to the First Nations people, and this shows how important plants are to buffalo.

Resources:
In our Mini Unit we pulled outcomes from three Programs of Studies: Science, Art, and English
Language Arts.

Science Program of Studies found at:

https://education.alberta.ca/media/159711/elemsci.pdf

Art Program of Studies found at:

https://education.alberta.ca/media/482114/elemart.pdf

English Language Arts Program of Studies found at:

https://education.alberta.ca/media/160360/ela-pos-k-9.pdf

From these documents we discovered what the outcomes that must be hit are. We were then
able to look cross curricular as to what outcomes we would be naturally hitting from the other
subjects.

The website https://littlebinsforlittlehands.com/seed-jar-science-experiment-kids/ originally found

on Pinterest shows a similar experiment to the one we carry out in this Mini Unit. This is a good
reference page because it includes pictures of the experiment, so you can see how the jars
should look to ensure plants grow properly.

7
Lesson 1:
Student Objectives: (SMART)
Students will
Create a log book
Acknowledge the importance of plants
Identify the different parts of the plant

Related Question 1: What is the purpose of plants and what are the purposes of the various
parts of plants to the growth cycle?

Science SLOs:
4.10.1 Describe the importance of plants to humans and their importance to the natural
environment. Students who meet this expectation should be able to give examples of plants
being used as a source of food or shelter, and be aware of the role plants play in the
environment; e.g., preventing erosion, maintaining oxygen.
4.10.2 Identify and describe the general purpose of plant roots, stems, leaves, and flowers.

ELA SLOs:
4.2.4 Identify simple and compound sentence structures, and use in own writing.

Materials:
Plain paper
staples/stapler
Glue
Plant diagram handouts
Seeds
Paper towel
Jars
Water in jugs
Sharpie
Rubrics

Preparation: Gather and bring all supplies to class (jars, seeds, jug for water, enough paper for
all students, stapler, and enough plant diagrams for all students). Prepare PowerPoint with
pictures of various plants. Either construct a sample logbook yourself or have one exceptional
student example from a previous year. Construct a checklist which includes each students
name, and two columns for each of the 3 lessons the mini unit will cover (6 columns in total).
For each lesson, one column will be checked off if the student hands their logbook in at the end
of the day, and the other will be checked off if the student completed all the requirements for
that class.

8
Lesson Plan 1 Template Total Time: 45 mins
Introduction

Teacher will Students Formative Time

will Assessment

Bring picture of a forest up on 5 min

the Smartboard
Ask students What is in this Listen Check student
picture? Answer understanding
Bring picture up of a plain with questions
a buffalo standing on grass --
ask same question
Bring final picture up on the
board of a flower. Ask same
question.
Then acknowledge that plants
are everywhere, and ask
Why are plants important to
us? Why are plants important
to the environment? Make
sure they come up with Listen Check student
answers such as plants are Answer understanding
important to the environment questions
because they produce oxygen
for us to breathe and help
prevent erosion. Plants are
important to humans because
they can be used to build
shelter, and produce food.
Put key/new words on word
wall to help with spelling
(oxygen, erosion, prevent,
produce)
Place plant in jar that you
planted a couple weeks ago
(has already sprout and has
leaves etc.) in front of the
class
Today you will be planting a
seed that will grow to look like
this one (Introduce objectives
to students)
Explain what they will be doing
today Today you will be
making a logbook which you
will fill with information and
diagrams throughout this unit,

9
 as well as plant a seed of your
own.

Formative Assessment (What will you look for to know students are engaged and
learning? How will you know if your outcome is being met?)

Observe class throughout introduction to ensure all eyes and shoulders are on you as you
go through introduction.

We provide questions that prime the students interest to set them up for successful
learning in this class. Successful learning includes inquiry and asking deeper questions
within the topic at hand. Each student is different and learns at different rates, therefore we
do everything we can to ensure accurate and valid assessment.

10
 Body (you may have a range of activities)

Teacher will Students will Formative Time

Assessment
Construct Logbook
Instruct each table come to 2
the front and grab four pieces min
of unlined paper each, as
well as a flower diagram.
(One table at a time, call up
each table individually).
Instruct how to fold the
Observe Are students
papers in half and connect engaging in 2
and
them together by staples. activity? min
construct
Have them do this while you Ensure students
logbook
explain it step-by-step. Tell are staying on
students to ask their neighbor task
if they still need help. Dont
move on until everybody has
completed the construction of
their book.
Write out on board how they
need to layout their logbook, Listen
and display example of
completed logbook at the 2
front of the classroom. min
Highlight that they must make
page numbers in the bottom
outside corner of each page,
and glue in their plant Check to ensure
diagram. Title titles are done
Allow students to complete properly.
sections of
the creation of their logbook logbook
5
Parts and Purposes of the Plant min
Direct students to flip the Discuss
importance of plants page. In with table
their table groups, let them members
discuss what they learned in and write
the introduction and write down
down their answers. Check that 5
answers diagram is min
Direct students to flip to the
page where they glued in the labeled
plant diagram correctly
Clarify that these answers
can be written in point form.
Label
diagram

11
 Bring up a picture of roots. and
Discuss why roots are answer
necessary to plants. questions
Bring up a picture of stem. 5
Discus purpose. min
Bring up a picture of leaves.
Discuss purpose.
Bring up a picture of flowers.
Discuss purpose.
Label diagram on board while
discussing these four
structures.

Planting our Plant

Explain that Listen
one student will grab
jars for everyone,
one student will grab
seeds,
one students will grab
paper towels,
one will grab a 3
sharpie, and min
one student will grab
a jug of water (write
this on board).
Explain that you will first, put
your name on the jar. Then,
take a piece of paper towel,
fold it, and squish it down into
the jar. Repeat multiple times.
When full (draw diagram of
this on board) stop, and soak
with one cup of water from
jug. Then push seeds around
the wall of the jar about Students
halfway down. grab
Have students come up as Check to 3
supplies
table groups again to grab ensure min
supplies students are
Hand out the jars to each successfully
desk as well as a printed-out following
Put rubrics
rubric which you will use to directions
in binder.
mark the logbooks. Make seed 5
Let students make jars. jars min
Circulate classroom.

12
Formative Assessment (What will you look for to know students are engaged and
learning? How will you know if your outcome is being met?

Ensure all eyes and shoulders are on you as during discussion. Observe students making
logbook to ensure they complete the task correctly.

Walk around classroom checking diagrams and titles. Ensure students are properly
making seed jars by circulating the classroom and helping those who need help.

Conclusion

Teacher will Students will Formative Assessment Time

When the students are Write Have a checklist to 5

finishing up, instruct them description check who has min
that their exit slip will be the and draw handed in their exit
completion of their first observation slip. In another
observation page. They will column check
write in words a description whether the work
made of FULL SENTENCES each student has
of what they see in their jar, completed is
and then draw a quick substantial enough.
picture of what they see. (if not, they will have
Your observations must be to continue their
recorded in full sentences work in the last
which start with a capital class)
letter and end with a period.
Someone should be able to
accurately draw your seed Put away jar 2
after reading your and hand in min
description. exit slip
When complete, have
students place their jar on
the window sill and bring
their logbook to you.
Conclude by telling students
next class we will look back
at our plants and see how
much they have grown!

13
Formative Assessment/ Summative Assessment (What will you look for to know
students are engaged and learning? How will you know if your outcome is being
met?)

Throughout the lesson circulate classroom to ensure all students are actively participating in
activity.

Look over passed in logbooks and make a checklist with each students name. Check each
book to ensure titles have been written out, the importance of plants page is completed, parts
and purposes of the parts of plant page is completed, as well as observation #1 is complete.

Teacher will have a checklist to keep track on which students have handed in their logbook
and who have successfully completed it. Students who still need more work done will have
their name written down to remind the teacher to give these students time at the end of the
last lesson to complete it.

Give students access to the rubric so that they start thinking about how they can be
successful in this assignment. This ensures that all students understand what is needed from
them and how they can perform their best.

14
Lesson 2:
Student Objectives: (SMART)
Students will
Compare and contrast plant growth
Illustrate their observations

Related Question 2: What are the requirements for plant growth?

Art SLOs:
Level Two Component 1 Concept B: Natural forms are related functionally to their environment.

Science SLOs:
4.10.4 Recognize plant requirements for growth; i.e., air, light energy, water, nutrients and
space; vary from plant to plant and that other conditions; e.g., temperature and humidity; may
also be important to the growth of particular plants.

Materials:
Logbooks
Jars with seeds inside
Pencils
Rulers

Preparation: Ensure each students jar is still sitting on the window sill and bring the
example logbook. Ensure you have whiteboard markers accessible.

15
Lesson Plan 2 Template Total Time: 40 mins
Introduction

Teacher will Students will Formative Time

Assessment

Listen
Introduce objectives to Ensure 2
students students are mins
Explain what they will be actively
doing today Today you listening
will see how our plants our
doing. As weve noticed
over the last few weeks,
many of your plants have
started to grow! We are
going to talk about how
and why our plants are
growing at different Grab plants from 3
paces. table mins
Grab logbook
Grab Plants from front
Instruct each table to grab
plants from window sill.
(One student from each
table at a time) While one
student grabs their groups
plants, instruct another
student to pick up
logbooks from front.

Formative Assessment (What will you look for to know students are engaged and
learning? How will you know if your outcome is being met?)

Observe class throughout introduction to ensure all eyes and shoulders are on you as you
go through introduction.

We provide questions that prime the students interest to set them up for successful
learning in this class. Successful learning includes inquiry and asking deeper questions
within the topic at hand. Each student is different and learns at different rates, therefore we
do everything we can to ensure accurate and valid assessment.

16
 Body (you may have a range of activities)

Teacher will Students will Formative Time

Assessment
Compare plants
Have students to compare Students move Ensure 2 min
and contrast their plants plant to plant, students are
with their neighbours. describing how actively
Organize short discussion they vary. participating 3 min
about how different plants Listen
grow at different rates. Check for
Everyone look at Jimmys understanding
plant, why do we think
Jimmys plant is so much
bigger than Emmas?
Allow students to present
their theories
What do we know plants
need to grow? (air, light
energy, water, nutrients and
space) list these on
whiteboard
If all our plants have the
same amount of water, air, Writing down
nutrients, and space, why requirements
are they all growing in logbook
differently? (answer: even
though plants are all Flip to page two
against the window, some
plants have a more direct Listen, engage in
line to sunlight.) 5 min
discussion
These are awesome
scientific observations!
Lets record these in your Ensure
logbook! students are
following
Intro to logbook page 2 directions
Have students flip to
second page of log book.
As scientists, we want to 10min
record our observations.
To represent how our
plants are doing, I want Students draw
each of you to draw your plants
plant. This is your halfway
point, so it is important to
create a detailed enough
2 min
drawing that you can look

17
 back to on our last class.
Does your plant have
leaves yet? Can you see
the roots through the Participate in Ensure
bottom? Maybe your plant discussion students are
is barely poking out, thats staying on 5 min
great! Draw that! Answer question. task.

Draw Plants
Students will draw their
plants (these drawings
may vary, however make Check for
sure to encourage details, understanding
add color if time permits). Ensure all
Encourage use of different students
lines, colors, and details. participate

Label Drawing
Ask students to think back
to the needs of plants and
discuss why they believe
their plants are doing well
(or not so well).
Refer to key words on
whiteboard from intro
conversation.
Have students recognize
one aspect of their
drawings where a
requirement has
specifically encouraged
growth. (For example, My
plant has many roots
because the plant was
given lots of water. The
water I gave my plant
allowed it to grow.).
Emphasize that responses
must be written in FULL
SENTENCES.

18
Formative Assessment (What will you look for to know students are engaged and
learning? How will you know if your outcome is being met?

Ensure all eyes and shoulders are on you as during discussion. Observe students making
logbook to ensure they complete the task correctly.

Walk around classroom checking diagrams and titles. Ensure students are properly
making seed jars by circulating the classroom and helping those who need help. Observe
students as they present their theories within their group.

Observe as students are recording information and adding to their diagram in their
logbook. Dont move on until most (if not all) students have completed their writing.

Conclusion

Teacher will Students will Formative Assessment Time

Have a checklist to
When the students are Finish check who has 5
finishing up, instruct them description and handed in their exit min
that their exit slip will be drawing slip. In another column
the completion of their observations. check whether the
second observation page. work each student has
This includes a quick completed is
description of what they substantial enough. (if
see in their jar, the drawing not, they will have to
of what they see, and the continue their work in
requirements for plant the last class)
growth.

Put Plants Away

Put away jar 2
When complete, have
and hand in mins
students place their jar on
exit slip.
the window sill and bring
their logbook to you.

19
Formative Assessment/ Summative Assessment (What will you look for to know
students are engaged and learning? How will you know if your outcome is being met?

Throughout the lesson circulate classroom to ensure all students are actively participating in
activity.

Look over passed in logbooks and update checklist. Check each book to ensure description
of what plant page is completed, as well as observation #2 is complete. If students are
complete they get a check.

Retain this checklist to keep track of which students who still need more work done. These
students will have their name written down to remind the teacher to give these students time
at the end of the last lesson to complete it.

Throughout work section of the lesson, we direct students back to the rubric so that they
continue thinking about how they can be successful in this assignment. This ensures that all
students understand what is needed from them and how they can perform their best.

20
Lesson 3:
Student Objectives: (SMART)
Students will
Design an illustration that uses their observations throughout unit.
Evaluate their plants growth.
Complete log book.

Art GLOs and SLOs:

Level Two Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and
techniques, with an emphasis on mixing media and perfecting techniques in drawing, painting,
printmaking, sculpture, fabric arts, and photography.

Level Two Component 1 Concept E: Change in natural forms change over time.

Related Question 3: Putting it all together: What are the life stages of a plant?

Materials:
Logbooks
Seed Jars
Pencils
Markers
Pencil Crayons
Coloured paper

Preparation: Gather and bring all art supplies to class. Ensure all the seed jars are on the
window sill.

21
Lesson Plan 3 Template Total Time: 45 mins
Introduction

Teacher will Students Formative Time

will Assessment

Introduce objectives to students Listen

Today we will wrap up our plant Check for 2 min
growth unit! So far, we have understanding
explored the purpose of plants, Ensure students
the different parts of the plant, are actively
what plants need to grow, why Grab plants listening
some plants might grow faster Ensure all
than others students have
Instruct students to grab plants their plants
from window.

Formative Assessment (What will you look for to know students are engaged and
learning? How will you know if your outcome is being met?)

Observe class throughout introduction to ensure all eyes and shoulders are on you as you
go through introduction.

We provide questions that prime the students interest to set them up for successful
learning in this class. Successful learning includes inquiry and asking deeper questions
within the topic at hand. Each student is different and learns at different rates, therefore we
do everything we can to ensure accurate and valid assessment.

22
 Body (you may have a range of activities)

Teacher will Students will Formative Time

Assessment
As students return to Return to desk
their desks, ask students
to take out a ruler.

Measure height of plants

When I say go, I want
you to work with your Ensure all
elbow partner to Measure plants students are
measure the height of actively 5min
your plants. Who do we participating
think has the tallest Has everyone
plant? recorded their
Students measure plants plants
and record measurement?
measurements in their
logbooks.
Have students raise their Discussion
hands if they think their
group has the tallest 5min
plant.
Check for
Go around and measure
understanding
plants, get excited once
Have a set of
you find the tallest one.
questions in mind
to ask class to
Review Take out ensure students
While you are at the logbook recall information.
tallest plant, go in depth
with the description of
what produced these
Ensure students
characteristics of the
are actively
plant. Review the needs
listening
of plants (i.e. air, water,
space, nutrients).

Intro to page 3 of logbook

Have students flip to
third page of logbook.
Since this is the end of
our plant unit, we want to
finish our logbook with Watch and listen
our final observations. to instructions
Remember last class
when we compared our
plants with our 3min

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 neighbours? We made a Ensure students
quick drawing to show are following
the growth of our plant directions
and labeled it. Well, Check for
today we are going to go understanding
one step further. For your
drawing, should
Give Instruction you start right
Write instructions on away on your final
board and discuss each draft?
step to ensure students
understand.
Step 1: draw your plant!
Can you see any
flowers? How many 20mins
leaves does your plant
have? Can you see the
seeds in the center of
the flower? Can you see
roots? Students draw
Step 2: label the parts of
their plants, label
the plant. Include seeds, parts of plant and
flower, stem, leaves, and their purpose,
roots. Ensure students
draw symbols to
Step 3: Under each label are following
represent the
describe why these parts directions
factors that made
are important. (example, their plant growth
under seed write helps either successful
flower reproduce) This or unsuccessful.
does not need to be
completed in full Ensure students
sentences, but the are using high
language you use must level of detail,
portray an accurate using colour
description of the
function of each part.
Step 4: Draw a symbol to
represent what made Does each
your plants growth student have a
successful. (example, title? Are all parts
draw a sun if you think labeled?
sunlight was a big factor)
Refer to examples as
you discuss each step.
Highlight aspects such Encourage use of
as the use of color - color, details, use
encourage students to of line (show
be detailed with their class examples
drawings, cleanliness of as students work)
writing - tell students to

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 pencil in words before
writing in marker...
Have examples of
completed log books
available for students to
view at front.
Instruct students to do
everything in pencil first,
then wait for approval
before completing their
final copy in markers.

Complete logbook page 3

Students complete page
three of logbook.
Go around and answer
any questions as
needed.
Look for student who are
doing good work or need
encouragement. With
students permission,
hold up a couple
students work to show
class examples of
exemplary work.

Formative Assessment (What will you look for to know students are engaged and
learning? How will you know if your outcome is being met?

Observe students and ensure all eyes and shoulders are on you as during discussion.

Walk around room and ensure all students are staying on task. Encourage students who
are falling behind to stay on task. Give suggestions to students who are ahead of the group
(add more detail, add color to text) Keep an eye on the clock and remind students of what
step they should be on as time continues. This will help ensure everyone has something
done by the end of class.

25
 Conclusion

Teacher will Students will Formative Time

Exit slips Assessment
As we draw near the end Refer to your
of the class, instruct checklist to see 2min
students that their exit who must
slip will be the continue their
completion of their previous days
logbooks. work
This includes the third Ensure students
observation page - the are staying on
drawing of their plant, track
labelled parts of plant
and their purpose,
drawing of symbols (rain
for water, wind for air, or
sun for light) to represent Complete 5min
the factors that made logbook
their plant growth either
successful or
unsuccessful,
Exit slip also includes
pages one and two
complete from previous
days.
Students may spend the
last part of class working Make a checklist
on any part of the to see who has
logbook they would like handed in their
(example, if they want to Return plants to exit slip.
add dimension to their window sill Refer to rubric
titles, add colors to their Hand in and mark student
first diagram anything logbooks work
they need to for their
logbook to be finished -
following class they will
be submitted for grading)

Collect logbooks
Tell students to put their
plants back on the
window sill, however
they can take them
home at the end of the
day.
Collect logbooks.

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Formative Assessment/ Summative Assessment (What will you look for to know
students are engaged and learning? How will you know if your outcome is being met?)

Walk around the room and ensure all students have included all necessary elements on
page three. Encourage students who are falling behind to stay on task, remind them that if
they are not done by the end of class they may have to spend their lunch hour finishing their
work. Give suggestions to students who are ahead of the group (add more detail, add color
to text) Keep an eye on the clock and remind students that class is almost done, so they
should be thinking about handing their work in soon. This will help ensure everyone has
something done by the end of class.

Refer to your checklist to see who must continue their previous days work. This checklist is
useful to keep track on which students have handed in their logbook and who have
successfully completed it. Make sure all plants are put back before class moves on to next
activity.

Refer students to the rubric so that they are thinking about how they can be successful in
this assignment when students are finishing up. This ensures that all students understand
what is needed from them and how they can perform their best.

27
 Rubric

Excellent Proficient Adequate Limited

Logbook Complete One element Two elements Little to none

logbook. missing from missing from of the required
All components logbook. logbook. components
are there and Components Multiple are present.
clearly legible. are legible. components Work present
All labels are One incorrect are is nearly
correct. label at most. unorganized. illegible.
Titles use color Titles catch Labels arent Labels arent
and unique viewers complete or complete
fonts to quickly interest correct. Titles arent
catch viewers Titles are complete
interest. simple.

Drawings Diagrams are Diagrams are Diagrams are Diagrams are

accurate and accurate and mostly not accurate or
complete. complete. accurate and complete.
Final art Final art complete. Final art
component component Final art component
uses multiple uses multiple component does not
techniques. techniques. shows minimal incorporate
Drawings are Drawings are techniques. techniques.
very detailed. detailed. Drawings have Drawings are
Color is used. Color is used. minimal detail. limited.
Minimal color. No detail.

Obser- Observations Observations Observations Observations

vations are insightful are relevant. are present. are vague or
and Observations Observations not present.
descriptive. are detailed. do not clearly Plant would
Detailed, and Sentences describe their not be
concise dont include plant. recognizable
observations more than one Incomplete from
clearly describe major error. sentences. observations.
their plant. Sentences
Uses full structure is
sentences. limited.

Summative Assessment: Take in log book to mark.

28
Performance Task Description
You have been chosen to organize a scientific research project! As head of your
research project, your job is to observe the growth of a plant over the next couple of
weeks. You will record your observations in a logbook each day to help visualize your
plant.

Day 1 - The first thing students will do is create a title page. Students will cut and paste
titles for rest of logbook. Students will write a couple sentences describing why plants
are important to humans, and why plants are important to the environment. Then they
will label the parts of the plant. Finally, students will write observations in a few
complete sentences, and complete a sketch of their seed in their jar.

Day 2 - Students will include a written description of what their plant needs to continue
growing (air, light, water, nutrients, and space) and why these requirements are
necessary, a drawing of their plant, and a written description of whether the plant is
getting what it needs (in full sentences) based on their observations.

Day 3 - First, students will title their page Parts of a Plant. Students will draw their
plants, label parts of the plant and write out their purpose. Students will then draw
symbols (such as rain for water, wind for air, or sun for light) to represent the factors
that made their plant growth either successful or unsuccessful.

Checklist of things to include in your logbook:

Title page
Importance of plants
Parts of a plant diagram
Day one written observations and drawing
List of what plants need to grow
Day one written observations and drawing
Day three drawing
Did you use colors?

29
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31
32
33
34
35
36
Performance Task /20
1. What is one reason why plants are important to humans? /1
____________________________________________________________
____________________________________________________________

2. Name four parts of a plant and shortly state what they are used for:/8
A.______________ ______________________________________

B.______________ ______________________________________

C.______________ ______________________________________

D.______________ ______________________________________

3. Name two requirements for plant: /2

A.

B.

4. Name one techniques or mediums you used in creating the final

observation of your bean plant (final artwork): /1

A.____________________________________________________

5. What are two ways people can support plant growth? /2

____________________________________________________________

____________________________________________________________

37
6. Draw and describe the three stages of plant growth. /6

Drawing Description

1.

2.

3.

38
 Reflection
1. How is your mini lesson plan designed to explore overarching and sub-question of the unit?
2. How is your lesson designed to enhance student engagement? Consider the role of
scaffolding, the selection of teaching strategies, the use of assessment to influence instruction,
and the development of a classroom climate.
3. The reflection should be approx. 500 words

The overarching question of this mini unit is In what ways can people support plant
growth? The sub-questions are 1) What is the purpose of plants and what are the purposes of
the various parts of plants to the growth cycle? 2) What are the requirements for plant growth?
How do you determine if a plant is receiving the correct care? And 3) Putting it all together:
What are the life stages of a plant? This mini unit is designed to explore and answer these
questions by encouraging the students to ask and answer questions, and in this, providing the
students with the information needed. By the end of the unit, each student will have a completed
logbook which contains the answers to these questions. The logbook is a learning experience in
making it, as well as a study tool. This mini unit is largely designed to instill wonderment and
appreciation of nature/the environment by reminding and informing students about the
importance of plants. It does this by encouraging students to recognize the importance of plants
to humans as well as the Earth.
The three lessons in this mini unit enhance student engagement in multiple ways. Firstly,
the unit opens by introducing a novel idea which each student can easily relate to: plants. This
instills a confidence in the students that this unit is not too hard for them, which motivates them
to stay engaged. Secondly, the planting, growing, and monitoring of the plant is a hands-on
activity that will keep the students engaged and encourage critical thinking. They will be eager
to monitor the plants each day and see how theirs will turn out. The students will be willing to
put work into their logbook because each day they have a different activity and entry to
complete which all works toward a common goal. Within the lessons they touch, observe,
discuss, write, draw, ask and answer questions. This keeps them engaged through the lessons.
Each student learns in a different way and many ways of learning have been incorporated into
this mini unit to promote learning from all students. Looking at pictures and examples of the
logbook, as well as drawing in the logbook appeals to visual learners. Physically planting the
seeds appeals to kinesthetic learners, and the instructions written on the board and the written
components of the logbook appeal to the linguistic learners.
Scaffolding is used throughout the Mini Unit. In our first lesson, we start by linking our
unit to situations students have already experienced. We then start to slowly expose students to
new information through diagrams, images, and hands-on activities. As we build on this we
continue to offer new ideas and concepts. By the end of the mini unit, students must use the
information they have learned to produce a diagram on their own. This completes the circle, and
allows them to become more independent over time.

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