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Lesson 3
Grade 3 Science [Plant Growth and Changes]
Crystal Carroll
St. Thomas University

Science Lesson Plan
Date: April 5th, 2018
Topic: Life Science: Plant Growth and Changes
Grade: 3
Time: 10:30 – 11:30 am
60 minutes (1 lesson)
NGSS Outcomes
3. Inheritance and Variation of Traits: Life Cycles and Traits
NB Science Curriculum GCO
Outcomes Science, Technology, Society, and the
Environment: Students will develop an
understanding of the nature of science and
technology, of the relationships between
science and technology, and of the social and
environmental contexts of science and
technology.
Skills: Students will develop the skills
required for scientific and technological
inquiry, for solving problems, for
communicating scientific ideas and results,
for working collaboratively, and for making
informed decisions.
Knowledge: Students will construct
knowledge and understandings of concepts
in life science, physical science, and Earth
and space science, and apply these
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SCO
 100-29 identify and investigate life
needs of plants and describe how
plants are affected by the conditions
in which they grow
 100-28 identify and describe parts of
plants and their general function
 100-30 observe and describe changes
that occur through the life cycle of a
flowering plant
 102-12 describe ways in which plants
are important to living things and the
environment
 102-13 identify parts of different
plants that provide humans with
useful products, and describe the
preparation that is required to obtain

understandings to interpret, integrate, and
extend their knowledge.
Attitudes: Students will be encouraged to
develop attitudes that support the responsible
acquisition and application of scientific and
technological knowledge to the mutual
benefit of self, society, and the environment.
Learning Objective Students will begin to develop an understanding of plants, their needs, and how we can
support their growth. Students will learn this through planting and observing their own plant
over several weeks.
Materials
 Seeds
 Soil
 Jars
 Tape
 Marker
 Activity Sheet (See Appendix A)
 Water
Lesson component Teacher’s Procedures
Engagement  Play videos on BrainPOP Jr.
(10 -15 minutes) - Parts of a Plant
- Plant Lifecycle
Exploration &  Give students activity sheet to begin
Explanation working on.
(40 minutes)  Call students up one by one to begin
planting their own plant in the clear
jar.
 As students plant their seed in the
soil, they will need to start keeping a
journal of what their plant looks like.
Have students write 2 – 3 sentences
about what their plant looks like this
week and draw a photo to go with it
in their science duotangs.
 Once they are finished this
component, they can place their
plant on the window ledge and
return to the activity sheet until the
end of class.
Elaborate  By this time, students should either
(5 minutes) be finishing up their drawing or
working on their activity sheet.
 Ask students to name one thing they
have learned from today’s
lesson/what they think will happen
in the coming weeks?
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these products and how our supply of
useful plants is replenished
Location
 In a bag on the teacher’s desk
 On the floor near the desk
 On the floor near the desk
 In the top drawer of the desk
 On the teacher’s desk
 Printed and ready on the back table
 Sink in classroom
Students Procedures
 Students will watch the videos and
demonstrate the knowledge they
have gained through the mini quizzes
at the end of each video. (This can be
done as a class).
 Students will begin by working on
the activity sheet.
 They will label the different parts of
the plant and write down what a plant
needs to grow.
 Students will go up one at a time to
plant their plant. Once it is finished,
students can take it to their seat and
draw a photo of what their plant
looks like, labeling it “Day 1”. They
will also write a few sentences about
what they can see from their plant.
This can be done in their science
duotang.
 Students can place their plant on the
ledge to allow for lots of sunlight.
 Students will give the teacher an
answer about something they learned
about plants and what they think will
happen in the coming weeks.
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Evaluation  Students will be evaluated by their
participation during the lesson as
well as what they have learned.
 Their progress will be kept track of
with use of a checklist.
 Students will participate in the lesson
and ask questions when needed.
 Students will demonstrate their
understanding of the plants by
labeling and explaining the parts of a
plant as well as by monitoring their
own plant over a long period of time
(4+ weeks).

Differentiation:
Ty: Help by showing where the previous information learned is in his duotang, as well as one on
one help by his EA. Provide assistance to him and others who are having difficulty with the
material being taught.
For students who are exceeding expectations/finish early: Suggest providing more detail in their
sentences about their plant and provide insight as to what they think might happen (provide
milestones for the plant) and see how accurate their assumptions are as the plant grows.
After the Lesson
Teacher reflection/notes for next time:
Overall Comments: Suggestions:
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Checklist
Can show: Macayla Ethan Madilyn Zander Austin Nisha Emma Jorden Isaac Ty
the different
parts of a
plant

that they
understand
their purpose

the needs of
a plant to
survive

Can show Devon Robert Mya Marlee Taylor Jesse Zahra Megan Chanel
that:
the different
parts of a
plant

that they
understand
their purpose

the needs of
a plant to
survive
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References

Government of New Brunswick (2002). Atlantic Canada Science Curriculum. Retrieved from
Government of New Brunswick:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Science/Science-
Grade3.pdf
NGSS. (2018). Inheritance and Variation of Traits: Life Cycles and Traits. Retrieved from
NGSS: https://www.nextgenscience.org/topic-arrangement/3inheritance-and-variation-
traits-life-cycles-and-traits
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Appendix A

Label the Parts of the Plant