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UNIT PLAN

TEACHER Morgan MacDonald, Jenna Stewart, Brittany Richard, Season Tao

Subject/Class/Course Science Education

Unit Title Plant Growth and Changes

Grade Level Grade 3 Duration 6 lessons - 30 minutes each

Summary of Unit

Throughout the portion of the unit on ​Plants Growth and Changes​, instructions and lessons will be
going in-depth into the parts of a seed, and also how to grow and measure plants. Students will then
learn about what plants require to grow and survive, and students should be able to describe and
understand the different parts of a plant and their general function. After they have an understanding
of the plants, we will go in depth about why plants are important to our environment and humans.

Objectives/Outcomes

GCO:
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 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.
Assessments

Formative:
● Science Journals
● Exit Tickets
● Observation
● Discussions
● APK
● C4U

Summative:
● Unit Test
● Science Journals

Develop the Instruction

Our instruction will be organized through assessing prior knowledge, then allowing for instruction
for development of knowledge. Throughout the instructional portions, we will hold interactive
discussions which assure for understanding. Throughout the unit within specific lessons we will be
using hands on activities, outdoor classrooms as well as closing activities to assess understanding.
This is also allow us to understand where instruction or reteaching is necessary for all students.

Lesson One: What’s Inside a Seed!

SCO:​​ ​201-5 make and record relevant observations and measurements, using written language,
pictures, and/or charts.
SFL:​​ I can record my observations using words and pictures.

Activities:

APK:​
● K-W-L on white board. (what I Know - what I want to learn - what I learned)
● Ask students (by random selection - see popsicle sticks) to share “what they know, and what
they want to learn”

Seed Dissection:
● Place (dry) beans, paper plates and magnifying glass on tables for students.
● ask students to open their bean and describe what they see (table discussion). After students
observe the bean explain the “coat” of the bean and the sleep and warmth it needs to grow.
● distribute the “pre-soaked” beans to students (done 24 hours in advance) and ask them to
compare the outer appearance with the outer appearance of the dry bean.
● invite students to then open the soaked bean and describe the difference of the inside of the
bean (in table discussions).
● Ask students to tidy up and place beans to the side of the table.
● Bring students back together for group discussion and ask them to share with their
classmates what they observed in the two beans.
● Go over the anatomy of the seed with students identifying the coat, the food and the new
plant.
● Ask students to bring out their science journals, and draw a picture of the two seeds they
observed (with written descriptions) and identify the parts of the seed. Students will be given
the last five minutes of class to do so.

Assessment:

Formative
● APK:​ ​K-W-L observe students responses during class discussion. (Formative Assessment)
● Classroom Observation:​ Circulate the class while students are engaged with their beans and
groups and observe the dialogue happening between students. (Formative Assessment)
● Journaling:​ Journals are handed in at the end of the lesson and read by teacher. (Formative
Assessment)

Lesson Two: ​Planting Beans

SCO​​: ​201-6 Estimate Measurements


SFL:​​ I can estimate how tall my plant will grow.

Activities
Book​:​ The Tiny Seed by Eric Carle

Intro Activity: ​How big do you think our plants will grow?
● We will have a growth chart in the shape of a bean stock. Students will come up and draw a
line where they believe their plant will grow to at the end of the school year and add their
name next to it.
Planting Seeds:
● Let each child fill a plastic cup most of the way with potting soil and plant 2–3 lima beans.
Cover the seeds gently with soil. (Plant some additional seeds in a few extra cups, just in
case some of the children don’t grow.)

● Show children how to moisten the soil, using the water spray bottle. Ask, ​Why do you think
we’re putting water on the seeds?

● Help children write their names on tape and label their cups. Put plastic wrap over the cups
and place in the Watch Them Grow learning center. (The plastic wrap will help the soil stay
moist. Remove the plastic when seedlings appear.) Ask, ​Do you think we will be able to see
when the beans first start growing? Why or why not?

Discussion​: Students will have a classroom about plant growth estimation.

Journal Entry:
● Students will draw or describe what they did today with planting of a seed. They can also
name their plant and draw a picture of their plant.

Assessment

Formative:
● Discussion Questions: Students will have a discussion on plant growth estimation.
● Classroom Observation: Walking around and assessing each student as they are conducting
their activities.
● Journaling: Students will draw/describe what they learned within class today

Lesson Three: Life Needs of Plants

SCO:​​ ​100-29 identify and investigate life needs of plants and describe how plants are affected by the
conditions in which they grow
SFL:​​ I can explain what a plant needs to survive and grow.

SCO:​​ 200-3 make predictions, based on an observed pattern


SFL:​​ I can guess what may happen to a plant if they do not have water or light.

Activities

APK:
● Venn Diagram: By random selection (popsicle sticks) I will be creating a Venn Diagram of
what animals needs to survive and what a plant needs to survive. Once we do both we can
see which answers are applicable to both, and add to it. I will be using the whiteboard for
this activity.
Instruction:
● I will very briefly go over the conditions needed for plant growth (light, water, food, space):
This can vary depending on their Diagram results.
● I would have a diagram to help with their visual understanding of what is needed. I would
also apply their knowledge on seeds and apply this lesson to their own plants.
● Throughout the instructional portion I will be stopping after each section and checking for
understanding: by random selection I will be using the popsicle sticks and asking them to
repeat what I just went over (then call their name) and once they explain I will get them to
repeat this to their neighbour on their right.
Activity:
● I will get the students to use their inquiry skills to predict what a plant would look like if it
had been deprived of a few of the major conditions. Their first drawing should be a healthy
plant with all of the needed conditions, the next drawing would be a plant with water but no
light, the last with light but no water.
Journal Entry:
● First students will answer their ​“Describe the most meaningful thing you’ve learned today”
within their journals. Following this ,​they will describe the results of their plant growth and
draw pictures to illustrate their plants. They should include their predictions about the needs
of plants such as their light, soil, watering, etc. They can predict when they believe they will
see a stem or leaf.

Assessment
Formative
● APK:​ ​Venn Diagram for understanding what plants need to survive (connect to living
animals)
● Instruction:​ ​ Checking for understanding throughout instruction
● Activity:​ ​ ​Formative and using inquiry/ predictions.
● Journal Entry: A ​ ssessing their understanding of today's lesson “Describe the most
meaningful thing you’ve learned today. Students will also make predictions about their plant
growth.

Lesson Four: Importance of Plant Conditions / Identifying Plants

SCO:​ ​100-29 identify and investigate life needs of plants and describe how plants are affected by the
conditions in which they grow
SFL:​​ I can explain how light, soil, water, and space affect plant growth.

SCO: ​200-1 ask questions that lead to exploration and investigation


SFL:​​ I can record questions that involve exploring plants.

Activities

APK:
● Brainstorm​: ​I will give each table (5 students per table) a piece of chart paper and markers. I
will then ask students to brainstorm what kind of plants they have seen before (i.e., trees,
flowers, cactus, moss, etc).

Discussion:
● After a few minutes I will allows each table to share their brainstorm papers.

Activity:
● Outdoor classroom: I would take students outside and compare plants in their environment.
Student’s can compare plants in their local environment to their plants (growing in
classroom). They can note which kinds of plants grow on hills, under trees, in rocky areas,
etc. Students may observe plants of the same kind growing in different locations, and note
any differences. Students should suggest explanations for any observed patterns. Students
can have the option to bring a disposable camera to take reference photographs of the plants
that they see.
● I would make sure the students know not to touch any of the plants without permission.
● I would get the students to use their observation sheet throughout their outdoor lesson. They
will be required to hand it in at the end of the class (explained below).
● The purpose of this assignment is to get them introduced to plants in their environment,
which educates them on conditions as well as parts of a plant (next lesson).

Observation Sheet​​:
● Students should record their findings throughout their outdoor classroom.
● Passed in before leaving for the day.
● Questions should be answered such as :
○ What is the same/different about these two plants?
○ What is the same/different about the leaves? The stem? The other parts?
○ What do you notice about the size/shape/color/smell of this plant compared to that
plant?
○ Similarities and differences in leaves, flowers, fruits, nuts, and seeds
○ Similarities and differences in size, shape, color, type, quantity, and smell

Assessment
Formative
● APK/ Brainstorm:​ I​ will give each table (5 students per table) a piece of chart paper and
markers. I will then ask students to brainstorm what kind of plants they have seen before
(i.e., trees, flowers, cactus, moss, etc).
● Observation Sheet: This sheet will be an exit ticket that student will answer the questions
stated above. I will use these questions to assess their understanding.
Lesson Five: Parts of the Plant

SCO:​ 1​ 00-28 Identify and describe parts of plants and their general function.
SFL: ​ I can identify and describe the different parts of a plant.

Activities

APK:
● Wordweb - Ask students to write down or draw on the chart paper provided any key ideas
that come to mind when thinking about plants. After two minutes (on-screen timer) we will
come back together and share a few ideas.

Instruction:​
● Go over the seed, roots, stem, leaf, and flower referring to the visual “parts of plant” poster.

Cross Curricular Art Activity:


● Students will be asked to draw a flower placing each part of the plant in the correct location
(seed, root, stem, leaves and flower), they will be asked to name the plant and identify the
function of their own plant. Materials for this activity can be found in bin on “supplies shelf”
labeled “Plant - Art Activity”. Students should be given 10 minutes to complete this artwork,
place a 10-minute timer (any on Youtube) on the SMARTboard for students.

Exit Ticket:
● End the lesson with the “Parts of a Plant” worksheet. Students will fill in the blanks to check
for understanding, students will include their name on the worksheet and it will be used as a
source of formative assessment.

Assessment

Formative
● APK:​ Wordweb - Ask students to write down or draw on the chart paper provided any key
ideas that come to mind when thinking about plants. After two minutes (on-screen timer) we
will come back together and share a few ideas.
● Art Activity: S ​ tudents will be asked to draw a flower placing each part of the plant in the
correct location (seed, root, stem, leaves and flower), they will be asked to name the plant
and identify the function of their own plant.
● Exit Ticket:​ ​End the lesson with the “Parts of a Plant” worksheet. Students will fill in the
blanks to check for understanding, students will include their name on the worksheet and it
will be used as a source of formative assessment.
Lesson Six: Who Speaks for Trees? Importance of plants/trees for the environment and living
things

SCO:​ 1​ 02-12 Describe ways in which plants are important to living things and the environment
SFL:​ I can explain how plants/trees are important for the living things and the environment.

Activities

APK:
● Wordweb - Ask students what life would be like without trees and plants, and what issues
we might come across.

Instruction:
● Read to students Dr. Seuss’ The Lorax and examine the importance of the sustainable
management of natural resources. Explain to students how plants are important for our
environment and living things by providing oxygen, food, habitats, soil protection, and many
other needs.
● Have a class discussion of what the main points of the story are.

Cross Curricular Art Activity:


● After reading The Lorax, have the students create posters that promote the protection of
trees. Posters may include a slogan, reasons why we need to protect trees, facts about trees,
colourful pictures, and an appropriate use of the poster’s space.
https://www.plt.org/stuff/contentmgr/files/1/7d107c9eeff935991a82355fb8f22640/files/plt_l
orax_activities.pdf​ (​Link for further activities)​

Exit Ticket:
● So What? Journal
● Identify the main idea of the lesson. Why is it important? Have students write their response
in their journals.

Assessment

Formative:
● APK Activity​: Wordweb
● Poster activity:​ Applying students knowledge to real world and personal connections
● Exit Ticket​: So What? Journal

Lesson Seven: Parts of different plants provide humans with useful products
SCO: ​102-13 Identify parts​ ​of different plants that provide humans with useful products, and
describe the preparation that is required to obtain these products and how our supply of useful plants
is replenished
SFL:​​ I​ can explain the different uses from different parts of plants for human beings.

Activities
APK:​
● Brainstorm - Ask students to write down or draw on the chart paper provided any key ideas
that come to mind when thinking about the uses for plants. After two minutes (on-screen
timer) we will come back together and share a few ideas.

1. Print the form called “I can eat a whole plant” for each student.
2. Put a basket of food on each table, including sunflower seeds, broccolis, celeries, vegetable
leaves, and carrots.
3. Put each type of food into the relative form for seeds, flower, stem, leaves and roots.
4. Draw a picture for each part of plants and mark your favourite one.
5. Share and discuss with table.
Name______________
Date_________
I can eat a whole plant!

Seeds

Flower

Stem

Leaves

Roots

Journal Entry: Be sure that students write in their journals what they have learned in class.

Assessment
Formative
● APK: B ​ rainstorm about plants and what comes to mind when students think of when they
hear “uses of plants”. There can be anything from food, clothes, transportation, daily
necessities etc.
● ​Activity:​ Students will be asked to match the different parts of plants with the name of food.
It is good for them to realize that our food comes from the different parts of a plant---We can
eat a whole plant.
● Exit Ticket:​ Write or draw more than one food for each part of a plant in a sticky note
including seed, flower, leaf, stem and root. And then, stick them on the board to share
together.

Materials, Technologies, Safety or Special Considerations

Lesson One:
● Dry bean seed (one per student)
● Paper Plates (one per student)
● Magnifying Glass (one per student)
● Pre-Soaked Bean (one per student)
● Student Science Journals
● Pencil Crayons
● Pencil
● White board
● Dry Erase Marker
● SMARTBoard for journaling timer
● Visual Aid for “parts of the seed” powerpoint slide
​Safety​: Students may try to eat seeds (choking hazard)
Lesson Two:
● Growth Chart
● Makers
● Foam cup
● Lima beans (3 per student)
● Plastic plates
● Soil
● Water
Lesson Three:
● Visual aid “Parts of a Plant” poster
● Whiteboard maker
● Whiteboard
● Pencil Crayons
● Standard letter size paper
● Students science journals
Lesson Four:
● Chart Paper
● Markers
● Observation sheets
● Clipboard
Lesson Five:
● Visual aid “Parts of a Plant” poster
● Cupcake liners, construction paper, crayons, markers, buttons, glue, foam stickers, scissors
● Parts of the Plant worksheet
● Powerpoint with link for timer
Lesson Six:
● The Lorax by Dr. Seuss book
● Markers, pencil crayons, crayons
● Standard letter size paper
Lesson Seven:
● Chart Paper
● Markers
● Sunflower seeds, broccolis, celeries, vegetable leaves, and carrots
● Printed form

Reflection

To be completed after the unit.