Life Science: Plant Growth and Changes
Grade 3
Unit Plan
Natasha Boutilier
Daniel Turgeon
Meghan Higgins
November 28, 2012
2
Table of Contents
________________________________________________
Introduction Unit Overview………..……………….…............4
Unit Timeline………………………….…….…...5
Concept Map (Unit Specific)…...…….….……....7
Concept Map (Cross-Curricular)………….……..8
Cross-Curricular Outcomes……………….……..9
Lessons Lesson 1: All About Seeds and Conditions for Plant
Growth…………………………………….……11
Lesson 2: Grow Bean Grow!…………………...16
Lesson 3: Importance of Plants………….……...21
Unit Assessment Rubric………………………...25
Appendices Appendix A: Seeds Sorting Organizer…...…..…27
Appendix B: How Well Is Your Plant Growing?.28
Appendix C: Light and Plants Activity Sheet…...29
Appendix D: Nature Walk Activity Sheet……….30
Conclusion Conclusion………………………………….…....32
Other Resources Additional Resources to Support Unit………..….34
References References……………………………………......36
3
Introduction
4
Overview
The plant growth and changes unit will introduce students to concepts about how plants
grow, what they need to grow, and the many interesting uses of plants in our society.
Students will participate individually as well as in groups to explore these plant concepts.
The unit was chosen for grade three students to raise awareness of the importance of
plants to their environment and the sustainability for the future. This will also be a
foundation for when they are introduced to the habitats and communities unit in grade
four. The following lessons will be included within the unit (the three developed lessons
are in italics):
• All About Seeds and Conditions for Plant Growth
- Sorting seeds
-Conditions for plant growth
• Grow Bean Grow!
-Planting seeds
-Observation of plant growth
• Importance of Plants
• Life Cycle of a Plant
• Parts of a Flowering Plant
• Parts of a Non-Flowering Plant
This unit begins with an inquiry focus, which will help students make observations and
predictions about the life cycles of plants. The unit will then transition into a
technological focus, as students will learn the use of plants in their communities and their
importance to humans.
Following a constructivist methodology, students will focus on prior knowledge and
understanding while working in group and individual settings. Students will draw on the
importance of group discussion, and respecting the opinions of their peers. Activities will
require students to work hands on and use multiple learning styles, as teachers will
provide inclusive practices throughout.
A science journal will be used throughout the plant growth and changes unit. Students
will be encouraged to record observations and questions, through written and illustrated
responses. Students will include all completed worksheets within the science journal. The
science journal, completed projects/assignments, along with teacher observations will be
used as part of the assessment process throughout the unit.
The plant growth and changes unit will take approximately 8 weeks to complete. Students
will participate in science class three times a week, at 45 minutes each class. The
exception will be for extended lessons and the field trip.
5
Unit Time Line
This is the outline for all developed and undeveloped lesson plans for the suggested time
line. Outcomes and suggested activities are included.
Please note that fully developed lesson plans are bolded.
Science Class 1: Science Class 2: Science Class 3:
Week 1
Outcome Facilitated:
Place seeds in groups according
to one or more attributes (202-
2)
Sorting
Seeds/Conditions for
Plant Growth
Create a site chart
using tagxedo for the
conditions for plant
growth
Song & Drawings
Week 2
Outcome Facilitated:
Dan’s Outcome
Identify, investigate, and
suggest explanation for life
needs of plants and describe
how plants are affected by
conditions in which they grow.
Question and record relevant
observations and measurements
while investigating various
growing conditions for plants
(200-1, 201-5, 202-4)
consideration when
planting seeds such as
amount of water, type
of soil, light,
temperature, wind, and
inclusion of weeds
Planting Seeds (in-
class project)
Introduction of
Measurement Chart
&
Taking first measurement
of (class project)
Week 3
Outcome Facilitated:
Describe and respond to ways in
which plants are important to
living things and the
environment and how the
supply of useful plants is
replenished (102-12, 102-13,
203-5)
Question and record relevant
observations and measurements
while investigating various
growing conditions for plants
(200-1, 201-5, 202-4)
Measuring Plants and
talking about
observations (in-class
project)
&
Preparing for nature
walk (what to look for)
Nature Walk Discussion about the walk
&
drawing (what plant that
stood out for students
while out on nature walk)
Week 4
Outcome Facilitated:
Describe and respond to ways in
which plants are important to
living things and the
environment and how the
supply of useful plants is
replenished (102-12, 102-13,
203-5)
Measuring Plants and
talking about
observations (in-class
project)
&
Refer to various plants
mainly found on farms
(the main focus is
vegetables) in
Field Trip to Ross Farm
(not only students are going to be involved in
learning traditional ways of living, but also on the
importance of what grows on farm to supplement
the needs of people)
6
Question and record relevant
observations and measurements
while investigating various
growing conditions for plants
(200-1, 201-5, 202-4)
preparation to field trip
Week 5
Outcome Facilitated:
Describe and respond to ways in
which plants are important to
living things and the
environment and how the
supply of useful plants is
replenished (102-12, 102-13,
203-5)
Question and record relevant
observations and measurements
while investigating various
growing conditions for plants
(200-1, 201-5, 202-4)
Discussion about the
field trip (emphasized
on what students
experienced and
interests) & Drawing
various plants found at
Ross Darm
Measuring Plants and
talking about
observations (in-class
project)
&
Refer to Artful Seed
The Artful Seed
Week 6
Outcome Facilitated:
Observe and describe changes
that occur through the life cycle
of a flowering plant (100-30)
Observe, describe and measure,
using written language, pictures
and charts, changes that occur
through the life cycle of a
flowing plant (201-3, 203-3,
202-4)
Measuring Plants and
talking about
observations (in-class
project)
&
focusing on the
flowers found at
Public Garden
Halifax Public
Gardens
A Flowering Plant Parts of a Flowering Plant
Week 7
Outcome Facilitated:
Identify and describe parts of
plants and their general function
(100-28)
Question and record relevant
observations and measurements
while investigating various
growing conditions for plants
(200-1, 201-5, 202-4)
Measuring Plants and
talking about
observations (in-class
project)
&
Instructions for
research and
presentation format
Research methods
(how to research
plants) on the web,
manual, or a magazine
(basically, provide
students with good
resources for their
researches in
preparation of their
presentation)
Parts of a plant (key
components of a plant that
are important for survival)
Week 8
Outcome Facilitated:
Question and record relevant
observations and measurements
while investigating various
growing conditions for plants
(200-1, 201-5, 202-4)
Measuring Plants and
talking about
observations (Last
measurement for the
in-class project)
&
Prepare for
presentations
Graphing Activity
&
Students will compare
their project with
classmates and write in
their science log
Research Presentations
(2-3 minutes each)/Wrap
Up
May need to be taught over two classes
7
8
9
Cross-Curriculum Outcomes
Language Arts
1.1 describe, share, and discuss thoughts, feelings, and experiences and consider
others’ ideas
1.4 listen critically to others’ ideas and opinions
2.1 participate in conversation, small-group and whole-group discussion,
understanding when to speak and when to listen
6.1 make personal connections to texts and describe, share, and discuss their
reactions and emotions
8.1 use writing and other forms of representing
10.1 experiment with a range of prewriting, drafting, revising, editing,
proofreading, and presentation strategies
10.5 select, organize, and combine relevant information, with assistance, from at
least two sources, without copying verbatim, to construct and communicate
meaning
Music
3.2.1 describe music they encounter in their school, at home, and in the
community, and the variety of purposes for which it is used
5.2.1 explore connections between music and other arts disciplines
Math
D1 Estimate and measure length in meters, decimeters and centimeters
F1 select appropriate strategies for collecting, recording, organizing and
describing relevant data
F3 create bar graphs using simple scales
F4 Implement plans with respect to the collection of data
Visual Arts
1.1 express through art marking personal feelings, ideas, and understandings
3.4 explore images using technology
6.1 demonstrate sensitivity towards the natural and built environment
10
Lessons
11
All About Seeds and Conditions for Plant Growth
Grade level: Three
Unit: Life Science: Plant Growth and Changes
Time Estimated for Lesson: 45 minutes
Initial Introduction: 15 minutes
Activity: approximately 15 minutes
Closing: approximately 15 minutes
Outcomes Facilitated:
Place seeds in groups according to one or more attributes (202-2)
Question and record relevant observations and measurements while investigating
various growing conditions for plants (200-1, 201-5, 202-4) (this outcome is not
going to be met, it will just be introduced)
Be open-minded in their explorations (405)
Willingly observe, question, and explore (401)
Work with others in exploring and investigating (406)
Objectives:
Students will be able to sort seeds using one or more attributes.
Students will be able to describe the various attributes of their seeds.
Students will be encouraged to ask questions to try to further a sense of wonder.
Students will collaborate with their peers.
Students will share their ideas and provide reasoning about their sorting methods
with their peers through drawings along with oral and written communication.
Students will be able to identify the conditions needed for plant growth
Materials Needed:
Various types of seeds (these can either be brought in by the students or by the
teacher)
Sorting ring
Science journal
Recording sheet
Crayons
Pencils
12
Procedure:
a) Science Literacy focus
This part of the unit is an inquiry-based lesson based on investigation,
observations and predictions.
b) Introduction
As a whole class talk about plants and seeds. Give the children the
opportunity to share with each other the different types of seeds they have
seen or perhaps have planted. Discuss with the students what they think is
the purpose(s) of seeds.
Collaborate with the students about the different ways they could sort their
seeds. For example color, size, texture, smell, etc.
c) Activity:
Before beginning the activity provide the students with a brief explanation
of expectations of the activity.
Divide students into groups of 4-5.
Give each group of students a variety of seeds to sort and sorting ring.
Have each group sort their seeds.
Have students draw the seeds and write a description beside the drawing in
their science journals. Remind students that their descriptions should
include properties of the seeds such as the texture, color, size, smell,
shape, etc.
Have each group explain their sorting rule(s).
Discuss with the students what conditions are needed for seed and plant
growth.
d) Productive Questions:
Have you every planted seeds?
What do some or all of the seeds have in common?
How do the sizes of the seeds vary?
What types of plants do you think the seeds might come from?
What are some of the factors that might affect the growth of plants?
How much water do plants need?
Will a plant grow better if watered once or twice a week?
Will a plant grow better in the sunlight or darkness?
How do we as human help plants to grow?
e) Closure:
Have one student from each table gather the seeds that were used for their
investigation.
13
Using their science journals, have the children write an entry about their
predictions and any further questions they might have. To get them started,
use the following sentences: “I would like to find out if…can make my
plant grow faster. I predict that…..”
In closing, read the book “Being a Plant Scientist.” (Big Book) (13352)
This story will help reinforce the conditions needed for growing plants.
Assessment:
Observe and listen to students’ conversations and look for connections related to
outcomes. Ask students to describe the differences between the varieties of seeds they
have been given. While students are working on their sorting activity walk around the
classroom and ask some of the productive questions. Students’ responses can be recorded
along with the name for future assessment. Observe students’ drawing and written work
on their seeds sorting organizer to make sure that included some of the characteristics that
were discussed in the lesson. Have students place this organizer in their science journal.
STSE Connections/ Community Connections:
Plants are all around us and play a very important part in our lives. The following are
some examples which grade three students may relate to:
o Think about the types of fruit and vegetables that people can grow on farms
and at home
o Types of plants that they see in their surroundings
o Plants help us breath
o Plants help remove carbon dioxide
o Different types of plants that are around us
o Indoor plants and outdoor plants
Extensions/Additional Activities:
Using the key ideas from the students. The teacher will create a site chart using
the program tagxedo. (www.tagxedo.com) The teacher will place the chart in the
class as a reminder throughtout this unit about plant growth conditions. This will
act as an introduction for the next science class, which is planting their seeds.
Watch a video on plants growth. Where do plants come from? 15 mins (23336) or
What Makes a Plant a Plant? 15 mins (23337)
Students will listen to the song “Plants and Animals” by Jennifer Fixman. While
they are listening to the song students will be asked to draw a picture in their
science journals of something that comes to mind when listening to the song.
14
Plants and Animals
Jennifer Fixman
From a mountain to a river to the ocean to a stream,
From a desert to a marsh to almost any place I’ve seen,
If it’s wet or if it’s dry, hot or cold, high or low,
You’ll find plants and animals wherever you go.
There are plants and animals,
There are plants and animals,
There are plants and animals
Inhabiting the earth.
From the grass to a flower to some moss to a tree
Most plants stay rooted and never ever leave.
From a rabbit to a dolphin to a kitten to a hound,
Most animals you see like to move around.
There are plants and animals,
There are plants and animals,
There are plants and animals
Inhabiting the earth.
Plant roots take minerals and water from the soil. Then they go
Up the plant’s stem to help the plant to grow.
Green leaves use the sunlight for energy,
While animals get energy from the food they eat.
There are plants and animals,
There are plants and animals,
There are plants and animals
Inhabiting the earth.
Sometimes animals help plants, like when birds spread their seeds.
A tree might help a bird who builds a nest in its leaves.
Animals compete for food while plants compete for sunlight.
That’s just how they live; it’s not wrong or right.
There are plants and animals,
There are plants and animals,
There are plants and animals
Inhabiting the earth.
15
Modifications:
Ensure that special needs children understand the activity. Have the child paraphrase the
directions back to the teacher to ensure understanding. Allow students to work in
partners.
16
Grow Bean Grow!
Grade level: 3
Unit: Life Science: Plant Growth and Changes
Time Estimated for Lesson: 90 minutes or (2 periods of 45 minutes).
o The growth and overall observations of the growing bean will occur over the 8-
week period set for this unit.
Initial Introduction:25 minutes
Activity: approximately 55 minutes
Closing: approximately 10 minutes
Outcomes Facilitated:
Identify, investigate, and suggest explanations for life needs of plants and
describe how plants are affected by conditions in which they grow (100-29)
Make predictions, based on an observed pattern (200-3)
Make and record relevant observations and measurements, using written
language, pictures, and charts (201-5)
Construct and label concrete-object graphs, pictographs, or bar graphs (202-4)
Objectives:
Students will be able to identify some of the conditions needed for plant growth,
but mainly on the importance of light “fair test” during the growing process.
Students will be able to plant seeds and observe the growth of the plant over a
long period (approx. 8 weeks).
Students will have the opportunity to explore, compare, observe and interact with
classmates during the investigation.
Students will have the opportunity to make weekly predictions on the growth of
their plants.
Students will describe the results and draw pictures to illustrate their plants.
Materials Needed:
Empty clear CD cases (students will be asked to look around their home for
unused cases, or by the teacher)
Beans
Soil
Bristol board
17
Recording sheet
Science journal
Pencils
Rulers
Color pencils or crayons
Procedure:
a) Science Literacy focus:
This part of the unit is an inquiry-based lesson based on investigation,
observations and predictions.
b) Introduction:
As a class discussion, ask students what would be some conditions needed
for the growth of plants. Brainstorm everything they know about the
conditions: temperature, light, water, wind, type of soil, and the inclusion
of weeds. Children can draw plants growing in different elements stated
above.
Show pictures of a number of plants that grow in various climates, for
example, cactus (hot climate) or berry bushes (cold climate).
After discussion, teacher will indicate that light is a very important factor
during the growth of a plant, and that each student will have the
opportunity to observe and monitor the growth of bean seeds during an in-
class project using CD cases, soil, and bean seeds. Inform students that
one plant will be place where lighting is constant and the other plant
without light.
c) Activity:
Before passing out CD cases, soils, and beans, review what they are
expected to do during the activity.
Remind students that the items are not to be thrown in the class or at
another person in the room, and that once the beans have been planted in
the CD cases, it has to be handle with care.
Give each student 2 CD cases, soil, and beans to plant individually in each
case (Ensure the name of students are placed on each case).
Students will open one CD case and apply some soil, and plant one bean
inside the case. Once the planting is completed, firmly close the CD case.
Repeat the same steps for the other CD case.
Once the bean has been planted in the CD cases, have students placing
one case where light is constant (such as a window ledge) and the other
CD Case will be placed in a dark area, where light is very limited (such as
cupboards).
Have students drawing what they predict their plants will look like in 8
weeks.
18
Have students create their bar graphs, which will represent the growth
throughout the process (ensure that they labeled their names on each
graph). As per the example attached to this document “Example for bar
graph chart,” have the chart on the Smart Board as guidance for the
students.
Each week, students will accordingly observe, measure in (millimeter or
centimeter), plot, and predict the growth of their plants on the bar graph
chart hung on the back wall.
d) Productive Questions:
Looking at your chart, can you tell me how much longer your plant grew
since last week?
Do you think that light is a real factor during the growth of a plant?
Will your plant (bean) grow in very cold weather? How about in a dry
climate such as the desert?
Why do you think that your bean plant on the window ledge is growing
better than the one kept in the cupboards?
What will happen if you fill the CD case with mostly water?
Can you predict how long your plant will be in 3 weeks?
How long is the root for the plant on the window ledge? How about the
one in the cupboards?
When you take this plant home, what would you have to do for the
continuity of the growth?
e) Closure:
Have the students to bring the soil and extra beans to the teacher’s desk.
If the floor is messy, have students to sweep their area and dispose of the
dirt in the designated containers such as compost bins.
Using their science journals, students will record something revealed to
them about growing plants. To get them started, use the following
opening line: “Today, I learned about many conditions for a plant to
grow, and one of them was…It is important because…”
Encourage them to predict results. Farmers for example have always
predicted how the crops will grow based on the climates forecasted for
the year.
Assessment:
Observe students' actions during the activity. While students are working, walk around
the class with a clipboard. Observe and listen for conversation related to outcomes. Have
students write a journal entry listing three facts that they have learned about specific
considerations while growing a plant. Also, collect and review the graph and drawing
representations of their plants.
19
STSE Connections/ Real-World Connections:
Planting seeds on farm
Halifax Public Garden
Home garden growth (flowers and vegetables/fruits)
Predicting growth in general is not only a matter of plants, but also for
several other aspects of life such as companies, occupational jobs, and
even with our own physical growth (getting taller).
Extensions/Additional Activities:
While the student’s plants are growing in the classroom, they can take
walks outside and compare plants in their local environment. They can
note which kinds grow on hills, under trees, or in rocky areas. Have all
their findings recorded in their journal.
Watch videos about plants growth. Flowering Plants: From seed to seed
[11 min], which demonstrates germination and the development of various
seeds (21932), and Growing [15 min], which illustrate what seeds need to
grow and a variety of growing process using several experiments(V2369).
Read Big Book How to Grow a Sunflower, through pictures and text,
provides detailed instruction that children may follow, on how to grow a
sunflower and a hyacinth.
Modifications:
Ensure that children with physical challenges can partake in the activity as well. For the
activity, have the child dictate the directions back to the teacher or a classmate to ensure a
maximum participation. Allow the child to work with a partner if need to be.
20
Example for Bar graph chart
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
week 1 week 2 week 3 week 4 … and so on
With Light
No light
21
Importance of Plants
Grade Level: 3
Unit: Life Science – Plant Growth and Changes
Time Estimated for Lesson: 45 minutes
Introduction: 10 minutes
Activity: 20 minutes
Closing: 15 minutes
Outcomes:
Describe and respond to ways in which plants are important to living things and
the environment and how the supply of useful plants is replenished. (102-12, 102-
13, 203-5)
Objectives:
Students will explore the many uses for plants, and identify their connections to
their every day lives.
Students will utilize their observation, data collecting, and recording skills to
identify plants in their community and their uses/importance to living things.
Students will be able to reflect on prior knowledge of plants and use items they
have learned from this lesson to discuss what needs to be done in order to
maintain/replenish a particular plant for it to continue to be useful.
Materials Needed:
Plants
Activity sheet
Crayons
Pencils
Procedure:
a) Scientific Literacy Focus
Inquiry based lesson
b) Introduction
Have a class discussion about the types of plants that grow in their
communities. Discuss types of plants, for example flowers, bushes, weeds,
and vegetables. Also, ask the students where such plants would grow in
and around their neighborhood. Explain to the students that they are going
to go on a nature walk around the school grounds to observe plants. You
will want to have permission from school administration, as well as some
helpers to walk with the students (parents or older students). They will be
given an activity sheet that they will record what plants they see, and what
22
they think their importance is to living things. They will also record how
living things might use the plants, or maybe just parts of the plants.
c) Activity
Before taking the children on their walk, explain what they are expected to
do during the activity.
Remind them that they are to stay in the area as determined by the teacher,
and that the older children or parents are there to help them explore.
Students will be given a worksheet that they can fill out, identifying by
either drawing a picture or spelling a word what plants they observed,
what the plants use is to living things, and what part of the plant they think
is used. (See attached sheet).
d) Productive Questions
What kind of plants do you notice around your community?
Where can you find these plants?
What might some of these plants be used for?
What parts of a plant might we use as humans?
What do you need to do to take care of plants so that they continue to
grow?
How would your observations have been different if you went somewhere
else? A farm? The beach? A forest?
e) Closing
Encourage the children to share what they noticed or discovered while on
their walk.
Record on the board or on a piece of chart paper the students observations,
which can be posted in the classroom after the activity so they have
something visible to reflect on while continuing through the unit.
While the students state their observations, encourage children to explore
the different parts of a plant that can be useful to humans, and make
connections to the plants they may have seen. For example, roots, stem,
leaves, etc.
Explain some ways in which plants are useful to humans that may not
have been found on their nature walk. For example tea leaves, spices,
cotton, aromatherapy (scented candles, cinnamon, etc.).
Discuss how their observations would have been different had they visited
somewhere else, such as a farm, the ocean, etc.
Encourage children to write in their science journals a plant that was either
discussed or not discussed that they would like to know more about.
Collect both their graphs and their journals.
Assessment Strategies:
While students are exploring the outdoors, walk around with them recording observations
by the students on a clipboard. You can also use a checklist with a few criteria such as
plant names, parts of the plant, descriptive words, connections between plants and uses
23
for plants, etc. This checklist can be used during the closing to reflect on common
observations made by the students. Collect the journals written/drawn by students to
assess language and ideas taken from today’s activity. Also, collect the graphs filled out
by students while they were exploring outdoors to assess the students connections
between plants and their importance to humans. These graphs can be displayed in the
classroom after they have been assessed.
STSE Connections/Community Connections:
Students observe and may come in contact with foliage on a daily basis. Although they
see plants in their yards and neighborhoods, they may not be aware of what these plants
do for them and their environment. Students may relate to the following:
Eating vegetables with their meals
Seeds which are edible (sunflower seeds as snacks, pumpkin seeds when they
carve pumpkins, poppy seeds on bagels)
Plants that are used for both food and medicinal use (garlic, ginseng)
The clothes they wear (cotton)
The paper they use at school and home
The oxygen we breath
Plants that are not edible (mistletoe and hogweed, which is present in many of
north American communities)
Plants that may not be safe (poison ivy)
Decorations (dried flowers, woven baskets)
Modifications:
To ensure an inclusive activity, you can pair you student with a pre-determined student
who has shown a basic understanding of plants and their characteristics. By exploring the
foliage together, it will be both beneficial for the student with exceptionalities, as well as
the helper student as it will reinforce their understanding. Also, by recording observations
together, the student will have he ability to discuss their findings in the closing of the
activity. For a student with mobility restrictions, the teacher can bring samples of plants
into the class so the student can explore the plants/seeds indoors with a teaching assistant,
and discover their characteristics with his/her hands or other senses.
Extension/Additional Activities;
The teacher can arrange for a field trip, with the permission of administration and parents,
as well as with a few volunteers to come along. A few options include:
A trip to a local farm. Students will have the opportunity to explore the different
foliage that is present on a farm rather than around their school. This is also a
great time to reflect on the ideas the students had presented in the closing
discussion concerning plants that might be in such an area rather than what they
had observed on their walk. Allowing for a discussion with the farmer
himself/herself can help students learn what the plants on a farm do for us as
humans, and perhaps even as animals!
24
A trip to a local community garden that may have vegetables, flowers and other
plants. One of the volunteers at the garden can show the students what they grow,
what happens with the plants once they are grown (donated to a local food bank
perhaps, which would be a great reflection on STSE/community connections).
This trip would also allow students to reflect on growing conditions for plants in a
garden rather than the areas around their communities, which was discussed in a
previous lesson.
As a research activity, students can choose in pairs or individually a plant they
wish to know more about. They will be given time on the computers, with books
and encyclopedias to research the name of the plant, where it is grown, what part
of the plant is used by humans, how it is used, etc. They can be given time to
make a short presentation using pictures they found or drew for the class.
25
Unit Assessment Rubric
Science Rubric Grade 3: Life Science: Plant Growth and Changes
Student Name:
Date:
Time:
Area of Assessment 1 2 3
Activity –
Student engagement and participation
in classroom discussion
Needs
Improvement
Contributes
occasionally
Highly
engaged
Productive Questions –
Participates and contributes leading
questions and ideas to the discussion
Needs
Improvement
Contributes
occasionally
Highly
engaged
Investigation –
Student ability to follow directions
and explore with given materials
Needs
Improvement
Contributes
occasionally
Highly
engaged
Critical Thinking –
Student demonstrate the ability to
make connections and meaning out of
classroom discussion and
investigation
Needs
Improvement
Contributes
occasionally
Highly
engaged
*Criteria for each category is vague to allow room for individualized comments
Score: /12
26
Appendices
27
Appendix A: Seeds Sorting Organizer
Seeds Sorting Organizer Activity
Name: _____________________________________ Date: ___________________________
Please draw a picture and write 3 main points about each group of seeds.
Picture Description
* * *
* * *
* * *
* * *
* * *
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Appendix B: How Well Is Your Plant Growing?
Drawing of the seed I used:
Recording of plant growth:
Date Height of Plant / Unit of Measurement
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Appendix C: Light and Plants Activity Sheet
Light and Plants Activity Sheet
Name:
Date / Type of Plant When I watered it Type of light Observations
30
Appendix D: Nature Walk Activity Sheet
Name:_____________________________ Date:_____________________________
Plant Part of the Plant Use to Living Things
31
Conclusion
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Conclusion
This unit provided students with an understanding of plant growth and their importance
to humans and their environment. Students had the opportunity to participate in multiple
activities both inside and outside the classroom. By fostering many different learning
styles students’ were able to meet the learning outcomes. Throughout the unit students’
made real world connections and reached cross-curricular outcome in subjects such as
Language Arts, Math, Art and Music.
This unit concluded with student’s presentations on a plant and its importance to the
environment and to humans.
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Other Resources
34
Other Resources
Fixman, J. (2012). Song for teaching: Sing music to promote learning. Retrieved
November 9, 2012 from
http://www.songsforteaching.com/jennyfixmanedutunes/plantsanimals.htm.
Halifax Regional Municipality. (2012). Community Gardens. Retrieved November 9,
2012 from http://www.halifax.ca/rec/Gardens.html. Nova Scotia.
Karavis, S, and Gill Matthews. (2000). How to grow a sunflower. Nova Scotia School
Book Bureau # 13346. Toronto: Oxford University Press.
Nova Scotia Museum. (2012). Ross Farm. Retrieved November 9, 2012 from
http://museum.gov.ns.ca/rfm/en/home/educators/default.aspx.
Nova Scotia Department of Education. LRT Media Library. (2000). What Makes a plant
a Plant? [15 min] # 23337. Mississauga: Marlin Motion Pictures Ltd.
Nova Scotia Department of Education. LRT Media Library. (2000). Where do plants
come from? [15 min] # 23336. Mississauga: Marlin Motion Pictures Ltd.
Nova Scotia Department of Education. LRT Media Library. (1980). Flowering Plants:
From seed to Seed [11 min] # 21932. Mississauga: Marlin Motion Pictures Ltd.
Nova Scotia Department of Education. LRT Media Library. (1996). Growing. [15 min] #
V2369. International Tele-Film Ltd.
Paul, Michele. (2000). Be a Plant Scientist. Nova Scotia School Book Bureau # 13352.
Published by Wright Group.
35
References
36
References
Nova Scotia Department of Education. (2005). Atlantic Canada Science Curriculum:
Grade 3. Nova Scotia.
Nova Scotia Department of Education. (2003). Learning Outcomes Framework English
Language Arts: Grades Primary to Six. Nova Scotia.
Nova Scotia Department of Education. (2000). Visual Arts Primary-6 Curriculum. Nova
Scotia.
Nova Scotia Department of Education. (1999). Atlantic Canada Mathematics Curriculum
Guide: Grades primary-3. Nova Scotia.
Nova Scotia Department of Education. (2002). Music: Grades Primary to Six. Nova
Scotia.