BACHELOR OF EDUCATION
EDPR 3200, EDPR 4100, EDPR 4200
UNIT PLAN TEMPLATE – NEW CURRICULUM DRAFT
Unit Title:
Plants
Name:
Jairyn Brake
Number of Lessons: 7
Subject(s): Science, Art
Time: (in weeks)
Grade(s):
1-2
2
Rationale: This science unit is important because it will provide students with the opportunity to develop an understanding of life cycles and the concept of
plants as living creatures. Watching plants grow is a fun and educational experience for children. Growing plant seeds with kids teaches them how nature
works, responsibility in caring for something, an interest in environmental sustainability and pride in themselves for the results.
Overview: This unit is designed to introduce students to a variety of different plants, and their life cycles. This unit will also allow them to develop an
understanding of the importance of plants, their many functions, and their uses in aboriginal cultures. Students will have opportunities for hands-on
learning by planting their own seeds, caring for them, and watching them grow while simultaneously learning about plants through instruction and
activities. Students will be introduced to vocabulary pertaining to plant life as well as plant facts that they can record in their “Plant Books”. This science
unit also integrates a few aspects of visual arts (although not enough to include as a Big Idea or Learning Standard) to aid in their development of
understanding and provide them with the opportunity to demonstrate their knowledge with creativity.
CORE COMPETENCIES found at https://curriculum.gov.bc.ca/compentencies
COMMUNICATION
THINKING
PERSONAL & SOCIAL
Collaborate to plan, carry out, and review
Develop and design
Contributing to community and caring for the
constructions and activities.
environment
BIG IDEAS found at https://curriculum.gov.bc.ca
(multiple subject areas for integrated unit)
Science
All living things have a life cycle.
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LEARNING STANDARDS found at https://curriculum.gov.bc.ca
Learning Standards- Curricular Competencies (Science)
Learning Standards- Content (Science)
Questioning and predicting
 S1 - Demonstrate curiosity and a sense of wonder about the world
 S1 - Non-metamorphic life cycles of
different organisms
 S2 - Observe objects and events in familiar contexts
 S2 - Aboriginal knowledge of life cycles
 S3 - Ask questions about familiar objects and events
Planning and conducting
 S3 - Physical ways of changing materials
 S4 - Make and record observations
 S5 - Make and record simple measurements using informal or non-standard methods
Processing and analyzing data and information
 S6 - Experience and interpret the local environment
 S7 - Sort and classify data and information using drawings or provided tables
 S8 - Identify simple patterns and connections
Communicating
 S9 - Communicate observations and ideas using oral or written language, drawing, or roleplay
 S10 - Express and reflect on personal experiences of place
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Prerequisite Concepts and Skills:
- Students will be able to write simple sentences and/or illustrate a picture to convey their thoughts and understanding
- Students will have experience working with others in small groups, safely and cooperatively
- The students will be able to appropriately work on their own task and/or with a partner
- The students will be familiar with classroom routines (for example: clean up routines, listening appropriately)
Teacher Preparation Required:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Teacher Preparation Required
-Obtain copy of Jack’s Garden by Henry Cole.
-Get materials for students to plant their seeds (empty yogurt containers, soil, fertilizer, sunflower seeds, and watering cans).
-Create student “Plant Journals” for students to record observations/vocabulary.
Teacher Preparation Required
-Create mini puzzles (one for each pair of students) out of a picture of a flower (each a different type) cut into pieces.
-Create worksheet for labelling the parts of a plant (with a word bank).
Teacher Preparation Required
-Contact aboriginal elder for guest speaker.
-Get small pieces of plant (one for each student).
Teacher Preparation Required
-Create “flashcards” with terms and pictures representing each stage of the life cycle (photocopy, cut, etc.)
-Create/find Life Cycle worksheet
Teacher Preparation Required
-Create slideshow of weird plants
-Find pictures of various plants from different plant types (one set for each pair)
Teacher Preparation Required
-Organize permission forms (should go out one week prior, and be reminded about consistently until all forms received)
-Organize transportation to TRU horticulture center
-Organize day/time of arrival with TRU horticulture center
-Prepare “dirt” snacks.
Cross-Curricular Connections: Though this unit has a heavy foundation in science, it also integrates art – as students will be drawing and colouring, and
creating, as well as language arts as students are engaged in reading and writing both creatively and factually. It may also be extended to Social Studies
as there is a lesson including aboriginal culture.
Aboriginal Connections/ First Peoples Principles of Learning: This unit features a lesson based on aboriginal culture and it’s uses of plants and plant
matter, including a guest speaker of aboriginal background which integrates one of the First Peoples Principles of Learning: Learning recognized the role
of indigenous knowledge. Further integration could include stories and legends about plants, and medicinal purposes in aboriginal culture.
Extensions to Unit: This unit could be extended to include life cycles of animals and people, or an exploration of trees and types of trees. It could also
continue to extend into the aboriginal aspects of Social Studies. It may also segue into a unit of caring for the environment and Earth Day if used in April.
Universal Design for Learning (UDL) and Differentiated Instruction (DI): (UDL) Students may record data, observations, reflections and other
information in any means within their abilities and interests. For the Plant Journals, students will be encourages to use written word or drawings to express
information. (DI) Students who may struggle in some activities will be addressed appropriately for the individual. Some differentiated instruction may
include but are not limited to: one-on-one time with the teacher, buddy work, individualized activities (worksheets), quiet spaces, as well as modified
expectations during assessment.
Resources:
- The book “Jack’s Garden” by Henry Cole
- PowerPoint
- Google Images for plants
- Wikipedia for classification of plants
-
Some lesson ideas came from www.pinterest.com
Overview of Lessons:
L1
Name &Time (Minutes Allotted): Introduction to
plants/ Planting the seed (50-60 minutes)
Learning Standards:
Learning Standards:
Curricular Competencies
Content
S1, S2, S3, S4, S9, S10
S1
Instructional Objectives
Assessment:
TSWBAT plant a seed in dirt,
Teacher observation,
record observations and
Formative assessment
predictions about plants in
of Plant Journals
Plant Journal
Teaching Strategies:
Book (reading/listening), inquiry based learning/guided
questions, demonstration, hands-on/manipulatives,
response journal, experiment, data collection, routine
activity.
Materials:




L2
Copy of Jack’s Garden by Henry Cole
Plant Journals
Soil, seeds, yogurt containers, fertilizer
Extra materials
Lesson Activities:
Introduction/Hook:
Teacher will read aloud the story “Jack’s Garden”, show illustrations, ask students to make
predictions about the story, and/or the lesson, prompt students to notice clues in the text or
illustrations (the sentences get longer as the garden gets bigger, etc).
Body:
Students will receive the materials to plant their seeds. They will follow teachers instructions,
step-by-step (putting their name on the container, filling the container half way with soil,
putting in the seed, covering the seed with the right amount of water, sprinkling fertilizer,
adding water, etc.) The students will be asked inquiry based questions (“why do you think…”
“what do you think would happen if…”). The teacher will tell the students to clean up around
their desks put their potted plant at the table near the window, appoint a specific student to
sweep, and another to help hand out the student Plant Journals.
Closure:
The teacher will introduce the students to their Plant Journals and ask the students to record
one to three sentences about their experience with seed planting, including one observation
regarding their plants. The teacher will collect the journals as the students complete the task.
Name &Time (Minutes Allotted): Parts of a plant (40-45
mins)
Learning Standards:
Learning Standards: Content
Curricular Competencies
S1, S2, S3, S4, S5, S7, S9,
S1
Lesson Activities:
Introduction/Hook:
Students will be put into pairs, and given a small puzzle. They will be ask to silently put
one hand on their head when they have completed their puzzle When all students are
S10
Instructional Objectives
TSWBAT accurately label
the parts of a plant, and
recall (in written word) the
functions of a part, as well as
record observations of
changes in their plant.
Assessment:
-Parts of a Plant worksheet
(checklist for completion)
- Formative assessment of
Plant Journals.
- Teacher observation
(participation, paired activities)
Teaching Strategies:
Hands-on/Manipulatives, Individual work/ Partner work, Inquiry
model, Direct instructional model, response journal, experiment,
data collection, routine activity.
Materials:




Pre-made puzzles
Labelling worksheet
Plant Journals
Extra pens/pencils etc.
L3
Name &Time (Minutes Allotted): Uses of a plant (two
lessons, 40 minutes each)
Learning Standards:
Learning Standards: Content
Curricular Competencies
S1, S2, S3
S1, S2, S4, S5, S9, S10
Instructional Objectives
Assessment:
TSWBAT record
-Formative assessment of
observations of plant
journals.
changes and describe an
-Teacher observation
original idea regarding the
(participation)
uses of plants, as well as
recall (in writing) something
learned from the guest
speaker, and record
observations of the changes
in their plant.
Teaching Strategies:
Guest speaker, discussion, inquiry based model, web map,
response journal, experiment, data collection, routine activity.
completed, they may wish to share – the teacher will either ask a few to share, or have
them share with another pair.
Body:
The students will receive worksheets for labelling the parts of a plant (blank spaces with
a word bank). The students will be given time to work on the sheets independently or (if
appropriate) with a partner. After 15 minutes, the teacher will ask students to raise their
hands if they think they know the names of some of the parts. One at a time, the
teacher will fill in the blanks with the appropriate label and a description of its function
(He/she will have copied the diagram on the board and will write each word/description).
The teacher will guide inquiry based learning by asking the students to predict what
each part is for.
Closure:
Students will be asked to record the name of one part of a plant (their choice) including
its function in their Plant Journals. Before completing their journals, they will be asked
(one at a time or in pairs/groups of three, appointed by the teacher) to water their plants
and record any observation (including a measurement if plant has germinated) in their
journal. The teacher will collect the journals and the worksheets.
Lesson Activities:
Introduction/Hook: (Lesson one)
The teacher will introduce a guest speaker (aboriginal elder)
Body:
The guest speaker will explain the many uses of plants in aboriginal culture and tell
stories based around plants. The teacher will ask the guest speaker to leave time for the
students to ask any questions before leaving.
Closure:
The students will be allowed to water their plants (in pairs/threes) and asked to record
any observations (including measurement of plant) in their Plant Journals. They will also
be asked to record one thing they learned from the guest speaker.
Introduction/Hook: (Lesson two)
The teacher will present the class with a variety of different objects made from plant
materials and ask them to guess what the objects have in common. The students will do
a think pair share regarding the question, and the teacher, afterward, will allow a few
students to share their ideas. After a few ideas, the teacher will tell them that they all
made from plants.
Body:
Materials:



Several familiar household object made from plant
material (bamboo, wicker, spices, food, etc)
Small pieces of plants
Plant Journals
L4
Name &Time (Minutes Allotted): Life Cycle of a plant
(30 mins)
Learning Standards:
Learning Standards: Content
Curricular
Competencies
S1
S1, S2, S3, S4, S5, S7,
S8, S9, S10
Instructional Objectives Assessment:
TSWBAT illustrate the
-Life cycles work sheet (checklist
differences of each stage
for completion)
in a plant’s life cycle, and
-Teacher observation
record a definition of one
(participation, working in pairs
vocab word, and record
-Formative assessment with
observations of the
journals
changes in their plant.
Teaching Strategies:
Hands-on/manipulatives, discussion, partner work, individual
work, response journal, experiment, data collection, routine
activity.
Materials:




L5
The students will be given a small part of a plant. The teacher will prompt the students
to start a brainstorm as a class the different ways that plants can be used. The teacher
will write several of the student’s ideas on the board and then ask them to continue the
brainstorm individually in their Plant Journal. The students will be encouraged to think
outside-the-box and creatively.
Closure:
Students will be allowed in pairs/threes to water their plant and record any observations
(Including measurement) in their journals.
Lesson Activities:
Introduction/Hook:
The students will be put into pairs and given a shuffled pile of flashcards that have
pictures and phrases (vocab words) that represent the stages of a plants life cycle. The
students will work together to order the cards from the first stage to the final stage.
Body:
The teacher will discuss the correct order of the cards (prompting students with guided
questions and encouraging participation) and describe any new vocabulary. Students
will be given a worksheet with the names of the stages and will need to draw pictures
illustrating how each stage looks.
Closure:
The students will be allowed to water their plants in pairs/threes and will be given time
to write in their journals. They will be asked to record one new word discussed in the
lesson and its meaning (definitions will be on the board) as well as any observations
about their plant (including measurement).
Life Cycle flash cards
Life Cycle worksheets
Colouring materials (pencil crayons, crayons etc)
Plant Journals
Name &Time (Minutes Allotted): Types of plants/Weird
plants (45 mins)
Learning Standards:
Learning Standards: Content
Curricular
Competencies
S1
S1, S3, S7, S8, S9, S10
Instructional Objectives Assessment:
Lesson Activities:
Introduction/Hook:
The teacher will show the students a (short) prepared slideshow including pictures (2-3)
of weird plants from around the world. For each slide, he/she will prompt students with
questions pertaining to each plants “weirdness”.
Body:
TSWBAT record and
-Teacher observation
identify observable
(participation, partner work)
characteristics of plants in -Formative assessment from
real life, record
journals
observations of changes
-Create a Plant Type (rubric)
made in their plants, and
create an original plant
type with its own set of
characteristics.
Teaching Strategies:
Hands-on/manipulatives, multi-media, partner work, individual
work, response journal, experiment, data collection, routine
activity.
Materials:



Slide show (PowerPoint)
Various Pictures of plants
Plant Journals
L6
Name &Time (Minutes Allotted): Closure/Exploration of
plants in at the TRU Horticulture Center (75 mins)
Learning Standards:
Learning Standards: Content
Curricular
Competencies
S1
S1, S2, S3, S6, S10
Instructional Objectives Assessment:
TSWBAT Complete any
-Teacher observation
missed assignments or
(participation, inquiry)
unfinished work, and
-Formative and Summative of all
record any final
activities and reflections in plant
notes/reflections in
journals.
regards to plant life.
Teaching Strategies:
Field trip, gallery walk, experiment, response journal, data
collection, routine activity.
Materials:




(Other than transportation/permission forms, etc)
Safety kit/procedures
Prepared “Dirt” snacks.
Plant Journals
Students will be put into pairs and given a variety (about 10) of pictures of (visibly)
different kinds of plants. They will be asked to sort them into categories (based on size,
shape, texture, colour, etc. – the students decide the characteristics of the categories)
After a few moments, the teacher will ask for a few pairs to share how they sorted their
pictures. The teacher will give the correct categories and include a description of each
categories characteristics. The students will be given a blank sheet of paper and asked
to “Create a Plant Type” (an original idea: type of plant, including a name, 3
characteristics, and a picture example). They will be encouraged to make their plants
“weird” like the examples given in the hook, and given a basic rubric to follow.
Closure:
Students will be given time to water their plants (in pairs/threes) and will record any
observations (including measurement) in their journals. By this time, there should be
lots to document, so the students will be asked to describe 3 or more observable
characteristics (like the examples used in the lesson).
**Create a Plant may take longer than allotted time in lesson and will be used as a
growing project for students to work on when completed other tasks or given free
time.
Lesson Activities:
Introduction/Hook:
The teacher will remind the students of a few of the things they learned about plants
(specifically characteristics, so the students can find those characteristics during the
field trip). He/she will make sure all students have handed in their permission forms.
Body:
The class will go to the TRU horticulture center and observe the different plants. The
teacher will engage the class in discussion and point out anything he/she thinks will
resonate with the students and their studies of plants.
Closure:
Students will head back to class for “dirt” snacks (Oreo cookie crumbles mixed with
whipped cream and a gummy worm. The students will water their plants again (and
continue through the term, eventually bringing them home), and complete any missed
work in their Plant Journals or other assignments and make any final notes/reflections.
The will be assessed for (overall) completion the following week. Create a plant project
will be showcased in a gallery walk when students are complete.
Reflections/Revisions (if necessary, continue on separate sheet)
As advised in class, I created this unit with the “backward design” in mind. Obviously, you want to start a unit with a big picture in mind so I started with a
theme. Picking a theme was easily the most difficult part of this unit plan and it took me an unreasonable amount of time to settle on one. I think I initially
over complicated the assignment because I wanted to create a unit that meshed with my passion which seemed impossible (because I wanted to create a
science or SS unit and my passion lies in art and language arts). Eventually, I had to stop trying to find a theme that fit my passion, but instead find a
theme where my passion is still applicable – mainly incorporating aspects of art and LA in the activities and lessons. Once I got started, everything seemed
to fall into place. Starting out is always the hardest part.
Unit Plan Template
The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subject areas and modified as students gain
experience in each practicum. The attached sample template should be used as a basic outline. The space required for each heading in the template will vary and
should be adjusted as needed. The template is available on the TRU-Bachelor of Education – Practica website in electronic form at
http://www.tru.ca/hse/programs/bed/practica/plans.html It is important that all areas required in the template are completed and that the unit plan be sufficiently clear and
detailed so that another teacher could use the plan to teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills and/or understandings.
{BIG IDEAS}: Big Ideas are statements that are central to one’s understanding in an area of learning.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in each curricular subject by describing what students
should be able to do. These statements are the prescribed learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed learning
outcomes to be taught and assessed in the unit and on which the objectives in the specific lessons are based. Assign each learning outcome a number to be used in the
“Overview of Lessons”.
{Learning Standards – Curricular Competencies}: A learning standard is an explicit statement of what students are expected to know, understand and be able to do in a given
grade and area of learning. Curricular competency standards are the same as Prescribed Learning Outcomes only they come from the new curriculum.
{Learning Standards - Concepts and Content}: Concepts and content define what students should know and understand in a given area of learning.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you need to involve other people in the planning, such as
the librarian? Are there materials to be gathered and websites to check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning outcomes from other subjects are specifically
assessed, include these outcomes in this part of your unit plan.
{Core Competencies}: Core Competencies are Communication, Thinking – Creative and Critical, Personal and Social
{Aboriginal Connections / First Peoples Principles of Learning}: How is this connected to Aboriginal knowledge, worldviews and principles of learning?
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or enrich student understanding? Do you have more than
one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of representation; Multiple means of expression; and, Multiple
means of engagement. DI is the process of ensuring that a student’s readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate
instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you accommodate them? Consider learning styles,
multiple intelligences, Aboriginal and cultural influences. What are the adaptations and modifications needed for students with Individual Education Plans (IEPs)?
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Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed lesson plan. If using the Unit Plan Template (electronic
version) add as many rows as there are lessons and expand the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes,
then list, by number, the Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major “Instructional Objectives (SWBAT…),
Teaching Strategies (a few words), Lesson Activities (sufficient detail to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the
“How” and the “What” you will be assessing), and Materials” needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make as work progresses. At the end of the unit reflect
and record successes and any modifications you might make when you teach the unit again.
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