GROWING PLANTS
INTRODUCTION
 This unit:
2Nd course of first cicle of Primary Education.
 Begining of 2nd term, the third and fourth week of March
Introduces children the parts of plants, the parts of plants we eat
and the cycle of live of the plants.
 It is an experimental and investigative work.
The main objetive is students can explain the conclusions in the tree
celebration
 We design a didactic unit TO DEVELOP A
LEARNING PROCCESS in our students:
Significant, apply in the actual society and
develop strategies to learn through the
whole life.

PRIOR LANGUAGE
Ordinal and Cardinal numbers
Humans, animals and plants are alive and
grow, change and die.
Days of the week
Living and no living things, the difference.
LANGUAGE
• Pupils will be working with descriptive
sciences texts.
• verbs in present tense with lots of names
and adjective, related to plants.
• The vocabulary: seed, soil, sunlight, pot,
water, living things, roots, stem, trunk,
leaves, flowers, to sprout, to grow, to
reproduce, to die
• Use comparatives, using non-verbal
language.
• Ask hypothesis and respond conclusions
using why and because.
• Use quantifiers (a lot, little…) and
preposition (on, under…) in order to
describe the characteristics of the plants.
LEADING ACTIVITY
• Share the conclusions about the experiment of
growing plants.
• Four groups. Each one with a different variable.
• Control the experiment.
• Register sheet.
• Report and share conclusions with other groups.
• The importance of investigate the science to
understand it.
GENERAL OBJECTIVES
• Adquire and use correctly orally and in writing
the vocabulary of the unit to allow the
development of reading comprehension through
scientific texts.
• Apreciate the important contribution os science
to improve the quality of life of humans.
• Design controlled experiments with certain
variables to understand the process of
development of a plant.
• Investigate and analyze the effects of some
variables like water, sunlight, temperature or soil
in growing plants. Analyze the evidence and
write an draw the conclusions.
• Develop social skills that improve the
participation in group behave responsibly,
constructive and supportive, and respecting the
basic principles of democratic functioning
activities.
• Express and represents conclusions through
texts, pictures, diagrams, etc.
• Identify and resolve questions and problems related
to elements of the environment, using search
strategies, information processing, making
conjectures, testing them and reflect on your own
learning process.
• Understand oral and written discourse applying the
basic rules of communication exchanges, becoming
aware of feelings, ideas, opinions and knowledge,
and respecting others.
• Recognize and use basic communication
strategies (verbal and nonverbal) and social
rules require in verbal exchanges.
• Plan, organize and write different texts with
appropriate structure for different types of
speech, using information sources.
• Using TICs for information and as a tool for
learning and sharing knowledge.
ALL THE CHILDREN WILL BE ABLE TO
• Put images of the life cycle of a plant in order, using simple
methods of observation.
• Clasify the most relevant plants in their enviroment attending to
criteria such as the size or the colour.
• Make themselves adecuated questions to obtain information from
an observation.
• Register in a template the changes some of the changes the plant
has made along the days.
MOST OF THE CHILDREN WILL BE ABLE TO
• Name some of the plants found around the school and clasify them
in the hervarious.
• Observe and describe orally, drawing or by simple writting the
proccess of growing of a plant.
• Comunicate observations in drawings and descriptions.
SOME OF THE CHILDREN WILL BE ABLE TO
.
• Describe differences between plant growing in different conditions.
• Register almost all or all the changes that happen in the experiment
in the register sheet drawing and writing the results.
• Notice that some elements of the enviroment are necessary for
plants, make some conclusions about it and notice that in each
group experiment the variable controls the experiment.
BASIC COMPETENCES
 Autonomy and personal initiative
 Mathematic
Register sheet: changes in plants.
Demonstration of the experiment, physical evidences.
 Knowledge and interaction with the physical world
The world of the
plants: plants as living beings.
 Learning to learn
Using brainstorming, organize the information en
the schemas using cards.
 Linguistic
 Social and civic
 Digital
Show and share the conclusions clearly.
Cooperative and collaborative work, responsibility.
Interactive screen: videos, activity games, PowerPoint's.
The previous lessons to the
leading activity
• Lesson 1:
To have a first contact with the plants,
learning and experimenting how plants live
and how we must treat them carefully
• Lesson 2:
Collect different kind of leaves arround the
school
To be able to identify the different parts of
a plant
• Lesson 3:
Put in boxes the different leaves in
categories of the types of plants (trees,
bushes and grasses)
• Lesson 4:
The students will watch a video of the life
cycle of a plant and will participate in
several activities that will help them see
and understand, the process of growing of
a plant
• Lesson 5:
Students have to make a poster with the
parts of the plants we eat in order to
develop a sensitive conscious of the
importance of the plants
Recursos
• Pots
•Two seeds
•Two cuttings
•Soil with
nutrients and
within nutrients
•Water
•Thermometer
•Register Sheet
•Rule
•Newspapers
•Activity Cards
•Mini
blackboards
• Flash-cards
• Posters
All the lessons
use …
•Computers
•Interactive
screen ( If
possible)
•Glue
•Crayons
•Scissors
Recursos
We use materials to connect learning with certain aspects of the curriculum of our educational
context:
- The educational objectives are to achieve. We must consider how the material can
help it.
- The content to be treated using the material, which must be in sync with the contents
of the subject we are working with our students.
- The characteristics of the students who will use: abilities, cognitive styles, interests,
previous knowledge, experience and skills required for the use of these materials ... All
materials require that its users have a certain prerequisites.
- The characteristics of the context (physical, curricular ...) in which we develop our
teaching and where we use the materials we are selecting. Perhaps a very unfavorable
context may be advised not to use a material, however good it is, for example if it is a
multimedia program and there are few computers or computer room maintenance is poor.
- The teaching strategies that can be designed considering the use of the material.
These strategies involve: the sequencing of content, the set of activities that can be
proposed to students, the methodology associated with each educational resources that
can be used, etc…