Grade 1 Science Unit:
Plants
By: Daniella Tiefenbach
Table of Contents:
General Information:............................................................................................3
a. Topic
b. Grade
c. Scope
d. Rationale
Unit Content:.......................................................................................................4
a. Foundational/Learning Objectives
b. Content Web
c. Essential Question
d. Unit/Content Questions
e. Cross-Curricula Connections
f. Aboriginal and Cross-Cultural Content
Fact/Information Pages.......................................................................................8
Unit Outline Chart.............................................................................................11
Professional Teaching Strategies.......................................................................15
Assessing Readiness..........................................................................................15
Full-Unit Lesson Sequence................................................................................16
3-Week Block Lesson Sequence.......................................................................20
Unit Assessment and Evaluation.......................................................................23
Management Plan..............................................................................................23
Adaptive Dimension..........................................................................................23
Technology-Enhanced Learning........................................................................23
Material List......................................................................................................23
Resource List.....................................................................................................23
Lesson Plans and Professional Development Plans and Assessment Tools......25
Appendix...............................................................................................1st Divider
Professor Evaluation Tools...................................................................2nd Divider
2
General Information:
A) Topic: Science- Plants
B) Grade: One
C) Scope:
This unit is based around the grade one plant science curriculum. Over the course of ##
lessons, the students will learn about the structural parts of a plant. The students will focus on
seeds, roots, stems, leaves, and the flower head. On top of learning about the structural units, the
students will learn about the needs of plants and how to care for them. The similarities and
differences of plants will be addressed, as well as the products that come from plants that are
used within our society. The students will take part in a variety of experiments to learn about the
importance of each part of a plant. The students will also plant their own plant to observe the
growth and maturation of a plant and to learn how to take care of a plant through application.
Throughout this unit, the teacher will guide the students throughout the various
experiments as they portray to the Saskatchewan curriculum. The students will not only be
learning informational knowledge, but will also be practicing skills through participating in
experiments. They will also learn new values as they learn how much plants do for our society.
D) Rationale:
It is important to teach about plants and what they mean to our society. It is necessary to
know how a plant works, in order to help it grow and survive. Plants are essential to our diet and
to Saskatchewan economic status; without the knowledge of plants our society would not be able
to sustain our economic status. This is only an introductory unit; however, these important
aspects will be expanded on as the students progress through school.
Plants are essential to the food chain and to the cycle of life. The students need to be
aware of what plants are doing for their lives, not only in the food they eat, but also the products
that they use. Through this unit, students will gain awareness of all that plants do for us. They
will also gain the knowledge around how plants work and grow, so one day they may be able to
grow plants for their own benefit.
3
Unit Content:
A) Foundational and Learning Objectives
Grade 1 Science Curriculum (1990)
Core Unit: Plants
a. Compare various plants, plant parts, and plant products.
1.
2.
3.
4.
5.
6.
7.
Identify similarities and differences among plants.
Identify the roots, stems, leaves, and flowers of plants.
Compare and classify plants using characteristics of their leaves.
Compare the root systems, the flowers, and the stems of several plants.
Describe some seasonal changes in plants.
Identify foods which come from plants.
Recognize some products other than foods which come from plants.
b. Describe the functions of the various parts of the plants.
1.
2.
3.
4.
5.
Identify basic plant needs.
Match each need of a plant with the part(s) which supply that need.
Observe and describe some plant habitats.
Discuss how the varying needs of plants suit them to different habitats.
Compare the types of care needed by several types of indoor plants.
4
B) Content Web
5
C) Essential Question
1. Why do gardens grow?
D) Unit/ Content Questions
***The starts represent the questions that are the focus of the 3-week block unit
1. What do plants needs to grow?***
2. What conditions are needed for a garden to grow?
3. What are some different plant habitats?
4. What specific needs help the plants live in those habitats?
5. How do you care for gardens and indoor plants?***
6. What is the difference in plant care for different plants?
7. What do seeds look like?***
8. What’s inside a seed?
9. How do seeds grow?
10. What are some similarities and differences between seeds?
11. What is a root?***
12. What does a root do?***
13. What are some similarities and differences between roots?***
14. What is a stem?***
15. What does a stem do?***
16. What do stems look like on different plants?
17. What are leaves?***
18. What do leaves do?***
19. What are some similarities and differences between leaves on different plants?***
20. What is a flower head?***
21. What does a flower head do?***
22. What are some similarities and differences between different plant heads?
23. What are some seasonal changes in plants?***
24. What are some similarities and differences between plants?
25. What are some foods that come from plants?***
26. What are some other products that come from plants?***
E) Cross-Curricula Connections
Social Studies Throughout the unit, we discuss different plants (ones that can be contained
to Saskatchewan). We also discuss the variety of foods and other products from plants. This
discussion brings in the concept of family and community as we discuss what plant products
we use.
MathThis unit briefly touches on math, in a way of sorting and categorizing. Plants can
also be incorporated by using seeds and other plant parts as counters within a math lesson.
AestheticsThroughout this unit, the students will participate in a variety of aesthetic
experiences. The students will participate in a flower dance that will incorporate and
6
interpretive dance aspect. Near the end of the unit, the student will be able to incorporate
their visual art skills while making a collage and posters.
HealthPlants are a significant part of healthy eating. While we are focusing on the parts of
the plant, near the end of the unit the students will be discussing the variety of plant products
that we eat and use. A discussion around the amount of plants and how to prepare them
(wash them) can be included.
Physical EducationAt two points in this unit a brief encounter with physical education is
included. The students are taken on a nature walk as one of the activities. The students will
also participate in a flower game, where they will enact how a flower grows and become part
of the flower to help it survive.
Language ArtsThis subject is fully intertwined into this unit. Throughout the unit the
students will be using science journals as a way to share their knowledge and observations.
The students will take part in various writing activities as part of this unit. Finally, the
students will be read a book every day, as well as will have a chance for further reading of
plant books during their free time and during the learning centres.
F) Aboriginal and Cross-Cultural Connections
During this unit we will touch on various Aboriginal beliefs. We will discuss how
Aboriginals believe plants came into existence, as well as how the students believe that
plants came into existence. When we are discussing different ways we use plants within the
community, we will also touch on herbs that are used for medicine and the tobacco that is
used for ceremonies. The Aboriginal perspective will be incorporated in many ways, as well
as the view of the various cultures within the classroom. For this aspect of the unit, we will
be using Joseph Bruchac’s book “The First Strawberries” that is listed in the resource pages.
7
Fact Information Pages
Plant Needs
 Sunlight to make their food substance (their sugar). This will vary between plants as
some need lots of sun, while others need shade.
 Sufficient water. Too much or too little water will cause the plants to die. The amount of
water needed varies between all types of plants. The plants should be watered when the
soil is slightly dry.
 Adequate air and temperature. The plants should be around little wind to help sustain
their structural components. They should also be away from smoke and other fumes to
help them stay healthy.
 Rich soil. The plants need nutrients and minerals that they get from the soil that they are
planted in or the plant food that is given to them.
 Space. Without space the plants won’t have sufficient room to grow and expand their
roots to bind them to the ground.
http://www.dnr.state.md.us/forests/education/needs.html
http://www.catalogs.com/info/garden-yard/what-does-a-plant-need-to-grow.html
Garden Conditions:
 This is the same as the plant needs, depending on the vegetables and plants that are being
grown
 A lot of space to allow for sufficient growth
Habitats
Different habitats and specific needs to help them live there:
 Desert- these plants don’t need as much water as other plants. They store water and don’t
use it as fast
 Forest- These plants don’t need as much sunlight to grow
 Ocean- These plants can handle a lot of water and can regulate their intake. These plants
can also handle salt water
 Saskatchewan- These plants can stand a lot of heat.
http://www.learningtreasures.com/plant_habitats.htm
Caring for Plants
 Look at the needs of each individual plant
 Make sure that the plants have everything that they need to grow
 Know what plant you are going to care for and find the needs of that certain plant
Difference in plant care:
 Amount of water for each plant
 Amount of sunlight and shade that is needed
8


The temperature tolerance of each plant
Life span of the plant so can be prepared for what is to come
http://www.ehow.com/about_5118269_differences-indoor-plants-outdoor-plants.html
Seeds
 The seed look small and coloured
 The seed is covered with a seed coat, to protect it from weathering that comes off when
the seed begin to germinate
 Inside the seed are the seed leaves called cotyledons), food to give the embryo nutrients,
and the baby plant (embryo) which contains the first leaves and roots
Germination:
 Seed coat comes off
 The first roots pokes out to get nutrients from the soil
Similarities and Differences:
 Colour, size, shape
http://www.rbg.ca/cbcn/en/cbcn4kids/kid_seed.htm
Roots
 Roots are the strings that come out of the plant. They absorb water and nutrients from the
soil and anchors the plant to the ground.
Similarities and Differences
 Most roots are below the ground, though some roots are above the ground (trees)
 There is a difference in the thickness and depth of the roots
http://en.wikipedia.org/wiki/Root
Stems
 The stem holds up the plant and it is the long tube that everything is connected to
 The stem supports the leaves and the flowers, while keeping the leaves in the light. The
stem also transports fluids and stores nutrients
Similarities and Differences
 Some are underground and are different colours
 Some are in a tangles mess, while others stand upright, and others climb and cling (vines)
http://en.wikipedia.org/wiki/Plant_stem
Leaves
 Leaves are the flat, wide pieces hanging off of the stem
 They collect sunlight for food and they are the main place where sugars are made
9
Similarities and Differences
 The sizes and shapes are different. This is how plants are classified and identified
http://www.kew.org/ksheets/pdfs/b3plant.pdf (for leaf types)
Flower/ Head
 This is the colourful part on the top of the flower or it is the fruit/food on top
 It creates seed for new plants to grow from, it is the food that we eat and it makes fruit
Similarities and Differences
 What is created and the colour of the flower
 The type of seed and type of fruit is different
Seasonal Changes
 Some die because of the frost
 Some trees lose leaves for the winter and re-grow in the summer
 Some plants (evergreens) stay the same, can handle the weather changes
Similarities and Difference between Plants
 Habitats
 Fruit that is made
 The care that is needed
Foods from plants
 Vegetables/ fruits
 Popcorn, chips, chocolate (cocoa beans) and nuts
 Rice and wheat products (bread)
 Syrup, Starches and spices
 Coffee/ tea
 Medicines (herbs) and tobacco
http://www.associatedcontent.com/article/2030740/plants_and_plant_products_what_would.html
?cat=32
Other Products from plants
 Paper
 Clothing (cotton, linen)
 Rubber (rubber tree), and plastics
 Furniture, building materials and tools
 Toys and sports equipment
 Cleaners, dyes, paint, and film
http://www.associatedcontent.com/article/2030740/plants_and_plant_products_what_would.html
?cat=32
10
Unit Outline Chart
Content
Knowledge
Skills/
Processes
Attitudes/
Values
1. Plant needs
a. Water,
soil,
sunlight
b. What
conditions
are
needed for
a garden
Discussion Develop an
interest in
Listening
the care and
placement
Drawing/
of plants.
Writing
2. Habitats
a. Different
types of
habitats
b. Needs that
suit them
for that
habitat
Discussion Respect for
different
Drawing
cultural
beliefs
3. Caring for
Plants
a. Gardens
b. Indoor
Plants
c. What’s
different in
Discussion Develop a
want to
Compare
keep plants
& Contrast healthy
Develop an
interest in
various
habitats
Explanatio
n through
Learning Experiences
a. -KWL about what students already know- have
them write 2 things they know and 1 question C,
IL, CCT
b. Relate plant needs to those of humans. Plant bean
seed CCT
c. Discussion around different plants, do they all
need the same thing? Draw a picture of what the
students think a garden looks like and what plants
they would put in their garden. Place plants
where they think they would grow the best CCT,
IL
a. – Look at books about plants C, IL
-Talk about where plants grow and the different
needs
b. -Talk about plants and what they need from the
environment CCT
-Draw a picture showing some plants in their
home environment C, IL
c. –Bring in Aboriginal content and perspective
about growth of plants PSVS, C
a. Discuss what we need to do to take care of our
bean seed. Have students help water and care for
bean seed. Track growth of plant C, CCT, IL
b. Look at different seed packages to discuss what
different seeds need. Talk about amount of water
and sunlight. Go back to garden pictures, what
needs to be changed so these plants can grow
11
Teaching
Strategies
Interactive
-Large group
discussion
Direct
-Questioning
Indirect
-reading for
meaning
Interactive
-discussion
Direct
-viewing
Experiential
-Focused
imagining
Interactive
-discussion
Experiential
-Experiments
-Games
-Role Playing
Indirect
Assessment
/
Evaluation
-Quick
Write
Participation
-Drawing
completion
-Checklist
on picture
Participation
in story
creation
Participation
in planting
and tracking
of growth
-Checklist
based on
care plans
for
different
plants
physical
better? C, IL
c. Growth Phys. Ed activity for students to be
parts of the plants, need to show how a plants
grows and what we need to do to take care of a
plant CCT
-Reading for
meaning
-Concept
attainment
-Reflective
Discussion
4. Seeds
a. What they
look like
b. What’s
inside
them
c. How they
grow
d. Similaritie
s/
differences
between
seeds
Compare
Develop an
& Contrast understandi
ng of how
Observatio little things
n
can lead to
something
Writing
big and can
contain so
Categoriza much.
tion
a. Give students a pile of different materials (seeds,
marbles, rocks, etc) and have students find the
seeds CCT, IL
b. Inside the Seed activity CCT, IL
http://www.atozteacherstuff.com/pages/343.shtml
c. Look at a variety of seeds, categorize them based
on what see CCT, IL
Independent
-independent
activity
Indirect
-Problem
Solving
-Concept
attainment
Experiential
-experiment
Direct
-Compare and
Contrast
5. Root
a. What it is
b. What it
does
c. Compare
between
different
plants
Compare
Develop an
& Contrast belief that
even the
Observatio littlest
n
things are
important
Writing
a. Grow a seed in a paper towel, see the roots grow
CCT, IL
http://www.ehow.com/how_2108951_scienceexperiment-child-bean-plants.html
-Talk about how the plants get their nutrients.
Use straws to demonstrate how the nutrients
are sucked up CCT
b. Look at pictures of different roots and
categorize them based on how they look C,
Experiential
-experiment
-Simulations
Interactive
-Discussion
Direct
-Compare and
Contrast
Indirect
Categoriza
12
pictures
-Checklist
based on
Phys. Ed
activity
-Journal
-Anecdotal
records
-Checklist
based on
sorting
seeds
-Checklist
based on
write up
from “Inside
the Seed”
activity
-Checklist
on
categories
-Journal
-Anecdotal
records
-Checklist
based on
Experiment
-Checklist
on
categories
-Journal
-Anecdotal
records
tion
6. Stem
a. What it is
b. What it
does
c. Compare
between
different
plants
7. Leaves
a. What they
are
b. What they
do
c. Compare
between
different
plants
d. Use
characteris
tics to
compare
and
classify
plants
8. Flower/
head
a. What it is
b. What it
CCT, IL
Compare
Develop an
& Contrast interest in
doing
Observatio experiments
n
and learning
from what
Writing
they see
Categoriza There is not
tion
only one
right answer
Compare
Develop an
& Contrast interest in
doing
Observatio experiments
n
and learning
from what
Writing
they see
Categoriza There is not
tion
only one
right answer
Brainstor
ming
Scientists
jobs
Compare
Not just one
& Contrast right answer
Writing
Critical
a. Scavenger hunt for pictures of stems, leaves and
flower heads C
b. Look at plant pictures to see what stem looks like.
Categorize stems into different piles to see the
difference CCT, IL
c. Celery Stalk experiment CCT
http://www.kids-scienceexperiments.com/colouredflowers.html
a. Activity 6a C
b. Talk about what leaves do for plants. Do a
brainstorming web. C
c. Demonstration of what a leaf does CCT
d. Give students a pile of leaves, pictures of leaves.
Have students categorize leaves and give each
category a name CCT, IL
e. Photosynthesis leaf experiment CCT
http://herbarium.desu.edu/pfk/page25/page26/page27/
page27.html
a. Activity 6a C
b. Brainstorm ideas of what the head is used for C
c. Give students a bunch of pictures of plants, have
them look at the difference between the different
13
-Concept
Attainment
Experiential
-Games
-Experiment
Direct
-Compare and
Contrast
Indirect
-Reflective
discussion
-Concept
attainment
Experiential
-Games
-Experiment
Direct
Demonstration
-Compare and
Contrast
Interactive
Brainstorming
-Discussion
Indirect
-Concept
attainment
-Selfassessment
-Checklist
on
participation
, categories,
experiment
-Journal
Anecdotal
records
-Selfassessment
Experiential
-Experiment
Interactive
Brainstorming
-Checklist
on
participation
-Checklist
-Checklist
on
participation
-Checklist
on
categories
-Checklist
on
experiment
-Journal
Anecdotal
records
does
c. Compare
between
different
plants
9. Seasonal
Changes
thinking
heads CCT, IL
Categoriza
tion
Brainstor
ming
Drawing
Science is
all around
Discussion us
a.
b.
c.
Represent
ation
10. Similarities
/
Differences
between
plants
11. Food from
Plants
a. Identify
12. Other
Products
a. What other
products
come from
plants
Reviewing Always
learn and
Applying
address
knowledge misconcepti
ons
Group
work
Making
Plants are
lists
important &
significant
Represent to all life
ation form
Making
Plants are
lists
important &
significant
Represent to all life
ation form
d.
a.
b.
-Discussion
Direct
-Compare and
Contrast
Indirect
-Concept
attainment
Go for a walk to see what is happening IL
Experiential
Talk about what happened to the plants in the fall -Field
Observation
C
Flower Dance act out what happens within
-Game
different seasons to plants CCT
-Role Playing
Draw a picture of the changes C
Interactive
-Discussion
Review information that has been found out
Indirect
throughout the various lessons. Revisit habitats,
-Reflective
structures, and care needed for each plant.
Discussion
(Compare to a garden and what we would see in a Independent
garden) C
-Learning
Learning Centres C, CCT, IL, T
Centres
a. Have students make a list of different foods that
are from plants. Have students share these lists.
Have students make a collage from fliers about
different foods that come from plants PSVS, C
b. Bring in an Elder PSVS, C
a. Have students make a list of different products
that come from plants. Have students share these
lists. Bring in an assortment of these products for
the students to see. Have students create a poster
for two different products and explain where they
come from C, PSVS
14
Interactive
Brainstorming
Independent
-Assigned
questions
Interactive
Brainstorming
Independent
-Assigned
questions
on
categories
-Journal
Anecdotal
records
-Anecdotal
records
-Journal
-Checklist
about
discussion
participation
-Journal
-Anecdotal
records
-Selfassessment
-Checklist
on lists
-Rating
Scale on
collage
-Checklist
on list
-Rating
scale on
posters
Professional Teaching Strategies
Direct Instruction
-Questioning
-Viewing
-Compare and Contrast
-Demonstration
Interactive Instruction
-Large group discussion
-Brainstorming
Indirect Instruction
-Reading for meaning
-Concept Attainment
-Reflective Discussion
-Problem Solving
Independent Study
-Independent Activity
-Learning Centres
-Assigned Questions
Experiential Learning
-Focused Imagining
-Experiments
-Games
-Role Playing
-Simulations
-Field Observation
Assessing Readiness
The students’ readiness will be assessed through a KWL chart at the beginning of the
unit. The students will also do a write on two things they know about plants and a question they
have so I can see what needs to be taught and how to direct the unit.
15
Full Unit Lesson Sequence with CEL’s listed
Plant Needs:
Lesson 1: C, IL, CCT
Begin the unit with a KWL chart to find out what the students know and what they want
to know about plants. Have the students do a write to inform you 2 things that they know and at
least 1 question that they have about plants.
Lesson 2/3: CCT, IL
Talk about plant needs; relate these needs to human needs. Ask students what they think
humans need to survive as a lead way into talking about plan needs. Ask students what they think
is needed for a plant to be planted. Have some materials ready. Talk to students to see if all
plants need to same things to grow. Plant a bean seed with one group of students while another
group is drawing a picture of what they think a garden looks like and what plants they would put
in a garden. Have the students place the plants where they think they will grow best. (Switch
groups)
Habitats:
Lesson 4: C, IL, CCT
Look at books about plants. Talk about where plants grow and the different needs. Talk
about what plants need from the environments. Draw a picture showing some plants in their
home environment. Present these pictures and have students say one reasons why these plants do
good in these environment.
Lesson 5: PSVS, C
Bring in the Aboriginal perspective regarding the creation of plants. Read the book “The
First Strawberries” that tells about how the Cherokee believe that plants came to be. Have
students, using large group interactive writing with the teacher as the writer, create their own
story about how they believe plants came to be. If the class is very good at group work, the
students can be divided into groups to write their own stories, than share them with the class.
Caring for Plants:
Lesson 6: C, CCT, IL
Discuss with students what is need to take care of their bean seed. Look at different
packages as groups and talk about the water and sunlight that is needed for each plant. Go back
to garden pictures from lesson 2/3 and see what changes can be made so the plants will grow
better.
Lesson 7: CCT
This is a Physical Education activity. Students will be the parts of the plant. They need to
show how plants grow and what we can do to take care of them.
Seeds:
Lesson 8: CCT, IL
16
The students will be given a pile of different material (seeds, marbles, rocks, etc.) and
will have to find the seeds. After the students have completed this activity, they will move on
and will use the seeds that they found in the first part. The students will use the seeds that they
found and will categorize them based on what they see
Lesson 9: CCT, IL
The students will take part in the “Inside the Seed” Activity. Look at
http://www.atozteacherstuff.com/pages/343.shtml for the procedure for the “Inside the Seed”
activity.
Roots:
Lesson 10/11: CCT, IL, C
The students will be split into three different groups for this lesson. One group will be
looking at a seed that has begun to germinate (for this activity procedure look at
http://www.ehow.com/how_2108951_science-experiment-child-bean-plants.html). The second
group will be working their way through a simulation using straws to demonstrate how the
nutrients are being absorbed. The third group will be looking at pictures of different roots and
will be categorizing them based on how they look. The groups will have a chance to visit each
activity throughout the two days. The students will record their observations in their science
journals.
Stems:
Lesson 12: C, CCT, IL
The students will take part in a scavenger hunt to find and categorize pictures of stems,
leaves, and flower heads. Once the students have done the scavenger hunt and have categorized
the pictures, they will be given a pile of pictures and a small group of 2 or 3 to work with. The
students will need to take their pictures and categorize them into the different types of stems that
are presented. At the end of the class, there will be a sharing session.
Lesson 13: CCT
The students will take part in the Celery Stalk Experiment (for the procedure visit
http://www.kids-science-experiments.com/colouredflowers.html). The students will be split into
groups to discuss what they think might be happening and they will write/draw their observations
in their notebook. There will a class discussion at the end for the students to share their ideas.
The students will also be given an opportunity to visit their bean seeds to see if they have begun
to sprout yet.
Leaves:
Lesson 14: C, CCT
Since the students already took part in the scavenger hunt and have discovered what a
leaf is, the class can begin with a brainstorming session based around what leaves do for plants.
Explain to the students a Photosynthesis experiment
17
(http://herbarium.desu.edu/pfk/page25/page26/page27/page27.html) this would have had to have
been set up at least a week. Explain how you set up the experiment and the results. The students
will then watch a brief demonstration to explain what a leaf does (using a lamp and some sugar)
to confirm and reaffirm what the demonstration brought out.
Lesson 15: CCT, IL
To begin to lesson, readdress the concept from last class. Give students a pile of pictures
to have the students categorize them into piles. Have the students give each pile a name. After a
share time, talk to the students about how they think scientist categorize plants and let them
know they did just that.
Flower/Head:
Lesson 16: C, CCT, IL
The students would have already taken part in a scavenger hunt to show them what a
flower/head is. Brainstorm ideas about what the head does for the plant. Give students a bunch of
pictures of plants and have them categorize the heads (explaining what they did in their journal
and in the follow-up discussion). Talk to the students about categorization and what they think
would be better, categorizing by leaves, like the previous lesson, or by the heads.
Seasonal Changes:
Lesson 17: C, IL, CCT
To begin the lesson, the class can go for a short nature walk to see the changes that are
happening outdoors. If it is nice out, the rest of the lesson can take place outdoors. The students
will talk about what changes plants take throughout the seasons. The students can then do a
Flower Dance to act out the changes that plants make. The students can than create a drawing of
the changes that take place throughout the year.
Similarities and Differences between Plants
Lesson 18/19: C, CCT, IL
This lesson will be a review of many of the concepts that have already been touched on
throughout the unit. Learning centres can be used to address these concepts. Five different
stations can be used. A combination of the categorizing activities can be re-used (depending on
the areas that the class is having difficulties with). A new station can also be used, where
students summarize common differences between plants. All the observations can be kept in the
students’ science journals.
Food from Plants
Lesson 20/21: PSVS, C
Students will make a list of the different foods that are from plants. The students will then
share these lists and make a collage from the fliers that will be provided.
18
Lesson 22: PSVS, C
The focus of this lesson will be on the herbs and tobacco that are used by First Nations
people. Bring in an Elder to talk about the importance of tobacco and herbs in the First Nation
culture. Have the students ask questions.
Other Products from Plants
Lesson 23/24: PSVS, C
Have the students make a list of different products that come from plants that aren’t food.
Have students share those lists. Bring in an assortment of products for the students to see and
possibly compare to what they have at home. Have the students create a poster for two different
products and explain where they are from and what they are used for.
Evaluation:
Lesson 25: C, CCT, IL, T
This day will be used as evaluation day through the use of stations. A bunch of different
stations will be set up throughout the classroom. The students will be given an opportunity to do
a final journal on their bean seed, which they have been journaling on throughout the unit. The
activities in this lesson will be repeated from the lesson above to ensure that the students have
understood the concepts.
The activities will consist of:
 The seed sorting activity (from the various other objects)
 Categorization of different roots (to be picked out of a set of pictures that are not
roots)
 An explanation of the celery stalk experiment, and why that was the result
 Short explanation of the importance of leaves (what they are used for and how
scientists use them)
 A list of food items and non food items from plants (3 of each)
19
3-Week Block Lesson Sequence with CEL’s listed
Plant Needs:
Lesson 1: C, IL, CCT  Writing
Read: “Weslandia” by Paul Fleischman
Begin the unit with a KWL chart to find out what the students know and what they want
to know about plants. Have the students do a write to inform you 2 things that they know and at
least 1 question that they have about plants. Students will do this in their science journal, have
students decorate the front of their journal
Lesson 2 (Seeds): CCT, IL  Themes
Read: “Eddie’s Garden and How To Make Things Grow” by Sarah Garland OR “ In My Garden”
by Helen & Kelly Oechsli
Talk about plant needs; relate these needs to human needs. Ask students what they think
humans need to survive as a lead way into talking about plan needs. Ask students what they think
is needed for a plant to be planted. Have some materials ready. Talk to students to see if all
plants need to same things to grow. Plant a bean seed with one group of students while another is
doing a seed sorting activity. This activity consists of student taking a pile of different material
(seeds, marbles, rocks, etc.) and will need to separate the seeds out.
Habitats:
Lesson 3: PSVS, C  Writing
Read: “The First Strawberries” by Joseph Bruchac
Bring in the Aboriginal perspective regarding the creation of plants. Read the book “The
First Strawberries” that tells about how the Cherokee believe that plants came to be. Have
students, using large group interactive writing, with the teacher as the writer, create their own
story about how they believe plants came to be.
Roots:
Lesson 4: CCT, IL, C  Themes/Art
Read: “How a Seed Grows” by Helene J. Jordan OR “From Seed to Plant” by Gail Gibbons
Art: The students will be put into groups and will be given a bunch of pictures of roots to
categorize into different types of roots. The students will then be given a picture of a plant (based
on one of the beginning pictures) and the students will need to use any of the materials given and
create the correct type of root for their plant.
Themes: The students will be split into 2 groups. The first group will be observing a seed
that has begun to germinate and will get to see the roots. At this point, the students will learn
what the roots do. The other group will be working with a group of pictures and will be picking
the roots out from the set of pictures and will be categorizing them. The categories will be
recorded in the journal
Seasonal Changes
Lesson 5: C, CCT, IL Phys Ed.
Read: “The Tiny Seed” by Eric Carle OR “Red Leaf, Yellow Leaf” by Lois Ehlert
To begin the lesson, the class can go for a short nature walk to see the changes that are
happening outdoors. If it is nice out, the rest of the lesson can take place outdoors. The students
20
will talk about what changes plants take throughout the seasons. The students can then do a
Flower Dance to act out the changes that plants make.
Stems:
Lesson 6: C, CCT, IL Themes
Read: “Up, Down, and Around” by Katherine Ayres OR “Jack and the Beanstalk” by Stella
Williams Nathan
The students will take part in a scavenger hunt to find and categorize pictures of stems,
leaves, and flower heads. Once the students have done the scavenger hunt and have categorized
the pictures, they will be split up into five smaller groups. The groups will take part in an already
prepared Celery Stalk Experiment (for the procedure visit http://www.kids-scienceexperiments.com/colouredflowers.html). The students will be split into groups to discuss what
they think might be happening and they will write/draw their observations in their notebook.
There will a class discussion at the end for the students to share their ideas. If there is time at the
end, as a class, we will categorize pictures of the variety of stems.
Leaves:
Lesson 7: C, CCT, IL Themes
Read: “Why Do Leaves Change Color?” by Betsy Maestro OR “Tell Me, Tree” by Gail Gibbons
Since the students already took part in the scavenger hunt and have discovered what a
leaf is, the class can begin with a brainstorming session based around what leaves do for plants.
The students will watch a brief demonstration to explain what a leaf does (using a lamp and
some sugar). After the demonstration, give the students a pile of pictures to have the students
categorize them into piles. Have the students give each pile a name. After a share time, talk to
the students about how they think scientist categorize plants and let them know they did just that.
Flower/Head:
Lesson 8: C, CCT  Writing
Read: “A Day at the Apple Orchard” by Megan Faulkner & Adam Krawesky OR “Pearl’s First
Prize Plant” by A. Delaney
The students would have already taken part in a scavenger hunt to show them what a
flower/head is. Brainstorm ideas about what the head does for the plant. Have the students write
three sentences if they think categorizing plants by leaves or flower heads is better and why.
Food and Other Products from Plants
Lesson 9: C, CCT, PSVS  Writing
Read: “The Wheat We Eat” by Allan Fowler OR “The Vegetables We Eat” by Gail Gibbons
Have the students brainstorm a list of food from plants and a list of other products made
from plants. Have the students pick one item from each list. Have the students write 1-2
sentences on each item stating how we use each item. (focus on sentence structure)
Might have students only write 1-2 sentences on non-food product, and if they finish,
they can create a way to use a food item.
21
Evaluation
Lesson 10/11: C, CCT, IL, T Half- Day
Read: “Grow, Garden, Grow!” by Linda Murray, “Tiny, Green Thumbs” by C.Z. Guest OR
“Curious George Plants a Seed” by Sandra Willard
This day will be used as evaluation day through the use of stations. A bunch of different
stations will be set up throughout the classroom. The students will also have a chance to journal
on the growth of their seed (this might be the only journal entry on the seed, as it might just be
starting to germinate now). The students will also have a chance to read from their book boxes.
The activities in this lesson will be repeated from the lesson above to ensure that the students
have understood the concepts.
The activities will consist of:
 Writing/Drawing what plants need to grow; worksheet show what part does what
for each plant
 Categorization of different roots (to be picked out of a set of pictures that are not
roots)
 An explanation of the celery stalk experiment, and why that was the result
 Short explanation of the importance of leaves (what they are used for and how
scientists use them)
 A list of food items and non food items from plants (3 of each)
 The students will be able to play some online games at
o
o
o
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml
http://www.naturegrid.org.uk/plant/index.html
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plant
s_pt2/
22
Unit Assessment and Evaluation
The main assessment of this unit will be from the science journals that the students will
be writing in throughout the unit. There will be checklists prepared for a variety of the lessons to
ensure that the students are gaining an understanding the concepts and are participating. I will
keep brief anecdotal records throughout the unit, as well, as a secondary assessment. The
students will participate in three self-assessments based around their participation. The final
evaluation will be made based on the journals taken from the learning centres at the end of the
unit. There will be a variety of activities that cover all of the content, skills and levels of
participation that the students will make observations about in their journals.
Management Plan
The management plan will vary throughout the lessons, depending on the activities that
the students are taking part in. Please refer to the individual lesson plans for the management
strategy for that lesson.
Adaptive Dimension
The adaptive dimension will vary through the lessons, depending on the activities that the
students are taking part in. Pleases refer to the individual lesson plans for the adaptive dimension
for that lesson.
As an overview of the adaptive dimension, the main adaptations that are made are in
regards to the amount and type of writing that needs to be done for an assignment. As there are
some weaker writers within the classroom, the lessons and assessments have been adapted
accodrningly. Throughout the unit there are times where an adaptation may be needed in where a
student is working or with whom a student is working. As well there will be adaptations in the
instructional practice through the carried type of instructional strategies, as well as in the types of
questions that the students are asked.
Technology-Enhanced Learning
During the final learning centres of this unit, the students will have a chance to engage in
different computer games that reinforce their knowledge about plants.
Material List
The material list will constantly be added to as each lesson is created and engaged in.
Each individual lesson plan has a list of materials that will be needed for that lesson. Please refer
to each individual lesson plan for the materials that are needed for that lesson.
To begin with, ensure that soil, seeds, plant pots and plant structure pictures are available.
Resource List
1) Ayres, Katherine. (2007) Up, down, and around. Massachusetts: Candlewick Press
ISBN: 978-0-7636-2378-4
2) Bruchac, Joseph.(1998). The first strawberries. New York: Puffin Books.
ISBN: 978-0140-564-099
3) Burckhardt, Ann L. (1996). Apples. Minnesota: Bridgestone Books.
ISBN: 1-56065-448-1
23
4) Carle, Eric. (1987). The tiny seed. New York: Simon & Schuster Books for Young Readers
ISBN:0-88708-015-4
5) Cole, Joanna. (1995). The Magic School Bus plants seeds: A book about how living things
grow. Toronto: Scholastic Inc. ISBN: 0-590-22296-1
6) Delaney, A. (1997). Pearl’s First Prize Plant. USA: Harper Collins Publishers
ISBN: 0-06-027357-7
7) Ehlert, Lois. (1991). Red leaf, yellow leaf. Toronto: Harcourt Inc.
ISBN: 0-15-266197-2
8) Faulkner, Megan & Krawesky, Adam. (2005). A day at the apple orchard. Toronto:
Scholastic Canada Ltd
ISBN: 0-439-95713-3
9) Fleischman, Paul. (1999). Weslandia. Maryland: Candlewick Press.
ISBN:978-0763-610-524
10) Fowler, Allan. (1999). The wheat we eat. New York: Children’s Press
ISBN: 0-516-26569-5
11) Frankel Hauser, Jill. (1998). Science Play: Beginning discoveries for 2 to 6 year olds.
Vermont: Williamson Publishing
ISBN: 1-885593-20-1*****
12) Garland, Sarah. (2004). Eddie’s garden and how to make things grow. London: Frances
Lincoln Children’s Books
ISBN: 1-84507-015-1
13) Gibbons, Gail. (1991). From seed to plant. New York: Holiday House
ISBN: 0-8234-0872-8
14) Gibbons, Gail. (2002). Tell me, tree. New York: Little, Brown and Company
ISBN: 0-316-30903-6
15) Gibbons, Gail. (1999). The pumpkin book. New York: Holiday House, Inc.
ISBN: 0-8234-1465-5
16) Guest, C.Z. (2000). Tiny green thumbs. New York: Hyperion Books for Children
ISBN:0-786-80516-1
17) Hickman, Pamela. (1996). The kids Canadian plant book. Toronto: Kids Can Press Ltd.
ISBN: 1-55074-233-7
18) Hickman, Pamela & Collins, Heather. (1997). A seed grows. Ontario: Kids Can Press Ltd.
ISBN: 1-55074-200-0
19) Holub, Joan. (2001). The garden that we grew. New York: Penguin Putnam Books
ISBN: 0-670-89799-x
2 books
20) Jordan, Helene J. (1992). How a seed grows. New York: Harper Collins Publishers
ISBN:0-06-020185-1
21) Kalman, Bobbie. (1997). How a plant grows. Ontario: Crabtree Publishing Company
ISBN: 0-86505-728-1
22) Kalman, Bobbie & Smithyman, Kathryn. (2002). The Life Cycle of a Tree. Ontario: Crabtree
Publishing Company
ISBN: 0-7787-0659-1
23) Krauss, Ruth. (1993). The carrot seed. Mexico: Harper & Row Publishers
ISBN: 978-0-694-00492-8
24
24) Levenson, George. (1999). Pumpkin circle: The story of a garden. California: Tricycle Press
ISBN: 1-58246-004-3
25) Maestro, Betsy. (1994). Why do leaves change color? New York: Harper Collins Publishers
ISBN: 0-06-022874-1
26) Marzollo, Jean. (1997). I am an apple. Toronto: Scholastic Inc.
ISBN: 0-590-37223-8
27) Murray, Linda. (2003). Grow, garden, grow. Toronto: Scholastic Inc
ISBN: 0-439-68798-5
28) Oechsli, Helen & Kelly. (1985). In my garden: A child’s gardening book. New York:
Macmillan Publishing Company
ISBN: 0-02-768510-1
29) Ontario Science Centre. (1994). Starting with science: Plants. Toronto: Kids Can Press Ltd
ISBN: 1-55074-193-4
30) Rice, Dona. (1996). Apple surprise. California: Teacher Created Material Inc
ISBN: 1-55734-928-2
31) Rodger, Ellen. (2002). Arty facts: Plants & art activities. New York: Crabtree Publishing Co.
ISBN: 0-7787-1138-2*****
32) Smith, Maggie. (1998). This is your garden. New York: Crown Publishers Inc.
ISBN: 0-517-70993-7
33) Suzuki, David. (1990). Looking at plants. Toronto: Stoddart Publishing Co. Limited
ISBN: 0-7737-5037-5039-8
34) VanCleave, Janice. (1997). Mind boggling experiments you can turn into science fair
Projects. Toronto: John Wiley & Sons, Inc.
ISBN:0-471-14687-0*****
35) Walker, Lois. (1990). Get growing: Exciting indoor plant projects for kids. US: John Wiley
& Sons Inc. ISBN: 0-471-54488-4 *****
36) Willard, Sandra. (2007). Curious George Plants a seed. New York: Houghton Mifflin
Company
ISBN: 978-0618-777105
37) Williams Nathan, Stella. (1990). Jack and the beanstalk. New York: Western Publishing
Company Inc.
ISBN: 0-307-02058-4
-The books with the stars are ones that were used by the for activity ideas.
-Throughout this unit there are a variety of websites listed with information and activity
procedures.
Lesson Plans and Professional Development Plans and Assessment Tools
Attached
25
Lesson Plan #1
Name: Daniella Tiefenbach
Subject: Writing
Content: (Topic)
Plants Introduction
Learning Outcomes:
As a result of this lesson, students will be able
to:
-Express their knowledge in writing
-Use full sentences and appropriate spacing
Date: March 8, 2010
Grade: One
Teaching Strategy:
Direct, Interactive
Assessment:
Students will be assessed using a checklist
based on the following criteria:
-Express ideas so they are understandable
-Express ideas in full sentences
-Use appropriate spacing
Curricular Connections:
-Introduction to the Grade 1 Science: Plant unit
-Grade 1 English Language Arts: Writing
 present information and ideas in sentences
 use appropriate spacing between letters in words and between words in sentences
 read their writing to the teacher or classmates and share their illustrations
Adaptive Dimension:
-For the students who have difficulty with writing, I will only ask them to write one thing they
know and one question.
-I will have myself, my partner, and co-op scribe on top of the words
Common Essential Learning:
C expressing thought through writing
ILAsking questions to inform teacher what they want to learn
CCT Thinking seriously about what they know and what they want to know
Prerequisite Learning:
-How to write a full sentence and a question
Lesson Preparation:
Equipment/materials
-Book: Fleischman, Paul. (1999). Weslandia. Maryland: Candlewick Press.
ISBN:978-0763-610-524
-Science Journals
-Chart Paper
-Markers
Advanced preparation:
-Photocopy Science Journals
-Prepare KWL chart
-Prepare questions for book
Presentation:
Set ( 8 min)
-Have students sit in mat area
-Read students the book stopping periodically to ask
questions (these are on the attached sheet)
26
Classroom Management
Strategies:
-If the students wish to share
something, I will ask them to
wait until we have shared the
Development ( 5 min)
-Have a discussion while filling the in the KWL chart
-Ask students what they think they know about plants
-Ask students what they want to know about plants
Closure ( 17 min)
-The students will do a write. They will write two things that
they know about plants and one question they have about
plants in their journals.
-When the students have finished their writings, they will
need to read it to either myself, Miss Wisser, or Ms. Miller
(who will add scribes if it is necessary)
-The students will then be able to decorate the front of their
journals with a picture related to plants.
story and we are in the
discussion period
-I will hand out the journals as
the students are walking back to
their desks
-I will remind students to stay
seated and to raise their hands if
they wish to contribute
-I will ask the students to remain
seated. If the students wish to
use some of the ideas from the
KWL chart, they can ask for the
number of the idea, or can
quietly go to the front to write
down the idea without
disturbing others.
Extensions:
The questions that the students will ask in their writing will direct the way the unit goes.
Hopefully the questions will be answered throughout the unit.
Professional Development Plan (attach):
27
Lesson Plan #2
Name: Daniella Tiefenbach
Subject: Themes (Plants)
Content: (Topic)
-Plant needs
-Learning what a seed looks like
Learning Outcomes:
As a result of this lesson, students will be able
to:
-name the needs of plants
-will be able to recognize a seed
-use their knowledge to plant a seed
Date: March 10, 2010
Grade: One
Teaching Strategy:
Interactive, Experiential, Independent
Assessment:
The students will be assessed using a checklist
based on the following criteria:
-Name the needs of plants
-Recognize a seed
-Demonstrate knowledge of plant needs
through planting a seed
Curricular Connections:
Grade 1 Science: Plants
 Describe the functions of the various parts of the plants.
1. Identify basic plant needs.
Adaptive Dimension:
-I will be assisting in the planting area
-For the students who don’t know what a seed looks like, they will be able to work with a partner
until they understand
Common Essential Learnings:
CCT The students will need to think about what a plant needs, relating it to human needs
IL The students will be doing independent learning when they are doing the sorting activity
Prerequisite Learning:
-How to write a full sentence, spell words, use punctutation
Lesson Preparation:
Equipment/materials
Book: Read: Garland, Sarah. (2004). Eddie’s garden and how to make things grow. London:
Frances Lincoln Children’s Books
ISBN: 1-84507-015-1
OR
Oechsli, Helen & Kelly. (1985). In my garden: A child’s gardening book. New York:
Macmillan Publishing Company
ISBN: 0-02-768510-1
-Bean Seeds
-Soil
-Planter pots and plates
-Water can
-Newspaper
-Journals
-Seed Mixture (rocks, marbles, various seeds), baggies, paper plates
Advanced preparation:
-Prepare a bean seed prior to show students what it will look like
-Create questions for book
28
-Create seed mixtures
-Place names on pots and paper plates
-Tape newspaper to the table
Presentation:
Set ( 10 min)
-Have the students sitting in front of the white board
-Asks students what humans need to live
-Water, food, shelter, love, warmth
-Read student the book asking questions on the attached
sheet, while standing at the side of the room
-Ask students what plants need to grow
Development ( 40 min)
-Explain the activities to the students
-The students are going to be given a baggie with a mixture of
items in it. They are to sort the items and take the seeds out of
the mixture. They are to put the seeds back in the baggie once
they have separated them and leave everything else on the
paper plate.
-Once the students have finished sorting their items, they will
get into partners or small groups to discuss what a seed is and
how they knew it was a seed
-As the students are sorting the seeds, I will be calling four
students back at a time to plant their seed.
-When the students are planting their seeds, I will ask them
what a plant needs to grow and how they think we plant
plants. I will let the students plant their plant, assisting them if
they need it.
-While the students are planting their plants, I will assess
them on the knowledge about plant needs
-Have three students repeat the directions
-Ask students if there are any questions and do the thumbs
up- thumbs down to check understanding
Closure ( 10 min)
-Once the students have all planted their plants, I will have
everyone sit back in their seat.
-I will review with the students what plants need to help them
grow and survive
-We will discuss what a seed is, and how they knew what a
seed was
Classroom Management
Strategies:
-If the students wish to speak, I
will remind them to raise their
hands
-If the students are unable to sit
in the seats without fiddling
with things, I will ask them to
move onto the floor
-I will have the students pick up
their baggies of materials and
paper plates as I call out their
names
-I will keep the plant pots at the
planting table until the student
comes, then I will place the
planted plants in a box
-I will ask the students to give
me all of their attention before I
begin to explain the directions,
so I don’t have to repeat them a
lot
-If the students are having
difficulty staying in their seats,
or not eating or flinging the
material, I will ask them to
move over near me
-If the students are misbehaving
while they are planting, I will
ask them to leave and tell them
they can finish planting it
another time when they are
more willing to cooperate
Extensions:
Do the “Inside the Seed” activity (mentioned in the Unit Outline)
Professional Development Plan (attach):
29
Lesson Plan #3
Name: Daniella Tiefenbach
Subject: Writing
Content: (Topic)
-Habitats
-Aboriginal Perspective regarding
Creation of plants
Learning Outcomes:
As a result of this lesson, students will be able
to:
-participate in a guided writing exercise
-understand how sentences are put together
-share their ideas in a logical way
Date: March 11, 2010
Grade: One
Teaching Strategy:
Indirect, Interactive
Assessment:
Students will be assessed using anecdotal notes
and a checklist based around the following
criteria:
-Participate in shared writing process
-Share ideas in logical format
-Help with spelling, word format, and
placement of punctuation
-Volunteer to write-up sentence on the board
with help from the teacher
Curricular Connections:
Grade 1 Science: Plants
 Describe the functions of the various parts of the plants
1) Observe and describe some plant habitats
Grade 1 English Language Arts: Writing
 participate in language experience, and patterned, shared, and guided writing
 present information and ideas in sentences
 reread to see if they have included everything they wanted to say
Adaptive Dimension:
-If the students are unable to come up and write their idea on the board, I will doing the writing
for the students as they say their ideas
-I will assist students who wish to come up and share their ideas with the writing
Common Essential Learnings:
PSVS The students will be learning about another culture’s idea, as well as their own
C The students will be communicating through interactive writing
Prerequisite Learning:
None
Lesson Preparation:
Equipment/materials
Book: Bruchac, Joseph.(1998). The first strawberries. New York: Puffin Books.
ISBN: 978-0140-564-099
-Chart Paper and markers
Advanced preparation:
-Create questions for the book
30
Presentation:
Set ( 8 min)
-Have the students sitting on the mat
-Read the book asking questions (sticky noted in the book)
Classroom Management
Strategies:
-If the students wish to share a
story, I will ask them to wait
Development ( 17 min)
-Have students move back to the tables
-Explain to students that we just heard a story that told how
the Cherokee First Nations believed plants came to be, and
we are going to write our own story
-Start with a brainstorming session (about 5 min)
-Have students help write ideas up on chart paper, making
sure to use proper sentence structure, spelling, punctuation
-Students will be able to volunteer to come write up their
sentence with assistance if needed
-Try to get each student to share an idea
-If the students wish to share an
idea, I will remind them to put
their hand up
-For students who are
misbehaving, or are not paying
attention, I will have them copy
the story as we go, or I will
move them
Closure ( 5 min)
-We will read our story (choral reading)
Extensions:
Professional Development Plan (attach):
31
Lesson Plan #4
Name: Daniella Tiefenbach
Subject: Art
Date: March 15, 2010
Grade: One
Content: (Topic)
Roots
Teaching Strategy:
Direct, Indirect, Independent
Learning Outcomes:
As a result of this lesson, students will be able
to:
-Explain one function roots have
-Create a set of roots out of a variety of
material
Assessment:
Students will be assessed using a checklist
based on the following criteria:
-Explain one function that roots have
-Create a recognizable set of roots from a
variety of material
-Complete picture with appropriate
representation of a plant
-Follow Directions
Curricular Connections:
Grade 1 Science: Plants
 Compare various plants, plant parts, and plant products.
2) Identify the roots, stems, leaves, and flowers of plants.
4) Compare the root systems, the flowers, and the stems of several plants.
Grade 1 Arts Education: Visual Arts
 Begin to develop skills that help them depict people and objects accurately.
 Begin to understand the variety of sources for visual art ideas.
Adaptive Dimension:
-For the students who are unable to write in the sentence, I will go around and ask them what
roots do
Common Essential Learnings:
ILThe students will participate in independent learning showing a type of root (upper or
lower)
CThe students will be communicating through a sentence
Prerequisite Learning:
-The students will need to know what a plants looks like
-The students will need to know how to use glue, scissors, and tissue paper squares
Lesson Preparation:
Equipment/materials
-Book: Khisty Bodach, Vijaya. (2007). Roots. Minnesota: Capstone Press
ISBN: 978-0-7358-6345-1
-Variety of art materials tissue paper, pipe cleaners, pom poms, beads, string pieces
-Glue, scissors
-Pictures of roots and non-roots
-Chart paper labelled Roots and Non-Roots
-Art worksheets
-Tape
32
Advanced preparation:
-Create the art worksheets
-Label chart paper
-Get pictures of roots and non-roots
-Prepare art material (cut tissue paper and string)
-Prepare book questions
-Set up the material on a side table
-Make a large example on chart paper
Presentation:
Set ( 20 min)
-Have students meet on the mat
-Hand out pictures to 10 students and have them decide
whether the picture is a root or not (place the picture onto the
chart paper for the other students to see)- Ask the other
students if they agree by using a hands-up
-Read the book to the students
-Ask the students what they think roots do for plants
-Explain the assignment (while doing a demonstration on
chart paper)
-the students will be given a worksheet. They are to
put their name on the worksheet first. Then they are to write a
simple sentence at the bottom of the page about what roots do
for plants. After they have finished their sentence, they are
able to use any of the material on the side table to create the
roots for their plants. They are to draw their plant with pencil
and colour with marker so I am able to determine that they
know what the roots are.
-Send the students back to their desks
Development ( 20 min)
-Have students move back to their desks
-Have students work on their art worksheet (writing the
sentence first)
-Move around the room and assess the students who have
difficulty with writing (and others if there is time)
-While moving around the room, reshow students the roots of
Miss T’s bean seeds
Classroom Management
Strategies:
-I will give the pictures to the
students who are sitting nicely
and are paying attention
-If the students wish to say
something, I will remind them
to raise their hands
-I will check for understanding
after I do a demonstration of the
art lesson
-I will remind the students that
this can be a talking activity as
long as they are talking quietly
to their table mates. If anyone
begins to get silly, I will have
them move to a quieter area
-If the students being to get
silly, I will stop them and have
them put their head down to
calm down
-I will hand out the paper as
they are moving back to their
desks
-I will be giving one student a
hair elastic to play with during
the activity
-Once students have cleaned up
I will have them sit at their
desks until they are ready for
SURF
Closure ( 5 min)
-Have students clean-up
-Quickly review what roots do for plants
Extensions:
Professional Development Plan (attach):
33
Lesson Plan #5
Name: Daniella Tiefenbach
Subject: Writing
Content: (Topic)
-Habitats
-Perspective regarding creation of plants
Learning Outcomes:
As a result of this lesson, students will be able
to:
-participate in a guided writing exercise
-understand how sentences are put together
-share their ideas in a logical way
Date: March 16, 2010
Grade: One
Teaching Strategy:
Indirect, Interactive
Assessment:
Students will be assessed using anecdotal notes
and a checklist based around the following
criteria:
-Participate in shared writing process
-Share ideas in logical format
-Help with spelling, word format, and
placement of punctuation
-Volunteer to write-up sentence on the board
with help from the teacher
Curricular Connections:
Grade 1 Science: Plants
 Describe the functions of the various parts of the plants
2) Observe and describe some plant habitats
Grade 1 English Language Arts: Writing
 participate in language experience, and patterned, shared, and guided writing
 present information and ideas in sentences
reread to see if they have included everything they wanted to say
Adaptive Dimension:
-If the students are unable to come up and write their idea on the board, I will doing the writing
for the students as they say their ideas
-I will assist students who wish to come up and share their ideas with the writing
Cross Curricular Competencies:
PSVS The students will be learning about another culture’s idea, as well as their own
C The students will be communicating through interactive writing
Prerequisite Learning:
-This lesson is a continuation of lesson 3, the students will need to know what we are doing and
have an idea of what they were creating and where they were going with it
Lesson Preparation:
Equipment/materials
Book: Brusca, Maria Cristine & Wilson, Tona. (1995_. When jaguars ate the moon and other
stories about animals and plants of the Americas. New York: Henry Holt and Company
ISBN: 0-8050-2797-1
-Chart Paper and markers
Advanced preparation:
-Create questions for the book
-Get the story from lesson 3 ready on the board
34
Presentation:
Set ( 8 min)
-Have the students sitting on the mat
-Read the book asking questions (sticky noted in the book)
Classroom Management
Strategies:
-If the students wish to share a
story, I will ask them to wait
Development ( 17 min)
-Have students move back to the tables
-Explain to students that we will be continuing the story from
the other day
-We read another story about the creation beliefs of plants
-I will reread the story to the students to remind them where
we were
-Have students help write ideas up on chart paper, making
sure to use proper sentence structure, spelling, punctuation
-Students will be able to volunteer to come write up their
sentence with assistance if needed
-Try to get each student to share an idea
-If the students wish to share an
idea, I will remind them to put
their hand up
-For students who are
misbehaving, or are not paying
attention, I will have them copy
the story as we go, or I will
move them
Closure ( 5 min)
-We will read out story (choral reading)
Extensions:
Professional Development Plan (attach):
35
Lesson Plan #6
Name: Daniella Tiefenbach
Subject: Physical Education
Date: March 18, 2010
Grade: One
Content: (Topic)
Teaching Strategy:
-Seasonal Changes
Experiential, Interactive
Learning Outcomes
Assessment:
As a result of this lesson, students will be able Students will be assessed using a checklist
to:
based on the following criteria:
-Identify the seasonal changes plants go
-Demonstrate seasonal changes of plants using
through
movement
-Demonstrate the seasonal changes plants go
-Participate in the class
through using movement
Curricular Connections:
Grade 1 Science: Plants
 Compare various plants, plant parts, and plant products
5) Describe some seasonal changes in plants.
Adaptive Dimension:
-If the students are unable to do the flower dance, than I will lead them in one
Common Essential Learnings:
CThe students will be communicating through representation
CCT The students will need to think critically about the changes that plants go through and
how to represent that with their bodies
ILThe students will be using their own ideas to represent the seasonal changes, they will each
take something different out of this experience
Prerequisite Learning:
-Some knowledge of the seasonal changes plants make
-How to behave within the Physical Education classroom
Lesson Preparation:
Book: Carle, Eric. (1987). The tiny seed. New York: Simon & Schuster Books for Young
Readers
ISBN:0-88708-015-4
OR
Ehlert, Lois. (1991). Red leaf, yellow leaf. Toronto: Harcourt Inc.
ISBN: 0-15-266197-2
Advanced preparation:
-Create book questions
Presentation:
Set ( 20 min)
-Meet the students outside after recess
-Take students on a walk around the school ground and on the
paths behind the school
-Ask students:
-What do you see?
-How, is what you see is different than what you saw
36
Classroom Management
Strategies:
-If the students choose not to
participate, I will talk to them
and tell them that this is part of
the class and they need to
participate
at the beginning of the school year?
-How this will be different in a few weeks?
-Why do you think the plants are changing?
Development ( 25 min)
-Invite the students to act out the changes that they talked
about
-Give the students prompts to help in their movement
-Watch your space and where others are
-How do you think plants die? Do you think they twist
and turn? Show me how you think plants die.
-How do you think plants grow? Do you think they
grow and stretch? Show me how you think plants grow.
-How do you think plants live? Do you think they
twist and turn? Do you think they stretch? Do you think they
blow in the wind? Show me how you think plants live.
-Give the students time to demonstrate each stage of a plant’s
life.
-Take the students inside
Closure ( 15 min)
-Once the students have had a change to get out of the coats,
have them go to the mat area
-Read book (questions on in the book)
-Discuss with the students what they thought about the
activity
-Readdress the seasonal changes that plants make
Extensions:
Professional Development Plan (attach):
37
-If the students still do not want
to participate, I will ask them
questions to try and get them
engaged
-If the students do not wish to
behave, I will have them sit on
the side lines
-If the students do not wish to
participate, I will try to get them
engaged by asking questions
and having them think deeply
about how plants grow, die and
live
-If the students wish to share
their ideas, I will remind them to
raise their hands
Lesson Plan #7
Name: Daniella Tiefenbach
Subject: Theme (Plants)
Content: (Topic)
Stems
Learning Outcomes:
As a result of this lesson, students will be able
to:
-Identify what function a stem does
-Identify a stem, leaves, and a flower/head
-Share their ideas in a group setting
Date: March 19, 2010
Grade: One
Teaching Strategy:
Experiential, Direct, Indirect
Assessment:
Students will be assessed using a checklist
based on the following criteria:
-Identify the function of the stem
-Identify a stem/leaf/flower-head
-Share ideas with group members
-Anecdotal records will also be kept during the
group work
-The students will also participate in a selfassessment
Curricular Connections:
Grade 1 Science: Plants
 Compare various plants, plant parts, and plant products.
2) Identify the roots, stems, leaves, and flowers of plants
4) Compare the root systems, the flowers, and the stems of several plants.
 Describe the functions of the various parts of the plants.
2) Match each need of a plant with the part(s) which supply that need
Adaptive Dimension:
-For the students who have difficulty writing, I will have them draw a picture and will make sure
to pay particular attention to them while I am doing my anecdotal records to ensure they
understand. I will make sure to ask them questions during the discussion to assess their
understanding
Cross Curricular Competencies:
C The students will be communicating through a large group discussion, as well as through
their journals
CCT The students will need to think about why the celery changed colour
ILThe students will be working by themselves to categorize from the scavenger hunt, they will
also be working in small groups to discuss the celery experiment
Prerequisite Learning:
The students will need to know how to take part in a scavenger hunt
Lesson Preparation:
Equipment/materials
-Book: Ayres, Katherine. (2007) Up, down, and around. Massachusetts: Candlewick Press
ISBN: 978-0-7636-2378-4
OR
Williams Nathan, Stella. (1990). Jack and the beanstalk. New York: Western Publishing
Company Inc.
ISBN: 0-307-02058-4
-Celery Stalk, food colouring, glass of water
-Journals
38
-Pictures of stems, leaves, and flowers/heads (42)
-Chart paper labelled Stems, Leaves, Flower/Head
-Markers
Advanced preparation:
-Create questions for the book
-Put together five Celery Stalk experiments
-Put together pictures of stems, leaves, flower/head--- hide these before class
-Create groupings (five groups)
-Create chart paper chart
Presentation:
Classroom Management
Set ( 15 min)
Strategies:
-Have students meet on the mats
-If the students wish to say
-Read the book asking questions (sticky noted in the book)
something, I will remind them
-Have students participate in the scavenger hunt
to raise their hands
-Each student is allowed to find 2 pictures while on
-If the students are able to walk
the hunt. Students will be given 45seconds to find their two
and listen during the scavenger
pictures
hunt, I will have them come
-Have students come back to the mat when they have found
back to the mat without a
their pictures
picture
-Go through the students twice, each time having the students -If the students are having
share one of their pictures and stating whether it is a stem,
trouble listening to their
leaf, or flower/head—put these pictures up on a chart paper so classmates, I will remind them
the students are able to see them (tape them on so they are
that we need to listen to each
able to use them in a future class)
other so we can all learn
-If the students are having trouble placing their
picture, their classmates can help them out
Development ( 20 min)
-The teacher will explain to the students that today we will be
looking at the stem of the plant (pointing to the pictures on
the chart)
-Ask the students what they think the stem does for the plants
-Tell the students that we will be learning what a stem does.
-Show students one of the celery stalk experiments
-Tell the students that once they have been split into their
groups, they are to discuss with their group members about
what they think is happening to the celery stalk. They need to
discuss why they think that.
-After the students have finished their discussion, they are to
write/draw what is happening to the celery stalk and why they
think that
Closure ( 15 min)
-Bring all the students back to the mat area
-Discuss what they students found while doing their
39
-If the students don’t want to
stay on task during the group
work, I will move them to a
different group or I will move
the group closer to myself
-The journals will be handed out
as the groups are identified and
leave the area
-The students will do their selfassessment on the mats using a
experiment
-Ask the students what they think the stem does for the plant
and how they think the stem does that function
-Take part in a self-assessment
Extensions:
Professional Development Plan (attach):
40
marker
Lesson Plan #8
Name: Daniella Tiefenbach
Subject: Themes (Plants)
Content: (Topic)
Leaves
Learning Outcomes:
As a result of this lesson, students will be able
to:
-Understand why scientist use leaves to
categorize plants
-Categorize plants based on different
categories
-Understand what leaves do for plants
Date: March 22, 2010
Grade: One
Teaching Strategy:
Direct, Interactive, Indirect
Assessment:
Students will be assessed using a checklist
based on the following criteria:
-Demonstrate understanding of why
scientist use leaves as a method of plant
categorization
-Categorize plants based on different
criteria
-Anecdotal records will also be kept as the
students are working on their categorization
Curricular Connections:
Grade 1 Science: Plants
 Compare various plants, plant parts, and plant products
2) Identify the roots, stems, leaves, and flowers of plants.
3) Compare and classify plants using characteristics of their leaves.
 Describe the functions of the various parts of the plants.
2) Match each need of a plant with the part(s) which supply that need
Adaptive Dimension:
For students who don’t understand the concept of the demonstration, a difference explanation
will be given to them
Common Essential Learnings:
CThe students will be communicating through discussion and their journals
CCTThe students will need to think critically about the categories and the demonstration
ILThe students will be categorizing individually or in small groups
Prerequisite Learning:
-What a leaf looks like
Lesson Preparation:
Equipment/materials
Book: Maestro, Betsy. (1994). Why do leaves change color? New York: Harper Collins
Publishers ISBN: 0-06-022874-1
OR
Gibbons, Gail. (2002). Tell me, tree. New York: Little, Brown and Company
ISBN: 0-316-30903-6
-Chart paper and markers
-Lamp, Leaf, sugar (for demonstration)
-Pictures of leaves (15 different leaves)
Advanced preparation:
-Create questions for the book
41
-Find pictures of leaves
-Practice Demonstration
Presentation:
Set ( 15 min)
-Have students at the front of the table area
-Read the students the book (questions are sticky noted within
the book)
-Have a brainstorming session about what the students think
leaves do for the plants
Classroom Management
Strategies:
-If students wish to say
something, I will ask them to
raise their hands
Development ( 35 min)
Demonstration of leaf function:
-Set up the lamp so it shines on the leaf- explain that
this represents the sunlight shining on the leaves outside
-What does the sunlight give to the plants?
-Demonstrate that the leaf takes the energy from the
light and turns it into food to help the plant grow- just like we
take the energy from the food we eat and it helps us grow
-Show the students that the energy is turned into
sugar, which is something that the plant uses to grow
-If the students have any
questions about the
demonstration, I will remind
them to raise their hands
-This is a time for open
discussion, as well, if anyone
has something to add, but I will
remind them to raise their hands
-Ask students if there are any questions. Ask a couple
students to explain in their own words what the leaves do for
plants (so the students can hear it in different language and
get a different perspective)
-Put the students in pairs
-Have the students move back to their seats and hand out
baggies of leaves and their journals
-Explain to the students that there are different types of leaves
in their baggies and I want them to categorize their leaves
(ask students if they know what the word categorize means)
-Inform the students that once they have categorized
their leaves, they are to draw a picture of how they
categorized their leaves (draw a picture of what the leaves
look like)
-Once they have finished their picture, they can
categorize their leaves again if they have time
-Collect the journals
Closure ( 10 min)
-Have the students explain what some of their categorizations
were and how they went about categorizing their leaves
-Ask students:
-Where the leaves different enough to be put into
different categories?
42
-While the students are
categorizing their leaves, I will
remind them that they can talk
to one another as long as they
are working, aren’t yelling and
are staying in their seats
-What do you think is the importance of categorizing
leaves?
-How do you think scientist categorize plants (to tell
the difference of where they live, what they need to live, and
if they are safe of not)?
-Hopefully students will get that scientist
categorize plants by using the leaves
-Read passage from “Tell Me, Tree” book about the different
kinds of leaves and how plants are classified by their leaves
Extensions
Professional Development Plan (attach):
43
Lesson Plan #9
Name: Daniella Tiefenbach
Subject: Writing
Content: (Topic)
Flower/ Head
Learning Outcomes:
As a result of this lesson, students will be able
to:
-explain what the function of the flower head is
-create a poster
Date: March 23, 2010
Grade: One
Teaching Strategy:
Interactive, Independent
Assessment:
Students will be assessed using a checklist on
the following criteria:
-Show two functions of the flower head
-Create a poster using words and pictures
-Participate in the class discussion
-Present poster efficiently
Curricular Connections:
Grade 1 Science: Plants
 Compare various plants, plant parts, and plant products.
2) Identify the roots, stems, leaves, and flowers of plants.
 Describe the functions of the various parts of the plants.
2) Match each need of a plant with the part(s) which supply that need
Grade 1 English Language Art: Writing

create original
texts to communicate

print legibly
and space letters, words, appropriately

reread to see if
they have included everything they wanted to say

publish (share)
their writing
Adaptive Dimension:
-If the students don’t know what a flower/head is, we will discuss it
-The ideas will be posted on the board for reference
-If the students are done quickly, they will be asked to do squeeze in a third function
-A review of leaves will be done quickly to connect to the previous lesson
Common Essential Learnings:
C The students will be communicating through writing
Prerequisite Learning:
-Know what a flower/head looks like
Lesson Preparation:
Equipment/materials
Book: Faulkner, Megan & Krawesky, Adam. (2005). A day at the apple orchard. Toronto:
Scholastic Canada Ltd
ISBN: 0-439-95713-3
-Poster paper (81/2 x 11)
-Markers
-Various fruit with seeds still inside (apple, lemon, pineapple, cantaloupe)
-Plant with flowers
44
Advanced preparation:
-Create questions for book
-Cut up fruit
-Make a poster example
Presentation:
Set ( 8 min)
-Have the students at the mat
-Review lesson from previous day—answer questions on the
attached sheet
-Read the book and ask questions (on attached sheet)
Development ( 17 min)
-Have the students move back to the desks
-Do a brainstorm about what flower/heads do for plants
-Make fruit for us to eat, make seeds, for bees to make
honey, to look and smell nice
-Explain the assignment to the students:
-The students are to make a poster about the function
of a flower head. They are to draw a picture of a flower head
in the on their page. Then they are to pick 2 functions of a
flower head and write them on the page with an
accompanying illustration
-Once they have completed their poster, they can
show it me, than they will be given leaves to try to sort again
Closure ( 5 min)
-The students will have an opportunity to share their ideas
with the class
Classroom Management
Strategies:
-If students want to talk, I will
ask them to wait until later
-I will hand out the paper as the
students are making their way
back to their tables
-If the students are unable to
work at their tables, I will move
them
-If the students are having
trouble with spelling, I will have
them sound the words out
-If the students want to share
their ideas, I will remind them to
put their hands up and wait their
turn
Extensions:
The students can do a sorting activity of flower/heads beforehand to experience the concept of
categorization
Professional Development Plan (attach):
45
Lesson Plan #10
Name: Daniella Tiefenbach
Subject: Writing
Date: March 24, 2010
Grade: One
Content: (Topic)
Teaching Strategy:
Food and Other Products from Plants
Interactive, Independent
Learning Outcomes:
Assessment:
As a result of this lesson, students will be able Students will be assessed using a checklist
to:
based on the following criteria:
-List items that are made from plants (food and -Participate in the creation of the lists
other products)
-Write ideas in full sentences
-Write their ideas in full sentences
-Use proper spacing
-Use proper spacing in sentences
Curricular Connections:
Grade 1 Science: Plants
 Compare various plants, plant parts, and plant products.
6) Identify foods which come from plants.
7) Recognize some products other than foods which come from plants.
Grade 1 English Language Arts: Writing
 consider personal experiences, classroom activities, and other related information
 present information and ideas in sentences
 write simple statements, showing awareness of capital letters and periods
 print legibly and space letters, words, and sentences appropriately
 use appropriate spacing between letters in words and between words in sentences
Adaptive Dimension:
-If the students are unable to write two sentences, they can just write 1
-If the students are unable to write a full sentence, they can just write down their idea in as much
detail as they can
-If the students are finished early, they can create a new way to use a food item (be creative)
Common Essential Learnings:
PSVS The students will be learning about other cultures and about themselves
C The students will communicating through writing
Prerequisite Learning:
-How to write a full sentence
-Some idea of products from plants
Lesson Preparation:
Equipment/materials
Book: Fowler, Allan. (1999). The wheat we eat. New York: Children’s Press
ISBN: 0-516-26569-5
OR
Gibbons, Gail. (2007) The vegetables we eat. New York: Holiday House
46
ISBN: 978-0-8234-2001-8
-Journals
-Chart paper with titles (Food from Plants, Other Products from Plants)
Advanced preparation:
-Create questions for the book
-Make chart paper with titles
Presentation:
Set ( 8 min)
-Have students at the tables
-Read the book with questions (on the attached sheet)
Development ( 7 min)
-Do the brainstorming lists
-Show items as they are mentioned
Closure ( 15 min)
-Have the students do a write
-The students are to pick one non-food item, and write 2
sentences on what the item is and how it is used.
-If the students are finished early, they can pick an item from
the food list to write 1-2 sentences on a new way to use this
food
-Remind the students that I will be looking for how well they
can write their sentences, so they need to make sure they do
their best writing
-Check for understanding using the thumbs up-thumbs down
technique
Extensions:
-Bring in items; connect to food guide
Professional Development Plan (attach):
47
Classroom Management
Strategies:
-If the students want to say
something during the reading, I
will remind them to save their
stories
-During the brainstorming, I will
remind the students to put their
hands up and to wait their turn
-I will remind the students that
they writing activity is an
independent activity
-If the students are misbehaving,
I will move them
Lesson Plan #11 (half day)
Name: Daniella Tiefenbach
Subject: Daily Five (Plants)
Date: March 25, 2010
Grade: One
Content: (Topic)
Teaching Strategy:
-Daily Five
Independent
-Plant Final Evaluation
Learning Outcomes:
Assessment:
As a result of this lesson, students will be able to:
Students will be assessed using
-Express their knowledge of:
a rubric based on the following
-plant needs
criteria:
-roots
-Express your knowledge of:
-stems
-plant needs
-the importance of leaves
-roots
-products from plants
-stems
-the importance of leaves
-products from plants
-The rubric will be based around
their knowledge and will be
based off of their rubrics
-The students will be assessed
using anecdotal notes taken
during their time at the stations
-The students will also complete
a brief self-assessment about
their participation
Curricular Connections:
Grade 1 Science: Plants
 Compare various plants, plant parts, and plant products
1) Identify the roots, stems, leaves, and flowers of plants.
4) Compare the root systems, the flowers, and the stems of several plants.
6) Identify foods which come from plants.
7) Recognize some products other than foods which come from plants.
 Describe the functions of the various parts of the plants.
1) Identify basic plant needs.
2) Match each need of a plant with the part(s) which supply that need.
Grade 1 English Language Arts: Writing
 reread to ensure ideas make sense and add more information if necessary
 consider personal experiences, classroom activities, and other related information
 create original texts to communicate
 print legibly and space letters, words, and sentences appropriately
48
Adaptive Dimension:
-For students who are having difficulties with the learning centres, I will assist them
-For students who are unable to write a lot, they are able to write as much as they can, the best
that they can
Common Essential Learnings:
CThe students will be communicating in their
CCT The students will need to use critical thinking to do some of the activities
IL The students will be working at learning centres
TThe students will be working on the computer playing a new game
Prerequisite Learning:
-Plant Needs
-Roots
-Stems
-Products from Plants
Lesson Preparation:
Equipment/materials
Book: Guest, C.Z. (2000). Tiny green thumbs. New York: Hyperion Books for Children
ISBN:0-786-80516-1
-Journals
-Plant need worksheet
-Pictures of roots and other plant parts, paper with headings, glue, scissors
-Celery Stalk experiment
-Plant books from book box (5 at each station)
-Book: Murray, Linda. (2003). Grow, garden, grow. Toronto: Scholastic Inc
ISBN: 0-439-68798-5
-Song for station change (There was a Bee-i-ee-i-ee)
-Hand in baskets
-Timer
Advanced preparation:
-Make plant needs worksheet
-Get pictures of roots and other plant parts, label sheet with headings Roots & Not Roots
-Write up direction sheets
-Prepare celery stalk experiment
-Write book questions
Presentation:
Classroom Management
Set ( 40 min)
Strategies:
-The students will come in and agendas will be done
-If the students wish to say
-Once the students have completed their agendas, they will
something, I will remind them
look over their rebus chants until all of their class mates have to raise their hands
finished
-The students will meet on the mats
-I will explain to the students that today we will be going
through some of the activities that we have already done to
see what they remember and what they learned
49
-Read the book without questions
Development ( 80 min or 1hr and 20min)
-Go over expectations and self-assessment criteria
-I will explain the directions of each station and I will explain
what I will be using as a station change symbol (song)
-After I explain the directions and spilt the students into
groups of 5, I will have one student from each station explain
the activity. This will be repeated after each rotation.
-I will check for understanding
-I will give the students about 15 minutes at each station, if
the students finish early, they can look at the books that are
placed at the station
-Students will get their pencil boxes and go to their stations
when their name is called
Station 1: Plant Needs
-At this station the students will first list, on one side of the
paper, what plants need to grow
-The students will then flip the paper over and will need to
draw lines from the plant need, to the part of the plant that
supplies that need
Station 2: Bean Seed
-At this station, the students will have an opportunity to
journal about how their bean seed is going and whether it has
sprouted or not. They will do this by drawing a picture of
their plant.
Station 3: Roots
-At this station, the students will be given pictures of roots
and other plant parts. The students will need to pick out the
pictures of the roots then categorize their pictures. They will
glue the pictures of the roots onto a piece of paper under the
heading Roots, and the other pictures under the heading Not
Roots
Station 4: Stem
-At this station, the students will be looking at the Celery
Stalk Experiment again. They will need to draw a picture of
what it looks like in their journals, then write 1-2 sentences as
to why it is happening
Station 5: Plant Products
-At this station, the students will need to list at least 3 food
items from plants and at least 3 non-food items from plants in
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-If the students have any
questions, I will make sure I
address them before we get
started.
-If the students are misbehaving
at any of the stations, I will talk
to them. If the student continues
to misbehave I will put them in
a different group and they will
have to make up the miss centre
at recess.
their journal. They will need to label which ones are food and
which ones are not foods.
-Once the students have gone through all of their stations,
they will need to hand in their journals in the basket
Closure ( 15 min)
-We will meet at the tables
-We will debrief what we went through
-Talk about how the students felt about the learning centres
that morning
-Address any questions from the learning centres
-The students will participate in their self-assessment with the
teacher reading the questions aloud and giving the students a
few seconds to fill in the face they believe they deserve
-If there is time, read the second book
-If there were any issues with
the centre, this would be the
time to address them
Extensions:
-Different centres can be used, depending on the information covered
Professional Development Plan (attach):
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Roots
Not Roots
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Plant Needs
-Write what a plant needs:
1)
2)
3)
4)
5)
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Parts of the Plant
-Draw a line from the part of the plant to what it gives the plant.
Makes food for the plant.
Seed
Food we eat.
Leaf
Moves the water.
Flower/Head
Gets water from soil.
Stem
The baby plant.
Roots
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