Instructional Design
Backyard Science/Plant Unit
Instructional Design
(Backyard Science/Plant Unit)
By: Fred Schmerge
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Outcomes
Unit Length: three weeks
General Outcomes:
1. Students will know and demonstrate how living systems function and how they
interact with the physical environment. (Cognition, Cognitive Skill)
2. Students will learn that there are living things, nonliving things and pretend things,
and describe the basic needs of living things. (Cognition, Cognitive Skill)
3. Students will know the parts of plants and explain how the parts work together to meet
the needs of the plants. (Cognition, Cognitive Skill)
7. Students will explain how living things function and interact with their physical
environment. (Cognitive Skill, Psychomotor-Perceptual Skill)
8. Students will recognize that seasonal changes can influence the health, survival or
activities of living things. (Cognitive Skill)
9. Students will appreciate all living things and take an interest in conservation.
(Affective)
Unit Outcomes:
1. Students will determine that plants are living things. (Cognitive Skill)
2. Students will understand that plants grow and change. (Cognition)
3. Students will understand that plants have basic needs that must be met in order for
them to grow and change. (Cognition)
4. Students will name the basic needs of plants. (Cognitive Skill)
5. Students will state that plants start as seeds. (Cognitive Skill)
6. Students will decide the functions of roots. (Cognitive Skill)
7. Students will investigate the functions of stems. (Cognitive Skill)
8. Students will explain the functions of leaves. (Cognitive Skill)
9. Students will describe how plants make food. (Cognitive Skill)
10. Students will discuss how plants reproduce. (Cognitive Skill, PsychomotorPerceptual Skill)
11. Students will determine where plants can live. (Cognitive Skill)
12. Students will investigate how weather and seasonal changes affect plants. (Cognitive
Skill)
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Preassessment
The plant unit is the first major unit of the backyard science curriculum. Therefore, the
preassessment is not only for the plant unit. The preassessment is also for the entire backyard
science curriculum. Additional preassessments will be given prior to each unit to determine
specific prior knowledge of the unit matter.
There are two goals for the preassessment. The first goal is to determine the outdoor
experiences of the students. The assessment seeks to find out information about the students’
yards around their homes. Other points of information sought include how much time the
students spend outside in their yards and what the students like to do outside in their yards. The
second goal is to determine their knowledge and experiences with common plants.
The preassessment should be given at least two days prior to the start of the plant unit.
The preassessment will take approximately 30 minutes to complete. The teacher will pass out a
copy of the preassessment to each student in the class. The teacher will then read each item to
the class. The teacher will go on to the next item after each student is done with the previous
item. The next day after the preassessment is given, the teacher will pass the preassessments
back to the students. The teacher will then go over the items allowing the students to discuss
their answers.
The evaluation of the preassessment will determine if any supplemental lessons will be
needed before the start of the plant unit. A copy of the preassessment is attached.
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Lesson 1: Plants are living things.
General Outcomes: 1, 2, 7, 9
Unit Outcomes: 1, 2, 11, 12
Time Period Objectives:
1. Students will identify and list plants found in their yards.
2. Students will compare and contrast plants with other living things such as animals.
3. Students will understand that plants do not move on their own.
Materials: Preassessment yard pictures, various yard photographs, four to six sets of plant
development cards, various animal photographs, “plants are alive” worksheet, “a look at plants”
worksheet
Procedures:
Before lesson: Return the preassessment yard pictures to the students. Put photographs
of various yards on display.
Introduction: Ask students to look at their preassessment yard pictures and the yard
photographs on display. Ask them to think about their yards. Have the students identify
various plants from their yards. List the various plants on the board. Have the students
think about what happens to plants in their yards as the weather and seasons change. Ask
the students if the plants stay the same or change. Explain that plants change because
they are alive – they are living things. (10 mins.)
Activity: Divide the students into small groups (three of four per group). Give each
group a set of plant development cards (there are four cards; each card shows a different
stage of plant development). Instruct the groups to put the cards in order of how they
think plants grow. Give the groups to about three minutes to complete this task. After
the groups are done, discuss with the students what changes plants go through as they
grow. Extend the discussion to include how plants change with the weather and seasons.
(15 mins.)
Summary/Closure/Evaluation:
Discussion: Show the students pictures of various animals. Ask the students to compare
and contrast plants with animals. Explain that plants and animals are both living things.
Discuss with the students the similarities and differences of plants and animals. List the
similarities and differences on the board. Ask students how animals get food and water.
Explain to the students that animals move to get their food and water. Ask the students if
plants can move to get their food and water. Tell the students that they will learn how
plants get food and water as they learn about the different parts of plants. (10 mins.)
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Instructional Design
Backyard Science/Plant Unit
Assessment: Pass out the “A Look at Plants” worksheets to the students. Do the
worksheet as a class. Discuss any areas of confusion. Pass out the “Plants Are Alive”
worksheets. Do the worksheet as a class. Discuss any areas of confusion. (15 mins.)
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Lesson 2: Plants have basic needs.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4
Time Period Objectives:
1. Students will relate the basic needs of plants to other living things such as animals.
2. Students will understand that plants must meet their basic needs in order to survive
and grow.
3. Students will know the consequences of plants not meeting their basic needs.
Materials: Green grass sample, brown grass sample, two identical living plants in separate pots,
“Plants Are Living Things” worksheet
Procedures:
Introduction: Ask students if plants are living things. Discuss with the students that since
plants are living things, they grow and change. However, plants cannot move. Continue
the discussion by asking the students if plants grow and change automatically no matter
what happens around them. Show the students two samples of grass (green and brown).
Ask the students what color the grass is supposed to be. Ask the students why the one
sample of grass is brown (lack of water). Explain to the students that plants need certain
things to live, grow, and change. Discuss what plants must have to live, grow, and
change (food, water, and air). Have the students discuss how plants meet their needs not
being able to move (plants make their own food). Have them compare and contrast how
plants meet their needs with how animals meet their needs. (15 mins.)
Activity: Present two identical living plants in two separate pots to the class. Ask them
what they think will happen if one of the plants doesn’t get any water. Label one plant
“A” and the other plant “B”. Set both pot near a window. Select student helpers to water
plant “A” each morning. Do nothing to plant “B”. After approximately ten days check
the plants with the class during lesson seven (Plants in their environments). (10 mins.)
Summary/Closure/Evaluation:
Assessment: Pass out the two “Plants Are Living Things” worksheets to each student.
Do the worksheets as a class. Discuss each item as a class. The worksheets deal with
this lesson and review the previous lesson. (15 mins.)
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Lesson 3: Plants have parts.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4, 5, 6
Time Period Objectives:
1. Students will know that plants have different parts.
2. Students will understand that each part of a plant has a specific task.
3. Students will understand that all the parts of a plant work together to meet the plant’s
basic needs.
4. Students will compare and contrast different seeds.
5. Students will understand that each kind of plant has a unique seed.
6. Students will understand that roots grow from the seed.
7. Students will describe what roots look like and how they grow.
8. Students will understand that roots anchor plants in the ground.
9. Students will understand that roots absorb water and minerals from the soil.
Materials: Potted plant, five to six bags of seeds (each bag should contain a variety of different
seeds), “Seeds and Roots” worksheet packet
Procedures:
Introduction: Ask students what people start their lives as (babies). Ask students what
plants start their lives as (seeds). Explain to students that seeds grow into plants when
their basic needs are met. (3 mins.)
Activity: Divide students into small groups (three or four students per group). Give each
group a bag with a variety of different seeds. Have the groups sort and discuss the
different seeds. Explain to the students that each kind of seed grow into a different kind
of plant. (7 mins.)
Discussion: Hold up a living plant and ask students what changes happen as a plant
grows form a seed (bigger, different parts). Explain to students that the different parts
develop as a plant grows. Ask students why plants have different parts (to help meet the
plants’ needs). Discuss with the students that plants have different parts just like people
and animals have different parts to help meet their needs. Explain that each part has a
specific job and all the parts work together to meet the plant’s needs. (5 mins.)
Activity: Hold the living plant up again. Pull the plant (roots and all) out of the soil.
Ask students what the thin stringy things hanging form the plant are called (roots). Cut
the roots off of the plant. Set the plant back in the pot and let the plant fall over. Ask the
students why the plant fell over (no roots). Explain that the roots hold the plant in the
ground. Ask students how plants get water if they can’t move. Explain that the roots
suck the water from the ground like straws. (10 mins.)
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Instructional Design
Backyard Science/Plant Unit
Summary/Closure/Evaluation:
Assessment: Pass out the “Seeds and Roots” worksheet packets to the students. Work
through the packet as a class. The packet will review and expand this lesson. (20 mins.)
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Lesson 4: Plants have stems and leaves.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4, 7, 8
Time Period Objectives:
1. Students will know that plants have stems.
2. Students will identify stems on various plants.
3. Students will understand that stems keep plants upright.
4. Students will understand that stems carry water from the roots to the leaves.
5. Students will know that plants have leaves.
6. Students will identify leaves on various plants.
7. Students will understand that leaves absorb light and air.
8. Students will know that leaves make food for plants.
Materials: Tree (outside and near the school), one flower (e.g. tulip), two identical flowers, jar
with colored water, “Stems and Leaves” worksheet packet
Procedures:
Introduction: Take the students outside. Gather around a tree (on school property if
possible). Point out the roots at the base of the tree. Review the functions of roots. Ask
the students what part of the tree keeps it standing upright (trunk). Explain to the
students that the trunk of the tree is the tree’s stem. Explain to the students that stems
keep plants standing upright. Have a living flower ready to show the students. Have the
students point out the stem. Tell the students that stems do more than just keep plants
upright. Have students point to the leaves on the tree and flower. Review with the
students that plants have to make their own food because they can’t move. Explain that
the leaves are where the food is made. The leaves absorb light and air, but they also need
water to make food. Ask the students what part gets the water (roots). Ask them how the
water gets from the roots to the leaves (stem). (20 mins.)
Activity: Put two identical living flowers in a jar with colored water. Have the students
observe the flowers right before the next lesson. Point out how the colored water traveled
up the stem. Relate the stem to a straw. (5 mins.)
Summary/Closure/Evaluation:
Assessment: Pass out the “Stems and Leaves” worksheet packets to the students. Do the
packet as a class. The packet will review and expand this lesson. (20 mins.)
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Lesson 5: Plants make their own food.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4, 9
Time Period Objectives:
1. Students will know that plants make their own food.
2. Students will know what plants need to make their own food.
3. Students will compare and contrast how plants get food with how other living things
such as animals get food.
4. Students will list advantages and disadvantages of plants making their own food.
Materials: Activity materials from previous lesson (two identical flowers in a jar with colored
water), light source, small fan, science journals, “Parts” worksheet packet
Procedures:
Introduction: Check the flowers in the jar with colored water for the activity in the
previous lesson. Point out how the water traveled up the stem. Discuss with the students
how plants meet their needs. Point out that plants must make their own food because
they can’t move. Ask students what part of a plant makes the food (leaves). Explain that
the leaves are like minikitchens. Leaves mix sunlight and air with water that the stem
brings up form the roots. (10 mins.)
Demonstration: Put a light and fan on the two flowers in the jar with colored water.
Show the students how the ingredients come together in the leaves. Explain to the
students that the ingredients are mixed together inside the leaves to make the food for the
plant. Ask students how the food gets to the rest of the plant (stem). Discuss with the
students that the stem also transports the food from the leaves to the other parts of the
plant. (10 mins.)
Summary/Closure/Evaluation:
Discussion: Discuss with the students that there are advantages and disadvantages with
plants making their own food. Have the students write about it in their science journals.
(10 mins.)
Assessment: Pass out the “Parts” worksheet packets to the students. Have the students
do the packets on their own as a review. Examine the completed packets and go over any
areas of difficulty. (20 mins.)
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Instructional Design
Backyard Science/Plant Unit
Backyard Science
Plant Unit
Postassessment
The postassessment covers the entire plant unit. There are a variety of different types of
questions. The types of questions include true and false, selection, short answer, labeling,
ordering, and essay. The postassessment should be given on the day following the last lesson.
The teacher may decide that it is necessary to have a review day. If this is the case, the
postassessment may be given two days after the last lesson.
All the students in the class should take the postassessment at the same time. The teacher
should take measures to prevent any sharing of answers amongst the students (e.g. move desks).
The teacher will pass out the postassessments and give directions for each section. The teacher
will move on to the next section once all the students are done with the previous section. The
sections include true and false (circle true or false), selection (circle the correct answer), short
answer (write the answers in the spaces provided), labeling (label each plant part on the
diagram), ordering (write the numbers one through four below the boxes to put the pictures in
order; the pictures should be put in the order of a plant growing), and essay (use complete
sentences to answer the questions).
After the postassessment is finished, the teacher may have the students share their essay
answers with the class.
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Instructional Design
Backyard Science/Plant Unit
Appendix A
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Instructional Design
Backyard Science/Plant Unit
Plant Unit Preassessment
1. Draw a picture of your backyard or front yard. If you do not have
a backyard or front yard draw a picture of an outside place you
like.
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Instructional Design
Backyard Science/Plant Unit
2. Do you like to be outside?
yes
no
sometimes
3. Do you like to play in your yard or special outside place?
yes
no
sometimes
4. How much time do you spend out in your yard or special outside
place?
a little
some
a lot
5. Do you like to climb trees?
yes
no
sometimes
6. What happens to a tree leaves in the fall/spring?
7. Have you ever raked leaves?
yes
no
8. Is there a flower bed in your yard or special outdoor place?
yes
no
If yes, what is in the flowerbed?
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Instructional Design
Backyard Science/Plant Unit
9. Is there a garden in your yard or special outdoor place?
yes
no
If yes, what is in the garden?
10. What is the green stuff all over the ground in your yard?
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Instructional Design
Backyard Science/Plant Unit
Plants Are Alive
True and False
1. Plants are nonliving things.
true
false
2. Plants grow and change.
true
false
3. Plants can move.
true
false
Short Answer
4. List 3 yard plants.
5. How are plants and animals the same? Different?
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Instructional Design
Backyard Science/Plant Unit
Plant Unit Postassessment
True and False
1. Plants are living things.
_____
2. Plants can move.
_____
3. Plants grow and change.
_____
4. The seasons of the year do not affect plants.
_____
5. Plants start as seeds
_____
6. Plants make their own food.
_____
Selection
7. What part of a plant holds it in the ground?
stem
leaves
roots
flower/fruit
8. What part of the plant keeps it standing up?
stem
leaves
roots
flower/fruit
9. What part of a plant makes seeds?
stem
leaves
roots
flower/fruit
10. What part of a plant absorbs water and minerals from the ground?
stem
leaves
roots
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flower/fruit
Instructional Design
Backyard Science/Plant Unit
11. What part of a plant makes food?
stem
leaves
roots
flower/fruit
12.What part of a plant carries water from the roots to the leaves?
stem
leaves
roots
flower/fruit
13.What part of a plant catches sunlight?
stem
leaves
roots
flower/fruit
Short Answer
14.List at least 3 different plants?
15.Where can you find plants?
16.What does a plant need in order to live?
17.What does a plant need to make food?
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Instructional Design
Backyard Science/Plant Unit
Label
18. Parts
leaf
roots
stem
flower
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Instructional Design
Backyard Science/Plant Unit
Order
19. Grow and Change
_______
_______
_______
_______
Essay
18.If you were given a seed and wanted to grow the seed into a plant,
what would you do? You may use pictures.
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Fred Schmerge
Instructional Design
19.What is your favorite plant? Why?
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