Intel® Teach Program
Essentials Course
Unit Plan for Science 4
Unit Author
First and Last Name
Nicole Seno, Jade Bunani, Jobie Bongbong EDUC 25 - EDF
Email Address
nix.seno@yahoo.com, jobax_dawn@yahoo.com, hisui_bunani@yahoo.com
School Name
JNJ Learning Center
School Address
Mandumol, Macasandig, Cagayan de Oro City
Division/ Region
Cagayan de Oro, Region 10
Unit Overview
Unit Title
Seed of Life
Unit Summary
Students have a natural curiosity about plants as living organisms. This unit will facilitate pupils’
interaction with the environment by encouraging them to learn more about the in-depth concepts about
plants.
During the unit, students will ask questions and devise ways to find answers as they discover why
seeds in plants are important. They will also observe plant growth to learn about a plant's life cycle and
demonstrate the different ways of propagating plants. Moreover, writing is integrated throughout this
unit. In addition to working with scientific process skills, students engage in writing activities that would
encourage descriptive and critical thinking as well as creativity.
Subject Area
Science IV
Grade Level
Grade 4 students
Approximate Time Needed
60-minute class periods for 3 weeks
Unit Foundation
Targeted Content Standards and Benchmarks
21st Century Skills:
Critical Thinking and Problem Solving
Communication and Collaboration
ICT (Information, Communications and Technology) Literacy
Initiative and Self-Direction
BEC Learning Competencies:
1. Explain how plants can be propagated from seed
1.1 Describe the life cycle of a flowering plant beginning from the seed stage
2. Demonstrate the propagation of a plant from other parts: a stem cutting (e.g. kangkong), tuber (e.g.
potato), enlarged root (camote), leaf (katakataka), bulb (onion)
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Intel® Teach Program
Essentials Course
3. Explain how a mature seed changes during germination
3.2 Identify the parts of a seed and infer the function of each part
4. Conclude that there are factors needed by seeds to germinate
4.1 Perform an experiment on seed germination
4.2 Identify the variables on seed germination
4.3 Analyze and interpret the data gathered
Student Objectives/Learning Outcomes
At the end of Grade IV, the learner is expected to develop functional understanding and application of
science and health concepts, basic process/thinking skills, and acquire values, attitudes, and practices
related to body systems (skeletal, muscular and digestive), disease prevention and control, animal and
plant reproduction, soil erosion, weather elements, reaction of different substances, friction and heat
energy, earth, moon and sun.
At the end of this Unit, students are expected to:
1. illustrate the stages of the plant life cycle through a picture essay
2. apply the scientific method in an experiment on seed germination
3. value the importance of plants in the environment
Curriculum-Framing Questions
Essential
Can life sprout from a small object?
Question
Unit
Questions
How do plants reproduce?
What are the perfect conditions for growing a seed?
Content
Questions
On what means does a plant propagate asexually or sexually?
How do you illustrate the different stages in a plant’s life cycle?
What are the parts of the seed and its function?
What important factors affect seed germination?
Assessment Plan
Assessment Timeline
Before project work begins
Seed Walk
Accountability Group
Brainstorming
Handouts
Students work on projects
and complete tasks
Action Plan
Performing, Observing and
Interpreting Data from the
Experiment
Compilation of Information for
the Seed Book
After project work is
completed
Seed Book Class Presentation
Unit Evaluation: Interpreting
Student Output
Assessment Summary
The Seed Book serves as a portfolio. It includes the documentation of activities as well as the
students’ outputs – both individual and group. As the teacher, the Seed Book will be rated according to
its completeness of entries, content, organization and creativity.
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Intel® Teach Program
Essentials Course
Unit Details
Prerequisite Skills
For this unit, it is expected that the Grade 4 student has:
a) pre-requisite skills: mastery on the parts of a plant, scientific method, etc.
b) initiative and good communication skills (speaking, reading, writing and listening)
c) basic computer skills especially: Word, PowerPoint, Others
Instructional Procedures
Week 1: Pre-Assessment and Introduction
Orientation: The class will tour the school grounds to look for seeds. Students will also observe the
diversity of plant life and the ecosystem as a whole. After which, there will be a class discussion to
highlight the overview of the unit. This would also gauge whether or not students have gained prior
knowledge or mastery of key concepts on the topic about plants. Students will then be oriented with the
various activities and tasks that will be required of them for the final output.
Planning: Each group will be assigned to an area where they will set up their experiment on seed
germination. They will also brainstorm ideas on how to come up with their Seed Book.
Processing: The group will be responsible to present their action plan in class. Using the presentation
template, they will take turns in reporting and also providing feedback to one another. The teacher will
review their plan, give some inputs for improvement, and approve it.
Week 2: Working Like a Scientist
Implementation and Documentation: The groups will grow their own plants. Along with seed
germination, they will also demonstrate the asexual means of propagating plants. Key concepts will be
considered: parts of the seed and its function; factors affecting seed germination; and the plant life
cycle. Handouts are given as an outline to follow through. Data will be recorded in answer sheets. Of
course, individual journals should also be made.
Debriefing: After performing the experiment, the class will have their processing to share what they
have learned. They will go over their data gathered as well as share essential points. After which, the
teacher will lead the synthesizing of their learning.
Week 3: Explore Deeper
Planning: Each group will conceptualize their Seed Book with “Plants are Important” as the theme. It
should document all the activities – from “Seed Walk” to the reporting of action plan until the experiment
proper. They will include pictures for illustrations of the highlighted key concepts and jot down more
valuable insights. Answer sheets from the experiment will be included as well.
Culminating Activity: The class concludes the unit by having a mini program. Here, each group will
showcase their learning through the Seed Book they have made. Finally, an evaluation will be given to
check for the good points of this unit and the areas for improvement for the next implementation or for
the succeeding class activities.
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Intel® Teach Program
Essentials Course
Accommodations for Differentiated Instruction
Resource
Students
All throughout the unit implementation, the teacher, along with the class
moderators, are open for individual and group consultations with the students.
Schedules will be posted and they can set a time for these.
The ICT/LRC facilities are reserved prior to the project making so the students can
use these venues in the making and presentation of their projects.
Gifted/Talented
Students
Extra Work may be given to them by being the lead facilitator of the Accountability
Group or accomplishments of additional reports or analysis.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Exploring and Protecting Our World 4
Coronel, M. Mingoa, T. Mingoa, Padua & Romero
Vibal Publishing (2007)
Intel Teach Program Essentials Course – Master Teacher Edition, Version 10.1
(2008)
Supplies
N/A
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Intel® Teach Program
Essentials Course
Teacher Resources
http://friendly.goo-dole.com/pelc-f7/pelc-in-science-t14.htm
http://www.intel.com/education/teach/workshop/index.htm
Student Resources
Internet Resources
Other Resources
http://www.quia.com/rr/12502.html
http://urbanext.illinois.edu/gpe/index.html
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_
pt2/
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/index_noflash.shtml
http://www.ngflcymru.org.uk/vtc/factors_plant_growth/eng/Introduction/MainSessionPart1.htm
http://www.ngflcymru.org.uk/vtc/plant_repro/eng/Introduction/activity2pop.htm
http://www.ngflcymru.org.uk/vtc/factors_plant_growth/eng/Introduction/MainSessionPart2.htm
http://www.catie.org.uk/PL_home_sweet_page.html
Class Moderators, Classmates, Faculty Members
Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
© 2000-2007 Intel Corporation. All Rights Reserved.
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