Solo Plant Unit Plan

STUDENT LEARNING OBJECTIVE UNDERSTANDING BY DESIGN (SLO UBD)
STUDENT TEACHER UNIT PLAN TEMPLATE

Student Teacher: Crystal Butler School: City Tree Christian
School
Cooperating Teacher: Betsy Whitelock
Grade:
Kindergarten
Content Area: Science University Supervisor: Kathy McNally Dates: April 2
nd
-May 9
th

Student Population:
Total Number of Students: 16 Males: 9 Females: 7 SPED Inclusion: 0 SPED Pullout: 0 ELL: 0
GT: 0
Additional Information:

SLO Components For a complete description of SLO components and guiding questions, use the Student Learning
Objective Planning Document attachment.
Learning Goal
STAGE 1

Learning Goal:
Established Goal(s):
What habits of mind and cross-disciplinary goal(s) for example 21
st
Century skills, core competencies will
this unit address?

This unit will address the topic of plants.

Big idea:
What are the big picture concepts, conceptual anchors, and connections?

It is necessary for students to be able to identify plants and their structures because they play an important
role in our environment. Plants help sustain human life in many ways such as producing oxygen, protecting us
from the sun, and being an important food source. Students will discover what plants need to grow and survive
and how each part of the plant functions. Students will be able to identify and understand living and non-living
things based on observation of data collection.

Transfer:
Students will be able to independently use their learning to:
What kinds of long-term independent accomplishments are desired?

What kinds of long-term independent accomplishments are desired?

Use senses to make observations

Collect and interpret data based on observation

Ask relevant questions about the world around them

Meaning:
Understanding:
Students will understand

Each part of the plant has a different function that helps it to grow

There are differences between living and non-living things

People use plants for a variety of resources

Data collected from observation can organized and represented in various ways.

Essential Questions:
Students will keep considering

What is a plant?

What do plants need to survive and grow?

How do plants help people?

How do people use plants?

How do you know if something is living and not living?

What are the parts of a plant?

Acquisition:
Students will know:

The life cycle of plants and what they need to grow, air, food, water, and soil

Plants provide resources for clothing, food, and oxygen.

Plant structures: root, stem, leaves, and flowers

Scientist make observations to find more information

Students will be skilled:

Gathering and organizing information based on observation

Identifying major structures of plants (seeds, roots, stems, leaves)

Observing, classifying, and comparing structures of plants

Recognizing the difference between living and non-living things

Standards/Benchmarks:

Science
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent and investigate using the
skills necessary to engage in the scientific process

BENCHMARK SC.K.1.1: Use the senses to make observations
BENCHMARK SC.K.1.2: Ask questions about the world around them
BENCHMARK SC.K.1.3: Collect data about living and non-living things

Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand the unity,
diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the
environment

BENCHMARK SC.K.3.1: Identify similarities and differences between plants and animals

Standard 4: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the
structures and functions of living organisms and how organisms can be compared scientifically

BENCHMARK SC.K.4.1: Identify differences between living and non-living things

Math
K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a
single object.
K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the
categories by count.

Language Arts
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which
they name what they are writing about and supply some information about the topic.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Assessments,
Scoring and
Criteria
STAGE 2
Planned assessments and criteria used to determine levels of performance:
Results:
Are all desired results being appropriately addressed?

Students will be able to demonstrate understanding of plants through a variety of performance tasks that align
with the addressed standards.

Evaluative Criteria: *(This is where you start to develop your formative assessments)
What criteria will be used in each assessment to evaluate attainment of the desired results? Regardless of the
format of the assessment, what qualities are most important?

Writing- explain the parts of the plant and describe their functions

Science Experiment- after studying what plants need to grow, students apply what they know to form
hypothesis

Project- students will interpret what they learned about plants to create and share poster with a plant of choice
that identifies the plant parts and explains 3 things their plant needs to grow and survive.

Performance Task:
Students will show that they really understand by evidence of
How will students demonstrate their understanding through complex performance?

Pre-Assessment
The teacher will start with a KWL chart and ask students what they know, think they know, and want to learn
about plants. Students will explain what they know about the parts of a plant, what plants need to survive, and
grow, and how people use plants. The teacher will introduce the song, Little Brown Seeds and students will
learn about seeds and how plants grow through the song.

Post-Assessment
Students will create a plant cycle book, plant part worksheet, and a final unit assessment. Final Unit
Assessment: Create a plant, identify 3 things a plant needs to survive, and present to class.

Formative Assessment #1
Informative Writing:
In plant cycle book, students will illustrate and write about the four major stages of plant life cycle, seed,
seedling, adult plant, and fruit or flower. Students can describe what happens during each stage using pictures
and writing.

Students will write a response of how they would travel if they were a seed and why. They will draw a picture
based on their writing and share illustrations and writings with the class.

Reflective Writing:
In groups, students will conduct a seed growing experiment. They will plant a seed in 3 different cups under
different conditions. Students will form a hypothesis of what seed will grow best and draw and record their
observations each day.

Other Evidence:
Students will show they have achieved Stage 1 goals by

KWL chart, anchor chart, informative charts, songs, compare and contrast charts
Informative Writing, Journal Writing, and Opinion Writing
Science Experiments- Growing a Plant
Plant Cycle Book
Final Unit Assessment: Create a plant, identify 3 things a plant needs to survive, and present to class.

Expected
Targets
STAGE 3
Goals:
What is the goal
for (or type of)
each learning
event?
Starting point for student performance groups
*Pre-Assessment:
What pre-assessments will you use to check students prior knowledge, skill levels, and potential
misconceptions? How will you monitor students progress toward acquisition, meaning, and transfer? How will
students get the feedback that they need?

Matching plant parts worksheet and KWL chart, what do you know about plants, what do you want to know
about plants, and what did you learn about plants.

Students progress will be monitored through classroom discussion, activities, teacher observations, and
formative assessments. If students are struggling they will be given extra time and support from the teacher or
teacher assistant.

Students will receive feedback throughout the unit during instruction, teacher observation, group or partner
sharing, experiments, and assessments.

Expected target for each student performance group:
Group A: Progressing, but needs improvement
(N)

Expected target: 2 students
Group B: Progressing (P)

Group C: Master (M)


Pre- and Post Assessment
Student: Pre-Assessment Post-Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

Overall Student Data- Total number of students: 16
Performance
Groups

Expected Target Pre-Assessment Post-Assessment
Group A: (N)

2
Group B: (P)

8
Group C: (M)

6

Rationale for expected targets:
Does the learning plan reflect principles of learning and best practice? Will the plan be effective and engaging
for students?

Instructional
Strategies
STAGE 3
(CT and US will
determine how
many lesson
plans you will
need to submit
for your unit)
Instructional strategies for each level of performance:
Learning Events:
Student success at transfer, meaning, and acquisition depends upon
-Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?
-Does the learning plan reflect principles of learning and best practices?
-Is there tight alignment with Stages 1 & 2?
Is the plan likely to be engaging and effective for all students?

1. What is a plant? KWL chart
a. The teacher will administer the pre-assessment worksheet
b. The teacher will show students a picture of a plant. Is this living or non-living? (H)
c. To start the unit, the teacher will encourage discussion by having students share what they think
they know about plants and what they want to learn about plants using a KWL chart. (W, H)
d. The teacher will introduce the song, Little Brown seeds, students will learn about seeds and
plant growth through the song. (H)
e. The class will chart new learning as their thinking is confirmed by evidence from text or
experiments throughout the unit (E)
f. If time allows, watch clips from the video, Magic School Bus Goes to Seed. (W, H, E)

2. Plant are living things- Plant life cycle mini-book
a. The teacher will read aloud, From Seed to Plant, by Gail Gibbons and introduce the 4 main
stages of the plant life cycle: seed, seedling, adult plant, and flower or fruit (W)
b. Students will learn the stages in the plant life cycle
c. Students will independently practice writing about and illustrating the life cycle of a plant by
creating a mini-book (E, T)
3. Plant Structures What are the parts of a plant?
a. The teacher will explain that a flower is one type of a plant (W)
b. Students will learn the parts and functions of a plant: roots, stem, leaves, and fruit or flower (E)
c. The students will cut and paste the four parts and paste them in the correct box on plant
worksheet (E)
4. Making Observations - What is in a seed?
a. Students will learn how to make observations (W)
b. Students will use tools such as hand lenses and toothpicks to make and record observations (H,
E)
c. Students will be given a soaked lima bean to observe and investigate what is in a seed (H)
d. Students will share their drawings and written observations with the class (R, T, O)
e. The teacher will read aloud, Seeds, by Vijaya Bodach (H)
f. The class will identify the 3 parts of a bean: seed coat, embryo, and cotyledon (W)

5. Seeds Travel
a. The teacher will read aloud, Flip, Float, Fly: Seeds on the Move, by JoAnn Early Macken (H)
b. Throughout the story, the teacher will chart the ways that seeds can move (W)
c. Students will write and illustrate how they would prefer to travel as a seed (R, E2, T)
d. Students will share their illustration and written response with the class (R, T, O)

6. Recording sheet Seeds vary from plant
a. Students will investigate 3 fruits and study the seeds in each (H)
b. Students will observe and record their findings (E)
c. Students will learn that seeds come in different shapes, sizes, and color (W)

7. Grow a Plant Experiment What do plants needs to grow?
a. Review plant parts and their functions (E, R)
b. The class will study the following song, Grow a plant to learn what plants need to grow (W, H,

E)
c. Students will plant 3 seeds in cups under different conditions and make predictions of what seed
will grow best (H, E, T)
d. Students will observe their plants everyday and draw and write their observations daily (E)
e. The class will discuss what a plant needs to survive (W)
f. Students will measure their plant each week and record height (E)
g. If time allows or when measuring plants each week, show clips from video, The Magic School
Bus - Gets Planted. The class will discuss new information. (W, H, E)

8. Plant Sort Root, leaf, or fruit: what do we eat?
a. The teacher will read Tops and Bottoms, by Janet Stevens (H)
b. The class will discuss the differences between plants that are leaves, roots, and fruits (W)
c. Students will cut and sort foods cards and glue them to the sorting sheet. (E)

9. Field trip- Flower Fields
a. Students will observe and record different types of flowers in their journals (H, E)
b. Students will learn via visual presentation on the planting and growing process of either a bulb
or a seed (H)
c. Painting Center-Read, The Tiny Seed, Eric Carle inspired Flower Art.

10. Review and Plant Project
a. The teacher will use the KWL chart to review concepts covered in the unit: plant structures, stages
of the plant cycle, what plants need to survive, etc. (E, R)
b. Students will create any type of plant and identify each part of their plant. Students will write 3
things that their plant needs to survive. (W, H, E, R, E2, T, O)
c. Students will present their plant project with the class (E2, T)
d. Student understanding will develop as students share their project with the class.

Progress Monitoring *(Formative Assessment x 3):
-How will you monitor students progress toward acquisition, meaning, and transfer, during lesson
events?
Throughout the Unit, the class will refer and add to the KWL Chart
The teacher will assign homework to emphasize unit concepts
The teacher will use formative assessments and student journals to monitor progress and ensure
understanding.

Results
*Post-Assessment

Pre- and Post Assessment
Student: Pre-Assessment Post-Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

Overall Student Data- 16 students
Performance Groups

Expected Target

Pre-Assessment Post-Assessment
Group A: (N)

2
Group B: (P)

8
Group C: (M)

6

Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: Betsy Whitelock Grade (K-12)/Developmental Level: Kindergarten

Date Lesson Will Be Taught: TBD Lesson Subject Area: Science

Lesson Topic: What Do We Know About Plants? Pre-service Teacher: Crystal Butler

Stage 1- Desired Results
Established Goals/Big Ideas (Include):

Plants grow from seeds

Plants are living things that need water, air, light, and food to grow.

Common Core Standards:
http://www.corestandards.org/assets/CCSSI_Math Standards.pdf/http://www.corestandards.org/assets/CCSSI_ELA Standards.pdf

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent and investigate using the skills necessary to engage in the
scientific process
SC.K.1.1: Use the senses to make observations
SC.K.1.2: Ask questions about the world around them
Standard 4: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of
living organisms and how organisms can be compared scientifically

SC.K.4.1: Identify differences between living and non-living things
Understandings:
Students will understand that..

Plants are living things

Plants need water, food, light, and air to grow
What questions highlight the big ideas?

What is a plant?

What does a plant need to grow?

Content Acquisition (Objectives):
Student will know.

The process in which seeds sprout

Seeds grow into plants
Skill Acquisition (Objectives):
Student will be able to

Use the senses to gather information and make observations

Ask and answer questions during class discussion

Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate
understanding?

KWL Chart

Little Brown Seeds song

Living or non-living pictures of objects

Other Evidence:
What other things can students do to show what they know?

Students will be able to answer questions posed by the teacher
during lesson reviews or assessments

Self-Assessments:
What ways can students check understandings to set future goals?

Students will be encouraged to refer back to the KWL chart to add
more questions or add new learning

Reflections:
What did you identify during self-evaluation?

Using the KWL on plants helped me activate students prior
knowledge. This strategy was especially helpful because I was able to
determine what my students knew, wanted to know, and what they
learned throughout the unit and the chart served as an assessment to

measure student understanding. The KWL chart information helped
me adjust my lessons to meet the needs and interests of my students.
Stage 3 Learning Plan

Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are
needed?

Lesson 1 - What do we know about Plants?

Pre-Assessment
Students will be given a worksheet with a plant picture. Students will be instructed to match the parts: seed, stem, roots, leaves, and flower
to picture.

Introduction
Teacher will introduce unit by showing students a variety of plants. The teacher will ask students whether plants are living on non-living.
Talk briefly about each plant and ask students about the color, texture, and leaves.

Define vocabulary words:
Plant- a living thing that usually grows in the ground
Grow- to live, change, and become bigger

During
Teacher will encourage discussion on plants by having students share what they know about plants and what they want to know about
plants in KWL chart. As student thinking is confirmed through evidence in text read or in experiments, thinking can be moved into new
learning section of the chart throughout the unit.

Teacher will introduce the song Little Brown Seeds and the students will learn about seeds and plant growth through song.

Little brown seeds so small and round,
are sleeping quietly underground.
Down come the raindrops,
sprinkle, sprinkle, sprinkle.
Out comes the rainbow,

twinkle, twinkle, twinkle.
Little brown seeds way down below,
up through the earth
they grow, grow, grow.
Little green leaves come one by one.
They hold up their heads
and look at the sun.

The teacher will stop and make comments and ask questions about seeds and plant growth to ensure understanding.

Where does the seed grow?
What does a seed need to grow?
How did the seed grow into a plant?

Close
Teacher will review vocabulary: plant and grow. Teacher will show students pictures of object such as a book, student, flowers, vegetable,
etc. Ask students to determine whether it is living or not living.

If time allows students will watch the video, Magic School Bus Goes to Seed to learn more about where plants come from.

Resources
Materials
Plant Part Worksheet
KWL Chart Paper
Markers
Little Brown Seed Song
Picture Cards of living and non-living things

Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)




Lesson Topic: Plant Life Cycle Pre-service Teacher: Crystal Butler


Plant need air, water, light, and food to survive

Seeds grow into plants in 4 stages of the plant life cycle: seed, seedling, adult plant, and flower or fruit


W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are
writing about and supply some information about the topic.

scientific process
SC.K.1.1: Use the senses to make observations

SC.K.1.2: Ask questions about the world around them


Understandings:

Plants are living things that go through a life cycle

Insect help plants make seeds

Seeds come in all shapes and sizes

Plants need air, light, water, and food to grow

How does a seed begin?

What is pollination?

How do flowers, fruits, and vegetables get the way they are?

What do plant need to grow?

Student will know.

4 stages of a plant: seed, seedling, adult plant, and flower or fruit

Each stage of a plant helps it to survive


Analyze elements from the reading to demonstrate understanding of
information

Identify and draw the stages of the plant life cycle

Describe the meaning of vocabulary terms

Performance Tasks:
understanding?

Other Evidence:

Student will answer questions presented by the teacher during

Life Cycle of a Plant Mini-Book
Students will write the 4 stages of the life cycle of plant and
illustrate each stage. Students will describe what happens to the
plant in each stage of the life cycle.

lesson reviews and assessments

Self-Assessments:

Students will be able to refer to the anchor chart to check their
sequence of stages in the plant life cycle

Reflections:

This lesson did not go as planned, but I adjusted my approach and it
did go well. Incorporating literature engaged my students in the topic
of plants and they were eager to learn more. After the story, the class
discussed what they learned and I created cyclical chart on the life
cycle of plants. Rather than having students draw and write
independently, I did a directed drawing with students. We did each
stage together, this helped with following directions. I would draw
stage one and students would watch. Then, students would pick up
their pencils and draw their stage 1 and so forth. This actually
worked well. If students finished with their drawing, they were able
to write what was happening at each stage. My US supervised this
lesson and she thought it went really well. She said I had control of
the class and students were attentive and willing to listen and follow
directions.

I realized I was a little over ambitious with students doing this
activity independently, I think 1
st
grade would be able to complete
this task, but Kindergarten needs more guidance and direction. I
think the directed drawing and writing of the plant cycle met the
needs of my students.
What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources
are needed?
Lesson 2- Plant Life Cycle
Introduction

Teacher will remind students about plants that grow. To grow means to live, change, and get bigger Explain to students that they will be
reading about the life cycle of a plant. The teacher will read aloud, From Seed to Plant, by Gail Gibbons and introduce the four main stages
of the plant life cycle: seed, seedling, adult plant, and flower or fruit. Explain to students that this book is nonfiction and that they will be
learning facts and information. Tell students to think about how the book is organized and how seeds change.

During
Teacher will create an anchor chart to using the four stages of a plant in cyclical form to show the sequence of events from a seed to plant.
To confirm the sequence, refer back to the book if necessary.

Students will independently practice writing about illustrating life cycle of plant by creating a mini-book. Students can illustrate each page
and describe what happens to the plant in that stage of the life cycle.

Close
Teacher will explain to students that the order is important and their mini-books or organized by how a plant grows similar to in the story.
If time allows, the teacher will have students share their plant cycle mini-book and explain what happens first, next, then, and last.

Resources
Materials
Paper-Anchor Chart
Markers
Plant Life Cycle Mini-Book Activity
Literature- From Seed to Plant, by Gail Gibbons




Lesson Topic: Plant Parts and Functions Pre-service Teacher: Crystal Butler
Plants need water, sunlight, air, and nutrients to grow and survive
Each part of plant plays a major role in the survival of the plant

scientific process

Understandings:
Plants have structures that help them to get food
Plants have observable parts

How do the parts of a plant help it survive?
How do a plants structures help it get food and water?
Student will know.
The function of a plants roots, stem, leaves, and flowers.
That each plant structure helps it to survive.

Identify the four main structures of plants
Recognize the functions of each part of a plant
Identify how structures help the plant get food and water
Performance Tasks:
understanding?

Plant Part Worksheet
Students will cut and paste the four parts and paste them in the
correct box on plant worksheet They will write the function of each
plant structure. Students will color the structures of the plant using
brown for the roots, green for the stem and leaves, and any color for
Other Evidence:
Students will ask and answer questions during time of discussion,
review, etc.

the flower.
Students will create their own flowers. The students will paste
items on to a sheet of construction paper in the appropriate places.
Students will share their flowers with the class.

Self-Assessments:
Students will be able to check their work with a partner or by
referring to teachers sample

Reflections:
I loved this lesson and so did the children. We were able to learn
about plant parts through music while modeling the motions. Then,
we were able to tune into our creative side and create flowers using
various materials found in the classroom. Incorporating science,
music, and art if fun and beneficial for students.
needed?
Lesson 3- Plant Parts and Functions
Introduction
Students will gather at the carpet and the teacher will tell students that a flower is one type of plant that grows from seeds. Tell students
they are going to learn the four major parts of a plant and their functions.
During

Teacher will draw a plant on the white board and have students label the following parts: roots, stem, leaves, and flowers. Tell students that
they are going to learn The Parts of a Plant song to help them remember the parts of a plant. Have students stand up and model the
motions of the song. Practice the song by each section: roots, stems, leaves, and flowers.
Discuss the song with students. Explain that the root is used to take water and minerals from the soil. The stem is used to transport food
and water to different parts of the plant as well as hold the plant up so that it does not fall. The leaves are used to make food for the plant
from water, light, and air. The flowers make our world pretty and produce more seeds for more plants to grow.
After
Students will complete the Plant part Worksheet by coloring and labeling the parts of a plant and function.
Students will create their own flower by pasting a variety of items on to a sheet of construction paper in the appropriate places and share
with the class.
Students who finish early will read a book from the leveled reader bins.
Resources
Materials
Sunflower seeds for seeds
Shredded brown paper for roots
Pipe cleaners for stems
Leaves from outside
Flower petals (pre made by teacher out of construction paper)

Plant Part Worksheet- https://www.superteacherworksheets.com/science/plant-parts_WMTFQ.pdf

Plant Song- http://blogs.scholastic.com/files/parts-of-a-plant-song.pdf



Lesson Topic: Observations- What is a Seed? Pre-service Teacher: Crystal Butler


Scientists use tools to help collect, record, and organize information in a variety of ways

Students use writings and drawings to explain and share their results


Science
scientific process


SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail
Understandings:

Plants have structures that are observable

Scientists use tools to make and record observations

Information gathered from observation can be organized in a
variety of ways

How do scientists collect information?

How do scientists share their findings?

Whats in a seed?

Student will know.

Plants come from seeds and they have 3 parts

Scientists make observation to uncover information

How to write and draw their observations in an organized way


Identify 3 parts of a seed

Make observations what is inside and outside of a seed

Use a variety of tools to gather information

Use words and pictures to record information
Performance Tasks:
understanding?

Students will be given a hand lens, toothpick, and a soaked lima
bean. They will use the tools to observe and investigate what is in a
Other Evidence:

Students will ask and answer question during time of discussion,
review, and lesson instruction

seed by drawing pictures and writing words to describe the lima
bean.

Self-Assessments:

Students can check their work with their group members, previous
science journals, and the teacher anchor chart

Reflections:

Due to time purposes I was unable to complete this lesson, but I look
forward to incorporating this activity in a future class.
needed?
Lesson 4- What is in a Seed?

Introduction
Teacher will tell students that they will be investigating the contents of a seed through the Whats in a Seed experiment. Explain to students
that in order to learn more about seeds, they will gather information by recording their observations.

Define Vocabulary
Observation- to look at something very closely and carefully in order to gain information
Seed Coat- the harder outer layer that protects the inside of the seed
Embryo- the young plant inside the side (becomes easier to see when soaked)
Cotyledon- food for the embryo (the bulk of the inside of the seed

During
Teacher will soak dry lima beans in bowl and cover with warm water a couple of hours before experiment. Tell students that scientists use a
variety of tools to gain information. Explain to students that they will be working as scientists and make observations using hand lenses and
toothpicks to gain information about seeds. Assign students to groups of four and give each group a bean and place it on a paper towel.
Distribute lenses to each group so that students can view the bean parts up close. Provide each group with a toothpick to pry their beans
open and help students open their bean to minimize the chance of the embryo breaking. Explain to students that just as they wear a coat to
keep them from the cold, seeds from flowering plants have seed coats to protect them.

Students will record their observations on the Whats in a Seed? worksheet. They will observe the outside and inside of the soaked bean
using a hand lens to see it in detail and draw and write (use describing words) what the bean looks like.

After
Students will gather at the carpet and the teacher will tell students that they will continue their learning about seeds by reading the book,
Seeds by Vijaya Bodach. The teacher will draw a large bean on chart paper and use shared writing to label the bean parts students
observed from the experiment and reading material.

Resources
Materials
Hand Lenses x16
Soaked Lima Bean
Toothpicks x16
Paper Towels
Chart Paper
Marker
Literature- Seeds by Vijaya Bodach
Science Journal- Whats in a Seed?




Date Lesson Will Be Taught: TBD Lesson Subject Area: Science and Language Arts

Lesson Topic: Seeds Travel Pre-service Teacher: Crystal Butler


Big trees and tiny flowers all start as the same thing: a seed. To reproduce, plants have to spread their seeds to new places. Students learn
how different plants travel in order to grow in conditions that are more favorable to survival. Plants and animals play a major role in
helping seeds move from one place to another.


scientific process
Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand the unity, diversity, and
interrelationships of organisms, including their relationship to cycles of matter and energy in the environment
writing about and supply some information about the topic

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly

Understandings:


Plants come from seeds

Seeds travel mainly by water, wind, and animals

Seed travel is important in growth and survival

How do seeds travel?

How long do seeds travel?

How do animals or humans help spread seeds?

Student will know.

Animals and humans help disperse seeds

Different ways that seeds travel

Seeds must dispersed to grow and survive


Describe common ways seeds are dispersed

Explain the different ways in which a seed may reach a specific
location.

Explain why seeds need to be dispersed.

Look at seeds and identify their most likely method of dispersal.
Performance Tasks:
understanding?

Writing Prompt:
If I were a seed, I would travel by

Presentation
Students will share their illustration and written response with the
class

Other Evidence:

Students will ask and answer questions during time of discussion,
review, etc.

Self-Assessments:

Students will be able to check their work with a partner or by
Reflections:

I enjoy reading and writing and the seed travel writing prompt was

referring to teachers sample

a favorite. Incorporating literature allowed students to generate
ideas of how seeds travel. Students are so creative and I love reading
what they come up with. One of my students said he would travel by
bear so that they could share some honey. Another student said she
would travel by water so she could float with coconuts. I think using
writing prompts that encourage students uses their imagination
allow students to retain more information because it makes their
experiences more meaningful.
needed?
Lesson 5- Seeds Travel

Introduction
Students will gather at the carpet and the teacher will refer to the KWL chart and review what we know about plants. Remind students that
plants come from seeds and that plants have different parts and functions. Ask students if they think plants or seeds can move from place to
place an if so, how?

Show students an egg carton full of different kinds of seeds and have them observe the seeds closely. The teacher will tell students that they
will be reading a book about seeds and how they travel.

During
Teacher will read Flip, Float, Fly: Seeds on the Move, by JoAnn Early Macken. As you read different ways that seeds travel, chart the ways
seeds move. Refer back to the egg carton with different types of seeds and discuss how they think each seed might travel based on what
they learned from the book and chart.

Tell students they will be writing and illustrating how they would travel if they were a seed. Provide students with an example, If I were a
seed, I would travel by a raindrop because the rain picks you up and you get a safe landing. Ask a few students how they would travel to
generate more ideas.

After
Students will write and complete the following writing prompt: If I were a seed, I would travel by. Writing will be followed by an
illustration of how they would travel. Students read their writing and share their illustration with the class.

Students who finish early will read a book from the leveled reader bins.

Resources
Marker
Chart Paper
Literature, Flip, Float, Fly: Seeds on the Move
Writing Prompt
Egg Carton Seed Collection





Lesson Topic: Seeds Vary From Plant to Plant Pre-service Teacher: Crystal Butler



Seeds have different properties like shape, color, size, and texture that are observable.

Using tools to collect, record, and organize findings in variety of ways helps scientists uncover new information.


scientific process


Standard 6: Physical, Earth, and Space Sciences: NATURE OF MATTER AND ENERGY: Understand the nature of matter and energy, forms of
energy (including waves) and energy transformations, and their significance in understanding the structure of the universe

BENCHMARK SC.K.6.1: Classify objects by their attributes (e.g., physical properties, materials of which they are made)




Understandings:

Seeds have properties that are observable

How do seeds vary from plant?

Seeds have different properties like shape, color, size, and texture

Scientists use tools to record observations and they organize
information in a variety of ways

What properties do seeds have?

Do plants have one or multiple seeds?

How do scientists collect and share their findings?

Student will know.

Seeds come in different shapes, sizes, and colors

Fruits can have single or multiple seeds

Scientists make observations to discover information

How to collect and record data in an organized way using pictures
and words


Identify fruits and their properties

Make observations of a whole fruit, a cut fruit, and a close-up of a
seed

Use words and pictures to record and interpret findings
Performance Tasks:
understanding?

Recording Sheet
Students will complete the recording sheet, Super Seeds. In small
groups, they will investigate 3 fruits and study the seeds in each.
Students will write the names of each fruit and draw each whole
fruit, cross-section, and close up of the seed or seeds.

Other Evidence:

review, and lesson instruction

Students were excited to do this experiment when they saw fruit on
their tables. Students were able to investigate different kind of seeds
in some their favorite fruits. Students were engaged in the
investigation while recording their observations and collecting data.
Students were able to describe their fruits using some their senses to
describe the fruits. To make this experiment even more fun, I
provided fresh fruit for all of my students. Next time, I will bring

more fruit, I only brought a couple of each fruit and I had 4 groups.
Students were finishing a fruit and the next fruit was not available. I
think there would be less chaos if each table had each fruit at their
table.
Self-Assessments:

Students will be able to check their work with their groups,
previous assignments, KWL chart, or by the teacher

Reflections:

needed?
Lesson 6- Seeds Vary From Plant to Plant
Introduction
Refer to KWL chart and review what students know, learned, and questions that are still unanswered. Tell students that seeds vary from
plant to plant and that they will be learning the different properties of plants in a small experiment. Explain to students that they will use
working as scientists to collect and record information on three different fruits using the recording sheet, Super Seeds.

Define the properties of fruits using words like size, texture, color, and shape.

During
Provide each student with a recording sheet and place students in groups of four. Provide each group with the fruit on labeled disposable
plates. Explain to students that they will investigate 3 fruits, a strawberry, an apple, and a peach and study the seeds in each. Have students
write the name of each fruit and tell students they will be drawing each whole fruit, each fruits cross-section, and a close-up of the seed or
seeds. The teacher will come around and cut the fruit open, one group at a time.

Students will record their observations on their recording sheet by drawing a picture of what each fruit looks like as a whole, cross-section,
and close up.

After
Students will gather at the carpet and each group will share their findings. The class will discuss why fruits have different properties like

shape color, and size. Tell students that we can classify and sort seeds by their properties. Refer back to the KWL chart and add new
learning.

Resources

Materials
Recording Sheet, Super Seeds
Fruits: Strawberry, Apple, and Peach
Knife
Disposable Plates





Lesson Topic: Grow a Plant Experiment Pre-service Teacher: Crystal Butler



Students should understand and recognize the essential factors plants need to grow: water, air, sunlight, nutrients, and space.

Scientists collect data in the form of drawings, pictures, and numbers to find and understand new information


scientific process

Understandings:

Plants need to live under certain conditions to grow

Living things need water, air, sunlight, and space to survive

Plants have parts that are observable

What do plants need to grow?

How do plants get food and water?

How do Scientists collect and share data?

Student will know.

Plants need water, air, sun, and space to grow

Plants cannot survive without water, air, sun, and space

Scientists make observation to find and understand information


Identify four things plants need to grow

Examine and describe plant growth

Collect data in the form of pictures, words, and numbers

Communicate observations

Performance Tasks:
understanding?

Experiment- Grow a Plant

Students will form a hypothesis:
I think that a seed planted in cup ____ will grow best
because_______________________________________
_________________________________________________________
_________________________________________________________

Procedure:
Other Evidence:

Students will be asked questions about their hypothesis,
observations, and things plants need to survive throughout the
lesson, activity, and in the end review.

1. Fill cups about halfway with soil. Label the cups: 1, 2, and 3
2. Put one seed in each cup and push it about halfway into the soil
3. Put two spoonfuls of water into cups 1 and 2 every other day.
4. Place cups 1 and 2 in a sunny place and cup 3 in a dark place.
5. Observe your plants every other day and draw and write what
you observe.
6. Once a week, measure plant growth using a ruler and record
findings.

Self-Assessments:

Students will be able to check their work with group members.

Students will be able to refer to the song that identifies four things
plants need to grow.

Reflections:

I was unable to complete this activity at school, but students received
flower seeds from our field trip and they have been monitoring their
plant growth at home.
needed?

Lesson 7- Grow a Plant
Introduction
Teacher and students will refer to the KWL chart and review what they know about plants. Students will study the song, Grow a plant to
learn what plants need to grow. Post the song on the board and while singing; stop and have students help to identify and circle the four
things plants need to grow.

During
Compare things plants need to survive with humans and animals. Ask students what they think will happen if plants do not receive what
they need to grow such as water. Explain to students that they will be scientists and perform a seed growing experiment to see what seed
grows best and under what conditions. Clarify vocabulary: experiment, observation, procedure, measurement, and hypothesis. Students
will form a hypothesis and study their plants over time. Divide students into groups of four and distribute material. Each group will receive

3 cups, potting soil, soaked beans, and water. Students will plant one seed in each of their cups and water cup 1 and cup 2, but not cup 3.
They will place cup 1 in the sun, but not cup 2 or 3. Explain to students that they will be recording their observations and measuring plant
growth over the next few weeks.

Experiment-Grow a Plant, worksheet
Students form a hypothesis
I think that a seed planted in cup ____ will grow best because_______________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Procedure:
1. Fill cups about halfway with soil. Label the cups: 1, 2, and 3
2. Put one seed in each cup and push it about halfway into the soil
3. Put two spoonfuls of water into cups 1 and 2 every other day.
4. Place cups 1 and 2 in a sunny place and cup 3 in a dark place.
5. Observe your plants every other day and draw and write what you observe.
6. Once a week, measure plant growth using a ruler and record findings.

After
In a week, have each group of students compare and describe their 3 plants with the class. Explain to students that when they compare,
they are looking at how objects are alike and different. Based on students findings, discuss what plants need to survive. Repeat this for the
next two weeks. To ensure understanding, sing the Grow a Plant song throughout activity and when review is needed.

If time allows, show clips from video, The Magic School Bus - Gets Planted to gain a better understanding about what plants need to grow.

Resources
Materials
Three labeled cups per group
Potting soil
Soaked beans
One spoon per group
Water
Sunny and dark place

Song- Grow a Plant
Worksheet- Grow a Plant Experiment





Lesson Topic: Plant Sort: What Do We Eat? Pre-service Teacher: Crystal Butler


Plants have different parts just like we do. We have arms, legs, a heart and lungs to help us survive and each of our body parts has a certain
job to do. Plants have different parts, each with its own job to do. They must have roots, stems and leaves. Each part of the plant must do its
job so the plant can stay healthy and grow. We eat plants to get the nutrients we need to stay healthy and grow and they take a variety of
forms.

Common core standards:
http://www.corestandards.org/assets/ccssi_math standards.pdf/http://www.corestandards.org/assets/ccssi_ela standards.pdf

Standard 4: Life and environmental sciences: structure and function in organisms: understand the structures and functions of living
organisms and how organisms can be compared scientifically

Benchmark SC.K.4.1: Identify differences between living and non-living things
Standard 6: Physical, earth, and space sciences: nature of matter and energy: understand the nature of matter and energy, forms of energy
(including waves) and energy transformations, and their significance in understanding the structure of the universe

Benchmark SC.K.6.1: classify objects by their attributes (e.g., physical properties, materials of which they are made)


Understandings:

People eat different parts of plants

Plants take on a variety of forms

Plants have parts that help them grow



What are the differences between plants that are leaves, roots, and
fruits?

What part of a plant do we eat?

Student will know.

The parts of plants that we eat

That plants provide people with food

The parts and functions of a plant

Identify plant parts: seeds, roots, stems, leaves, flowers, fruits

Recognize foods that represent each of the plant parts

Describe the parts of a plant

Compare and contrast plants that we eat

Performance Tasks:
Other Evidence:

understanding?

Sorting Sheet:
Students will cut and sort various foods cards and glue cards to the
root, leaf, or fruit column.

Students will be encouraged to ask and answer questions during
reading, activity, and review.

The kids absolutely loved the book, Tops and Bottoms. I will
definitely read it again as t supplied valuable information on plants
that are roots, stems, or fruits while teaching student a lesson on
being hard workers and helping one another.
Self-Assessments:

Students will be able to check their work with a partner or refer to
the teachers plant part chart and definitions.

Reflections:
needed?

Lesson 8- Plant Sort
Introduction
Explain to students that they will continue to develop their understanding of plants and that they will be reading about different types of
plant that we eat. Teacher will read the book, Tops and Bottoms, by Janet Stevens. The class will discuss the difference between plants that
are leaves, roots, and fruits.

During
Refer to book and show the students a picture of a plant and point out the parts of the plant: roots, stem, leaf, flower, fruit and seed. Tell
students that they will be doing a sorting activity on some of the parts of plant. Say and write each plant part on the board and create the
top row of a 6-column chart: root, stems, leaves, flowers, seeds and fruit. Guide students in a discussion to understand each plant part.

Roots grow under the ground and collect water and nutrients the plant needs to grow.
Stems grow above ground and hold plants upright. Stems transport water and nutrients from the roots to the rest of the plant.
Leaves grow above the ground and collect sunlight that the plant needs to grow.
Flowers grow above the ground on the branches of the stems.

Fruits grow on and above the ground and contain the seeds of a plant.
Seeds sprout under or on the ground. Seeds become new plants.

Explain to students that most of the foods that people eat come from plants. Tell students the names of several foods that come from plants:
fruits, vegetables, seeds, grains, and nuts. Ask students to name some plant foods they like to eat and add to the chart. Students may name
foods such as carrots, apples, grapes, and peanut butter. Correct students if they name a food that does not come from a plant. Remind
students of the definitions of plant parts and help them to determine which part of a plant each of the foods represents.

After
Teacher will distribute sorting sheet, Root, Leaf, or Fruit: What Do We Eat? and provide students with a set of foods cards. Students will
cut and sort their food cards and glue them to the sorting sheet.

Students who finish early can read a plant book from the leveled readers bin

Resources
Materials
Literature- Tops and Bottoms, by Janet Stevens
Markers and Whiteboard
Sorting Sheet- Root, Leaf, or Fruit: What Do We Eat?
Food Cards





Lesson Topic: Flower Fields Visit Pre--service Teacher: Crystal Butler


Plants need water, sunlight, air, and nutrients to grow and survive
Each part of plant plays a major role in the survival of the plant
The environment changes affect the growth and survival of plants


scientific process




SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional details.

Understandings:

Plants have parts that help them grow and survive

Plant parts are observable

Climate and location play a major role in the growth of plants


How do plant get the nutrients they need to grow?

What factors affect plant growth?

How do scientists gather and share data?
Student will know.

Living things have parts that help to protect and gather food in
order to grow
Scientists collect, record, and organize information in a variety of
ways


Gather and organize information based on observation

Identify the needs of livings things to survive

Draw conclusions based on teachings and observation
Performance Tasks:
understanding?

Flower Fields Journal- Students will gather information about the
parts of a flower using words and pictures to describe their
observations.

Painting Center- Students will create their own masterpiece of the
Flower Fields.
Other Evidence:

review, and field trip presentation

Students will be able to explain their findings from their journal,
including how each part of plant contributes to its survival.

Self-Assessments:

Students can refer to various models the teacher has presented such
as the anchor chart, KWL chart, songs, etc. Students will be able to
ask questions at the Flower Fields visit as well as in the classroom.

Reflections:

Field trip was a blast! We went to the Flower fields and students
were able to explore a variety of flowers, go on a tractor ride around
the fields, play and learn about worms and how they help plants,
participate in an art center, and sing songs about plants using various
instruments. We were unable to do the Eric Carle inspired art on
the same day, but were able to create our flowers using heavier
weight white paper, paints, and tools with texture to create our
flowers. They turned out great!

needed?

Lesson 9- Flower Fields Visit

Introduction
Teacher will review what we know about Plants using the KWL chart. Teacher will refer the what we want to know part of the chart and
inform students that they can ask a flower field expert any questions that we have not answered. Teacher will explain that students will be
guided through the flower fields to learn more about plants and that they will participate in our composting, music, craft programs and
wagon ride activities located onsite at The Flower Fields. Tell students that they will be learning about the history of the Flower Fields, the
planting process, and the growing cycle. The Flower Fields experts will also share information on the variety of flowers that are grown in
their flower fields.

During
Flower Field Visit

Behavioral Expectations:
Walk quietly

Stay within the area set by the teacher
Raise your hand before asking a question
Keep your hands and feet to yourself
Be respectful when a flower field expert is presenting

Journal: Observe and gather information
Students will draw and write their observations. If able, students will label each part of the plant and take notes on the flower field
presentation.

Resources
Materials:
Journal
Pencil
Paint
Paper
Brushes
Water
Old T-shirts





Lesson Topic: KWL Chart Review and Project Pre-service Teacher: Crystal Butler


Living things need water, nutrients, air, sunlight, and space to grow and survive.
Living things have certain parts that help it to survive
Scientist use tools to gather, record, and present new information



HCPS III Science Standards:

scientific process

Understandings:

Plants need to live under certain conditions to grow

Living things have parts that help them to grow and survive



What do plants need to grow and survive?

How do scientist gather and share information?
Student will know.

Living things need water, air, sunlight, and space to survive

Plants have 4 major parts: roots, stems, leaves, and flowers or fruits

Scientists make observation to find and understand new
information
Scientists use charts, graphs, writings, and pictures to organize data

Identify the parts of a plant and its needs to grow and survive

Present their results of investigation to the class.

Performance Tasks:
understanding?

Post Assessment- Plant Project

Independently, students will create a plant and identify each part of
the plant.

Students will write 3 things (facts) that their plant needs to survive
using the following prompt: My plant needs _____, ______, and ______ to
grow.
Other Evidence:

Students will help each other generate ideas as to what plant they
will create and what materials they will use.

We ran out of time at the end of my unit, but I was able to complete
and review the KWL chart and give students the post assessment. All
of my students identified the parts of plant correctly and most my
students were able to identify 3 things plants need to survive. I
learned you cannot get everything in, and it is ok. I tried to make my
learning activities and lessons that I was able to teach engaging and
meaningful for my students. I believe I was able to accomplish this
throughout my teaching experience.

I was able to squeeze in and Edible dirt party instead of an Easter
party Students were able to create a dessert using Oreos, pudding,
and worms. This was a messy, but yummy activity.
Self-Assessments:

Students will be able to check their work by referring to the KWL
chart, anchor charts, and class generated lists, songs, and other
models set forth by the teacher.

Reflections:
needed?

Lesson 10- Review and Plant Project

Introduction
Teacher will go over the KWL chart, what we know about plants, what we wanted to know, and what we learned about plants. The KWL

chart will be filled with information added from each lesson. Teacher will emphasize on the major parts of plants and how each part has a
function that helps plants grow. Teacher will remind students that in order for plants to grow and survive, they need water, nutrients, air,
sunlight, and space. Teacher will pass out a plant card to each student. One by one, the teacher will have students come to the front of the
class and identify a part of the plant on their card.

During
Students will gather at the carpet. Teacher will tell students that they will be creating their own plants using various materials to encourage
creativity and uniqueness. To avoid students creating the same type of plant, the teacher will call on students to share their plant choice.
Then, the teacher will generate a list and assign a plant to each student. If students are having difficulty deciding on a plant, the teacher will
make suggestions. Tell students that they will be able to use buttons, string, crayons, markers, paper, magazines, play-doh, and other
materials found in the class to create their plants, but they have to clearly identify each part of the plant. Students will write 3 things (facts)
that their plant needs to survive using the following prompt: My plant needs ______, ______, and ______ to grow. The prompt will be displayed
on the projector for students.

After
Students will gather at the carpet and the teacher will call on students using the equity cards to present their plant project. Students will
share their plant, identify the parts of the plant, and read their writing piece to the class.

Unit Wrap Up
Teacher will ask students to share some of the things they learned throughout the unit on plants and what their favorite lesson and or
activity was and why. Ask students why they think it is important to know that the parts of a plant help it to survive?

Remind students that we get food, clothing, and other resources like paper from plants. Ask students what would happen if we did not take
care of plants? Provide an example such as trees.

Resources
Materials
KWL Chart
Plant Cards
Writing Prompt
Projector
Glue

Pencils
Scissors
Paper
Crayons
Markers
String
Play-doh
Buttons
Beads
Magazines
Various Available Materials


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