Design Topic Plants Subject(s) Science Grade(s) 1st Designer(s) Tiffani Cosendine

Unit Cover Page

Unit Title: Plants Grade Levels: 1st

Topic/Subject Areas: Science

Key Words: plants, flowers

Designed By: Tiffani Cosendine Time Frame: 2 weeks

Cooperating Teacher: Mrs. Braun

Brief Summary of Unit (including curricular context and unit goals):

Students will learn about plants, including how they grow, what they need to grow, and
different types of plants (for example, evergreen vs. deciduous and flowering vs.
nonflowering). They will be able to identify edible and nonedible plants and determine where
certain edible plants grow (top or bottom of soil). Students will also learn about the plant cycle
and how plants grow from seeds. They will also be able to identify and label the different parts
of a plant. At the beginning of the unit, each student will plant their own bean plant. Students
will observe their plants each day over the course of the unit and record pictures and
observations in their “My Plant Observation Book”.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Design Topic Plants Subject(s) Science Grade(s) 1st Designer(s) Tiffani Cosendine

STAGE 1 – DESIRED RESULTS

Unit Title: Plants

Established Goals:
(VA SOL First Grade 1.4: The student will investigate and understand that plants have basic life needs
and functional parts and can be classified according to certain characteristics. Key concepts include a)
plants need nutrients, air, water, light, and a place to grow; b) basic parts of plants; and c) plants can
be classified based on a variety of characteristics.)

Understandings: Students will understand that… Essential Questions:

 Plants have specific needs that they require to  What will happen if plants do not have all of
grow and make food (water, air, light, soil, the things they need?
space)  How are some plants able to survive in areas
 Animals and insects play a role in plant growth other plants are not?
by helping with pollination
 All plants come from seeds and undergo a life
cycle

Students will know: Students will be able to:

 The basic parts of a plant (seeds, roots, stem,
leaves, petals/blossoms)
 Fruit is the part of the plant that holds the
seeds
 The difference between edible and nonedible
plants and examples of each, as well as which
parts of a certain plant are edible
 The difference between flowering and
nonflowering plants and examples of each
 The difference between deciduous and
evergreen plants and examples of each
 Plants make food in their leaves
 Where certain edible plants grow (top or
bottom of soil)
 Label the key parts of a plant (seed, roots,
stem, leaves, petals/blossoms)
 Differentiate between edible and nonedible
plants and provide examples of each
 Differentiate between flowering and
nonflowering plants and provide examples of
each
 Differentiate between deciduous and
evergreen plants and provide examples of
each
 Label the inside of a seed (root, leaves, seed
coat, food)
 Identify what a plant needs to grow

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 Plant Needs Craft  Plants Assessment

 Parts of a Plant Craft
 “A Peek Inside a Seed” Worksheet
 “Tops & Bottoms” Worksheet
 “Foods We Eat” Worksheet

Student Self-Assessment and Reflection

 “My Plant Observation Book” – Each student will plant a pinto bean plant and observe them grow
each day for a week. In their Observation Book, they will write what they see each day as well as
draw a picture of what they see.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)
Design Topic Plants Subject(s) Science Grade(s) 1st Designer(s) Tiffani Cosendine

1. TTW read the book “Seed to Plant” to introduce the plants unit. The class will discuss the parts
of a plant as well as how plants grow. They will learn that animals help plants grow by dropping
seeds from one plant in another area and insects help by carrying pollen from one plant to
another.
2. TTW read from the Science Big Book Unit A pages 20-25 on Plants. From the reading, TSW
learn about the various needs of plants that they require to grow (water, sunlight, soil, and air).
TSW also learn how plants are able to grow in different places (ie. some in dry places like
deserts and some in wet places like marshes or ponds). This is because some plants require
different kinds of soil or different amounts of water. TSW also learn that plants make food in
their leaves and how.
3. TSW watch a read aloud on YouTube about “Peter Rabbit”.
4. Each student will plant their own pinto bean plant in a plastic cup and maintain a “My Plant
Observation Book” as the plants grow. Before planting, TSW draw a picture in the book of what
they believe their plant will look like when it has fully grown. TSW observe their plant each day
for a week and write about their observations in the book. They will also draw a picture for
each observation. At the end of the week, students will answer these questions in the back of
the book: “What did you learn about plants?” and “What 3 things does a plant need to survive?”
5. To review plant needs from the day before, the class will complete a quick SMART board
activity. TTW display a picture of a plant surrounded by different objects, and when called upon
TSW take turns coming to the board and circling each of the objects that are considered plant
needs (for example, soil is a plant need while a donut is not).
6. TSW complete a craft activity on the needs of plants. TTW model each step under the
document camera when doing the craft and TSW follow along. TSW receive a flower with a
plant need on each petal; they will draw a picture of each need on the petal, color the flower,
and then cut it out. TSW also receive another sheet with a flower pot and stem/leaves on it.
Students will color this sheet and cut it out. Using the two cutouts, TSW assemble and glue
their flower on a piece of construction paper.
7. TSW watch a short video on plants with BrainPOP Jr.
8. Parts of a Plant Craft: Each student will receive pre-cutout parts of a plant (flower) to
assemble. This includes one center of the flower, 6 petals, 2 leaves, and one stem. TTW
model each step under the document camera when doing the craft and TSW follow along.
TSW glue down each part to assemble the flower on construction paper. TSW add seeds to
the center of the flower and draw soil and roots. TSW receive a small piece of paper with each
of the parts of the flower written on it. They will cut out each part’s name and glue it in its
correct spot to label the flower.
9. To review plant needs, TTW read the class “A Letter from Mr. McGregor”. Mr. McGregor has
questions on what plants need to grow that students will answer as the letter is read aloud.
10. TTW preface the lesson with the question “What do you think is inside of a seed?” TTW read
from the Science Big Book Unit A pages 34-39 on seeds and how plants grow from seeds. The
class will discuss what is actually inside of a seed.
11. TSW watch a video on YouTube called “Sid the Seed”.
12. As a class, TSW complete a worksheet called “A Peek Inside a Seed” where they color and
label the inside of a seed.
13. TTW preface the lesson with the question “What are some plants that are edible? What does it
mean for a plant to be edible?” TTW read from the Science Big Book Unit A pages 40-43. The
class will discuss which plants are edible and which are nonedible. They will also discuss what
parts of a plant can be eaten.
14. TTW read the picture book Tops and Bottoms to the class.
15. The class will create a “Tops & Bottoms” chart where they glue pictures of different plants
under the headings “Tops” or “Bottoms” to identify where each edible plant grows. Afterwards,
TSW complete their own cut/paste Tops & Bottom chart as independent practice.
16. TTW preface the lesson with the question “”. TTW read from the Science Big Book Unit A
pages 44-49. The class will discuss interesting plants. They will talk about evergreen and
deciduous plants as well as flowering and nonflowering plants.
17. TBD
18. TBD
Design Topic Plants Subject(s) Science Grade(s) 1st Designer(s) Tiffani Cosendine

19. Plant Jeopardy Game: Review plant needs, plant lifecycle, and plant parts.
20. Plants Assessment

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4.

1. Read “Seed to 4. Record bean 4. Record bean 4. Record bean

Plant” to introduce plant observations plant observations plant
plants in “My Observation in “My Observation observations in
Book” Book” “My Observation
2. Read from Book”
Science Big Book 5. SMART board
Unit A pages 20- plant needs review 8. Parts of a
25 on Plants activity Plant Craft

3. “Peter Rabbit” 6. Plants Needs

YouTube read Craft
aloud
7. Watch Plants
4. Plant bean video on BrainPOP
plants and begin Jr.
“My Plant
Observation
Book”

5. 6. 7. 8. 9.

4. Record bean 4. Record bean 4. Record bean 19. Plant Jeopardy 20. Plants
plant plant observations plant observations Review Game Assessment
observations in in “My and finish “My
“My Observation Observation Observation Book”
Book” Book”
16. Read from
9. Read “A Letter 13. Read from Science Big Book
from Mr. Science Big Book Unit A pages 44-49
McGregor” Unit A pages 40-
43 17. TBD
10. Read from
Science Big Book 14. Read picture 18. TBD
Unit A pages 34- book Tops and
39 Bottoms

11. Watch “Sid 15. Complete

the Seed” video “Tops & Bottoms”
chart as a class
12. “A Peek and then
Inside a Seed” independently
worksheet