Integrated Unit Plan - Plant Needs - Daniele Trembecki

Daniele
Trembecki
Unit: Plant Needs with Math Integration
EDUC 3106 and EDUC 3108
Jason Mclester and Lorelei Boschman
Unit Planner
Lesson Program of Studies Curricular Overview of Opportunities Competency Assessment Type Day
# Outcome(s) (ies) (s)
1 Plant Growth and Changes • Bill Nye the Science Guy • Managing o F o Bill Nye video 1
2. Identify and describe the plant video 23 minutes. Information – o S questions exit
general purpose of plant roots, Write the following Students must slip (AES)
stems, leaves and flowers. questions on the board manage the o Plant labelling
as an exit slip: information they worksheet
4. Recognize that plant • Do plants need roots learn about (TP)
requirements for growth; i.e., to get water? plants and utilize
air, light energy, water, How do cacti survive it to complete
nutrients and space; vary from in the dessert? their plant
plant to plant and that other • What is one way that worksheet.
conditions; e.g., temperature humans use plants?
• Collaboration –
(other than as a food
and humidity; may also be Students will
source)
important to the growth of work together as
• Name a plant that
particular plants a class to
cannot get enough
collaboratively
nutrients from the
complete the
soil. What does it
use as an additional plant worksheet
food source?
• Why do leaves
change colour?
Plant worksheet labelling
and describing parts of a
plant 20 minutes –
completed as a class
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2 Plant Growth and Changes • Watch seed • Personal o F o Check first 1

9. Nurture a plant through one germination time lapse Growth and o S entry in plant
complete life cycle—from seed video Well-being – journal for
to seed • See, Think, Wonder Students will understanding
chart experience of plant needs
10. Describe the care and • Discuss the needs for personal growth (J)
growth of a plant that students our bean seed to while
have nurtured, in particular: • germinate: responsibly
identify the light, temperature, • Evenly moist soil caring for their
water and growing medium • Planted 1 inch deep plant
requirements of the plant • • Sunlight for 6-8 hours Cultural and
identify the life stages of the a day Global
plant • identify the reproductive • Water enough to Citizenship –
structures of the plant. keep soil moist Students will
• Plant the seeds in develop
plastic cup environmental
Create a plant journal and stewardship by
write first entry planting a seed

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3 Plant Growth and Changes Day One • Managing o F o Formatively 3
3. Describe common plants, and • In groups, assign Information – o S check plant
classify them on the basis of students a common Students will journals for
their characteristics and uses plant research their observations
• Aloe Vera assigned plant on growth (J)
9. Nurture a plant through one • Calla Lily and organize
complete life cycle—from seed • Venus Fly Trap their gathered
to seed • Corsage Orchid information to
• Poinsettia provide them
10. Describe the care and • Wisteria with details for
growth of a plant that students • Belladonna their plant
have nurtured, in particular: • • Mint profile
identify the light, temperature,
• Peace Lily
water and growing medium
• Bunny Ear Cactus • Personal Growth
requirements of the plant • and Well-being –
• Bird’s Nest Fern
identify the life stages of the Students will
• Students will research
plant • identify the reproductive experience
the plant and create a
structures of the plant. personal growth
Facebook profile (on
while
template) of the plant
responsibly

caring for their
ALL DAYS
plant
Ongoing care of their

plant seed will continue
with daily observations in
plant journal

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4 Plant Growth and Changes Day Two • Managing o F o Formatively 3
3. Describe common plants, and • Students will complete Information – o S check plant
classify them on the basis of the information portion Students will journals for
their characteristics and uses of their plant Facebook research their observations
profiles assigned plant on growth (J)
9. Nurture a plant through one • Once their profile is and organize
complete life cycle—from seed complete, students will their gathered
to seed information to
create a water colour
provide them
painting as the profile
with details for
10. Describe the care and picture for the plant’s
their plant profile
growth of a plant that students Facebook
• Creativity and
have nurtured, in particular: • • Starting with a sketch, Innovation –
identify the light, temperature, students will use water Students will use
water and growing medium colour techniques to their creative
requirements of the plant • create the final product side to sketch
identify the life stages of the and add water
plant • identify the reproductive ALL DAYS colour to their
structures of the plant. • Ongoing care of their plant
with daily observations • Personal Growth
in plant journal. and Well-being –
Students will
experience
personal growth
while
responsibly
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caring for their

plant.
5 Plant Growth and Changes Day Three • Collaboration – o F o Formatively 3

3. Describe common plants, and • Once the paintings are Students will o S check plant
classify them on the basis of dry, students will collaborate to journals for
their characteristics and uses brainstorm as a class the come up with observations
different groupings they different on growth (J)
9. Nurture a plant through one could create to classify categories for o Observe plant
complete life cycle—from seed the plants and which which their grouping for
to seed plant belongs in each plants will be understanding
group. able to fit into on
10. Describe the care and • Once profiles are • Communication classification
complete, students will – Students will
growth of a plant that students of plants (OB -
then be asked to create use
have nurtured, in particular: • formative)
signs on blank paper for communication
identify the light, temperature, o Plant
the titles of each plant skills to express
water and growing medium Facebook
group their ideas and
requirements of the plant • opinions in order
profiles –
• On their tabletops,
identify the life stages of the students will group their to effectively Assess
plant • identify the reproductive plants and place them in group their according to
structures of the plant. the appropriate category plants details
• Students will then do a • Personal Growth included such
gallery walk to observe and Well-being – as detailed
the classification of their Students will profile
plants and their varying experience picture, plant
needs personal growth likes, plant
ALL DAYS while dislikes, plant
• Ongoing care of their responsibly environment
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with daily observations caring for their (Summative –

in plant journal plant TP)

6 Plant Growth and Changes Day One • Critical Thinking o F o Check journal 2
4. Recognize that plant • Review on requirements – Students will o S entries for
requirements for growth; i.e., for growth: use critical completion (J)
air, light energy, water, • Sunlight thinking skills
nutrients and space; vary from • Water while
plant to plant and that other • Nutrients researching the
conditions; e.g., temperature • Space dead plant in
and humidity; may also be • Temperature order to
important to the growth of • Humidity hypothesize a
particular plants Vary between possible cause
plants. Provide of death

examples: • Communication
9. Nurture a plant through one
• Introduce Plant Crime – Students will
complete life cycle—from seed
Scene Activity. Bring a be required to
to seed
dead plant to class, communicate
with their
10. Describe the care and explain to students that
it is there job to partner through
growth of a plant that students discussion and
determine its cause of
have nurtured, in particular: • research of the
death.
identify the light, temperature, specific plant
• In pairs, students will
water and growing medium needs of the
conduct research on the
requirements of the plant • victim
plant victim and compile
identify the life stages of the a plant profile to • Collaboration –
plant • identify the reproductive determine the plants Students will
structures of the plant. needs effectively work
ALL DAYS in pairs to

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Ongoing care of their plant complete the

seed will continue with assignment
daily observations in plant
journal to conclude lesson
7 Plant Growth and Changes Day Two • Critical Thinking o F o Formatively 2
4. Recognize that plant • Investigation of the – Students will o S check journal
requirements for growth; i.e., crime scene. Students need to use entries for
air, light energy, water, will begin the lesson by critical thinking completion (J)
nutrients and space; vary from getting an up-close look to determine o Summative –
plant to plant and that other at the crime scene. They which plant Plant Crime
conditions; e.g., temperature will take soil samples. needs have not Scene Activity
and humidity; may also be View photos its location been met task
important to the growth of to determine amount of • Problem Solving performance
particular plants sunlight. Conduct an – Students will (TP)
interview with the plant need to gather
owner to determine the information,
9. Nurture a plant through one
routine of the owner and compile
complete life cycle—from seed
the plant. evidence and
to seed
• Students will document use that
evidence to
their findings in their
10. Describe the care and crime scene evidence solve the
growth of a plant that students booklet and write a problem
have nurtured, in particular: • conclusion on their • Communication-
identify the light, temperature, suspected cause of Students will
water and growing medium death and how they communicate
requirements of the plant • arrived at that ideas and
identify the life stages of the conclusion. opinions with
plant • identify the reproductive ALL DAYS partner
structures of the plant. Ongoing care of their plant • Collaboration -
seed will continue with Students will
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daily observations in plant effectively work

journal to conclude lesson in pairs to
complete the
assignment
8 Number Day One • Problem o F o Math and 1
3. Demonstrate an Math with Teacher: Solving- o S plant journal
understanding of addition of Students should already have Students will check for
numbers with answers to 10 000 an understanding of utilize their completeness
and their corresponding addition/subtraction up to problem-solving (J)
subtractions (limited to 3- and 1000 according to the grade 3 skills in order to o Addition/
4-digit numerals) by: • using outcomes. Review strategies determine the subtraction
personal strategies for adding for addition and subtraction: best method to exit slip (AES)
and subtracting • estimating • Making tens solve each of
sums and differences • solving • Friendly numbers the math
problems involving addition and • Number line jump problems
subtraction. [C, CN, ME, PS, R] • Break numbers up
• Communication-
using place value
Students will
Plant Growth and Changes • Use manipulatives
work on their
such as base 10
9. Nurture a plant through one communication
blocks or drawing
complete life cycle—from seed skills while they
pictures
to seed work through
• Exploding dots
the number talk
• Tree method
10. Describe the care and and explain
Demonstrate examples using
growth of a plant that students each of these strategies their
have nurtured, in particular: • mathematical
identify the light, temperature, Math with Others: Number approaches
water and growing medium talk using the following during rally
requirements of the plant • problem: coach
identify the life stages of the
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plant • identify the reproductive • There were 3670 bags

structures of the plant. of sachets of seeds
sold at the greenhouse
last season. 1565 of
them were vegetable
seeds and 1005 were
flower seeds. The rest
were herb seeds. How
many herb seeds were
sold?
• After the number talk,
students will do a rally

coach problem in

which they will be

asked to work in
partners and take

turns describing their
strategy for solving the
problem and why they
chose that strategy
Math with Manipulatives:
• Play money to model
the questions that are
posed on the board

Math Game: Race to 10 000
math game. Students will roll
two ten-sided dice, two times
in order to get two, two-three
digit numbers that they will
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complete an addition or
subtraction operation on in
order to get them closer to 10
000.

Math Writing: Students will
write in their math journal
what they found challenging
about the lesson and what
strategies they found worked
best for them.

Math with Self: Students will
complete addition/subtraction
exit slip problem:
• Last December, there
were 4128 visitors to
the Christmas Tree
Farm. 2709 of them
were adults and the
rest were children.
How many children
visited the farm? The
first 2890 visitors
received a candy cane.
How many visitors did
not receive a candy
cane?

ALL DAYS
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Ongoing care of their plant

seed will continue with

9 Number Day Two • Problem Solving- o F 1
3. Demonstrate an Math with Teacher: Review Students will o S
understanding of addition of addition and subtraction up to utilize their
numbers with answers to 10 000 10 000 using the strategies problem-solving
and their corresponding discussed yesterday skills in order to
subtractions (limited to 3- and • Making tens determine the
4-digit numerals) by: • using • Friendly numbers best method to
personal strategies for adding • Number line jump solve each of the
and subtracting • estimating • Break numbers up using math problems
sums and differences • solving place value • Personal Growth
problems involving addition and • Use manipulatives such as and Well-being –
subtraction. [C, CN, ME, PS, R] base 10 blocks or drawing
Students will
pictures
experience
Plant Growth and Changes • Exploding dots
personal growth
9. Nurture a plant through one • Tree method
while
Choose 4 strategies to work
complete life cycle—from seed responsibly
with and do examples
to seed caring for their
Math with Others:
plant
• Students will do quiz-quiz-
10. Describe the care and
trade creating math
growth of a plant that students
problems with answers up
have nurtured, in particular: • to 10 000.
identify the light, temperature, Math with Self:
water and growing medium • Students will complete
requirements of the plant • addition/subtraction
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identify the life stages of the worksheet which contains

plant • identify the reproductive 3 problem solving
structures of the plant. questions that have
answers up to 10 000.
• Use base ten blocks to
model questions on the
board
Math Game:
• “Build a number” card
draw game. In pairs,
students will take turns
choosing three cards to
build a three-digit number,
they will then repeat this,
add their two numbers
together and whichever
student has the higher
number wins. Can switch
to subtraction for
additional challenge.
Math Writing:
• Students will write in their
math journal how they
think having an
understanding of addition
and subtraction can help
them care for their plants.
Ex. Budget for care, water
amounts.
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ALL DAYS
seed will continue with daily
observations in plant journal
to conclude lesson.
10 Number Math with Teacher: • Critical thinking- o F o Decimal value 1
9. Represent and describe • Grade 3 place value Students will use o S exit slip (AES)
decimals (tenths and review on the board critical thinking o Math and
hundredths), concretely, • Pose greater/lesser skills to Plant journal
pictorially and symbolically. [C, decimal questions to determine which completions
CN, R, V] determine the value of decimal number (J)
decimals in the tenths has the greatest
Plant Growth and Changes and hundredths position value
9. Nurture a plant through one Math with Others:
complete life cycle—from seed • Read 10 for Dinner
to seed (Bogart, 1989) and
10. Describe the care and engage students in a
growth of a plant that students discussion about how the
have nurtured, in particular: • story relates to decimals
water and growing medium Math with Manipulatives:
requirements of the plant • • Students will use coins as
identify the life stages of the manipulatives to model
plant • identify the reproductive decimals in the tenths
structures of the plant. and hundredths position
Math Game:
• Place value math game.
Play war using three
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cards for place value.

One in the one’s position,
another in the tenth and
the last in the hundredth

Math Writing:
• Students will write in
their math journals
about how decimals
are used in our day to
day lives
Math with Self:
• Students will
complete an exit slip
that determines
which of the two
decimals is greater:
0.68 or 0.7

ALL DAYS
seed will continue with

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11 Number Math with Teacher: • Critical Thinking – o F o Plant journal 1

9. Represent and describe • Place value review Students will o S completion (J)
decimals (tenths and • Demonstrate how to utilize critical o Decimal chart
hundredths), concretely, represent decimals thinking skills completion
pictorially and symbolically. [C, pictorially while (TP)
CN, R, V] • Decimal chart determining
examples which decimal
Plant Growth and Changes • Measurement in number they are.
9. Nurture a plant through one relation to decimals. They will have to
complete life cycle—from seed How to represent ask a series of
to seed centimeters as a questions and
10. Describe the care and decimal. use the answers
growth of a plant that students Math with Others/ Math to provide
have nurtured, in particular: • Game: context and
identify the light, temperature, • Students play a game arrive at a
water and growing medium of “Who Am I?” to conclusion
requirements of the plant • determine the
identify the life stages of the decimal number on
plant • identify the reproductive their back
structures of the plant. Math with Self:
• Students will measure
the height of their
germinating seed and
document the height
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using decimals to the

nearest hundredth
• Students will
represent the height
of their plant using a
decimal chart
Math Writing:
• Students will record
the height of their
plant in their plant
journals and discuss
their observations

ALL DAYS
to conclude lesson
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12 Shape and Space Day One o Managing o F o Exit slip 1

2. Read and record calendar Math with Teacher: Information – o S completion
dates in a variety of formats. [C, • Review the 12 months of Students will (AES)
V] the year, showing a manage and o Plant journal
visual representation of record dates completion (J)
Plant Growth and Changes a calendar and the and special
9. Nurture a plant through one number of days in each occasions on a
complete life cycle—from seed month calendar in an
to seed • Demonstrate how to organized
record specific days fashion
10. Describe the care and using multiple methods
growth of a plant that students • yyyy/ mm/dd,
have nurtured, in particular: • • dd/mm/yyyy,
identify the light, temperature, • March 21, 2006
water and growing medium • dd/ mm/yy)
requirements of the plant • • Relate dates written
identify the life stages of the in the format
plant identify the reproductive yyyy/mm/ dd to dates
structures of the plant. on a calendar
• Identify possible
interpretations of a
given date (e.g.,
06/03/04).
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Math with Others/ Math with
Manipulatives:
o Students will ask a
classmate their birthdate
and will be required to
write the birthdate of
their classmate on the
large class calendar
Math Games:
o Students will play one
round of calendar bingo
Math with Self:
o Students will be posed a
problem-solving question
to be handed in as an
exit slip. How many
minutes are there in the
month of January?

ALL DAYS
to conclude lesson

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13 Shape and Space Day Two o Managing o F 1
2. Read and record calendar Math with Teacher: Information – o S
dates in a variety of formats. [C, • Demonstrate research on Students will
V] two plants as a class to manage and
determine their growing record dates
Plant Growth and Changes seasons found from
4. Recognize that plant • Represent these seasons researching the
requirements for growth; i.e., on a calendar, a timeline growing
air, light energy, water, and in written form seasons
nutrients and space; vary from Math with
Others/Manipulatives:
plant to plant and that other
conditions; e.g., temperature • In pairs, students will
research two plants with
and humidity; may also be
different growing seasons,
important to the growth of
determine what their
particular plants
growing season is and
represent it on a yearly
9. Nurture a plant through one calendar
complete life cycle—from seed • They will then write about
to seed why that plant thrives in the
selected seasons
10. Describe the care and ALL DAYS
growth of a plant that students Ongoing care of their plant
have nurtured, in particular: • seed will continue with daily
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identify the light, temperature, observations in plant journal

water and growing medium to conclude lesson. Students
requirements of the plant • will record the dates of the
identify the life stages of the growing season for their bean
plant identify the reproductive plant in their journals.
structures of the plant.
14 Number Day One o F Check plant 2
3. Demonstrate an • Review • Problem Solving o S journals for
understanding of addition of addition/subtraction of – Students will completion (J)
numbers with answers to 10 000 numbers up to 10 000, use problem
and their corresponding decimals and solving strategies
subtractions (limited to 3- and multiplication (2 digit by to overcome the
4-digit numerals) by: • using one digit) prior to project challenges of the
personal strategies for adding introduction by working crisistunity cards
and subtracting • estimating through problems as a throughout the
sums and differences • solving class on the board rich math task
problems involving addition and • Introduce plant rich math • Managing
subtraction. [C, CN, ME, PS, R] task. Students will roll a Information –
ten-sided dice to Students will
9. Represent and describe determine the amount of compile the
decimals (tenths and money they have to information of
hundredths), concretely, purchase a plant. They their plant
pictorially and symbolically. [C, will then work through budget in order
CN, R, V] their booklet do to develop an
determine which plant informed
Shape and Space they will purchase and decision on what
2. Read and record calendar which supplies they will supplies to buy
dates in a variety of formats. [C, buy to care for their
V] plant.
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Plant Growth and Changes • Options include

4. Recognize that plant three choices for
requirements for growth; i.e., each
air, light energy, water, • Select plant
nutrients and space; vary from • Choose container
plant to plant and that other • Buy appropriate
conditions; e.g., temperature amount of soil
and humidity; may also be • Choose a rainwater
important to the growth of collection container
particular plants • Purchase fertilizer
• Buy a plant support
9. Nurture a plant through one system
complete life cycle—from seed • Choose a plant
to seed insulator
• Choose a protective
10. Describe the care and covering
growth of a plant that students
• Buy a reference book
have nurtured, in particular: •
• Choice to buy a
large, late season
water and growing medium
seedling
requirements of the plant •
• Each student will be
identify the life stages of the
required to draw a
plant • identify the reproductive
crisistunity (crisis
that provides
opportunity) card
from the pile which
will contain a
problem that they
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must solve, and

adjust their budget
accordingly.
• Students will record
the growing season
for their chosen
plant on a yearly
calendar.
• Students will work
through the plant rich
math task step by step
15 Number Day Two • Problem Solving o F o Plant rich 2
3. Demonstrate an • Students will complete – Students will o S math task (TP)
understanding of addition of their rich math task use problem o Check plant
numbers with answers to 10 000 • Once the task is solving strategies journals for
and their corresponding complete, students will to overcome the completion (J)
subtractions (limited to 3- and move onto the reflection challenges of the
4-digit numerals) by: • using portion: crisistunity cards
personal strategies for adding • Included in the throughout the
and subtracting • estimating booklet are reflection rich math task
sums and differences • solving questions asking the • Managing
problems involving addition and following: Information –
subtraction. [C, CN, ME, PS, R] • With consideration to Students will
the crisistunities that compile the
9. Represent and describe posed problems for information of
decimals (tenths and your plant, what are their plant
hundredths), concretely, the top 2 budget in order
pictorially and symbolically. [C, environmental to develop an
CN, R, V] concerns in your informed
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Shape and Space community that affect decision on what

2. Read and record calendar the way plants grow? supplies to buy
dates in a variety of formats. [C, Why are these your
V] top two choices?
• What items would you
Plant Growth and Changes need to set up a
4. Recognize that plant successful garden at
requirements for growth; i.e., home? Why would
air, light energy, water, you need each item?
nutrients and space; vary from • How would your plan
plant to plant and that other change if you lived in
conditions; e.g., temperature the Rocky Mountain
and humidity; may also be region of Alberta?
important to the growth of • Once the students
particular plants complete their plant
booklets, they will
9. Nurture a plant through one move on to the final
complete life cycle—from seed observation of their
to seed plant.
Students will create a
10. Describe the care and final sketch of how their
growth of a plant that students plant looks and document
have nurtured, in particular: • the changes they
identify the light, temperature, observed. Students will
water and growing medium then compare the growth
requirements of the plant • of their plant to their
identify the life stages of the classmate’s plants and
plant • identify the reproductive determine whether there
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were any notable

differences in growth.

Possible Formative (F) or Summative (S) Assessment Types
Admit/Exit Slips (AES) Graphic Organizer (G) Pass/Fail (PF) Journal (J) Test/Exam (T)
Checklist (CL) Interview (I) Poll/Survey (PS) Rubric (R) Quiz (Q)
Complete/Incomplete Know/Want to Know/Learned (KWL) Peer Evaluation (PE) Task Performance (TP)
(CI)
Frequency Chart (FC) Observations (OB) Portfolio (P) Self-Evaluation (SE) Other (OT)

Literacy/Numeracy

https://education.alberta.ca/media/3402192/lit-and-num-progressions.pdf

• LKU3 – Construct Meaning:
o Vocabulary Students acquire and use precise and descriptive vocabulary, general academic vocabulary (e.g.,
identification, definition), and subject/disciplines specific vocabulary (e.g., pulley, ecosystem) related to learning
experiences. (Plant journals, Plant Facebook profiles, math journals)
• LKU2 – Acquire Information:
o Develop Questions - Students determine a purpose for their information search and develop or refine questions to
select the most useful and relevant sources. (Plant crime scene, plant Facebook profiles, growing seasons calendar)
o Access - Students select, sort, analyze and synthesize information from multiple sources* to respond to a problem,
question or topic. Students identify areas or gaps to determine further information needs and identify alternative
sources. (Plant crime scene, plant Facebook profiles, growing seasons calendar)
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o Ethical Use Students respect and acknowledge the ownership of oral, print and digital texts, and cite sources when
using copyrighted and/or public domain material. (Plant crime scene, plant Facebook profiles, growing seasons
calendar)
• LKU4 – Communicate Meaning:
o Clarity - Students present ideas or information in a logical and clear manner and begin to use effects to enhance
communication (e.g., tone, figurative language, bolding, accurate and descriptive vocabulary). (Plant Facebook
profile, plant journals, math journal)
o Purpose - Students organize texts according to their purpose or intent. (Plant Facebook profile, plant journals, math
journal)
• NA2 – Learner Awareness:
o Personal Insight Students recognize and describe their numeracy strengths and challenges. With some guidance, they
choose appropriate strategies to regulate* their learning. (Addition up to 10 000 lesson, math journal)
• NA3 – Task Awareness:
o Task Analysis Students analyze situations that involve numeracy to identify relevant and irrelevant information. (Plant
rich math task)
• NKU1 – Quantitative Information:
o Magnitude - Students interpret, compare and use quantities expressed as whole numbers, and as percentages,
fractions and decimals that are commonly used in real-life situations. (Measurement of plants using decimals)
o Calculations - Students calculate using whole numbers and decimals in real-life situations. (Plant rich math task)
• NKU3 – Interpret, Represent, Communicate;
o Interpretation and Representation of Spatial Information - Students interpret and create models and labelled
diagrams* to represent spatial concepts (e.g., mind maps, topographical maps, timelines). (Growing seasons
representation)
• NKU4 – Strategies, Methods or Tools:
o Methods or Tools - Students use effective non-digital methods or tools in a task involving numeracy (e.g., pencil and
paper, mental calculations, visualization, schedules, timetables). (Math exit slips, addition/subtraction up to 10 000
lesson, plant rich math task)

Alberta Education Competencies (List the competency and explain how it relates to the outcome)
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Problem Solving:
• 4. Recognize that plant requirements for growth; i.e., air, light energy, water, nutrients and space; vary from plant to plant
and that other conditions; e.g., temperature and humidity; may also be important to the growth of particular plants
o Students will need to gather information, compile evidence and use that evidence to solve the mystery of the plant
crime scene
• 3. Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions
(limited to 3- and 4-digit numerals) by: • using personal strategies for adding and subtracting • estimating sums and
differences • solving problems involving addition and subtraction. [C, CN, ME, PS, R]
o Students will utilize their problem-solving skills in order to determine the best method to solve each of the math
problems
o Students will use problem solving strategies to overcome the challenges of the crisistunity cards throughout the rich
math task
• 9. Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically. [C, CN, R, V]
• 2. Read and record calendar dates in a variety of formats. [C, V]
o Students will use problem solving strategies to overcome the challenges of the crisistunity cards throughout the rich
math task
Personal Growth and Well-being
• 9. Nurture a plant through one complete life cycle—from seed to seed
• 10. Describe the care and growth of a plant that students have nurtured, in particular: • identify the light, temperature,
water and growing medium requirements of the plant • identify the life stages of the plant • identify the reproductive
o Students will experience personal growth while responsibly caring for their plant
Creativity and Innovation:
• 3. Describe common plants, and classify them on the basis of their characteristics and uses
o Students will use their creative side to sketch and add water colour to their plant
Collaboration:
• 2. Identify and describe the general purpose of plant roots, stems, leaves and flowers.
26
Daniele Trembecki
o Students will work together as a class to collaboratively complete the plant worksheet
o Students will collaborate to come up with different categories for which their plants will be able to fit into
o Students will effectively work in pairs to discover the cause of the plant’s death requiring communication of ideas and
opinions
Managing Information:
• 2. Identify and describe the general purpose of plant roots, stems, leaves and flowers.
o Students must manage the information they learn about plants and utilize it to complete their plant worksheet.
o Students will compile the information of their plant budget in order to develop an informed decision on what supplies
to buy.
o Students will research their assigned plant and organize their gathered information to provide them with details for
their plant profile.
o Students will manage and record dates and special occasions on a calendar in an organized fashion.
• Students will compile the information of their plant budget in order to develop an informed decision on what supplies to buy.
Cultural and Global Citizenship:
• 9. Nurture a plant through one complete life cycle—from seed to seed
o Students will develop environmental stewardship by planting a seed
27
Daniele Trembecki
o Students will manage and record dates found from researching the growing seasons
Critical Thinking:
o Students will use critical thinking skills while researching the dead plant in order to hypothesize a possible cause of
death
o Students will need to use critical thinking to determine which plant needs have not been met
o Students will use critical thinking skills to determine which decimal number has the greatest value
o Students will utilize critical thinking skills while determining which decimal number they are. They will have to ask a
series of questions and use the answers to provide context and arrive at a conclusion
Communication:
o Students will use communication skills to express their ideas and opinions in order to effectively group their plants
o Students will be required to communicate with their partner through discussion and research of the specific plant
needs of the plant crime scene victim.
o Students will work on their communication skills while they work through the number talk and explain their
mathematical approaches during rally coach

28
Daniele Trembecki
Reflection and Revisions

29
Grade Four Unit: Plant Needs with Math Integration
Daniele Trembecki Lesson #: 2 Science Focus

Outcome(s) of Lesson: (Blooms or I can statement)
Plant Growth and Changes
9. Nurture a plant through one complete life cycle—from seed to seed
10. Describe the care and growth of a plant that students have nurtured, in particular: • identify the light, temperature, water and growing medium
requirements of the plant • identify the life stages of the plant • identify the reproductive structures of the plant.
How will I know students have achieved the learning outcome(s)?

• Students will create a care checklist in which they will identify the specific needs of their plants including light, temperature, water, growing medium
requirements.
• Students will apply their knowledge of plant needs to effectively plant their bean seed and provide it with the required care.
• Students will create a plant journal where they will describe the care and growth of their plant daily.
• Students will illustrate the life stage of their seed/plant pictorially and identify the life stage with a label.
Hook:
Play time lapse video of the germination of a bean plant from cross section view.
Video title: Bean Time-Lapse – 25 days Soil cross section
Link: https://youtu.be/w77zPAtVTuI
Learning Opportunities:
Time Learning Opportunity How do I check that students

understand what to do?
Create a See, Think Wonder chart on the board for the germination time lapse
5m • What do you see? • Ask students to retell the
o The seed is in soil instructions to a partner
o The seed growing roots
o The seed grows down before it grows up
o It takes several days to see growth above the soil Materials Needed
• What do you think? • Hook Video:
o The seed needs soil, sunlight and water to grow o Video title: Bean Time-Lapse – 25
o The roots give the seed/plant access to water days Soil cross section

Page # 1

o The roots help to keep the plant in the ground o Link:
• What do you wonder? https://youtu.be/w77zPAtVTuI
o How does the seed know when to grow? • Whiteboard marker for teacher
o Do the roots always grow downwards? • Learning Opportuntity Video:
o How long does it take the seed to turn into a plant? o Video title: How Does a Seed
4m Play How Does a Seed Become a Plant? Video (play at 0.75 speed as the woman talks very Become a Plant?
fast) o Link:
• Ask students if the video answered any of their questions? Add to the see, think https://youtu.be/tkFPyue5X3Q
wonder chart.
How do I differentiate for ALL learners? Accommodations (ISP’s)
Beginning: Play the video at 0.75 speed to ensure students can process the information. Encourage Sally (child with behavioural issues):
students to record the See, Think, Wonder chart for later reference. If students are struggling to • Ensure Sally does not have any
voice their opinions, have them share with an elbow partner. items on her desk.

Developing: Encourage inquiry and inquisitive thinking.

Achieving:

Exceeding: Extension – ask students to consider how the bean seed germination relates to other
plants? Do all plants grow the same way? Why do you think some plants require different
conditions than others? Can you name a few plants that might require different growing
conditions?

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
• Student will turn to an elbow partner and share one thing they are excited to learn about seeds/plants
Explain that we will be planting a lima bean. Ask class what we need to consider before we • Ask different students to repeat
5m plant the seed? the steps listed
• How much sunlight does it need? • Thumbs up/down/middle
• How much water does it need? • Provide a print out with the steps
• What temperature do they grow best at? for planting their seeds
• What should the soil be like?

Page # 2

5m Hand out blank notebooks to students. Ask students to title the notebook: Plant Journal
As a class, you will create your plant care checklist. Students can refer back to this checklist Materials Needed
during the daily care of their plant. They will also write the expectations for their daily
journal entries on this page. • Notebooks for each student
• Lima beans prefer full sunlight but can still grow with partial sunlight • Pencil for each student
• Lima beans need enough water to keep soil moist • Clear 8oz cup for each student
• Lima beans need loose soil for growth of roots and sprout. Do not compact (pre-fill with soil)
• Lima beans should be planted 1cm down • Enough soil to fill each cup ¾ full
• Lima beans grow best at 15-30 degrees Celsius • Spray bottles filled with water for
Checklist should include: each table group
ü Sunlight • Hand out with planting steps (see
ü Water bottom of document)
ü Temperature
ü Soil conditions
Expectations Include:
ü Document observations (growth, plant conditions)
ü Identify life stage of plant
ü Draw a picture of how plant looks today
ü Describe what care you provided your plant today
While students organize their plant journal, hand out appropriate amount of supplies to
table groups. Each table should receive:
• A cup filled ¾ to the top with soil (prepare these ahead of time)
• 2 bean seeds for each student
• A spray bottle for each table

• Hand out with planting steps
The hand out will have the following steps for planting:
15m Step 1
Obtain seeds for the type of bean plant you would like to grow from a local seed supplier.
Dried beans from a grocery store can also be used, although these may not germinate
properly because they have been processed to be eaten, rather than to be grown.
Step 2
Fill an 8-oz. Styrofoam cup to the top with soil. Make sure not to pack the soil down into the
cup.
Step 3
Page # 3

Create a hole in the soil at the center of the cup by pressing one finger into the soil to a
depth of 1 inch.
Step 4
Place the bean in the bottom of the hole. Fill in the hole with soil and lightly compress the
soil so that it is no longer loose. Do not compress the soil too much, or the roots and other
growing parts will be hindered as they try to grow through the soil.
Step 5
Water the seed gently by sprinkling enough water on the soil to moisten it. Beans grow best
in soil that is moist, rather than wet.
Step 6
Place the cup in a location that will receive sunlight for at least six to eight hours a day and
water as needed for the soil to stay moist.

Work through the planting step by step as a class until all of the seeds are watered and
planted. Ensure that each student has written their name on their seed cup.
Beginning: Assist students that struggle with fine motor skills to plant their seed. Ensure that they Sally (child with behavioural issues):
understand the steps for planted seed. Provide a step list with step by step diagrams if required. • Consistently check in with Sally to
make sure that she is staying on
Developing: Ask reflective questions throughout the planting process: why do you think this task
particular step effects growing conditions? Chris (child with cerebral palsy):
o Help Chris with fine motor skills
Achieving:

Exceeding: Extension – Ask students to consider what they think would happen if they changed a
step in the planting process? Is there a way that we could improve the growth in our plants? Do you
think some plants will grow better than others? Why?

• Students will wipe down their tables, ensuring that there is no soil left on the table tops and sweep under their chairs.

Page # 4

Students will do a gallery walk to observe the growing conditions of the other plants. Things
3m to consider: • Thumbs up/down/middle
• Are some plants getting more sun than others?
• Have some plants been watered more than others?
Has some soil be compacted more than others? Materials Needed
• This is a great way to test the growing conditions of beans! • Planted seeds (completed)
7m In their plant journals students will record their observations and requirements to fulfill • Plant journals for each student
their checklist expectations. • Pencils for each student
Checklist should include:
ü Sunlight: Is it in a sunny spot?
ü Water: How much did you water your seed today?
ü Temperature: What is the temperature in the room today?
ü Soil conditions: Is the soil wet? Dry? Compact or loose?
Expectations Include:
ü Document observations (growth, plant conditions)
ü Identify life stage of plant
ü Draw a picture of how plant looks today
ü Describe what care you provided your plant today
Beginning: Give beginning students sentence stems. Provide pencil grips for required students. Sally (child with behavioural issues):
Create a list of vocabulary words that would be helpful to use in journal entries. • Ensure Sally has all of her
materials out. Do check ins to
Developing: Encourage use of vocabulary words in their journal entries. ensure she is on task.
Chris (child with cerebral palsy):
Achieving: o Work on pencil grip with Chris.

Exceeding: Extension journaling – ask students to make predictions on how long they think it will
take to see a sprout. Have students hypothesize what would happen if they altered the amount of
sunlight or water? Is there anything that hasn’t been considered? Are there any changes that could
be made to improve growing conditions?

Page # 5

• Students will show teacher their completed journal entry and then put their journals on the bookshelf where they can find them daily.
CLOSURE:
• Thank you, Grade Four’s, for cleaning your work areas and providing care to your plants.
• Today we learned about how a seed grows into a plant, planted our own bean seeds and documented our observations in our plant
journals!
• We will continue to care for and observe our plants daily for the remainder of the unit!

Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities)
Cooperative Learning Gallery walk

Strategies used
Movement Breaks Planting seeds, Gallery walk

Modes of Learning Auditory, Visual, Kinesthetic

Higher Order • Describe what care you provided your plant according to its needs
Question(s) • Identify the life stage of your plant
• Can students apply their knowledge of plant needs to the care of their seed?

Reflection and Revisions:

Page # 6

Steps for Planting Your Seed
Step 1
Obtain seeds for the type of bean plant you would like to grow from a local seed supplier. Dried beans from a grocery store can also be used, although these may
not germinate properly because they have been processed to be eaten, rather than to be grown.

Step 2
Fill an 8-oz. Styrofoam cup to the top with soil. Make sure not to pack the soil down into the cup.

Step 3
Create a hole in the soil at the center of the cup by pressing one finger into the soil to a depth of 1 inch.

Step 4
Place the bean in the bottom of the hole. Fill in the hole with soil and lightly compress the soil so that it is no longer loose. Do not compress the soil too much, or
the roots and other growing parts will be hindered as they try to grow through the soil.

Step 5
Water the seed gently by sprinkling enough water on the soil to moisten it. Beans grow best in soil that is moist, rather than wet.

Step 6
Place the cup in a location that will receive sunlight for at least six to eight hours a day and water as needed for the soil to stay moist.
Page # 7
Daniele Trembecki Lesson #: 8 Math Focused

Outcome(s) of Lesson: (Blooms or I can statement)
Number
3. Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) by: •
using personal strategies for adding and subtracting • estimating sums and differences • solving problems involving addition and subtraction. [C, CN, ME, PS, R]
Plant Growth and Changes
9. Nurture a plant through one complete life cycle—from seed to seed
10. Describe the care and growth of a plant that students have nurtured, in particular: • identify the light, temperature, water and growing medium
requirements of the plant • identify the life stages of the plant • identify the reproductive structures of the plant.
How will I know students have achieved the learning outcome(s)?

• Students will apply personal strategies for adding and subtracting to calculate sums and differences in the exit slip question.
• Students will evaluate their personal strategies for adding and subtracting by describing the challenges and successes they had with that particular
strategy and explaining why they chose that strategy listing the pros and cons to their approach in their math journal
• Students will assess the needs of their plant based on soil texture, leaf colour and growth progress to determine the needs of their plants and provide it
with the appropriate care.
• In their plant journals, students will describe their observations and explain the care they provided or did not provide to their plant that day and why.
Students will also identify the current life stage of their plant.
Hook:
• Alternative strategy. Show students an example of a problem that appears difficult and complete this problem using without using the
stacking method (using mental math if possible). Next share the strategy. Turn the equation into friendly numbers and solve using the
friendly numbers.
1382 + 126 = 1382 + 18 + 108 = 1400 + 108 = 1508 because 1382 needs 18 more to get to 1400 and then only 108 are left to add
on.
Distribute whiteboards and whiteboard markers to each student.
Learning Opportunities:

Math with Teacher:
15m Students should already have an understanding of addition/subtraction up to 1000 • Thumbs up/down/middle
according to the grade 3 outcomes. Review strategies for addition and subtraction:

Page # 1

• Making tens (round the numbers to the nearest ten or hundred before Materials Needed
initially adding/subtracting)
• Friendly numbers (converting the numbers to more manageable numbers – • Each student will need a pencil
can be by making tens or rounding) and paper
• Number line jump (break down the addition question by using one number • Whiteboard marker for writing
the problem on the board
as a starting point and jumping by friendly number to the next point until
• White board for each student
you have arrived at the sum)
• Whiteboard marker for each
• Break numbers up using place value
student
• Use manipulatives such as base 10 blocks or drawing pictures

• Exploding dots (draw place value chart with thousands, hundreds, tens and

one’s columns. Place the appropriate number of dots in each category and
explode the dot once it makes a ten)
• Tree method (horizontally write the equation. Using lines as connectors,
break the addition down by place value to create mini addition equations
that will lead to the total sum.
Demonstrate examples using each of these strategies.
Addition and subtraction equations to use as examples:
1346-151= 1195
3664+483= 4147
7198-930= 6268
8368+574= 8942
2635-746= 1889
3087+368= 3455
8016+814= 8830
4215+839= 5054

10m Math with Others: Number talk using the following problem:
• There were 3670 bags of sachets of seeds sold at the greenhouse last season.
1565 of them were vegetable seeds and 1005 were flower seeds. The rest were
herb seeds. How many herb seeds were sold?
• Allow students to individually work on the problem. Give them 5 minutes and
then put the problem up for discussion. Allow students to write their answers on
the board and demonstrate their solving method whether or not it is correct.
Page # 2

• Investigate the various strategies the students proposed. Work through the
strategies that were done incorrectly together as a class. Allow 5 minutes for the
discussion portion.

Beginning: Allow extra movement break for students that have difficulty focusing. Provide Sally (child with behavioural issues):
manipulatives for students that struggle without a visual aid. Encourage pictorial strategies to Have an aid sit with Sally to keep her
promote visualization. Try a different approach, perhaps connecting to the real world using money focused on the lesson. Have Sally do
in an example. Promote use of friendly numbers and making tens. small tasks such as passing out the
Developing: Provide manipulatives when needed. Provide encouragement and promote a growth white boards to give her an extra
mindset through appreciation of mistakes. movement break to keep her focused
and on task.
Achieving Chris (child with cerebral palsy):
Work on pencil grip with Chris. Allow
Exceeding: As an extension, exceeding learners can develop their own number talk question which Chris to stretch his legs if needed.
relates to addition or subtraction with numbers up to 10 000.

• Students will stand up hand up pair up to find a partner for the next activity.
• Math with Others – Students will do rally coach to work through addition and • Ask students to turn to their
5m subtraction questions posed on the board. Taking turns, the first partner will work partner and retell the
through problem 1 and explain as they are working through the problem how they instructions
are doing it. Their partner will then provide them feedback before they switch turns
Problems:
6304+636= 6940
7690-451= 7239 Materials Needed
*Each student will get 2.5 minutes to complete their problem. While students complete the
• Whiteboards for each student
In the same partners • Whiteboard marker for each
. Math Game: Race to 10 000 math game. Students will roll two ten-sided dice, two student
times in order to get two, two-three digit numbers that they will complete an addition • Cloth for each student
Page # 3

operation on in order to get them closer to 10 000. After each roll students will record • Each student will need a 10-
the sum of their numbers. The first student to reach 10 000 wins. sided die
• 10 000 place value mats for
each partner group
• Pen and paper for each student
Beginning: Provide beginning learners with a ten thousand place value chart and manipulatives Sally (child with behavioural issues):
such as base ten blocks or play money. Allow them to make mistakes, but provide feedback and Ask Sally to collect the game materials
alternative strategies that may come easier to them. Provide further instruction if need. to give her a task to focus on
Developing: Provide manipulatives such as base ten blocks for developing learners. Partner with an Chris (child with cerebral palsy):
exceeding learner for rally coach. Work on pencil grip with Chris. Allow
Chris to stretch his legs if needed.
Achieving: Provide encouragement and promote growth mindset

Exceeding: Exceeding learners can do an extension on really coach in which they create their own
math problem and challenge their partner to solve it.

• While heading back to their own seats, students will retrieve their math journals from the bookshelf.
• Sally will collect the game materials

Time Learning Opportunity How do I check that students understand what to do?
• Math Writing: Write the journal topic on the board and allow 5 minutes of math
5m writing time. Journal topic as follows: Evaluate your personal strategies for adding o Students will retell instructions to their elbow
and subtracting by describing the challenges and successes you had with that particular partner
strategy and explaining why you chose that strategy. What were the pros and cons to
that strategy? Did you face any challenges?
5m o While students work in their math journals, pass out a sticky note to each Materials Needed
student and write the exit slip question (found below) on the board.
• Math with Self: Students will complete addition/subtraction exit slip problem: o Math journals for each student
• Last December, there were 4128 visitors to the Christmas Tree Farm. 2709 of o Sticky notes for each student
them were adults and the rest were children. How many children visited the o Writing utensils for each student
Page # 4

farm? The first 2890 visitors received a candy cane. How many visitors did not o Base ten blocks if required for differentiation
receive a candy cane? (regular and larger)
Beginning: Provide sentence stems for beginning learners, provide manipulatives for the exit slip
question. Give additional guidance and support when needed – break down the question into Sally (child with behavioural issues):
more manageable steps. Pencil grips given to students struggling to hold their drawing utensils • Ensure Sally has all of her materials out, give her
properly, reinforce the tripod grip. an extra movement break if required
Developing: o Work on pencil grip with Chris.
o Give Chris larger manipulatives such as larger
Achieving: foam base ten blocks

Exceeding: Journal extension - pose the question: You are trying to explain addition and
subtraction with numbers up to 10 000 to a friend that struggles with visualizing the numbers.
They do not understand the strategy you are using. What is another strategy you could use to
teach them? Why might this strategy work for them? OR develop a new strategy for adding and
subtracting numbers to 10 000. Did it work? Why or why not?
• Students will exchange their math journal and exit slip for they plant journal and before making plant observations.
Time Learning Opportunity How do I check that students understand what to do?
o When students have handed in their math journals and exit slips they will move o Choose a few students to repeat a step of the
5 on to their daily plant observations. instructions to the class
o Instruct students to assess the needs of their plant based on soil texture, leaf o Thumbs up/down/middle
colour and growth progress to determine the needs of their plants and provide it
with the appropriate care. Write the key words for their observations on the board:
soil texture, leaf colour, growth and needs.
o When the observations are complete, Materials Needed
5 o In their plant journals, students will describe their observations and explain the
care they provided or did not provide to their plant that day and why. Students will o Plant bean seeds from earlier science lesson –
also identify the current life stage of their plant. Write the following prompts on each student has one
the board: o Plant journals (created in earlier science unit –
o What did you observe? each student has one)
o What care did you provide your plant? Why or why not? o Pencils
o What is the current life stage of your plant? o Rulers for each student to measure plant growth
Page # 5

Life stages of plant diagram:
https://garden.lovetoknow.com/image/252297~bean-
plant.jpg
Beginning: Reminder of the specific observations we are looking for. Allow for pictorial Sally (child with behavioural issues):
representation of plant observations to aid in understanding. Provide life stages of plant diagram. • Ensure Sally has all of her materials out. Do
Provide pencil grips for required students. check ins to ensure she is on task.
Developing: Provide life stages of plant diagram if needed. o Work on pencil grip with Chris.

Achieving:

Exceeding: Extension – exceeding learners can compare their plant growth the growth of their
peer’s plants. Are there any differences in growth? If so, what may have caused these differences?

• Students can extend their learning by comparing the growth of their plant to the growth of their classmate’s plant.
• Return their plant journals to the bookshelf
• Ensure their plant crime scene assignment from the previous day is complete

CLOSURE:
• Thank you, Grade Four’s, for all of your focus and hard work that you put into today’s lesson
• Today we reviewed different strategies for adding and subtracting large numbers and even expanded our understanding by working
with numbers that were larger than 1000! We were also able to maintain care for our bean plants and observe their growth!
• We will be building on these skills tomorrow and using them to help us complete our final unit project that next week that will wrap
up our plant needs unit!

Page # 6
Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities)
Cooperative Learning o Rally coach

Strategies used
Movement Breaks o Standup, hand up, pair up to find partner for rally coach
o Plant observations
Modes of Learning Auditory, Visual, Kinesthetic

Higher Order o Evaluate your personal strategies for adding and subtracting by describing the challenges and successes you
Question(s) had with that particular strategy and explaining why you chose that strategy. What were the pros and cons
to that strategy? Did you face any challenges?
o After your assessment, what were the needs of your plant based on its soil texture, leaf colour and growth
progress? Can you explain how you will provide your plant with the appropriate care?
o Can you identify the current stage of life your plant is in?

Reflection and Revisions:

Page # 7
Rationale of Outcomes
Daniele Trembecki

When developing my unit plan, I first discussed with my practicum teacher which science
unit she would have me teaching. I wanted to ensure that I would be able to practically use this
unit plan assignment in my practicum. I was assigned the topic of plant needs to teach within my
practicum, so I chose the outcomes within the larger plant growth unit that best reflected plant
needs. I then chose my math outcomes based on the idea I had for a final unit project. I wanted
to incorporate both math and plant needs in my final project, so I settled on a rich math task that
involves the student receiving an amount of money, determined by rolling dice, to purchase a
plant and all of the required supplies for the plant they were able to purchase. This assignment
requires an understanding of plant needs as well as the ability to work with addition and
subtraction up to ten thousand, working with decimals and the ability to determine growing
season on a calendar.
I found it difficult to have an integration of math and science in every unit as there were
not many math outcomes that I could use that related to plants. I think it would have been easier
to create more integrated lessons if there had been outcomes on measurement and temperature
in the grade four curriculum, but there was not, so I settled on creating integration with the final
project that requires students to apply the skills from the lessons within the unit to create
cohesion. I also thought that caring for their plant, assessing its needs and documenting their
reflections and observations was a great way to end each lesson. I tried to also create integration
within my math lesson by incorporating plants into the problem-solving questions. I thought this
was a good way to help students keep the theme in mind and connect to the utilization of these
skills in the final project. In hindsight, I wish that I had done my detailed math lesson plan on the
1
Daniele Trembecki
decimal unit to relate to measurement and growth in their bean plants as I feel that would have
demonstrated a stronger example of integration, but overall, I feel as though the integration
remains evident in the addition and subtraction lesson I chose to highlight.
I chose the sequence of outcomes by presenting them in a logistic way. Plant needs had to
be introduced first in order to have enough time to nurture their seed and I progressed through
the math outcomes in a natural way. Starting with addition/subtraction so that they could apply
those skills to decimals in the following lessons in order to relate them to money. I incorporated
the outcome involving calendars as a final math outcome to further integrate with science and
highlight the growing season of varying plants.
In regard to the literacy and numeracy progressions, I chose to have daily journal
contributions that require the students to reflect on their observations and in some cases, reflect
on their learning for the day. The journal entries focused on both LKU3 constructing meaning and
LKU4 communicating meaning.
The competency that I contributed the most was managing information as I had several
opportunities for students to research plant needs whether it was for a profile creation, journal
reflection or to solve their plant crime scene, students were required to research and organize
information found on their particular topic. I also greatly contributed to collaboration as I had
multiple opportunities for students to work effectively in both pairs and groups to complete their
required assignments and practice questions.
2
Rationale for Assessment 1
Daniele Trembecki
Rationale for Assessment
Throughout my unit plan, I chose several different formats for assessment. I wanted to
ensure that there were several opportunities for formative assessment before students moved
onto a larger summative assessment. My main form of formative assessment was journal
entries as I think they provide students with a good opportunity to both reflect on their learning
and document their observations and care for the plant they are nurturing. This provides the
teacher an opportunity to read the journal entries and gain an understanding of which concepts
students are grasping or struggling to grasp. If the student is struggling to write detailed
observations about their plant, the teacher may see an opportunity for discussion about the
requirements for plant care.
In addition to the journal entries, I have included exit slips and task performances to
gage learning throughout the unit. Exit slips are a great way to ensure that students are
participating in class, engaging in the lesson and understanding the concepts. The formative
task performances were completed as a class in order to ensure that students are receiving and
recording accurate information for their notes that they can refer back to and used as a check
that the students are participating in the lesson.
For my summative assessments, I chose to do projects rather than worksheets or tests
as I thought they were a good way to integrate cross curricular outcomes and do so in fun and
engaging way. Projects also allow students to demonstrate their learning in variety of ways
using different mediums rather using critical thinking and problem-solving skills in comparison
to regurgitation of notes. I feel that these projects will demonstrate a deeper understanding of
Rationale for Assessment 2
Daniele Trembecki
the outcomes by showcasing their ability to utilize critical thinking and problem-solving
competencies.

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2 Plant Growth and Changes • Watch seed • Personal o F o Check first 1

caring for their

5 Plant Growth and Changes Day Three • Collaboration – o F o Formatively 3

with daily observations caring for their (Summative –

Ongoing care of their plant complete the

daily observations in plant effectively work

plant • identify the reproductive • There were 3670 bags

Ongoing care of their plant

identify the life stages of the worksheet which contains

cards for place value.

11 Number Math with Teacher: • Critical Thinking – o F o Plant journal 1

using decimals to the

12 Shape and Space Day One o Managing o F o Exit slip 1

identify the light, temperature, observations in plant journal

Plant Growth and Changes • Options include

must solve, and

Shape and Space community that affect decision on what

were any notable

Reflection and Revisions

Daniele Trembecki Lesson #: 2 Science Focus

9. Nurture a plant through one complete life cycle—from seed to seed

How will I know students have achieved the learning outcome(s)?

Time Learning Opportunity How do I check that students

Daniele Trembecki Lesson #: 2 Science Focus

Daniele Trembecki Lesson #: 2 Science Focus

Daniele Trembecki Lesson #: 2 Science Focus

Daniele Trembecki Lesson #: 2 Science Focus

Daniele Trembecki Lesson #: 2 Science Focus

Cooperative Learning Gallery walk

Reflection and Revisions:

Daniele Trembecki Lesson #: 2 Science Focus

Daniele Trembecki Lesson #: 8 Math Focused

How will I know students have achieved the learning outcome(s)?

Time Learning Opportunity How do I check that students

Daniele Trembecki Lesson #: 8 Math Focused

Daniele Trembecki Lesson #: 8 Math Focused

Daniele Trembecki Lesson #: 8 Math Focused

Daniele Trembecki Lesson #: 8 Math Focused

Daniele Trembecki Lesson #: 8 Math Focused

Daniele Trembecki Lesson #: 8 Math Focused

Cooperative Learning o Rally coach

Reflection and Revisions:

remains evident in the addition and subtraction lesson I chose to highlight.

highlight the growing season of varying plants.

LKU4 communicating meaning.

required assignments and practice questions.

requirements for plant care.

that the students are participating in the lesson.

For my summative assessments, I chose to do projects rather than worksheets or tests

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