Integration Matrix: Plants
Unit/Theme: Plants
Unit Questions:
Bloom’s Taxonomy
Gardner’s Multiple
Intelligences
Verbal/Linguistic
poetry, debate,
storytelling, essay,
checklist, journal
Visual/Spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/
Mathematical
diagram, outline, timeline,
chart, critique, graph
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Knowledge
tell, list, define, label,
recite, memorize, repeat,
find, name, record, fill in,
recall, relate
Define the parts of a
flower.
Create a 3-D model of the
parts of a flower
Draw a diagram illustrating
and labeling the parts of a
flower.
Comprehension
locate, explain, summarize,
identify, describe, report,
discuss, review,
paraphrase, restate, retell,
show, outline, rewrite
Keep journals of different
plants that are planted in
different areas in order to
discover if environment
matters.
Take pictures with a adigital
camera of the flowers in
your community when they
are in bloom. If there are no
flowers in bloom at the
time, visit a garden and get
some close up. Display your
pictures in poster form.
Create digital timelines
illustrating how different
types of plants are
pollinated.
Application
demonstrate, construct,
record, use, diagram,
revise, reformat, illustrate,
interpret, dramatize,
practice, organize,
translate, manipulate,
convert, adapt, research,
calculate, operate, model,
order, display, implement,
sequence, integrate,
incorporate
Conduct research and come
up with key words to create a
poem about how a plant is
pollinated. Write the poem
based on the principles of
writing poetry.
Use symbols or pictures to
make a poster that shows
your research concerning
the characteristics of plants
that produce flowers vs.
fruits.
Construct a Venn diagram
comparing how two
flowers may be pollinated
differently depending upon
it’s structure.
Analysis
compare, contrast, classify,
critique, categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, experiment,
question, investigate,
categorize, infer
Take a trip to the New York
Botanical Society. List
significant aspects and
special characteristics that
make plants unique with
regards to one another.
Make a poster distinguishing
seeds you find on sale at a
nursery, by size or by how
they are dispersed.
Create a chart categorizing
plants you have seen or taken
pictures of based on their
weight.
Evaluation
judge, predict, verify,
assess, justify, rate,
prioritize, determine,
select, decide, value,
choose, forecast, estimate
Predict how a flower would
be pollinated based on it’s
location. Pictures may be
used or you may travel to
the location. Design a
online matching game
using Lesson Activity
Toolkit 2.0 based on your
findings.
Create a board game in
which the participants decide
which flowers are the most
likely to be pollinated under
what circumstances.
Create a graph illustrating
the results of a survey about
the conditions in which seeds
will germinate.
Synthesis
compose, hypothesize,
design, formulate, create,
invent, develop, refine,
produce, transform
Compose graphic organizers
which illustrate the various
ways specific flowers might
be pollinated (wind, water,
agents, etc.)
Design a web site for your
discoveries about plants,
highlighting significant
aspects and unique
characteristics. (12)
Create your own flower and
draw a diagram illustrating
it’s parts.
 Bloom’s Taxonomy
Naturalist
classification, collection,
solution to problem,
display, observation,
forecast, investigation,
simulation, exhibit,
identification
Musical
song, rap, lyrics,
composition,
jingle/slogan, melody
Bodily/Kinesthetic
role play, skit, pantomime,
dance, invention, lab,
improvisation, prototype
Intrapersonal
journal, log, goal
statement, belief
statement,
self-assessment, editorial
Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position
statement, interview
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN;
www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Knowledge
Classify flowers as self-
pollinating or agent-
pollinated by their physical
characteristics.
Teach students songs about
plants and flowers to the
tune of other popular
jingles. The songs are found
on this site
http://www.canteach.ca/ele
mentary/songspoems22.htm
l
Analyze and perform ballet
and other dance moves
with flower themes in order
to find out what part of the
flower they mimic.
Look through a catalog of
flower seeds. After looking
at the pictures of flowers,
keep a journal of what
flowers you have seen and
where. Predict how some
seeds are dispersed in
nature. Write down how you
came up with your
prediction.
Blog about where you have
seen flowers with friends
and what the experience was
like.
Comprehension
Map out where in the
world some plants which
are of interest to you, grow
(biomes)
Allow students to add music
to podcasts of the events in
the life cycle of a plant.
They should add climactic
music at appropriate points.
Create a Youtube video
describing the growth of a
plant. Film the plant’s
growth using a Flip video
camera.
Keep a journal about the
seeds and plants you plant.
What surprised you about
the process? Use the buzz
sheet to help you.
Explain your observations
concerning the plant you are
growing. Add them to the
discussion board on the
class wiki.
Application
Perform a drama about the
plant cycle, from the point
of view of a plant or seed.
Prepare a jingle about the
benefits of cross vs. self-
pollination.
Role play a news reporter.
Describe the stages of life
of your plant why they are
significant.
Create a model for
yourself of what you are
learning about pollination.
What does it make you
thnk of?
Display students work and
have them comment on their
wikis, podcasts, journals,etc.
in a museum type display.
Analysis
Experiment with seeds by
placing them in different
areas in order to see how
quickly (if at all) they
germinate. Predict what
will happen and identify
the reasons why certain
seeds germinated in
certain conditions.
Students should distinguish
between methods of
dispersal by adding the
appropriate music to clips
about dispersal. For
example, the tune to go with
wind dispersal could make a
person feel like they are in a
wind storm.
Act out a debate between
an organic farmer and a
farmer who uses
commercial pesticides.
Keep track of your
questions as you
experiment.
Write a position statement
on one of the sides of the
issue that explains and
supports your viewpoint
on whether scientists
should create new plants
by cross pollination.
Evaluation
Investigate a field or a pot of
flowers. Pollinate the
flowers and exhibit photos
showing what happens to
the flowers, in stages.
Estimate the tempo in
jingles on the macintosh
computer.
Predict how far a seed will
travel when wind disperses
it by having students walk to
the spot where they think it
will land once a fan blows
air on it.
Journal: Compare an
organic farm to one that is
not. Do so after reading
information about both.
Value one another’s work in
any of the intelligences by
offering an opinion about it.
Synthesis
Design a nature walk
around your community.
Create a map with the sites
labeled and described. (12)
Write and perform a rap or
simple song about an
aspect of plant growth.
Script and perform play
involving seeds or plants
that want to know their
origins.
If you could be a flower,
which one would it be. Write
a piece about why.
Compose questions for an
interview with a botanist at
the New York Botanical
Society. Ask the questions
while on a walking tour at
the location.