Elementary Science Plant Life Cycle Unit Plan Template



Elementary Science Plant Life Cycle

Unit Plan Template

Unit Author: Jessica Argese

Unit Title: "Leafing the Nest: The Life Cycle of a Plant" Grade Level: 3rd Grade

Subject Areas: Science, Language Arts, Mathematics, and Art Approximate Time Needed: 40 minutes per lesson

Unit Summary:

The purpose of this unit plan is to teach science concepts through a constructive approach and in collaborative groups about the plant life cycle. Throughout all lessons, there is scaffolding, differentiation to meet every student's needs, and hands-on engaging activities. During this unit, students will "turn into scientists" as they learn about seeds, germinations, needs for a seed to grow, and the different parts of plants.

Unit Foundation:

Curriculum-Framing Questions (Inquiry):

? Essential Question: How does a plant grow?

? Lesson Content Questions:

1. What's in a seed? 2. What is germination? 3. What are the needs for a seed to grow? 4. What are the main parts of a plant? 5. What are the four important factors of the plant life cycle?

Targeted Standards and Benchmarks:

New York State Core Curriculum Standards (Science)

Standard 4: The Living Environment 4.1a Plants and animals have life cycles. These may include beginning of a life, development into an adult, reproduction as an adult, and eventually death. 4.1b Each kind of plant goes through its own stages of growth and development that may include seed, young plant, and mature plant. 4.1c The length of time from beginning of development to death of the plant is called its life span. 4.1d Life cycles of some plants include changes from seed to mature plant

3.1b Each plant has different structures that serve different functions in growth, survival, and reproduction. ? roots help support the plant and take in water and nutrients ? leaves help plants utilize sunlight to make food for the plant ? stems, stalks, trunks, and other similar structures provide support for the plant ? some plants have flowers ? flowers are reproductive structures of plants that produce fruit which contains seeds ? seeds contain stored food that aids in germination and the growth of young plants

Reading Standards for Informational Text K-5

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Research to Build and Present Knowledge: 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Responding to Literature 11. Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class. Text Types and Purposes: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly a. Introduce a topic and group related information together; include illustrations when to aiding comprehension. b. Develop the topic with facts, definitions, and details. Research to Build and Support Knowledge 6. Conduct short research projects that build knowledge about a topic.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

National Science Teachers Association (NSTA) Standards

? 2, 3, 4, 5, 6

Association for Childhood Education International (ACEI) Standards ? 1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5, 5.2

Student Objectives/Learning Outcomes:

? Understand the first stage of the plant life cycle ? Identify the three main parts of a lima bean ? Examine and dissect lima beans ? Reflect on their observations of a lima bean ? State the definition of "germination" ? Identify and analyze the three stages of germination ? Generate questions they have on germination ? Reflect on their journal observations ? Identify and investigate the fives needs of the plant ? Formulate a hypothesis ? Critique other groups' hypotheses ? Identify and label parts of a plant ? Differentiate between different kinds of plants ? Create a book on the plant life cycle incorporating all content from lessons 1-4

? The student will be able to....

Learning Outcomes

To successfully

New York NSTA

complete the unit, the

State

Standard

student will...

Standard

Apply scientific inquiry to 3.1b

2, 3, 4, 5, 6

examine various seeds

ACEI Assessment Standard

1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4,

- Exit Cards - Science Notebook

Discuss that plants have a life cycle that includes sprouting; developing roots, stems, leaves, etc.

3.1a, 4.1a, 4.1b, 4.1c, 4.1d

Examine the stages of the 4.1a, 4.1b,

plant life

4.1c, 4.1d

Define plant life cycle

4.1a, 4.1b, 4.1c, 4.1d

Label the different parts of 3.1b a plant

Reflect daily in science journals on observation of the growth of a plant

3.1b, 4.1a, 4.1b, 4.1c, 4.1d

2, 3, 4, 5, 6

2, 3, 4, 5, 6

2, 3, 4, 5, 6 2, 3, 4, 5, 6

3.1b, 4.1a, 4.1b, 4.1c, 4.1d

5, 5.2 1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5, 5.2

1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5, 5.2

1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5, 5.2 1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5, 5.2

1, 2.2, 3.1, 3.2, 3.3,

- "Artsy Flower" project - Research Paper - Observational Assessment (Scavenger Hunt) - Discussion - Science Notebook - Checklist -Discussion -Science Notebook

-Exit Tickets - Observational Assessment - Collaborative Group Activities - Observational assessment in lesson #4 - Research Paper

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