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|Project Overview / Thoughtful Classroom |

|Step One: Identify the Title and Core Concept |

|Name of Project: |How does your Garden Grow |Duration: 2-4 wks |

|Subject/Course: SCIENCE/ELA |Teacher(s): Kindergarten-Fremont/Minoa |Grade Level: |

|Other subject areas to be included, | |

|if any: | |

| |

|Plants : A Study in Change / Survival |

|(Unit Topic) (core concept) |

|Step Two: Identifying Standards to Be Addressed |

|Project Idea |Through in-depth inquiry, students, as horticulturalists, will learn about plants and what they need to grow and survive. |

|Summary of the issue, challenge, |Voice and Choice: Students will be given a choice of a seed to research, observe and grow. |

|investigation, scenario, or problem: |Sunflower |

| |Zinnia |

| |Peas |

| |Grass |

| |Corn |

| |Lima Bean (All will grow) |

| |Each of the 3 K classroom will create their own How-to-Book using these choices. |

| |Areas of focus: (see guiding questions) |

|Driving Question |How can we as horticulturists share our knowledge with others about how to successfully grow plants? |

|Philosophical or Debatable | |

|Product-Oriented | |

|Role-Oriented | |

|Guiding Questions: |What does a plant need to grow? |

| |What are the parts of a plant? |

| |What is the life cycle of a plant? |

| |Why plants are important? |

|CCSS to be taught and assessed: |EngageNY: ELA K Module-Domain 4: PLANTS |

| | |

| |With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud |

| |With prompting and support, ask and answer questions about unknown words in nonfiction/informational read-alouds and discussions |

| |With prompting and support, describe illustrations from a nonfiction/informational read-aloud, using the illustrations to check and support comprehension of the read aloud |

| |With prompting and support, compare and contrast similarities and differences within a single nonfiction/informational read-aloud or between two or more |

| |nonfiction/informational read-alouds |

| |Actively engage in nonfiction/informational read-alouds |

| |Use a combination of drawing, dictating, and writing to present information from a nonfiction/informational read-aloud, naming the topic and supplying some details |

| |Use agreed-upon rules for group discussions (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.) |

| |Carry on and participate in a conversation over four to five turns, stay on topic, initiate comments or respond to a partner’s comments, with either an adult or another child |

| |of the same age |

| |Ask and answer questions to clarify information in a fiction or nonfiction/informational read-aloud |

| |Add drawings or other visual displays to descriptions as desired to provide additional detail |

| |Speak audibly and express thoughts, feelings, and ideas clearly |

| |Answer questions orally in complete sentences |

| |Prior to listening to a nonfiction/informational read-aloud, identify orally what they know and/or have learned about a given topic |

| |With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a fiction |

| |read-aloud |

| |Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require |

| |recognizing cause/effect relationships |

| |Demonstrate command of the conventions of standard English grammar and usage when writing or speaking |

|Additional Standards to be taught and|Science Standards: |

|assessed: |Standard 4: Living Environment |

| |Key Idea 1: |

| |Living things are both similar to and different from each other and from nonliving things. |

| |Key Idea 3: |

| |Individual organisms and species change over time. |

| |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 |

| |Key Idea 4: |

| |The continuity of life is sustained through reproduction and development. |

| |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. |

| | |

| |ALA ELA Modules: |

| |Explain the similarities and differences between various plants and their seeds |

| |Explain that plants are living things |

| |Describe what plants need to live and grow: food, water, air, and light |

| |Identify the root, stem, branch, leaf, flower, fruit, and seed of a plant |

| |Explain that roots anchor the plant and take in water and nutrients |

| |Explain that stems support the plant and carry water and nutrients to the various parts of the plant |

| |Explain that the plant makes its food in its leaves |

| |Explain that seeds are the beginning of new plants |

| |Explain the basic life cycle of plants |

|Identify Learning Targets and/or ”I |I can identify parts of a plant. |

|can…” statement |I can write a how-to-book. |

| |I can tell what a plant needs to grow. |

| |I can explain the life cycle of a plant. |

|Key Academic Vocabulary: |Parts of a plant-seed, stem, roots, leaves, petals/flower. Seed coat/cotalydon. Soil”Aka-dirt”; oxygen “air”, sunlight/shade, water, germination, nutrients, life cycle, |

| |Horticulturist,organic |

|Step Three: Develop Your Learning Window |

|Knowledge Goals |Behavioral Goals/Habits of Mind |

|(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary) |(Habits of mind/attitudes that will foster success in the unit) |

| | |

|Needs of plants, stages of growth, parts of a plant, importance of plants and the growth of a garden |Behavioral Goals: |

| |Working in pairs and groups |

|(See vocab and guiding question) |Speaking and Sharing publically |

| | |

| |Habits of Mind (p.36 Classroom Curr. Design): |

| |Striving for Accuracy |

| |Questioning and posing problems |

| |Thinking and Communicating with clarity and precision |

| |Gathering data through all the senses |

|Understanding Goals |Skill-Acquisition Goals |

|(Big ideas, generalizations, principles) |(Targeted skills and/or Hidden Skills of Academic Literacy) |

| | |

|For a plant to survive and change they need light, soil, water, air and space. |Reading & Study Skills: |

| |Informational Reading |

|Plants provide for people. |Fiction Reading |

| |Listening Centers |

| |Reasoning & Analysis Skills: |

| |Make predictions |

| |Make observations |

| |Measuring |

| |Production & Communication Skills: |

| |Speaking and Listening |

| |Reflection & Relating Skills: |

| |Journaling |

|21st Century Skills |Collaboration | |Creativity & Innovation | |

|Competencies to be taught and | | | | |

|assessed | | | | |

| |Communication (Oral Presentation) |X |Other: | |

| |Critical Thinking | | | |

| | | |Presentation Audience: |

| |Group: |How to Book and oral presentation of their books |Class: |X |

|The KITCHEN: | | | | |

| | |Whole Class: Stop Action video | | |

|Culminating Products and | | | | |

|Performances | | | | |

| | | |School: |X |

| | | |Community: | |

| | |Journals with data: MY PLANT JOURNAL |Experts: | |

| |Individual: | | | |

| | | |Web: | |

| | | |Other: |

|Project Overview |

|The FOYER: | |

|Entry event to launch |Letter from Mr. Wilcox (a real farmer) (If not available…from fictional Mr. McGregor) |

|inquiry, engage students: | |

|The KITCHEN: |

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|Assessments |

|And Benchmarks |

|Resources |On-site people, facilities: |Tina Nabinger, Becky Loy |

|Needed | | |

| |Equipment/Software: |Magnifying glasses, measuring materials, CD cases, seeds, soil/BOCES kit |

| | |IPADS for drawing plant and labeling, Photography w/ iPods for observation of growth over time. |

| | |FlipCamera w/ tripods (BOCES LIBRARY SYSTEM): Stop Action growth of the plant. |

| |Materials: |Booklets with unifix cubes, Plant Observation Journal, Growing Conditions Science Experiment Recording Sheet, real plant, materials for |

| | |creating parts of a plant |

| | | |

| | |Emergent Readers: Living and Non-Living , Seeds |

| | | |

| | |Fiction Books: |

| | | |

| | |The Carrot Seed, by Ruth Krauss and Crockett Johnson |

| | |Eating the Alphabet: Fruits & Vegetables from A to Z, by Lois |

| | |Ehlert |

| | |Growing Vegetable Soup, by Lois Ehlert |

| | |Jack’s Garden, by Henry Cole |

| | |The Tiny Seed (The World of Eric Carle), by Eric Carle |

| | |Planting a Rainbow, by Lois Ehlert |

| | |Tops and Bottoms by Janet Stevens |

| | | |

| | |Non-Fiction Books: |

| | |Seeds, Seeds Seeds by Scott-Foresman |

| | |My World Of Science: Living and Non-Living |

| | |I Am a Leaf (Hello Reader! Science, Level 1), by Jean Marzollo |

| | |Daisy (Looking at Life Cycles), by Victoria Huseby |

| | |I’m a Seed (Hello Reader! Science, Level 1), by Jean Marzollo |

| | |Is It Alive? By Graves |

| | |What’s Alive? By Zoehfield |

| | |What is a Living Thing by Kalman |

| | |Seeds by Saunders-Smith |

| | |Roots by Bodach |

| | |Stems by Bodach |

| | |Plant Plumbing by Blackaby |

| |Community resources: |ESF parent, Terry Ettinger, Larry Wilcox |

| |Websites: |Interactive Games on Plant Life Cycle: |

| | | |

| | |Plant Activities: |

| | |hartcourt.activity/science_up_close/213/deploy/interface |

| | |Plant Activities: |

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| | |Plant Games: |

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| | |Plant Games: |

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| | |Resource from EngageNY Module Pictures: |

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| | |Dr. Jean parts of the Plants: |

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| | |The World of Peter Rabbit and Friends |

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| | |Tops and Bottoms YouTUBE |

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| | |StopAction Video: |

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|The PORCH: |

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|Reflection |

|Methods |

|Project: How Does the Garden Grow? |

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|The LIBRARY & WORKSHOP: |Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |

|Major Product(s) and Presentation |to successfully complete culminating products and |by the project teacher, other teachers, experts, |

|Student needs to complete |performances, and do well on summative assessments |mentors, community members |

|Group How-To-Book |Lucy Calkins-How To Unit-pick an idea or topic, sequencing; label pictures/diagrams; | ( |Lucy C. manual-How To paper |

| |understanding an audience. | | |

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|Individual Data Journal | | | |

| |Measuring with Unifix-Investigations-Rote counting; 1:1 correspondence | |Plant Research Book *(Minoa) Growth Chart packet; unifix cubes |

| | |( | |

| |Researching skills-journal of observations; labeling of plant parts; making a prediction | |Plant research/observation booklet |

| | |( |Plant books |

| | | |Plants/seeds-Boces Kit |

| |Collaboration Skills-Group Work; | |Decide on Plant Groups; support staff; roles; contracts; morning meeting |

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| |Communication skills-Listening Skills/Speaking; giving and receiving feedback | |Modeling-Fish bowl; Share during Morning Meeting |

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| |My Plant Journal: Observation/Prediction | |Picture Drawing w/scribes |

| | |( |Picture Labeling, Sentences w/ pictures |

|Project Teaching and Learning Guide(continued) |

|Major Product(s) and Presentation |Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |

|Student needs to complete |to successfully complete culminating products and |by the project teacher, other teachers, experts, |

| |performances, and do well on summative assessments |mentors, community members |

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|PROJECT CALENDAR |

|project: Plants |Time Frame: 2-4 wks |

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|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK ONE |

|ENTRY EVENT |Hook-real and fake plant, stuffed and real|Review: T-Chart— |Activity 2 BOCES Plant Kit-Hook: |Hook: Show Seeds |

|Driving Question |animals, rock |characteristics of living/non-living |Observation Walk |Carousel Walk: |

|Morning Meeting Activity to use whenever | | |(See BOCES Kit Lesson) |Have the children walk around the room and|

|in the unit: |Discuss similarities and |Define: organic | |put their seeds underneath the picture of |

|Song: Introduce Dr. Jean parts of a plant |differences-t-chart-living or non-living |Promethean board: Sort living, non-living,|ACTIVITY: (Comparing and Contrasting) |the plant that they think matches the |

|song | |organic |Show: pictures of tree, flower, grass, |seeds in their bags |

| |Why is it hard to tell if something is | |fruit, vegetable | |

|Watch Peter Rabbit-read letter from- Mr. |living vs. non-living? |Emergent Readers: |-How are these related, but different? |Discuss: |

|Wilcox- | |WHOLE GROUP | |Matches-children may glue some seeds onto |

| |What are some things you could do to |Fill in Living Non-Living book- read | |a paper plate and draw what they will grow|

|Need To Know: |determine if something is |chorally | |into |

|KWL-Decide if we know enough about |living/non-living? | | | |

|planting to help Mr. Wilcox-What do we | |Writing Books: | |What happens if we put the seeds in soil |

|need to learn to help him grow a garden |Read: What’s Alive-Zoehfield |SMALL GROUPS | |in a plastic cup (or in CD case)? |

|successfully? | |It is Living & It is Non-Living | | |

| |Discuss: Characteristics of | | |Discuss that the life cycle begins when a |

| |Living/Non-Living | | |seed is planted |

| |Add: info to T-chart | | |Celebration: have popcorn party-read any |

| | | | |seed book |

|PROJECT CALENDAR |

|project: Plants |Time Frame: 2-4 wks |

| |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK TWO |

|Morning Meeting: The Bean Song |Morning: Video |Morning: Video |Morning: Video |Morning: Video |

| |Hook: Planting Choice Day |PREP for Today: |Morning Observation: |Morning Observation: |

|Hook: Can seeds grow without soil? | |Celery in food coloring |My Plant Journal |My Plant Journal |

|What happens when seeds are placed in |Experiment 3: Have students pick the seed | | | |

|soil? |they want to grow. (This will begin to form |Hook: Show carrot, radishes, and a plant |Morning Meeting: |Hook: Have a variety of fruits and |

| |the “choice” groups) |with roots showing. |Song: Dr. Jean Parts of a Plant |vegetables out that represent parts of the|

|Cut open lima and have the students | |Discuss how roots bring water to the | |plant that we eat-ie, cauliflower, |

|observe with magnifying glasses- Can they |Discuss growing conditions: |plant |Show plant stem, flower and leaves: read |broccoli, celery, lettuce, spinach, |

|find the seed coat, embryo, cotyledon |water/sunlight | |stem, flower and leaf books |potato, pepper |

| |Water/ no sunlight |Question: What will happen to roots as | | |

|Whole Group: |No water/ sunlight |sun and water hits the seeds? |Create a plant using art materials and/or |Partners: Identify what each plant part is|

|Show diagram of the inside of seed. Label |No water no sun | |by drawing pictures on iPad and label. | |

|and discuss seed parts. | |Read: Any root book and discuss | |Whole group: discuss each plant and what |

| |Teacher creates control group of plants’ | |Observe, water, and record: Plants planted|part it is-thumbs up or down if they |

|Record: What do they see when you cut open|growing conditions | |in soil |guessed correctly |

|lima bean | | | | |

| |Observation and | | |Read: Tops and Bottoms |

|Experiment 1: After soaking lima bean |RECORDING SHEET: Growing Seeds Prediction | | |Discuss plants and animals depend on |

|overnight place 1 seed in each finger of a| | | |plants to live |

|clear plastic glove and hang in a bright |Record: Students record what they see in | | | |

|window. Leave until they start sprouting. |journal | | |Activity: Tops and Bottoms |

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|Experiment 2: | | | | |

|Plant Lima Bean in clear plastic cup w/ | | | | |

|seed to the side | | | | |

|PROJECT CALENDAR |

|project: Plants |Time Frame: 2-4 wks |

| |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK THREE |

|Morning: Video |Morning: Video |Morning: Video |Morning: Video |Morning: Video |

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|Morning Observation: |Morning Observation: |Morning Observation: |Morning Observation: |Morning Observation: |

|My Plant Journal |My Plant Journal |My Plant Journal |My Plant Journal |My Plant Journal |

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|Emergent Reader: |Morning Meeting: Focused Share- |Morning Meeting: Focused Share- |Morning Meeting: Focused Share- |Morning Meeting: Focused Share- |

|“What Do the Parts of the Plants Do?” |-Have students bring their soil plants to |-Have students bring their soil plants to |-Have students bring their soil plants to |-Have students bring their soil plants to |

|(Reading Groups or centers) |the carpet |the carpet |the carpet |the carpet |

| |- Share what each group notices about |- Share what each group notices about |- Share what each group notices about |- Share what each group notices about |

|Watch: BrainPopJr. –Life Cycle of a Plant |their plants and how they grew. |their plants and how they grew. |their plants and how they grew. |their plants and how they grew. |

| |-Discuss what the plants needed to survive|-Discuss what the plants needed to survive|-Discuss what the plants needed to survive|-Discuss what the plants needed to survive|

|Booklet: Complete Life Cycle Booklet |-Transition from MM to recording How Does |-Transition from MM to recording How Does |-Transition from MM to recording How Does |-Transition from MM to recording How Does |

|(Reading Groups or Centers) |Your Garden Grow? |Your Garden Grow? |Your Garden Grow? |Your Garden Grow? |

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| |Writer’s Workshop: |Writer’s Workshop: |Writer’s Workshop: |Writer’s Workshop: |

| |How-To-Book |How-To-Book |How-To-Book |How-To-Book |

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| | | | |MR. WILCOX Next Week as Public Audience |

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