Science Unit: Seeds & Plants€¦ · Seeds and plants are such a fun scientific topic because most students have background knowledge to cement the new knowledge to. Students are

Science Unit: Seeds & Plants

Foss CA Science Standards: • Life Sciences 2 – Different types of plants and animals inhabit the earth. As

a basis for understanding this concept: o A – Students know how to observe and describe similarities and

differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish and insects).

o C – Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).

• Investigation and Experimentation 4 - Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

o A – Observe common objects using the five senses. o B – Describe the properties of common objects. o D – Compare and sort common objects by one physical attribute

(color, shape, size). o E – Communicate observations orally and through drawings.

Unit Goals: • Student will be able to name and identify all four parts of a plant (Flower,

stem, leaves, roots). • Student will observe each part of a plant. • Student will name and identify what a plant needs. • Student will use their 5 senses to describe plant processes. • Student will communicate observations through verbal communication.

Description of Unit:

Seeds and plants are such a fun scientific topic because most students have background knowledge to cement the new knowledge to. Students are so excited to learn more about what they see around them and this is an excellent way to introduce plant structure and plant needs.

The purpose of this unit is for students to automatically be able to recall the parts of a plant and what is needed to make that plant grow. This unit is wonderful because there are many hands-on activities and lessons involving movement that the material is cemented into student brains. We look at plants as a whole and then we break it down into smaller pieces. Students get the opportunity to explore with some of their five senses as they interact with different parts of a plant.

What I appreciate about this unit is that students get an anticipatory art activity to start it all off. They get to use their hands to create flowers to decorate the room. As we go through the unit, the decorations serve as a great model and jump off point for our lessons. Before we even get into the details of plants and seeds, we learn about the parts of a plant through a catchy song. This familiarizes students with what a plant is and gives them an opportunity to form some dendrites before gaining so many new facts. The song also serves as a quick, yet efficient and excellent review. This unit allows students to see how science can relate to different subject areas. We bring writing, math and art into these lessons, which keep the lessons exciting and informative. Students almost always finish a lesson with a keepsake to remind them of what they learned. For instance, on day 6 students sort different seeds and then create a seed mosaic. During the lesson they are being scientists that analyze and sort but at the end they are being artists who create with what was their subject. Another lesson that hooks students is the math lesson involving a bean pod, they are so excited to learn about a snack they are about to eat. Students will never view the pod the same again! The unit culminates with a flower experiment that teaches students how a flower grows and takes in water. This is a multiple day experiment that students are excited to check on and love to show to their parents. Throughout the experiment we keep an observation journal that students will take home at the end with the experimented flower. This unit brings the scientific process to life for students and all the activities help cement the facts that the unit goals are trying to convey. As we reach the end of the unit students complete a diagram and short answer question. It’s a unit that is full of fun, experimentation, multi-disciplinary and it involves a scientific mindset!

Table of Contents

Description of Unit

Lesson Plan Overview:

• Day 1: Bulletin Board Art • Day 2: Parts of a Plant Song • Day 3: Tops & Bottoms • Day 4: The Golden Seed • Day 5: Pea Pod Addition • Day 6: Sorting Seeds • Day 7: Carnation Experiment Day 1 • Day 8: Carnation Experiment Day 2 • Day 9: My Flower Experiment Book Completion • Day 10: Assessment

Reflection

Sources

Lesson Plans:

Day 1: Bulletin Board Art Tie-Dye Flowers


a basis for understanding this concept: o C – Students know how to identify major structures of common

plants and animals (e.g., stems, leaves, roots, arms, wings, legs). Lesson Goal:

• Student will create a flower using markers and water. Materials:

• Markers • Coffee Filters, Pictures of Tie-Dye • Spray Bottle • Water • Cupcake holders, pictures of students

Preparation:

• Set out filters, markers • Color a filter • Cover back counter with protective paper with names on it.

Directions:

• Explain project and how we are going to create a new bulletin board. o Explain what tie-dye is and show a picture.

• Show example of filter that is colored o Spray already colored filter in front of students to show the effect

water will have. o Show how we will add a cupcake wrapper with their picture in it.

• Ask for ideas and suggestions of how to decorate the filter. • Activity:

o Students will spread out at tables and design their filter. When done coloring they will place it in their square and will read a book quietly.

• We will spray them as a class when everyone is finished. • When dry, cut edges to look bumpy and glue cupcake holder with

picture to it. Assessment:

• Formal Summative: Students will create a tie-dye flower.

Day 2: Plant Song Foss CA Science Standards:

• Life Sciences 2 – Different types of plants and animals inhabit the earth. As a basis for understanding this concept:


Lesson Goal:

• Student will be able to name and identify all four parts of a plant (Flower, stem, leaves, roots).

Materials:

• Name Tags & Hot Lunch Tally Pad • Morning Message Board

Directions:

• Attendance & Hot Lunch Count o Show a name card and say, “Good Morning, _________.” Model

how to make eye contact and speak loudly & clearly. o Students will respond with, “Good Morning, Miss Valadez.” They will

maintain eye contact and speak clearly. o Make two separate piles for who is present and who is absent. o Ask who is getting hot lunch. Record on sheet.

• Read the Schedule & Pick a Special Helper. • Calendar

o Using a pointer or your finger, point to each number in the calendar. Students will say them with you. Pause when you get to today’s date. Ask students to guess what number the date will be today. Do the same with the pattern.

o Say the full date: Today is (month). Students Repeat. (day #). Students Repeat. (year). Students Repeat.

o Oral Cloze: Ex. February is the _______ (month). Tuesday is the _____ (day). 2015 is the _______ (year).

• Message of the Day o Have students help you read the morning message: “What are the

parts of a plant?” o Teach: “Flower, stem, leaves and roots (x2), all it takes is sun, soil,

water! Flower, stem, leaves and roots, leaves and roots.” § Motions: circle around your head as a flower, straight arms

and legs for stem, hands out at sides for leaves, touch toes for roots

§ Do it normal a couple times and then do it in fast or slow motion.

Assessment: • Informal Formative: Students will sing and point to the corresponding parts

of a plant.

Day 3: Tops & Bottoms


a basis for understanding this concept: o C – Students know how to identify major structures of common

plants and animals (e.g., stems, leaves, roots, arms, wings, legs). Lesson Goals:


• Student will observe each part of a plant. • Student will communicate observations through verbal communication.

Materials:

• Tops & Bottoms, article • Teacher sample, student worksheets • Colored pencils • Flannel board and flannel board pieces • Vegetable and fruit picture cards, sorting sheet

Directions:

• Introduction: o Read the learning goal: “I can tell about and draw the parts of

plants that we eat.” o Activate Prior Knowledge: “What is your favorite vegetable to eat?

Do you know if it grows above ground or below ground?” • Read Tops & Bottoms

o Ask questions as you read. Such as, “How is the rabbit trying to trick the bear? What is the bear doing every time the rabbit tricks him? Is it fair that the bear gets any of the vegetables when he is so lazy?”

o Use the flannel board to retell the story. • Picture Card Sort

o Talk about items found on picture cards. Ask what sorting means. o Read the question: “Does this vegetable grow under ground?” Sort

the pictures on the chart. § Fruit: Tomato § Root: Potato, Carrot § Stem: celery § Leaf: greens, cabbage § Seed: peas, corn § Flower: Zucchini, broccoli

o Show article “Under My Feet” to show where roots are.

• Tops & Bottoms Paper o After sorting, discuss which ones grow above soil and which ones

grow below. Compare with flannel board. o Each child records this on the worksheet. They will draw and label.

• If Time: Work on roots ditto! • Exit Ticket: Ask each student their favorite vegetable and have them tell

you whether it is a root, stem, leaf, seed or flower. Assessment:

• Formal Summative: Students will draw a picture of plants showing how they grow.

• Informal Summative: Students will name a vegetable and tell what part of a plant it is.

• Informal Formative: Students will answer reading comprehension questions as we read.

Day 4: The Golden Seed Common Core State Standards:

• CCSS.K.L.2.d – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Lesson Goal:

• Students will create a drawing and written description of what a magic seed will grow into.

Materials:

• Jack and the Beanstalk • Dry erase board and marker • Pencils, spacemen • Glue, crayons • Student lined papers, bean papers, gold beans

Preparation:

• Spray paint gold beans and glue them to student sheets. Directions:

• Read the learning goal. • Read Jack and the Beanstalk

o After, ask “If you had a magic seed, what would it grow into?” • Activity: “I think that my golden seed will turn into…”

o Pass out golden seed paper. Have them draw a picture of what they think it will turn into. Encourage lots of detail.

o When finished with the picture, hand out writing paper. They will copy the sentence frame.

o Make sure they are checking their work with the checklist. • Mount the papers on a large piece of construction paper. • Exit Ticket: Ask students to read their writing to you.

Assessment:

• Formal Summative: Students will complete a written description of what their seed will turn into and draw a corresponding picture.

Day 5: Pea Pod Addition

Common Core State Standards: • CCSS.K.CC.B.4 – understand the relationship between numbers and

quantities; connect counting to cardinality. • CCSS.K.CC.B.4.a – When counting objects, say the number names in the

standard order, pairing each object with one and only one number name and each number name with one and only one object.

• CCSS.K.OA.A.1 – Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

• CCSS.K.OA.A.2 – Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Lesson Goals:

• Student will observe each part of a plant. • Student will use their 5 senses to describe plant processes. • Student will communicate observations through verbal communication.

Materials:

• Bean • Dry Erase Board with Dry Erase Markers (green & black) • Pencils, Green Colored Pencils • Sugar Free Snap Peas • Addition Worksheets

Directions:

• Begin by reading the learning goal on the board with the students: “I can create and write addition equations using pea pods.”

• Bean o Ask the children to tell you one fact they remember about seeds.

Tell the children that today they will be using a seed to create addition equations.

o Read Bean. • Pea Pod Addition

o Pass out worksheets and pencils. o Model how to open a pea pod using your nail along the round side.

Open it up and you’ll notice how the seeds fall to either side. Copy the way they fall onto your worksheet (you will draw it on the white board as students use the worksheets) using the green pencil.

o Fill in the equation underneath. Make sure children switch to using a regular pencil when writing the equation. Have students say the equation with you.

o Pass out one pea pod to each child in the group (only one child at a time.). Students will record each other’s findings. Repeat the process.

o Once every child has had one turn, give each student the number of pea pods left on their worksheet and they will do it on their own.

• Exit Ticket: o Ask students to restate one equation we wrote.

Assessment:

• Formal Summative: Students will complete an addition worksheet to show they understand how to add and how each object only counts as one.

• Informal Summative: Students will recall one equation from their worksheet.

Day 6: Sorting Seeds


a basis for understanding this concept: o A – Students know how to observe and describe similarities and

differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish and insects).


o A – Observe common objects using the five senses. o B – Describe the properties of common objects. o D – Compare and sort common objects by one physical attribute

(color, shape, size). Lesson Goals:

• Student will observe each part of a plant. • Student will use their 5 senses to describe plant processes. • Student will communicate observations through verbal communication.

Materials:

• The Tiny Seed • What Will Grow From the Seed Worksheet • Sunflower, corn, pea, pumpkin seeds, mixed bag of seeds • Tag board square, white glue, pencils

Directions:

• Introduction o Read the learning goal: “I can compare and sort seeds.”

• Activate Prior Knowledge o Ask students: “What do you know about seeds?”

• Read The Tiny Seed • What Will Grow From the Seed? Worksheet

o Without telling students the names of each seed, give each student a sunflower, corn, pumpkin and green pea.

o Ask if they think they can guess what kind of plant each of these seeds come from.

o Help students complete the worksheet. Have them color first and then glue the appropriate seed next to the plant it will grow into. Set aside to dry.

• Seed Sorting & Mosaic o Ask the children to explain what sorting means (putting things in

groups by something they have the same) o Give each student a handful of seeds to sort (by color, shape, size) o Ask students to share the different ways they sorted. o After sorting, students should draw an outline for their seed mosaic

art project with pencil. o Then they will glue seeds to their outline.

Assessment:

• Informal Diagnostic: Students will tell what they know about seeds. • Informal Formative: Students will sort seeds. • Formal Summative: Students will sort seeds by placing them next to the

corresponding plant picture on the worksheet.

Day 7: Carnation Experiment Day 1 Foss CA Science Standards:




o A – Observe common objects using the five senses. Lesson Goals:


• Student will observe each part of a plant. • Student will name and identify what a plant needs. • Student will use their 5 senses to describe plant processes. • Student will communicate observations through verbal communication.

Materials:

• Carnations, Water, Plastic Cups, Food Coloring (blue, green, yellow, red), Sharpie

• Pencils, spacemen, observation papers, crayons, boards Preparation:

• Buy carnations and plastic cups • Label cups with student names

Directions:

• Anticipatory Set: Sing the “Flower, Stem, Leaves and Root” song. As an introduction to how stems work.

• Introduce Experiment: o Ask students what plants need to grow. Follow up with “Where does

the water go?” o Put water in a plastic cup and add drops of food coloring. o Ask, “What do you think will happen if I put the flower in this water?” o Put carnation in the water.

• Pass out first sheets. Model how to do it on the board. Show the example. o Students will date and draw the white flower in the color water they

want.

§ Then they will write the set up. o “I put a while flower in colored water.”

• Pass out prediction sheets. Model how to do it on the board. Show the example.

o Students will date, write and draw their predictions. o Sentence Frame: “I predict the flower will….” o Students will color the water the same color they chose. If they think

it will change colors, they will color the flower that color too. • One by one call students up to place their carnation and food coloring in

the water. Assessment:

• Formal Summative: Students will write the set up and predictions on their worksheet and draw a corresponding picture.

Day 8: Carnation Experiment Day 2 Foss CA Science Standards:




o A – Observe common objects using the five senses. Lesson Goals:


• Student will observe each part of a plant. • Student will name and identify what a plant needs. • Student will use their 5 senses to describe plant processes. • Student will communicate observations through verbal communication.

Materials:

• Worksheets, pencils, spacemen, crayons • Carnations from the day before

Directions:

• Anticipatory Set: o Show flowers. Ask students what they notice. o Stretch Answers (Do flowers turn any color or the color of the

water?) • Observation Journal Part 1:

o Pass out writing supplies and share ideas of what we could write. o Write the date. o Directed writing of: “I observed the flower changed colors. It is the

color of the water.” o Students then draw a corresponding picture and color the water

and flower the same color (same color as they used). • Observation Journal Part 2:

o Pass out second sheet. o Write the date. o Discuss how the water got to the flower. Stretch student answers. o Directed writing of: “We learned the stem drinks the water.”

o Color the water and color the flower the same color as the water. Draw arrows to show the water going up the stem.

Assessment:

• Formal Summative: Students will complete two observation journal entries about their carnations.

Day 9: My Flower Experiment Book Completion Foss CA Science Standards:




o A – Observe common objects using the five senses. Lesson Goal:

• Students will complete their experiment journal. Materials:

• Carnations from days before • Green Paper folded for cover • Worksheets from previous days • Black Markers, Pencil, Spacemen • Ribbon, Stapler

Directions:

• Special Helper will pick students to help pass out supplies (Green paper, pencils, spacemen).

• Using a pencil do a directed writing of the title: “My Flower Experiment” o “Turtle talk” the words with students.

• Using a pencil write “By:” at the bottom and have students write their names.

• When students are finished, you will check to make sure their title is clear. Then have them replace the pencil and spaceman with a marker. They will then trace their words with the marker.

• It is your job to tie on their flowers by poking holes with a pencil, threading the ribbon through and tying a knot.

Assessment:

• Formal Summative: Students will finish their experiment book.

Day 10: Assessment Foss CA Science Standards:

• C Life Sciences 2 – Different types of plants and animals inhabit the earth. As a basis for understanding this concept:


Lesson Goals:


• Student will name what a plant needs. Materials:

• Morning Message Board • Pencils • Space men • Office Folders • Plant Parts Test • Crayons

Preparation:

• Draw flower diagram on board with labels. Directions:

• Anticipatory Set/Review: During Calendar Time o Read 1st Part of Miss Bindergarten’s Message: “What 3 things do

plants need?” § Do the plant song as a reminder.

o Read 2nd Part of Miss Bindergarten’s Message: “Can you label the parts of a plant?”

§ Explain what label means. § Pretend you are an alien and have students explain how to

label and how to spell each part. • Testing:

o Pass out offices and supplies. Show the worksheet and how it will be done.

§ Front Side: Label the plant. Mention how the word bank is there to help them spell but is out of order.

§ Back Side: You will write the three things plants need (sun, soil, water)

o Sit students at different tables and when they are done they will raise their hand. You will pass out crayons if they complete all the writing so that they can color the worksheet.

Assessment:

• Formal Summative: I will be able to tell how much students recall about the structure of a plant.

• Formal Summative: I will be able to tell how much students recall about what a plant needs.

Item Analysis:

• Total Students: 20 • Average: 98.6%

o 100%: 18 Students o 86%: 2 Students

§ Missed: • Labeling Roots: 2

o Wrote Instead: Stem, Wordbank • Conclusion:

o Students mastered the concepts. o Misconceptions about what was in the word bank caused one

student to miss one label. o One student confused on what the stem and roots were. o Students used the song to help them remember what each part

was. o If anything needs to be reviewed it is what roots are and where you

find them.

Reflection:

Strengths: • Students loved the flower experiment. They were so excited to show their

parents the experiment. The first thing they did every morning was check the progress of their flowers.

• Students made different predictions and were able to conclude how the color reached the flower petals.

• Bean book is a great introduction to the pea pod addition lesson because it introduces the bean as a part of a plant. Students really caught on to the order of how the bean grew. The lesson itself was a hit because of the manipulative and the unpredictability of where the seeds would land.

• The seed sorting activity was great because students were able to deduct what the seeds were and enjoyed creating an art project to take home.

• The “My Flower Experiment” Journals turned out really cute and informative. Students might need extra time to finish them though.

• The magic bean lesson allowed students to bring out their creative side and it was still educational because we see the roots of the plant and what the seed grows into.

• The flower art project is great because it adds color to the classroom and serves as a great resource to point to as lessons proceed.

• The song was a hit! Students loved singing it and it was a great energy release. It helped them master concepts and rock the testing!

Areas for Improvement:

• Purple was not a successful color in the flower experiment. Avoid purple at all costs. Yellow was the most successful!

• Send the flowers home as early as possible because they get really ugly as the days go on after you pull them out of the water.

• Tops and bottoms is a great lesson but it really requires repetition. It would help to review this concept later on in class to make sure the content really sinks in.

• When creating the cover for the experiment journals, make sure they do it in pencil before black marker. Lots of covers weren’t as neat because I used marker first. Don’t repeat this mistake.

• Also, to make the experiment process move more smoothly have students color as they go. A great way to start this is at the beginning have them color the water the color they desire, so when they get to you they can turn in their sheet and you know what color.

Documents

Science Unit: Seeds & Plants€¦ · Seeds and plants are such a fun scientific topic because most students have background knowledge to cement the new knowledge to. Students are