Plant Life Cycle Unit

By: Katherine Forrest Grade: 3rd

Plant Life Cycle Unit

May 10, 2013

Table of Contents
Tab 1: Unit Planning- Page 3 Unit Objective Skills/ Concepts/ Vocabulary Chart Graphic Organizer with bridges Pre- requisite skills chart Tab 2: Instruction- Page 8 Summary Page Lesson Plans Tab 3:

Assessment- Page 72 Summary Page Assessment Matrix Pre- Assessment Formative Assessments Rubrics and Checklists Summative Assessment Tab 4:

Students- Page 98 Summary Page Multiple Intelligences Graphic Organizer Plan for Individual Learners Literacy Strategies Handouts Tab 5: Technology- Page 120 Summary Page Evidence of Project Tab 6:

Cross Curricular Activities- Page Summary Page Cross Curricular Chart Tab 7: Culminating Activities- Page Field Trip Project Tab 8:

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Rationale- Page 139 Rationale Philosophy of Education Tab 9:

Resources/ Materials- Page 143 Summary Page Five-Day Material and Resources Chart Additional Resources Tab 10:

Plant Life Cycle Unit

Resources- Page 147 Works Cited Page

Unit Planning

Plant Life Cycle Unit

Unit Objective: When given a summative assessment the students will be able to identify the characteristics of plants and explain the plant life cycle and how insects help plants

Plant Life Cycle Unit

Skills/ Concepts/ Vocabulary/ facts chart:

Skills
The students will be able to label part of a cycle Students will be able to describe many important elements of the plant life cycle The students will recognize how bees effect the plants life cycle The students will be able to use a chart to compare and contrast the plants life cycle

Concepts
Cycles Life Cycles

Facts
Living things grow and change over time Plant and Animal cells are very different and accomplish different things Roots keep plants in one place The needs of plants are sunlight, water, oxygen, gas, and sugar Leaves help balance the amount of water taken in by the plant Plant begins life, grows, develops, and dies The stages of the plant life cycle are seed, seedling, plants form flowers, and adult plants with seeds Many plants reproduce by making seeds Pollinator carries pollen from flower to flower The scattering or carrying away of seeds from plant to plant produces them If the area is good the seed will grow

Vocabulary
Living things Plants Sun light Water Gas Sugar Oxygen Leaf system Seed Seedling Plants form flowers Adult plant Reproduction Pollinator Seed Dispersal

Plant Life Cycle Unit

Plant Life Cycle Unit

Content with Bridges

Journal Topic: Explain what elements of plants are and why they are important to plants?
Day 3 What is the plant life cycle? Stages 1 and 2

Their journal topic will be, How does the plants pollen move away from the plant? How is this so helpful to the plant?

Day 1 What are cycles Day 2 What are the Elements of plants?

Day 4 How do bees help with the plant life cycle? Stage 3, 4 and bees

Day 5 Project: Tallking to a baby plant

Journal Topic: What are cycles and why are they called cycles?

Journal topic: Explain stage one and two of the plant life cycle?

By Katherine Forrest

Plant Life Cycle Unit Pre- Requisite Skills Chart Cognitive Problem Solving Skills Long Term Memory Short Term Memory Logic and Reasoning Auditory Processing Visual Processing Social Communication Maintaining Relationships Psychomotor Hold pencil/ pen correctly Sits in chair correctly Sits appropriately on floor Stands sill while presenting

Plant Life Cycle Unit

Instruction

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Summary Page I used Prezi and Powerpoint to assist the students in visualizing the material. My review with the software tools allowed the students to make connections on a notes page provided. I introduced the vocabulary by explaining each word to he children or reading a story that has the vocabulary word in it. When starting the unit, I utilized a bicycle wheel graphic so students can visualize the cycle as we move through each section. To promote abstract thinking, I instructed the students to review specific questions their classmates to help reinforce the lesson and learning the content. I called out individual students to answer questions before, during and after the lesson. I had the students to complete the questions asked to the students on the notes page handout. In addition to the questions with space for students to write their answers, the notes page handout has an outline framework allowing students to write in specific details discussed in my lesson presentation. As I am teaching, I worked from an outline and encourage the students fill in the notes handout. The lesson will promote active learning by encouraging the students to answer specific questions in front of other students, writing down notes within the outline handout and monitored discussion topics with other students. By using active learning and discussion, students will stay actively engaged and focused as they learn the material. There will be practice lessons within the handout with for each lesson plan to help them grasp the new concept. The goal is for the students to have a clear understanding of the plant life cycle within a five day lesson plan. Day one instructs the students to practice putting plant life cycle cards in order. Day two has each student researching one of the five important plant elements, writing down

Plant Life Cycle Unit notes describing their element and presenting their findings to the class. The third day each student completes a plant life cycle sequencing worksheet. In addition, I reviewed the first two steps of the plant life cycle. On day four, students will research one of the four steps of the plant life cycle and present their findings to the class. On day five, the students will build a presentation describing the overall plant lifecycle to a baby plant, telling the baby plant what it can expect during its lifetime. Day fives activity will incorporate all the teaching elements from days one through four into a project highlighting the importance of the plant cycle. They will have one day to review the material and one day to study for the lesson test. Everyday of the unit we will be reviewing the material that they students learned the day before.

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Design for Learning

Instructor: Katherine Forrest Title: What are Cycles? Grade Level: 3rd grade Area: Science Date: ( Day 1) Estimated Time: 45 min-1hour

Standards Connection: (What are the state/national standards that prompted this lesson/unit of study?)
7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction.

Learning Objective: (What do you expect students to learn as a result of this lesson/unit?) The students will organize the living things life cycles cut outs on worksheet with all of them correct. Kid Friendly Objective: Today students we are going to learn about cycles and why are they so important to living things. Evaluation of Learning Goal: (How will I assess students attainment of learning goal?) The students will be evaluated with a fill in worksheet. The students will be given pieces of a life cycle and they will glue on the correct cycle. The will be give two or three life cycles to fill in. Doing it this way will show the teacher they understand what life cycles are getting them all correct. Engagement: (How will you capture the students attention, motivate them for learning, access prior knowledge?) Good morning students. Today we are going to learn about what a cycle is and how it is important to living things. Can any one tell me what a living thing us? (wait for students answer) Yes, a living this is an organism that can live independently. Can someone raise their hand and give me an example of a living thing? (have students answer). Yes, those are some great examples of living things. We are living things. Dogs and cats are living things. Do you think living and non-living things interact? (have students answer). Yes, living things and non living things interact all the time. When you touch a rock or stand you are interacting with a non living thing. Now can any one tell me what this is ( show the cycle wheel). Yes, this is a cycle for a bicycle. Do see

Plant Life Cycle Unit how it spins around and goes around and around. Do you think if something is named a cycle like the water cycle or a life cycle do you think it works the same way as a bicycle wheel? (have students answer). Yes, it does work the same way. A bicycle wheel goes around and around and does the same thing ever time. Do you think a life cycle is a same way? (have students answer). Yes, it is the same way. It does the same thing every time. Learning Design: Teaching: Teacher goes over PowerPoint Students fills in the blank on notes page

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Now I am going to pass out a notes page. I want you to fill in the missing words. Cycles are very important to all living things. Can anyone remind me what a cycle is? Dont forget to remember the wheel. (Have students answer). Yes, a cycle starts and finishes in the same place. (go to what is a cycle slide on powerpoint). A cycle goes around and around. The cycle start and finish in the same place. Can any one name a cycle that they know? Students cycles that they have heard of). Great! Those are some great cycles that are very important to our environment. (go to next slide). Now that everyone knows what a cycle is, can everyone tell me what a life cycle is? (have students answer). Yes, a life is a cycle that a living thing goes trough. Each living thing has its own cycle. (next slide) A life cycle is a series of events that are regularly repeated in the same order. The picture at the bottom shows the chicken going through the life cycle. Does everyone see the egg on the cycle? (wait for students to respond). Great! The chicken starts from an egg then three weeks later it is a chick then three months later it is a chicken. Some life cycles are very short and some are long and complex. (turn to next page). Stages of the life cycle are very important to living things. Each stage has growing goals. For example the human life cycle has birth, growth, adult, and death. Each stage the human is growing taller and stronger. When the organism dies the cycle starts over with a new organism. (next slide). Every organism changes over time for example this egg turns into an animal. Remember the chicken. This is an egg that a chicken grows in. ( next slide). Living things do change dramatically in their lifetime. Thats why they all have stages. Animals can undergo changes in their appearance as they shift between different stages in their life cycles. (next slide) Metamorphosis is when a living thing in their life cycle has a great change. For example the frog goes from a tadpole that lives in the water to a frog that lives on land. They live in the water for half of their life and then they live on land. Another example of this is a caterpillar. A butterfly starts as a caterpillar. He lives this way to get big and strong before be goes into a cocoon. (go to next slide) The caterpillar is in a cocoon to transform into a butterfly. (go to next slide) See his handwork as paid off. He has now became a beautiful butterfly. (go to next slide). This is the fully life cycle of the butterfly. Do you see how he changes into a beautiful butterfly.

Plant Life Cycle Unit Practice: Now that you guys are familiar with what a life cycle is, I want you to find a partner. (have students find a partner). Great!! Now I am passing out cards. With these cards I want you to play go fish, but you are finding the matches of the cycles. Who ever matches up the most cycles in ten minutes wins. Does anyone have any questions? (wait for students to answer). Great!! Now lets play. (wait ten minutes and then have students come together on the carpet). Great job guys. Who can tell me what cycles you put together? (let students answer). Great! Yes, those are some great cycles that you put together. Can two people please come up and explain one of the life cycles you put together? (have two students explain what they put together). Great! Thank you so much for explaining. Please clean up the cards and put them on the table. Then clear your desk. Assessment: Great!! I need two helpers to pass out glue and scissors. (pick two helpers) While I am passing out the worksheet I am going to explain what you guys are going to do. This worksheet I am passing out to you is independent work for you to work on. There are two cycles I want you to put them together in the right order at the bottom of the sheet. First cut out the squares then I want you to glue them in the right order on the sheet. Does anyone have any questions? (Have students answer). Great!! Now you have ten minutes to work on this worksheet. When you are done, I would like you to sit quietly until the ten minutes are over. Closure: Good job working today! We are going to watch a video about life cycles before we start out reading lesson. Please clear your desk while I get it set up. (have students watch video). Did you guys learn anything new from the video? (have students answer). Yes, that is something interesting that we did not go over today. Are life cycles a vital part to living organisms? (have students answer). Yes, the organism cannot change without the life cycle. Good job today. Now I want you guys to clear you desk and get ready for lunch. Content and Resources: (What materials and resources will the teacher need in order to meet the desired learning goal(s)?) Projector PowerPoint Life Cycle cards Pencils Bicycle Wheel Youtube video

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Extensions and /or Accommodations: (What experiences will you provide for those who are able learners and need to be given an opportunity for expansion, and how will you provide for those who require accommodations?) Extension: The student will be given a worksheet that has the frogs life cycle mixed up. The students will put it together on the sheet. Re-teaching: The students will be given on cycle to cut and glue on the sheet. They will put the mixed up life cycle in the right order.

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--------------------------------------- Cut Out Here---------------------------------------------------Name ____________________________ Life Cycles Assessment (On Level) Put the squares in the correct places in the life cycle

Butterfly

Chicken

Plant Life Cycle Unit Name ____________________________ Cycles Assessment (Answer Key) Put the squares in the correct places in the life cycle Butterfly Chicken

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--------------------------------------- Cut out here---------------------------------------------------Name_______________________ Life Cycle Assessment (Higher Level) Put the squares in the correct places in the life cycle 1. 2. Life Cycle of a Frog 3. 4.

5.

6.

Plant Life Cycle Unit Life Cycle Assessment (Answer Key) Life Cycle of a Frog 1. 2. 3. 4.

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5.

6.

7.

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----------------------------------------Cut Out Here-------------------------------------------------Name _________________________________ Life Cycle Assessment ( Lower Level) Put the squares in the correct places in the life cycle 1. 2.

3.

4.

Plant Life Cycle Unit Name _________________________________ Life Cycle Assessment (Lower Level) Answer Key Ladybug Life Cycle 1.

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2.

4. 3.

Plant Life Cycle Unit Name _________________________ Life Cycle Notes What are Cycles? A cycle is something that goes ____________ and around Starts and finishing in the _______ place What is a life cycle? A series of ___________ that are regularly repeated in the same order Stages of a life Cycle Every ______________ has a cycle, but some times the different stages are named differently Stage 1: Birth Stage 2: ____________ Stage 3: Adult Stage 4: Death The cycle now starts __________ with a new organism Organisms changes over time Living things experience _______________ changes in their lifetime Animals can undergo _____________ in their appearance as they shift between different stages in their life cycles. Metamorphosis During the life cycle a great ______________ in appearance, form, or character

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Design for Learning

Instructor: Katherine Forrest Title: What are the Elements of plants? Grade Level: 3rd grade Area: Science

Date: Estimated Time: 45 min

Standards Connection: (What are the state/national standards that prompted this lesson/unit of study?)
7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. Describing how plants occupy space and use light, nutrients, water, and air

Learning Objective: (What do you expect students to learn as a result of this lesson/unit?) When given a worksheet students will be able to explain what the important elements are for plants by answering at least four out of six questions correctly. Kid Friendly Objective: Students, today we are going to learn what plants need to survive in the world we live in. Evaluation of Learning Goal: (How will I assess students attainment of learning goal?) For the assessment I would give students a worksheet to identify the elements that plants need. The students will also have discussion questions to answer about the power point presentation from today and yesterday to help them use their prior knowledge. Engagement: (How will you capture the students attention, motivate them for learning, access prior knowledge?) Journal Topic: What are cycles and why are they called cycles? Have each students say one or two things that they cant live with out Teacher writes them on the board Then teacher has students write down what they think plants need Teacher calls on students and writes them on the board The students compare and contract the two lists

Good Morning Students!! I hope everyone is having a good morning. To start our morning we are going to do a journal activity. (start passing out journal books)We are

Plant Life Cycle Unit going to do a journal activity for every morning that we are learning about plants. I want you to turn these into me everyday, after you are done, and I will give them back to you. The journal topic will be on the board everyday, so you can get started as soon as soon as we start our science time. I am going to give your journal to you. I want you to give me back the journals when you are done. You will have about five to ten minutes each day to write your journal topic. (Journal topic: Why they are living things and what makes them a living thing? And wait for students to finish, five to ten minutes max) Great job guys!! Now I want you to raise your hand and tell me what are some things that you cant live without. Keep in mind these should not be any technologies (have around six to ten students answer and write their answers on the board). Good job guys! Those are some great things you cant live without. What do you think are some thing plants cant live without? (have students answer). Those are some great guesses. We will see in just a minute what plants cant live without. Now please go back to your seat and now we are going to learn all what plants need. Learning Design: (What will students and teacher do in order to achieve the learning goal?) Teaching: Teacher uses PowerPoint presentation to explain how the different elements help the plants While teacher is explaining the elements the students complete the worksheet that is based on the lesson plan I am passing out a notes page. This page is just like yesterdays notes. All I want you is to fill out the missing blanks. Class please take out your notes page and lets get started with the lesson. We are going to learn about all what plants need today. (second slide on power point) What are the needs of plants? Take about thirty seconds and turn and talk. ( wait for students to turn and talk). Great! What do you think the need are plants are? ( have students answer). Great!! Those are some great thoughts. ( next slide) Here are the five most important things plants need. Do you notice anything that you also need to survive? ( wait for students to answer). Yes we need water , sunlight, and oxygen to survive. ( next slide). The first need of plants that we are talking about is water. Water enters the plant from the roots and goes the leaves. Water helps keep the plants hydrated. ( next slide) The Sun is the next important thing that plants need. The plants get its energy from the sun. The sun helps change carbon dioxide combined with water into sugar and oxygen. The plants help us have oxygen to breathe and we help the plants have carbon dioxide to change. ( next slide) The third most important need for plants is oxygen. The plants let out oxygen when they let out gas to make sugar. This is talking what I talked about on the previous slide. The picture is how scientist see oxygen on a piece of paper. ( next slide). The fourth important thing is gas. The most important gas to plants is carbon dioxide. Carbon dioxide enters the leaf through tiny holes on the underside of the leaves. Carbon dioxide is everywhere in our world just like oxygen that we need.( next slide) The last important thing is sugar. Sugar is made in the leaves that help pass through the rest of the plant. ( next slide) This is a picture of how all these important things come together. Pay attention on where the

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Plant Life Cycle Unit arrows are going. ( have students look for a minute and then move to the next slide). This is another picture that shows how both plants, animals, and the sun all work together. What do you notice about the cycle? ( have students answer). Yes, everyone is helping everyone and they all cycle back around. Great observing! ( next slide). Why do plants need leaves? Turn and talk to your partner and then we will share ( have students turn and talk for twenty seconds). Now lets share. Why do plants need leaves? ( have students answer). Great! I really like your predicting. Lets find out with the next slide why exactly plants need leaves. ( go to next slide). Leaves help the plant balance the amount of water the plant takes in. Leaves will let out water if there is too much. Leaves can also protect the plant by having thorns or spikes on them. This really helps the plant not get eaten. Practice: Students get into five groups (teachers assign these) and each group has an element to research. Each groups researches (Why is this element so important to the plant and if the plant did not have this element what would happen) Students present their findings to the class

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Now that we are done with the lesson you guys to work in your table groups on a project. What I want each table group to research one of the five needs that plants need. I want you to find the cycles that each need does for the plant and what exactly the need of the plant does. You can draw a picture, write it down and explain it or perform it for us like a drama. Whatever you want to do. I am going to give you twenty min to complete this and then we are going to present. Do you have any questions? Have students present what they found and discuss it with the class. The students will be listening during this time. Assessment: The students will complete a worksheet that asks them questions about the different elements that a plants needs Now I want you guys to clear your desk and have a pencil. I am going to give you a matching worksheet and some discussion questions about the lesson today. I want you to match the right term to the definition on the other side. Please sit quietly until everyone is finished (have five to ten minutes for everyone to finished. Closure: Good job everyone!! Can anyone tell me what the needs of plants are? ( wait for students to answer. Pick five to name all the important need of plants) Yes, the needs of plants are sunlight, oxygen, water, gas and sugar. Great!! How are leaves helpful to plants? (wait for students to answer). Yes, leaves balance the amount of water and

Plant Life Cycle Unit sometime are sharp and protect the plant. Good job guys! Please put away your science material and get ready for lunch. Content and Resources: (What materials and resources will the teacher need in order to meet the desired learning goal(s)?) PowerPoint about the elements of plants Pencils Computers / ipads / ipods Assessment worksheet Lined paper Plant Life Cycle Journal

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Extensions and /or Accommodations: (What experiences will you provide for those who are able learners and need to be given an opportunity for expansion, and how will you provide for those who require accommodations?) Extension: Have students take the assessment with the matching section and the five discussion questions. Re-teaching The re teaching students complete the matching assessment. They just do the matching assessment when they are doing the assessment.

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Name __________________________ What do plants need? (On Level Assessment) Matching Sun light Water Oxygen Carbon Dioxide Sugar Discussion Question Directions: Write at least one to two sentences about the question. What do you think is the most important need of plants? And Why? Directions: Match the term to the definition a. the leaves from this important element help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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Name __________________________ What do plants need? (Answer Key) Matching Sun light (A) Water (E) Oxygen (B) Carbon Dioxide (D) Sugar (C) Discussion Question Directions: Write at least one to two sentences about the question. What do you think is the most important need of plants? And Why? Water- hydrates the plant Sunlight- Plants get Energy and helps the plant get sugar Oxygen- Plants let out oxygen and helps them make sugar Carbon Dioxide- lets in carbon dioxide in from the underside of the leaf. Sugar- the plants food Directions: Match the term to the definition a. the leaves from this important element part help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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Name __________________________ What do plants need? (Higher Level) Matching Sun light Water Oxygen Carbon Dioxide Sugar Discussion Question Directions: Write three to four sentences about the questions. What do you think is the most important need of plants? One? All? None? Directions: Match the term to the definition a. the leaves from this important element help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

Why do you think plants need leaves?

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Name __________________________ Directions: What do plants need? (Answer Key) Matching Sun light (A) Water (E) Oxygen (B) Carbon Dioxide (D) Sugar (C) Discussion Question Directions: Write three to four sentences about the questions. What do you think is the most important need of plants? One? All? None? Water- hydrates the plant Sunlight- Plants get Energy and helps the plant get sugar Oxygen- Plants let out oxygen and helps them make sugar Carbon Dioxide- lets in carbon dioxide in from the underside of the leaf. Sugar- the plants food Match the term to the definition a. the leaves from this important element part help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

Why do you think plants need leaves? Leaves help balance the amount of water the plant takes in Leaves will let water out if there is too much

Plant Life Cycle Unit Some plants leaves are poisonous, sharp, or tough to chew. This helps the plant not be eaten Name __________________________ Matching Sun light Water Oxygen Carbon Dioxide Sugar

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Directions: Match the term to the definition (Lower Level) a. the leaves from this important element help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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Name __________________________ Matching Sun light (A) Water (E) Oxygen (B) Carbon Dioxide (D) Sugar (C)

Directions: Match the term to the definition (Answer Key) a. the leaves from this important element part help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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My Plant Life Cycle Journal

By: ________________________

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Journal 1:

Topic: ______________________________________________ __

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Journal 2

Topic: ______________________________________

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Journal 3:

Topic: ______________ _______________________________

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Journal 4: Topic: ________________________________________________

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Name _______________________

What do plants need notes!

What are the needs of Plants? 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ Needs of plants 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ Water Water enters the _____ from the ______ and stem Sunlight Plants need energy from the ______ The Sun helps change carbon dioxide and _______ into sugar and _________ Oxygen Plants make and let out ______ and gas when they make ________

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Gas Carbon Dioxide enters the leaf through tiny ______ on its ________ Sugar The ______ make sugar for food that passes through the _______ to the rest of the plant Leaves Leaves help ________ the amount of water the plant takes in Leaves will let water _____ if there is too much Some plants leaves are __________, sharp, or tough to __________.

Design for Learning

Instructor: Katherine Forrest Title: What is the plant life cycle? Grade Level: 3rd grade Area: Science Date: Estimated Time: 45 min- 1 hr

Standards Connection: (What are the state/national standards that prompted this lesson/unit of study?)
7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. Describing how plants occupy space and use light, nutrients, water, and air Identifying how bees pollinate flowers Identifying photosynthesis as the method used by plants to produce food

Learning Objective: (What do you expect students to learn as a result of this lesson/unit?) When given a fill in the blank worksheet and discussion questions the students will be able to fill two steps in the plant life cycle correctly according to the teacher made rubric. Kid Friendly Objective: Students today we are going to learn two of the steps of the plant life cycle. Evaluation of Learning Goal: (How will I assess students attainment of learning goal?)

Plant Life Cycle Unit The students will be evaluated by describing two of the steps of the plant life cycle. The students will describe them correctly according to the teacher made rubric. The students will use the picture on the assessment to help them describe the stages. Engagement: (How will you capture the students attention, motivate them for learning, access prior knowledge?) Journal Topic: Explain what elements of plants are and why they are important to plants? Teacher reads Sally the Seed by Katherine Forrest

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Good Morning Class!! I hope you guys are having a good morning. Please get out your journals and please start writing on the topic on the board. ( topic: Explain what elements are important to plants to keep them alive and growing? Wait about ten minutes) Students please come to the carpet when you are at a good who can remember what we learned about yesterday? (the students answered what they remembered) Yes, we talked about the important needs of plants. Now who can name all the important things that plants need? There are five ( have students answer) Yes, the needs of plants are sunlight, water, oxygen, gas, and sugar. Great job guys!! Now before we start our lesson we are going to read a story called sally the seed. This story is about a seed named Sally and what she goes through. (Open book and start telling story). Once Upon a time there was a seed named Sally. Sally was a seed from the red and blue flower. She fell on a beautiful spring day. She was not the only seed. She had thirty brothers and sisters that also fell with her, but not all of them dropped where she dropped. The wind carried them away to other locations. (turn to next page). Sally went a long distance until she started falling to the ground (turn to next page). Finally Sally fell to the ground. She really liked the spot that she was in. The soil was moist, had lots of nutrients, and she had lots of sun. (turn to next page). It started to rain at her new home. Sally was very happy because she was thirsty after her travels. (next page) The next day she felt the ground rumbling. It was a lawn motor!! It was cutting the grass. She was so glad that she made it through the lawn motor fiasco. (next page). After a couple days Sally started growing a stem. She is on her way of being a beautiful flower. The seeds next to her also have stems. ( next page). The next day it started to rain. It rained for hours. Sally did survive the rain and was so refreshed. ( next page). Now Sally has roots and a stem. She is becoming a full grown plant. ( next slide). We are finishing the rest of tomorrow. To be continued. How did you guys like the story? ( have students answer questions) Wow! I am so glad that you guys liked the story so much. We are going to learn more about Sally tomorrow. Students today we are going to learn two of the steps of the plant life cycle. Learning Design: (What will students and teacher do in order to achieve the learning goal?)

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Teaching: Teacher uses Prezi to teach the different life cycle of the plant with pictures and diagrams The will fill out a cycle notes sheet while we are going over the cycle

(pass out notes page while talking). I am passing out your notes page. Please fill in the missing blanks from the power point. Now lets get your pencils ready and take some notes on the plant cycle. I am also going to give you a sequencing page of the plant cycle. I want you to draw a quick picture each stage of the cycle and add the descriptions to each stage. I want to pass this back to me when you are done. ( go to first slide). Now we are going to watch a video on the plant cycle before we start the lesson. ( have students watch video). Wow!! Was that fun to see the plant life cycle in the video? Did you see anything in the video that surprised you? Now lets go to the next slide and learn more about this process. ( next slide) Now what do you think the plant life cycle includes? ( have students answer). Great! Those are some great predictions. Lets see if you are right or not. ( next slide). Today we are going to talk about the plant life cycle. Today we will be discussing the 1st and 2nd steps. Tomorrow we will discuss the 3rd and 4th steps. Can anyone tell me what a life cycle is? ( wait for students to answer). Yes, a life cycle is the growth and development of a living things life. Both plants and animals go through life cycle. Our life cycle is birth, infant, child, teen, adult. (go to next slide). Has anyone heard of the word life span before? (wait for students to answer). Great! A life span is the total amount of time the organism lives. For example, my grandfathers lifespan was 76 years. That is how long he lived. (next slide). Stage one of the plant life cycle is the seed. What you see when you see a seed is the protective covering that protects inside the seed from harm. The seed is very particular where it wants to grow. Some seeds take months or even years to grow. A seed needs water, nutrients, and the right temperature to grow and germinate. This is picture of a seed and whats inside of the seed. Do you notice anything different about this picture? ( wait for students to answer). Yes, the seed has a mini plant inside of it. Why do you think that is? ( wait for students to answer). Yes, its easier for the plant to grow that the plant is inside of the seed. ( go to next slide). The second step is called the seedling. This is also known as the seed becoming the plant. The root appears first when the plants starts to form. The stem starts to form and begins to sport in a leafy plant. The plant is not fully gown at this stage. It is a baby plant so its very small and fragile. (next slide). This is different stages of a seed when it is growing. What do you think the long white part is? (wait for students to answer) Yes, that is a root of the plant. This is where the food gets its nutrients are from the root. The roots are sometimes bigger and longer than the plants above the soil. You can see at the last seed that the plant is growing out of it. Every thing is connected with the plants. Practice: The students will practice the cycle by completing the first two steps of the sequencing worksheet (the life cycle sequence worksheet)

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Good job with the lesson students. Now I we are going to do a worksheet that will help you organize you thoughts about the plant cycle. You can use your notes or your textbook to find the answers. This worksheet has four spots, but I only want you to do only two of them. I want you to draw pictures of the different steps and have a short description with each step. You may use the ipads or computers to look at pictures and research if you want. Does any one have any questions? ( wait for students to respond). Great! When you are finished please sit quietly and I will collect your papers. Please pass me your sequencing page and I will give it back to you tomorrow ( collect students sequencing page). Assessment: The students will write down and explain each step of the cycle

Ok boys and girls. Please clear your desk and I would like the table leaders to come get this worksheet. (wait for students to have the paper in front of them before explaining the instructions). The worksheet in front of you is the quick assessment to see how much you learned today. For the first part I want you to explain the first two steps of the life cycle. Then I want you to answer the discussion questions in complete sentences. Does anyone have any questions? (wait for students to respond). Great! Go on and sit quietly when you are done. Closure: Good Job with the lesson today class. Now who can tell me what one cycle of a plant is? (Have students answer until you get all the cycles). Great!! Thats awesome. Who can name the cycles in order (call on a student then if she/ he does not answer it again call on another student until a student gets it right). Great! Now who can tell me what a living thing is? (wait for students to respond and answer). Yes, a living thing has a life cycle. Great job everybody. Now I want you guys to clear your desk and get ready for math. Content and Resources: (What materials and resources will the teacher need in order to meet the desired learning goal(s)?) Promethean board Life cycle document Plant life cycle journal Notes Page Prezi ( http://prezi.com/gthd3bhkt-6u/edit/#4) Plant Cycle Sequencing Chart

Extensions and /or Accommodations:

Plant Life Cycle Unit (What experiences will you provide for those who are able learners and need to be given an opportunity for expansion, and how will you provide for those who require accommodations?) Extension: The students will complete the assessment by explaining the first and second stages of the plant life cycle. The extension students will also answer discussion questions. Re-teaching The students will do the assessment where he or she just names the first and second stage of the plant life cycle

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Name ________________________ Plants Life Cycle Assessment (On Level)

First

Second

Full Grown Plant

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Name and describe the cycle in your own words 1. Describe the first step _________________________________________________________________________________________ _________________________________________________________________________________________ 2. Describe the second step _________________________________________________________________________________________ _________________________________________________________________________________________

Name ________________________ Plants Life Cycle Assessment (Answer Key)

First

Second

Full Grown Plant

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Name and describe the cycle in your own words 1. Describe the first step Seed A seed needs water nutrients, and the right temperature to germinate and grow Some seeds wait months or even years until the condition is right 2. Describe the second step Seedling The root appears first when the plant starts to form The steam starts to form and begins to sprout in to a leafy plant

Name ________________________ Plants Life Cycle Assessment (Lower Level)

First

Second

Full Grown Plant

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Name what each step is called 1. Name the first step __________________________________________________________________ 2. Name the second step _______________________________________________________________

Name ________________________ Plants Life Cycle Assessment (Answer Key)

First

Second

Full Grown Plant

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Name what each step is called 1. Name the first step: Seed 2. Name the second step: Seedling

Name ________________________ Plants Life Cycle Assessment (Higher Level)

First

Second

Full Grown Plant

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Name and describe the cycle in your own words 1. Describe the first step _________________________________________________________________________________________ _________________________________________________________________________________________ 2. Describe the second step _________________________________________________________________________________________ _________________________________________________________________________________________

Discussion Questions Fill in the Blank What is our life cycle? Stages? 1. _____________________ 2. _____________________ 3. _____________________ 4. _____________________ 5. _____________________ Write one sentence what you think the life span is? _________________________________________________________________________________________________ _________________________________________________________________________________________________

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Name ________________________ Plants Life Cycle Assessment (Answer Key)

First

Second

Full Grown Plant

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Name and describe the cycle in your own words 1. Describe the first step Seed A seed needs water nutrients, and the right temperature to germinate and grow Some seeds wait months or even years until the condition is right 2. Describe the second step Seedling The root appears first when the plant starts to form The steam starts to form and begins to sprout in to a leafy plant

Discussion Questions What is our life cycle? Stages? Birth Infant Child Teen Adult Write one sentence what you think the life span is? The total amount of time the organism lives

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Research Report: Plants Life Cycle Assessment

Teacher Name: Ms. Forrest Student Name: CATEGORY Mechanics 4 ________________________________________ 3 2 1

No grammatical, spelling or Almost no grammatical, punctuation errors. spelling or punctuation errors

A few grammatical spelling, Many grammatical, or punctuation errors. spelling, or punctuation errors.

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

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Name ____________________________ Notes Page: Life Cycle of a Plant Life Cycle Refers to the stages of growth and ____________________ during the organisms lifetime Both Plants and _________ go through life cycles For humans our life cycle Birth _________ Child _________ Adult Life Span The total ____________ of time the organism lives Step 1: Seed Some plants wait _______ or even years until the condition is right A seed needs water, nutrients, and the right ____________ to germinate and grow

Step 2: Seedling/ becoming a plant The root appears _______ when the plant starts to form The steam starts to form and ________ to sprout in to a leafy plant

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Plant Life Cycle Unit Design for Learning Instructor: Katherine Forrest Area: Science Title: How do bees help with the plant life cycle? Date: rd Grade Level: 3 grade Estimated Time: 45 min- 1 hour Standards Connection: (What are the state/national standards that prompted this lesson/unit of study?) 7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction.

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Learning Objective: (What do you expect students to learn as a result of this lesson/unit?) The students will design a Prezi to explain a stage of the plants life cycle to include elements listed on a teacher made rubric. Kid Friendly Objective: Students today we are going to design a Prezi depending which stage of the plant life cycle you have. Evaluation of Learning Goal: (How will I assess students attainment of learning goal?) The students will be evaluated on their presentation with a Prezi explaining a stage of the life cycle they are assigned. They will be evaluated on their presentation skills, each group member talking, content, and grammar. Each student will be actively involved in the making of the presentation to receive full credit. Students will be given a rubric prior to completing the project. Engagement: (How will you capture the students attention, motivate them for learning, access prior knowledge?) Journal topic: Explain stage one and two of the plant life cycle? Continue Sally The Seed

Good Morning Students please take out your journal and write about the topic on the board. ( the topic is explain the plant cycle and how it works). Now that you are done

Plant Life Cycle Unit with your journal today we are going to learn about the 3rd and 4th step today. And how bees are important. Students today we are going to design a Prezi depending which stage of the plant life cycle you have. Does anyone know what a bee is? (have students answer). Yes, a bee is a insect that stings and drinks nectar. A bee is actually a very important process to the plants cycle. Now are going to continue that Sally the seed story from yesterday. Sally is so happy because the sun is shining and her stem is fully grown. ( go to next page). Sally started growing a purple petal. She was so excited because she now knew that she is going to be a purple flower. (next page). The next day the wind was very strong. It was so strong that it took her petal away. She was very sad because she was so excited that she grew her petal. (next page). The next couple days she started growing more and more petals. She totally forgot about the missed petal that she lost. (next page). She was finally a fully-grown flower. She had bees swarming all around her. They start drinking her nectar and she feels so helpful helping the bees. They drank her nectar. The bees helped take the pollen from her and put them into other plants. ( next page) Sally started letting out pollen to hopefully go into another flower to make seeds. ( next page). Sally got some pollen from another flower and she started to make seeds. The red flower next to her also made seeds. They both made plenty of seeds that went way with the wind. ( go to next slide) Sally made so many seeds that she now had a seed called chuck the seed. Will the same thing happen to him? We will have to see ( close book). Great guys!!! Now did anyone notice anything different than the first part of the story than the next part ( students answer). Yes, the first part was the seed growing and the second part was her pollinating. Great job guys!! Learning Design: (What will students and teacher do in order to achieve the learning goal?) Teaching: Have Prezi presentation describing how pollen works and how pollen gets to different places Have students fill out worksheet that goes with the PowerPoint

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Now I am passing out a notes page so you guys to take notes on the Prezi that we are going to go through together . (pass out notes sheet) I am also going to give you back the sequencing page of the plant cycle. I want you to draw a quick picture of the cycles and add the descriptions to each stage. Now before we learn all about bees we are going to review first two stages of the plant life cycle. (got to next slide) What is the first stage of the plant cycle? Yes stag one is the seed. For a plant to grow a seed needs water nutrients, and the right temperature to germinate and grow. Some seeds wait months or even years until the condition is right. Stage two is the seedling. A seeding looks like its parents. Now remember that Heredity is when plants look like their parents. Passing characteristics from parents to offspring. Every seed has parents and they look them. (move to next slide) What do you think the third stage of the plant

Plant Life Cycle Unit cycle is? (have students answer and go to next slide when students have answered). Stage three is when the plants form their flowers. Flowering plants produce their seeds in flowers. Every flowers turn into fruits that contain seeds. (next slide). Now lets think, do you think bees help with the plants life cycle? (have students answer) Yes, those are some great predictions. Let us see. (go to next slide). What is pollination? Pollination is where Bees, other animals, or wind moving pollen from one part of the flower of a plant to another part. Pollen is transferred from the male reproductive organs to the female reproductive organs to form seeds. This is the whole process that plants use to reproduce. (Next slide). Now how does pollen get to each plant? Pollinators help them. A pollinator is a living organism or animal that helps pollination. Insects such as bees, butterflies, moths, beetles and certain animals such as birds and bats are pollinators. They really help the plants with making seeds. (Next slide). Now lets talk about one pollinator a bee. A bee is the most helpful pollinator. Pollen sticks to the bodies of bees. They carry the pollen to inside of the plant when they look for nectar to eat (next slide). Now we are going to watch a you tube video on how the flowering process works. (next slide) What do you guys think the last stage of the plant cycle is? (Have students answer and move to next slide when they are finished). The last stage is when the plant is an adult and it has seeds. The plant is all grown and flowers become fruits with seeds. ( go to next slide). These slide shows all the plants cycles in one cycle. (go to next slide) I am passing back the sequencing worksheet from yesterday. I would like you to fill out the 3rd and 4th section. I am going to give you five to ten minutes to do this. ( let students finish the worksheet. Give then five to ten minutes) Practice: Students will design their own Prezi about each plant life cycle and about bees Students will be divided into groups by their table group. The will be researching one of the five topics The students will be told to have five slides about their particular topic

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Now that you guys are familiar about the plant life cycle we are going to do a project. The lesson we did today was using a Prezi. Today we are going to use the Prezi site to make presentations. For the project I want you to explain topic I will be giving you to the class. You can use any source on the Internet and your book for information. I want you guys to do this project in your table groups. Each table group will have a different stage in the plant life cycle. Table 1 has stage one of the plant life cycle. Table 2 has stage two of the plant life cycle. Table 3 has stage three of the plant life cycle. Table 4 I want you to explain more about how bees help the plant life cycle. Table 5 has stage four of the plant life cycle. I want you to have at least five slides about your specific topic. You must have details and facts about your topic on each slide that you do. Dont forget that you are teaching us all about your topic. Does anyone have any questions? ( wait for students to answer). Great! I want everyone to grab a laptop for yourself. ( wait for students to grab a laptop). Great! Now I want you to go to the internet

Plant Life Cycle Unit explorer section at the bottom of your computer ( wait for students) Great! Now I want one person from your group to type in the web browse www. Prezi. Com. ( wait for students) Great! Now go to the login page and type in missforrrest in the username and flower as the password. They are on the board. ( have username and password on the board). Great! Now I want you to make a new prezi. First you need to click at the upper part of the screen where it says Miss Forrest. ( wait for students to find it). Great! Now I want you to click on your prezis. (wait for students to find the profile page). Great! Now I want you to find the box that says new prezi. Its a blue box on the left side. ( wait for students to find the blue box. ( Great!) Now I want you to title your slide what your particular topic is. You can do that when I explain the instructions. To add text to the Prezi you just click where you want it and type. You have at least six slides to work with you should not have any to add any, but if you do let me know. Its your project. You can put videos and pictures, but you must have facts on at least five slides. For the videos I must look at them before you put them on you prezi. Remember to stay on task on your computer. If you dont I will take them away. You have thirty minutes to work on this project before you start presenting to the class. I am giving you a rubric that will show you what I am grading your project on. Put this on White Board Miss Forrest Prezi Tips Click inside the box to add text

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To add pictures go to the insert button, picture and such what you need Need to add a video talk to Ms. Forrest

Dont forget to Save your work when you are done

Press the Exit button at the top left corner when you are done

Assessment: The students will be evaluated how they will present the material that they found

Ok! Guys now its time to present. I want the first stage of the life cycle to go first, the second stage of the life cycle go second, the third stage go third , the bees and the importance of bees goes forth last the fourth stage goes last . (have students present their topic, while the students are presenting teacher uses the rubric to grade the students) Closure:

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Great job with the lesson today and presenting your findings guys. Can anyone tell me what a pollinator is? (have students answer) Yes, the help move pollen from one plant to another. Great!! Now who can tell me why are bees attracted to flowers? (wait for students to answer). Yes, flowers have fun colors on the petals and nectar in the flowers. Wow!! You guys did such a great job! Lets do stretches before we start our reading lesson. Content and Resources: (What materials and resources will the teacher need in order to meet the desired learning goal(s)?) Computers (5 at the least) Projector Plant Cycle Sequencing Chart Plant Life Cycle Journal Prezi ( http://prezi.com/uzhhgr9yd-of/the-plant-cycle-bees/) The life cycle of Sally the seed by Katherine Forrest

Extensions and /or Accommodations: (What experiences will you provide for those who are able learners and need to be given an opportunity for expansion, and how will you provide for those who require accommodations?) Extension: The students will do a project about photosynthesis and how it is important to plants. The students will use the oral presentation rubric. Re-teaching The students will draw the third and forth stages on a worksheet

Oral Presentation Rubric : Stages of the Plant Cycle

Teacher Name: Forrest Plant LifeMs. Cycle Unit Group members names: ___________________________________________________________________________________________________

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CATEGORY Listens to Other Presentations

4 Listens intently. Does not make distracting noises or movements.

3 Listens intently but has one distracting noise or movement.

2 Sometimes does not appear to be listening but is not distracting.

1 Sometimes does not appear to be listening and has distracting noises or movements.

Grammar

Presenters make no errors in grammar or spelling that distract the reader from the content.

Presenters make 1-2 errors in grammar or spelling that distract the reader from the content.

Presenters make 3-4 errors in grammar or spelling that distract the reader from the content.

Presenters make more than 4 errors in grammar or spelling that distract the reader from the content.

Group Members Speaking

Each group member speaks

3 group members are talking

2 group members speak

Only one is given the presentation

Content

Shows a full understanding of the topic. Presentation has Pictures

Shows a good understanding of the Shows a good understanding of topic. parts of the topic.

Does not seem to understand the topic very well. Presentation has no

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Plant Life Cycle Unit Name ___________________________ Steps 3 and 4 of the Plant life cycle? Draw the third and forth stages of the plant life cycle Step 3 Step 4

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Plant Life Cycle Unit Name ________________________________________ Plant Cycle Notes Stage 1: Seed A _____ needs water nutrients, and the right temperature to germinate and _______ Some seeds wait ____________ or even years until the condition is right Stage 2: Seedling A seeding looks like its parents Heredity- when plants look like their ___________. Passing characteristics from parents to offspring Stage 3: Plant form flowers Flowering ________ produce their seeds in flowers Flowers turn into fruits that contain _________ Pollination Bees, __________, or wind move pollen from one flower to another flower. Pollen is transferred from the male _____________ organs to the female reproductive organs to form _______ Pollinators A pollinator is a living _________ or animal that helps the plant pollinate. How do bees help? Pollen sticks to the bodies of ________ Bees carry the _______ to inside of the plant when they look for nectar to eat Stage 4: Adult plant makes seeds / death The plant is all ______ and flowers become fruits with seeds After sometime the plant _______ and decomposes Review of the Plant life Cycle ____________________ ____________________ ____________________ ____________________

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Design for Learning

Instructor: Katherine Forrest Title: Project: Talking to a baby plant Grade Level: 3rd grade Area: Science Date: Estimated Time: 45 min

Standards Connection: (What are the state/national standards that prompted this lesson/unit of study?)
7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. Identifying plant and animal cells Describing how plants occupy space and use light, nutrients, water, and air Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering Identifying how bees pollinate flowers

Learning Objective: (What do you expect students to learn as a result of this lesson/unit?) Students will create a conversation with a baby plant to explain the stages of the plants life cycle according to the teacher made rubric. Kid Friendly Objective: Students today we are going to do a fun activity that you and a partner are going to pretend to talk to a baby plant to explain to them what they will be doing in their lifetime. Evaluation of Learning Goal: (How will I assess students attainment of learning goal?) The students will write all of the cycle stages, explain the important elements, and explain how bees help. This all will be described to the baby plant exactly what the plant will be doing for his life. Students will be given a rubric prior to completing the project. Engagement: (How will you capture the students attention, motivate them for learning, access prior knowledge?) Journal Topic: How does the plants pollen move away from the plant? How is this so helpful to the plant?

Plant Life Cycle Unit The students will do their last journal for this unit. Their journal topic will be, How does the plants pollen move away from the plant? How is this so helpful to the plant? They will write about four to seven sentences to answer this question. After the students are done they will come together on the carpet and the teacher will read Plant Life Cycle by Julie K. Lundgren to the class before they start their project. Good Morning Students!! Today is our last day of our plant unit. What I want you guys to do before we get started is do your journal topic before we start the lesson ( have students do the journal topic). Ok Guys!! Please pass your journals to your table leaders and table leaders please put it in the basket in the front of the classroom. Please meet me on the carpet when you are done ( wait for students to get organized). Great! Now we are going to read this story about the plant life cycle. This will be a review, but this will really help you visualize and remind you about the plant life cycle before you guys start your project. ( read the story to student). Who learned anything new in the book? ( have students answer). Great!! I am so glad you learned something new. Learning Design: Teaching Before we start our project today we are going to review what we have learned this week. You can have your notes out, but dont forget to raise your hand when you kno w the answer. Are life cycles a vital part to living organisms? (have students answer). Yes, the organism cannot change without the life cycle. Can anyone tell me what the needs of plants are? ( wait for students to answer. Pick five to name all the important need of plants) Yes, the needs of plants are sunlight, oxygen, water, gas and sugar. Great!! How are leaves helpful to plants? ( wait for students to answer). Yes, leaves balance the amount of water and sometime are sharp and protect the plant. Now who can tell me what one cycle of a plant is? (Have students answer until you get all the cycles). Great!! Thats awesome. Who can name the cycles in order (call on a student then if she/ he does not answer it again call on another student until a student gets it right). Great! Now who can tell me what a living thing is? (wait for students to respond and answer). Yes, a living thing has a life cycle. Can anyone tell me what a pollinator is? (have students answer) Yes, the help move pollen from one plant to another. Great!! Now who can tell me why are bees attracted to flowers? (wait for students to answer). Yes, flowers have fun colors on the petals and nectar in the flowers. Practice Students will do a project with a partner The project will be an interpersonal dialog between the partners and the baby plant. The students will need to describe why its a living thing, the life cycle that the plant will go through, the elements that the plant needs and pollen (how it works, who moves it, and why the plant should produce it). What to include

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Plant Life Cycle Unit Describe what a living thing is Describe what the plant needs Describe the life cycle and what insect helps with the life cycle Example: Baby Plant: What is a living thing and am I a living thing Me: A living thing grow and change over time. They adapt and change to their environment ( write above on the board) Ok Students!! Now we are going to do a project. I want you to pick a partner, no one should do this by themselves. I have the instructions on the board, but I want to explain it to you so no one gets confused. Your project will be you and your partner talking to a baby plant. You must include all the points on the board to receive full credit. You paper must be just like a conversation. There is an example on how I want you to format it on the board. Assessment The students will be graded on their presentation on their conversation with the bee in partners. Ok students. I want everyone to read their conversations with the bee. I want you guys to be respectful of the presenters. If you are not being respectful your grade will be affected. Who wants to volunteer first? Great! (Have students present) Closing Good job this week you guys. You guys did such a good job with the lesson. Can anyone tell me how important a bee is? (have students answer). Great! Yes, bees help move the bees pollen. Can anyone tell me one important element of a plant? ( have students answer) Yes, those are very important to plants. Great job!! Now I want everyone to put their science materials away and get ready for lunch. Content and Resources: (What materials and resources will the teacher need in order to meet the desired learning goal(s)?) Plant Life Cycle by Julie K. Lundgren Lined Paper Whiteboard or butcher paper

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Plant Life Cycle Unit Extensions and /or Accommodations: (What experiences will you provide for those who are able learners and need to be given an opportunity for expansion, and how will you provide for those who require accommodations?) Extension: Have the students explain the classification of living things, how the plant uses the elements that it needs, talk to the plant about photosynthesis, and what happens when pollen goes into a plant when they are taking to the plant Re-teaching Have a small group lesson with students about the plant life cycle. The students will go over with the teacher the life cycle of a plants with the life cycle flash cards. Then they will fill in the chart with the different stages of the life cycle.

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Research Report : Talking to a Baby Plant Project

Teacher Name: Ms. Forrest Student Name: ________________________________________

CATEGORY 4 Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each.

3 All topics are addressed and most questions answered with at least 2 sentences about each.

2 All topics are addressed, and most questions answered with 1 sentence about each.

1 One or more topics were not addressed.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Paragraph All sections include bee Construction talking and group member(s) talking back to the bee.

Most sections include bee talking and group member(s) talking back to the bee.

Sections included related information but were typically not constructed well.

Sections structure was not clear and conversation was not clear.

Quality of Information

Information clearly relates to the main topic. It includes examples and is clear.

Information clearly relates to the main topic. It provides 1-2 examples.

Information clearly relates Information has little or to the main topic. No nothing to do with the examples are given. main topic.

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Talking to a Baby Plant Student 1 name ______________________________ Student 2 name ______________________________ Directions: Write down you conversation with a baby plant. Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 1: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 2: _________________________________________________________________________________________________ _________________________________________________________________________________________________

Plant Life Cycle Unit __________________________________________________________________________________ _______________ __________________________________________________________________________________ Baby Plant: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Student 1: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 2: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant:

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Student 1: ______________________________________________________________________________ _____________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 2: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

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__________________________________________________________________________________ Student 1: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ __________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 1: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ If you need more room continue below with this format on the back of the pages. Dont for get to number the pages of which one goes first

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Name _____________________________________ Draw the different stages of the Plant Cycle.

Explain what happens with each step of the cycle. Stage 1: Stage 2: Stage 3: Stage 4:

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Assessment

Plant Life Cycle Unit Summary Page The student will be assessed every day with the unit. The students will have a goal in each lessons objective. The teacher will measure progress by reviewing the students assessment. Students also keep rubrics that that they have and this shows the teacher if they understand if they complete everything on the rubricthat will be reviewed to measure understanding. After every lesson the students will take an assessment. The students have a goal that they mist meet to show the teacher ifwill have a measurable goal they must meet to demonstrate they understanding of the content. To monitor progress the students will be assessed everyday. For theThe assessments I had studentsare constructed with fill in the blank, matching, discussion questions, and presentations. Yes, I used different ways A combination of these questioning methods is used to of assessing every day. By using research, fill in the blank and discussion sessions; the students will have many ways to reinforce the learning material. The students will experiment different assessments every day. The students have opportunity of researching, fill in the blank, and discussion the lessons in their own way. The unit has a whole will have a summative assessment filled with multiple , choice, fill in the blank, matching and discussion questions. They will have questions from every lesson from the unit. With this unit homework will not be given. The only homework they will have is to study for the summative test that will be two days after the fifth lesson has been taught. Yes, I will assess just Only the content that has been taught taught and discussed in class will be tested. Every question I have on the test is from the formative assessment or is from the discussion questions that are on the lesson plans.

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Assessment Matrix
Lesson Day Day 1 Lesson Objective The students will organize the living things life cycles on a worksheet with cut outs with 80% accuracy. Formative Assessment Fill in life cycle worksheet Out loud Questions: What is a cycle? Can living things and non living things live together? What did you learn from the video? What is a life cycle? What are human stages of the life cycle? Matching and discussion worksheet on the elements of plants Journal Topic: What are cycles and why are they called cycles? Out loud Questions: What are the needs of plants? What are the needs of plants? How are they helpful to plants? Day 3 When given a fill in the Fill in the blank 12, 16 Summative Assessment 7, 8, 11, 14

Day 2

When given a worksheet students will be able to match and discuss what the important elements are for plants are, the student will answer four out of six questions correct.

1, 2, 3, 4, 5, 13, 15,

Plant Life Cycle Unit

blank worksheet and discussion questions the students will be able to fill in the life cycle and answer the discussion questions with 80 percent accuracy worksheet and discussion questions for students to answer in their own words Journal Topic: Explain what elements of plants are and why they are important to plants? Out loud Questions: What are the needs of plants? What is a living thing? Students will be assessed on their prezi presentation and how their content was organized Journal Topic: Explain stage one and two of the plant life cycle? Out loud questions: Does anyone know what a bee is? How do you think bees help with the plant life cycle? What is a pollinator? Day 5 The students will explain how the plant life cycle works by writing a letter to a baby plant with 80 percent accuracy based on a teacher made rubric. Students will write a conversation to a baby plant on what the plant will be accomplishing in its life time Journal Topic: How does the plants pollen move away from the plant? How is this so helpful to the plant? Out Loud Questions: How does the plant get 12, 16, 6, 10

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Day 4

The students will design a Prezi to explain a stage of the plants life cycle; students will be evaluated with the teacher rubric.

6, 10

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pollen away from it? How it is so helpful to the plant? How important are bees? Name one important element to a plant?

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Name ________________________

Pre Assessment

Favorite Plant______________________________________ Directions: Circle which one you think is best 1. What are living things? A. Pencil and Pen B. Dog and Cat C. Rock and Water D. Car and Wii 2. What is a plant? A. B. C. D. A living thing that lives in a ground A moving sea creature A flying bird that lives in the mountain A rock that you can only find deep underground

3. What do bees make? A. B. C. D. Strawberries Honey Lettuce Bananas

4. What is soil? A. B. C. D. Composed of minerals that helps plants grow The bottom layer of the ocean The tallest part of trees The tallest part of mountains

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True and False Directions: Put T for True and F for False
5. Plants require water to survive _______ 6. Plants dont have a life cycle _________ 7. Bees dont help plant with moving pollen they just get nectar from them ______ 8. Every living thing goes through a life cycle ________ 9. Leaves fall off in the spring ________

Pre Assessment Name __________Answer Key______________ Favorite Plant___________ Students Opinion___________________________ Directions: Circle which one you think is best 1. What are living things? E. Pencil and Pen F. Dog and Cat G. Rock and Water H. Car and Wii 2. What is a plant? E. F. G. H. A living thing that lives in a ground A moving sea creature A flying bird that lives in the mountain A rock that you can only find deep underground

3. What do bees make? E. F. G. H. Strawberries Honey Lettuce Bananas

4. What is soil? E. F. G. H. Composed of minerals that helps plants grow The bottom layer of the ocean The tallest part of trees The tallest part of mountains

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True and False Directions: Put T for True and F for False
5. Plants require water to survive ___T____ 6. Plants dont have a life cycle ____F_____ 7. Bees dont help plant with moving pollen they just get nectar from them _ F_____ 8. Every living thing goes through a life cycle _____T___ 9. Leaves fall off in the spring ___F_____

Formative Assessments

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--------------------------------------- Cut Out Here---------------------------------------------------Name ____________________________ Life Cycles Assessment (On Level) Put the squares in the correct places in the life cycle

Butterfly

Chicken

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Name ____________________________ Cycles Assessment (Answer Key) Put the squares in the correct places in the life cycle Butterfly Chicken

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Name __________________________ What do plants need? (On Level Assessment) Matching Directions: Match the term to the definition Sun light Water Oxygen Carbon Dioxide Sugar Discussion Question Directions: Write at least one to two sentences about the question. What do you think is the most important need of plants? And Why? a. the leaves from this important element help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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Name __________________________ What do plants need? (Answer Key) Matching Directions: Match the term to the definition Sun light (A) Water (E) Oxygen (B) Carbon Dioxide (D) Sugar (C) Discussion Question Directions: Write at least one to two sentences about the question. What do you think is the most important need of plants? And Why? Water- hydrates the plant Sunlight- Plants get Energy and helps the plant get sugar a. the leaves from this important element part help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

Plant Life Cycle Unit Oxygen- Plants let out oxygen and helps them make sugar Carbon Dioxide- lets in carbon dioxide in from the underside of the leaf. Sugar- the plants food

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Name ________________________ Plants Life Cycle Assessment (On Level)

First

Second

Full Grown Plant

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Name and describe the cycle in your own words 3. Describe the first step _________________________________________________________________________________________ _________________________________________________________________________________________ 4. Describe the second step _________________________________________________________________________________________ _________________________________________________________________________________________

Name ________________________ Plants Life Cycle Assessment (Answer Key)

First

Second

Full Grown Plant

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Name and describe the cycle in your own words 3. Describe the first step Seed A seed needs water nutrients, and the right temperature to germinate and grow Some seeds wait months or even years until the condition is right 4. Describe the second step Seedling The root appears first when the plant starts to form The steam starts to form and begins to sprout in to a leafy plant

Talking to a Baby Plant Student 1 name ______________________________ Student 2 name ______________________________ Baby Plant: __________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 1: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant:

Plant Life Cycle Unit _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 2: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ ______________________________________________________________________________ ___________________ Baby Plant: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Student 1: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

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_________________________________________________________________________________________________ Student 2: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ ______________________________________________________________________________ ___________________ ______________________________________________________________________________ ______________________________________________________________________________ Student 1: ______________________________________________________________________________ _____________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 2:

Plant Life Cycle Unit _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 1: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ __________________________________________________________________________________ Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student 1: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

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Baby Plant: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ If you need more room continue below with this format on the back of the pages. Dont for get to number the pages of which one goes first

Rubrics/ Checklists, etc.

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Oral Presentation Rubric : Stages of the Plant Cycle

Teacher Name: Ms. Forrest Group members names: ___________________________________________________________________________________________________

CATEGORY Listens to Other Presentations

4 Listens intently. Does not make distracting noises or movements.

3 Listens intently but has one distracting noise or movement.

2 Sometimes does not appear to be listening but is not distracting.

1 Sometimes does not appear to be listening and has distracting noises or movements.

Grammar

Presenters make no errors in grammar or spelling that distract the reader from the content.

Presenters make 1-2 errors in grammar or spelling that distract the reader from the content.

Presenters make 3-4 errors in grammar or spelling that distract the reader from the content.

Presenters make more than 4 errors in grammar or spelling that distract the reader from the content.

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Group Members Speaking Each group member speaks 3 group members are talking 2 group members speak

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Only one is given the presentation

Content

Shows a full understanding of the topic. Presentation has Pictures

Shows a good understanding of the Shows a good understanding of topic. parts of the topic.

Does not seem to understand the topic very well. Presentation has no

Research Report : Talking to a Baby Plant Project

Teacher Name: Ms. Forrest Student Name: ________________________________________

CATEGORY 4 Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each.

3 All topics are addressed and most questions answered with at least 2 sentences about each.

2 All topics are addressed, and most questions answered with 1 sentence about each.

1 One or more topics were not addressed.

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Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.

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Paragraph All sections include bee Construction talking and group member(s) talking back to the bee.

Most sections include bee talking and group member(s) talking back to the bee.

Sections included related information but were typically not constructed well.

Sections structure was not clear and conversation was not clear.

Quality of Information

Information clearly relates to the main topic. It includes examples and is clear.

Information clearly relates to the main topic. It provides 1-2 examples.

Information clearly relates Information has little or to the main topic. No nothing to do with the examples are given. main topic.

Research Report: Plants Life Cycle Assessment

Teacher Name: Ms. Forrest Student Name: CATEGORY Mechanics 4 ________________________________________ 3 2 1

No grammatical, spelling or Almost no grammatical, punctuation errors. spelling or punctuation errors

A few grammatical spelling, Many grammatical, or punctuation errors. spelling, or punctuation errors.

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Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each.

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One or more topics were not addressed.

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Summative Assessment

Name ________________________________ A. Matching Life Cycle of a Plant Assessment

Directions: Match the Correct Term with the correct definition 1. Sun light 2. Water 3. Oxygen 4. Carbon Dioxide 5. Sugar a. the leaves from this important element help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

Plant Life Cycle Unit B. Multiple Choice Directions: Circle the one your think is the best answer 6. How bees help the plants? A. B. C. D. They transfer water to the plants Transfer pollen to different plants They give honey to the plants to help them get nutrients The bees help take the seeds from the plants

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7. Which one has a cycle? A. B. C. D. Rock Butterfly Clouds Sun

8. What is a cycle? A. B. C. D. The living thing stays the same the whole time Goes around and around Happens when a living thing is born When a living thing dies this happens to the body

9. Why do plants need leaves? A. B. C. D. It protects the plant from getting sunburn Leaves shade the plant from getting to hot with the sun Leaves help balance the amount of water the plant takes in Leaves help them change with the environment that the plant lives in

C. Fill in the Blank Directions: Fill the terms from the word bank into the blank spaces in the question Cycle Third Word Bank Leaves First

10. This stage of the plant cycle the plant produces flowers that make pollen _____________ 11. The ________________ is what living things go through their entire life

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12. The _____________ stage of the plant life cycle is when the plant is a seed 13. The _____________ help plants let out excess water D. Discussion Questions Directions: Write the answer to the question in complete sentences 14. Why are cycles called cycles?

15. Explain why the elements of the plants are so important?

16. Explain what happens in the second stage of the plant cycle.

Name ________________________________ E. Matching Answer Key

Directions: Match the Correct Term with the correct definition Sun light (A) Water (E) Oxygen (B) Carbon Dioxide (D) Sugar (C) a. the leaves from this important element part help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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F. Multiple Choice Directions: Circle the one your think is the best answer How bees help the plants? E. F. G. H. They transfer water to the plants Transfer pollen to different plants They give honey to the plants to help them get nutrients The bees help take the seeds from the plants

Which one has a cycle? E. F. G. H. Rock Butterfly Clouds Sun

What is a cycle? E. F. G. H. The living thing stays the same the whole time Goes around and around Happens when a living thing is born When a living thing dies this happens to the body

Why do plants need leaves? E. F. G. H. It protects the plant from getting sunburn Leaves shade the plant from getting to hot with the sun Leaves help balance the amount of water the plant takes in Leaves help them change with the environment that the plant lives in

G. Fill in the Blank Directions: Fill the terms from the word bank into the blank spaces in the question Cycle Third Word Bank Leaves First

This stage of the plant cycle the plant produces flowers that make pollen _____Third_____ The ________Cycle________ is what living things go through their entire life

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The ______First _______ stage of the plant life cycle is when the plant is a seed The _______Leaves______ help plants let out excess water H. Discussion Questions Directions: Write the answer to the question in complete sentences Why are cycles called cycles? Crycle is something that goes around and around Starts and finishing in the same place Explain why the elements of the plants are so important? The Elements help the plant grow and go through the cycle. Name and explain an element that is important to a plant Sunlight Plants need energy from the Sun The Sun helps change carbon dioxide and water into sugar and oxygen Explain what happens in the second stage of the plant cycle A seeding looks like its parents Grows a stem and the plant gets bigger

Students

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Summary Page I accommodated to all studentsAll students were accommodated with my instructional strategies. AI have assessments are provided for each higher and lower level learners. For day one the lower level learners are given one cycle to put together on a sheet. This will help with visual learners to visualize understand the cycle and how it works. For the higher-level learners the students will put together the frogs life cycle on the chart. This also will be very helpful for assist the

Plant Life Cycle Unit kinesthetic learners to by usinge their hands to put the cycles together. For During the second day, the students are learninglearn about the important elements of the plant. The students that are The lower level students do matching assessment about the important essentials of the plant. The higher-level learners also do the matching assessment, but they also have discussion questions to answer. This assessment will help the logical learns think about the vocabulary that they are matching up. For the third day the students are learning the first two steps of the plant life cycle. The lower level learns will name the first two steps of the life cycle. They will have pictures to help them visualize the part of the plant cycle. The higher-level learners will explain step one and step two of the plant life cycle. The higher-level learners will also have discussion questions to discuss. This assessment process is very beneficial to visual learners. For the fourth day the students are learning the third, fourth stages and bees in the plant life cycle. The lower level students will draw the third and fourth stages of the plant life cycle. The higher-level learners will do their presentation on photosynthesis and how it helps the plant. They will use the same rubric as the rest of the class does. This assessment is very good forreinforces the learning style for visual learners. The fifth lesson is when the class is talking to a baby plant. The lower level learners will complete a worksheet on the plant life cycle. The students will draw the stages and then name them at the bottom of the drawing. The higher-level learners will also do the talking to thepresent the lifecycle to the baby plant project. They will talk about the plant life cycle, bees, important elements of plants, and also photosynthesis. Talking about photosynthesis will help the logical learners think about where and how that can go in the

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Plant Life Cycle Unit projectconnections within the plant lifecycle process. The students that need reteaching or extensions will utilize books available to identify specific needs of these students. n I have books for them to re teach or extend on the subject. All of the books are in the additional resources section. Depending on what the particular student needs help on is what book they get. If the student needs an extension, I have textbooks that has explain more details about the subject matter.

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Learning Differences/ Multiple intelligences Intelligence Day 1 Day 2 Day 3 Day 4 Day 5

Plant Life Cycle Unit Visual/ Spatial PowerPoint Pictures Pre- test worksheet PowerPoint Pictures Fill in the blank Graphic Organizer Research Plant Element, Students move to get into groups Cycles are everywhere around us Journal Questioning Assessment Questioning Lecture PowerPoint PowerPoint Story with Pictures Pictures pictures Fill in the blank Fill in the blank Graphic Graphic Organizer Organizer Research Step of cycle and bees, Students move to get into groups Write the conversation with a bee

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Bodily Kinesthetic

Naturalistic Intrapersonal

Journal Questioning Assessment Questioning Lecture Group work

Journal Questioning Assessment Questioning Lecture Group work Questioning Journal There are four steps of the cycle, but this day we are only learning the first two steps.

Journal

Journal

Verbal Linguistic

Questioning Lecture Group work Questioning Journal There are four steps of the cycle, but this day we are only learning the last two steps.

Questioning Lecture Group work Journal Questioning Realizing that the cycle, elements, bees and every step of the cycle are very important to the plant to survive.

Existential Logistical/ Mathematical

Questioning

Questioning Journal There are There are five many cycles important around the elements that world. Many a plant needs. of them are all around us.

Learning Differences within the Unit Additional Teaching

Day 1

Higher Level Learners

The student will be given a worksheet that has the frogs

Lower Level Learners

The students will be given one cycle to cut and glue on the

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life cycle mixed up. The students will put it together on the sheet. Have students take the assessment with the matching section and the five discussion questions. The students will complete the assessment by explaining the first and second stages of the plant life cycle. The extension students will also answer discussion questions. The students will do a project about photosynthesis and how it is important to plants Have the students explain the classification of living things, how the plant uses the elements that it needs, talk to the plant about photosynthesis, and what happens when pollen goes into a plant when they are taking to the plant sheet. They will put the mixed up life cycle in the right order. Students have matching assessment that does not have the discussion questions. The students will do the assessment where he or she just names the first and second stage of the plant life cycle The students will draw the third and forth stages on a worksheet Have a small group lesson with students about the plant life cycle. The students will go over with the teacher the life cycle of plants with the life cycle flash cards. Then they will fill in the chart with the different stages of the life cycle.

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Day 2

Day 3

Day 4

Day 5

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--------------------------------------- Cut out here---------------------------------------------------Name_______________________ Life Cycle Assessment (Higher Level) Put the squares in the correct places in the life cycle 1. 2. Life Cycle of a Frog 3. 4.

5.

6.

Life Cycle Assessment (Answer Key) Life Cycle of a Frog 1. 2. 3. 4.

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5.

6.

7.

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----------------------------------------Cut Out Here-------------------------------------------------Name _________________________________ Life Cycle Assessment ( Lower Level) Put the squares in the correct places in the life cycle 1. 2.

3.

4.

Plant Life Cycle Unit Name _________________________________ Life Cycle Assessment (Lower Level) Answer Key Ladybug Life Cycle 1.

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2.

4. 3.

Plant Life Cycle Unit Name __________________________ What do plants need? (Higher Level) Matching Sun light Water Oxygen Carbon Dioxide Sugar Discussion Question Directions: Write at least three to four sentences about the question. What do you think is the most important need of plants? One? All? None? Directions: Match the term to the definition a. the leaves from this important element help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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Why do you think plants need leaves?

Plant Life Cycle Unit Name __________________________ Directions: What do plants need? (Answer Key) Matching Sun light (A) Water (E) Oxygen (B) Carbon Dioxide (D) Sugar (C) Discussion Question Directions: Write at least three to four sentences about the question. What do you think is the most important need of plants? One? All? None? Water- hydrates the plant Sunlight- Plants get Energy and helps the plant get sugar Oxygen- Plants let out oxygen and helps them make sugar Carbon Dioxide- lets in carbon dioxide in from the underside of the leaf. Sugar- the plants food Match the term to the definition a. the leaves from this important element part help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

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Why do you think plants need leaves? Leaves help balance the amount of water the plant takes in Leaves will let water out if there is too much Some plants leaves are poisonous, sharp, or tough to chew. This helps the plant not be eaten

Plant Life Cycle Unit Name __________________________ Matching Sun light Water Oxygen Carbon Dioxide Sugar

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Directions: Match the term to the definition (Lower Level) a. the leaves from this important element help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

Plant Life Cycle Unit Name __________________________ Matching Sun light (A) Water (E) Oxygen (B) Carbon Dioxide (D) Sugar (C)

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Directions: Match the term to the definition (Answer Key) a. the leaves from this important element part help the plant make sugar during the daytime b. Plants let out this gas when they make sugar c. Plants need this important essential for food d. This Gas enters the leaves through tiny holes on its underside e. This enters the leaf from the roots and stem

Plant Life Cycle Unit Name ________________________ Plants Life Cycle Assessment (Lower Level)

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First

Second

Full Grown Plant

Name what each step is called 3. Name the first step __________________________________________________________________ 4. Name the second step _______________________________________________________________

Plant Life Cycle Unit Name ________________________ Plants Life Cycle Assessment (Answer Key)

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First

Second

Full Grown Plant

Name what each step is called 3. Name the first step: Seed 4. Name the second step: Seedling

Plant Life Cycle Unit Name ________________________ Plants Life Cycle Assessment (Higher Level)

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First

Second

Full Grown Plant

Name and describe the cycle in your own words 3. Describe the first step _________________________________________________________________________________________ _________________________________________________________________________________________ 4. Describe the second step _________________________________________________________________________________________ _________________________________________________________________________________________

Plant Life Cycle Unit Higher Level Discussion Questions Fill in the Blank What is our life cycle? Stages? 1. _____________________ 2. _____________________ 3. _____________________ 4. _____________________ 5. _____________________ Write one sentence what you think the life span is? _________________________________________________________________________________________________ _________________________________________________________________________________________________

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Plant Life Cycle Unit Name ________________________ Plants Life Cycle Assessment (Answer Key)

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First

Second

Full Grown Plant

Name and describe the cycle in your own words 3. Describe the first step Seed A seed needs water nutrients, and the right temperature to germinate and grow Some seeds wait months or even years until the condition is right 4. Describe the second step Seedling The root appears first when the plant starts to form The steam starts to form and begins to sprout in to a leafy plant

Plant Life Cycle Unit Higher Level Discussion Questions Fill in the Blank What is our life cycle? Stages? Birth Infant Child Teen Adult Write one sentence what you think the life span is? The total amount of time the organism lives

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Plant Life Cycle Unit Name ___________________________ Steps 3 and 4 of the Plant life cycle? (Lower Level) Draw the third and forth stages of the plant life cycle Step 3 Step 4

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Plant Life Cycle Unit Name _____________________________________ Draw the different stages of the Plant Cycle. (Lower Level)

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Explain what happens with each step of the cycle. Stage 1: Stage 2: Stage 3: Stage 4:

Plant Life Cycle Unit Literacy Strategies within the unit

Literacy Strategies Strategies

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Day 1

Brainstorming

Day 2

Quick Write Think Aloud Quick Write Summarizing Quick Write Tear and Share Determining Importance

Day 3

Day 4

Day 5

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Technology Connection

Technology Summary Page

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In the technology section the students will design a Prezi based on their topic. The topics that they choose from are first stage of the plant life cycle, second stage of the plant life cycle, third stage of the plant life cycle, how bees help plants, and the fourth stage of the plant life cycle. The students are divided into tables groups for this project. This project will motivate the students because the students can bring outuse their creativity in explaining the lifecycle. The student must have content on every slide and show pictures. They have so much they can do and they will have so much fun doing it. They have a specific rubric that they willto base their project on. They present it the rubric at the end of the class to the students. On the rubric They will be evaluated on their presentation skills, each group member talking, content, and grammar. Each student will be actively involved in the making of the presentation to receive full credit. The teacher will provide computers to all the students to make sure they have access to technology.

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Cross Curricular

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Cross Curricular Summary Page For the Cross Curricular section I will incorporate the plant life cycle in all of the major subjects. For art, I will have the students illustrate the plant life cycle on a plastic plate. There will be a plate on top of it for the students to spin around and see the different cycle. For Social Studies the student will look at the different climates in the world and assess if plants can live in that particular climate that the students have. They will make an argument about why the plant can or cannot live in the particular climate. For reading the students will listen to the teacher read From Seed to Plant by Gale Gibbons. The students will take notes on vocabulary from the story, write down the different steps of the life cycle, and participate in the group discussions of the text. For math the students will measure the plant on the picture graph. They will record the five plants on the graph, but they will draw the pictures of the plants for the bars instead of bars. The students will have a grasp of the plant life cycles in subjects other than science.

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Cross Curricular Table Art

Standards 10.) Apply concepts from other content areas while improvising movement. Objectives The students will illustrate and create the plant life cycle on a paper plate and they will be assessed with the teachers rubric. Activities Student will research the life cycle of a plant. Each student will pick a plant to draw on the paper plate. The student will draw the four stages and then put a cut out other cycles. Assessments The students will be assessed with a teacher made rubric on the project. The students will be graded on clearness of drawings and following instructions.

Social Studies

3.) Identify components of various ecosystems. Example: discussing differences in soil, climate, vegetation, or wildlife

The students will identify where plants can live in the world.

The students will have a partner to research different climates in the world. They will make an argument about why the plant can or cannot live in the particular climate.

Reading

8.) Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts. Examples:

The students will write three things they learned, two questions that they have and one thing that surprised them.

The student will listen to the teacher read From Seed to Plant by Gale Gibbons. The students will take notes on vocabulary from the story, write

The students will be assessed with a teacher rubric on the argument they presented. The teacher will look at the students research, speaking skills, and argument about why a plant cant be there. The students will write a reflection on the story. They will write three things they learned, two questions that they have and one thing that surprised

Plant Life Cycle Unit

down the different steps of the life cycle, and participate in the group discussions of the text. them.

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- social studies-locating physical features on a map - science-interpreting weather data from charts and tables Interpreting the author's purpose or intent in a given text

Math

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] Example: Draw a bar graph in which each square in the bar graph might represent 5 pets.

The students will find how long the plant is during the plant life cycle on the picture graph.

The students will measure the plant on the picture graph. They will record the five plants on the graph, but they will draw the pictures of the plants for the bars instead of bars.

The students will look at a picture graph and record how tall each plant is at each measuring point.

Music

6.) Demonstrate melodic contour through creative movement. Example: using gestures or drawings to indicate upward and downward direction of melody

The students will sing a song about the plant life cycle

http://www.songsf orteaching.com/cu rriculumrocks/apla ntwillgrow.htm The students will look at the lyrics of the song and decide if its fast or slow the song is.

The students will be assessed if they understand the rhythms right after we went over the song. The groups will sing it to the teacher three at a time.

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Culminating Activity: Trace Crossings Birmingham Botanical Gardens Field Trip 3rd Grade

Teacher: Ms. Forrest Date: 2/29/13

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Schedule for the day 8:15 8: 30 9: 00 9:05-9:30 9:30 10 scale) 10- 10:30 10:35- 11:45 11:45-12:15 12:15 12:45 1:00- until dismissal Students load buses Buses leave school to botanical gardens Arrive at Birmingham Botanical Gardens Scavenger hunt around the garden Activity One (introduction and Examine a lima bean Activity Two (pollination) Activity Three (label plants) Lunch Load buses Return to Trace Review and discuss Field Trip

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Birmingham Botanical Garden Field Trip Document

Preparation In order for the student to attend, they must know the plant life cycle, importance of leaves, knowledge of seeds, and how flowers help the plant. The students will also be familiar with the special field trip rules. The teacher will go over this the previous week in school. Field trip Rules 1. 2. 3. 4. 5. 6. 7. 8. Follow Directions Listen to the speaker Be respectful to any adult figure Keep your ears open to learning Stay with your chaperone Use a buddy when you are going to the bathroom Dont be anywhere by yourself If you are lost meet in the lost student spot that your teacher tells you to meet

Safety- Emergency Plan Administering Medication The field trip coordinator will keep all of the medication, administration timing and heath forms in a binder available at all times. The coordinator will administer the students their medication at the times that they need to take it. In Event of an Accident In an event of an accident the coordinator will call parents while a teacher helps the student. The rest of the students will be taken to a safe area. If the students are walking to their next activity the chaperones will make sure that all of their students are staying within classroom groups. The chaperones will make every effort to keep the children calm and focused. If the students are moved to outside on grass area at the front of the park and they will play Dead Ants Tags Game(instructions on chaperones hand out) with each other until a staff worker comes to move them to the next activity. Injury If a child has an injury the chaperone coordinator will call the individual on the emergency contact form. The coordinator will take student to clinic, hospital, or

Plant Life Cycle Unit health room depending how serious the injury is. The teacher coordinator will do work with the emergency contact person to arrange the child being picked up. The other students will be move to an area removed from the injured student. The chaperones will go to a grassy area at the front of the park and have students conduct a scavenger hunt to find five things: 1. 2. 3. 4. Brown Leaf Insect Flower Tree with needles as leaves

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Chaperones will ensure the children stay within the designated grass area. After finding all of these things the students will come back together and discussed what they have found. If there is more time the students will do play capture the flag game outside on grass area at the front of the park. Lost parent/ Lost student The lost parent/student location will be the fountain right inside the Birmingham Botanical Gardens by the main entrance into the gardens. The student and parent will wait here until one of the chaperone or teachers comes and retrieves them. The teachers and chaperones will point this location to the students when we arrive. Management Plan For the field trip the students will wear their Trace Crossings field day shirt to the field trip with jeans and closed toe shoes. The groups will be divided in four different groups. Group 1 1. Sally Smith 2. Callie Rogers 3. William Turner 4. Albert Jones 5. Clark Smith Group 2 1. Casey Cassidy 2. Katie Worch 3. Sam Williams 4. George Smith 5. Sidney Clark Group 3

Plant Life Cycle Unit 1. Ariel Cassidy 2. Jennifer Joseph 3. Sadie Morgan 4. Francisco Bachoui 5. Regina Robinson Group 4 1. Riley McGinnis 2. Cassandra Willis 3. Quincy Cilia 4. Kyle Zimmerman 5. Tyler Powell Students not going on field trip The students that will not be going will be sent to other third grade teaches classrooms. They will do the schoolwork that the other teacher assigns. Chaperones The Chaperones will be adult family member volunteers that would like to help. The chaperones will have five students to keep in charge of (1 chaperone to 5 students). Special Rules Bus Rules 1. Use your inside voices when you are riding the bus 2. Listen to everything the bus driver says 3. Stay in your seat until you are called to get up Field trip Rules 1. 2. 3. 4. 5. 6. 7. 8. Follow Directions Listen to the speaker Be respectful to any adult figure Keep your ears open to learning Stay with your chaperone Use a buddy when you are going to the bathroom Dont be anywhere by yourself If you are lost meet in the lost student spot that your teacher tells you to meet

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Any Extra Money from field trip

Plant Life Cycle Unit The extra money from field trip will be used to pay for an end of year party for the kids. The money will go towards drinks, food, and toys for the children. Lunch and Snack Plan The students will bring their lunches and eat in the big convention room in the main building at the botanical gardens. Every student is strongly encouraged to bring a sack lunch if they want to eat on the field trip. There is a place to buy food if they forgot their lunch. Each group will sit in their chaperone groups in the big convention room. Each student and chaperone will have thirty minutes to eat his or her lunch. The students are not allowed to leave the room unless they have a buddy. Reasons to leave are to go the bathroom, have an emergency, or throwing away their trash (which is outside the door). Schedule for the day 8:15 8: 30 9: 00 9:05-9:30 9:30 10 scale) 10- 10:30 10:35- 11:45 11:45-12:15 12:15 12:45 1:00- until dismissal Communication The chaperone and teachers will have each others cell numbers and will be able reached at any time. Miss Forrests cell number will be the number you can call if any emergency happens. She will contact the chaperones to get in touch with the student. Ms Forrest (field trip coordinator) Samuel Smith (Bus Driver) Trace Crossings Office Number Chaperone Numbers Group 1: Stacy Smith Group 2: Fanny Cobb 777-888-6667 567-897-6544 404-771-7122 456-454-1212 205- 439-2700 Students load buses Buses leave school to botanical gardens Arrive at Birmingham Botanical Gardens Scavenger hunt around the garden Activity One (introduction and Examine a lima bean Activity Two (pollination) Activity Three (label plants) Lunch Load buses Return to Trace Review Field Trip

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Plant Life Cycle Unit Group 3: Robert Williams Group 4: Regina Robertson Assessment of Learning Pre Test Discussion Questions for students to write on 1. Discuss what you think happens when you cut up a seed? 2. Draw a picture of what do you think the inside of a seed looks like 3. What is a horticulturist? How do you think they help plants? At the gardens Assessment Scavenger Hunt done before the day starts at the garden 678-098-4534 434-543-5674

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Post Test 3-2-1 About the botanical gardens 3 Things you learned 1. 2. 3. 2 Things that amazed you 1. 2. 1 Thing you still have a question about 1. Journal Topic After Field Trip Discuss what happened when you cut up the plant seed at the botanical gardens.

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After writing draw a picture of what happened to the seed. What is a horticulturist? How do you think they help plants? Follow Up The students will write thank you notes to the Botanical Gardens and their chaperones during their writing time the next day. Each student will describe his or her favorite part on the trip. The thank you letters will be sent to the General Manager of the Botanical Gardens and the chaperones will have the thank you notes sent home with their student.

Plant Life Cycle Unit Chaperone Instructions Schedule for the day 8:15 8: 30 9: 00 9:05-9:30 9:30 10 scale) 10- 10:30 10:35- 11:45 11:45-12:15 12:15 12:45 1:00- until dismissal Students load buses Buses leave school to botanical gardens Arrive at Birmingham Botanical Gardens Scavenger hunt around the garden Activity One (introduction and Examine a lima bean Activity Two (pollination) Activity Three (label plants) Lunch Load buses Return to Trace Review Field Trip

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In Event of an Accident In an event of an accident the coordinator will call parents while a teacher helps the student. The rest of the students will be taken to a safe area. If the students are walking to their next activity the chaperones will make sure that all of their students are staying within classroom groups. The chaperones will make every effort to keep the children calm and focused. If the students are moved to outside on grass area at the front of the park and they will play Dead Ants Tags Game (instructions on chaperones hand out) with each other until a staff worker comes to move them to the next activity. Injury If a child has an injury the chaperone coordinator will call the individual on the emergency contact form. The coordinator will take student to clinic, hospital, or health room depending how serious the injury is. The teacher coordinator will do work with the emergency contact person to arrange the child being picked up. The other students will be move to an area removed from the injured student. The chaperones will go to a grassy area at the front of the park and have students conduct a scavenger hunt to find five things: 1. 2. 3. 4. Brown Leaf Insect Flower Tree with needles as leaves

Chaperones will ensure the children stay within the designated grass area.

Plant Life Cycle Unit After finding all of these things the students will come back together and discussed what they have found. If there is more time the students will do play the ant tag game outside on grass area at the front of the park. Lost parent/ Lost student The lost parent/student location will be the fountain right inside the Birmingham Botanical Gardens by the main entrance into the gardens. The student and parent will wait here until one of the chaperone or teachers comes and retrieves them. The teachers and chaperones will point this location to the students when we arrive. Garden Map (Emergency field- 2 and Lost student Chaperone place- 3)

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Phone Contacts Ms Forrest (field trip coordinator) Samuel Smith (Bus Driver) Trace Crossings Office Number Chaperone Numbers Group 1: Stacy Smith Group 2: Fanny Cobb Group 3: Robert Williams Group 4: Regina Robertson

404-771-7122 456-454-1212 205- 439-2700 777-888-6667 567-897-6544 678-098-4534 434-543-5674

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Rationale

Plant Life Cycle Unit Rationale Summary Page The topic I chose was chosen because of how important plants need the plants cycle. Students need to learn that cycles are important to living things. Every step is so important to the plant cycle. In second grade the students learn about the relationship of structure to function in plants, including roots, stems, leaves, and flowers. They are very familiar what the structure of a flower is. In fourth grade the students learn the difference between plants and animals in the fourth grade. The instructional strategies for this assessment were chosen because its the strategies that I chose I believe were the best ones. I believe that students should have visual and auditory learning. This will reach most students leaning methods. The assessments that I chose will help the students understand and think about the lessons that I have taught. The assessments do go with the practice. The assessments do make the students think about the lesson. The resources that I chose from the unit are teacher manuals and student textbooks. These resources really helped me with the content of my lesson. The skills that the students have to have are very important. For the Cognitive skills the students must have problem solving skills, long term memory, short term memory, logic, reasoning, auditory processing and visual processing. For the social prerequisite skill the students must be able to Communicate and maintain relationships. For the psychomotor prerequisite skills the students must hold pencil/ pen correctly, sit in chair correctly, sit appropriately on floor, and stand sill while presenting. The students will be successful in the unit if they have these skills.

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Plant Life Cycle Unit Philosophy of Education The purpose of education is to teach children different approaches to problem solving, which promote the development of critical thinking. We want them to ultimately be capable of solving problems independently. As an educator I want my students to understand that success for students is often the pleasant result of a dedicated work ethic. A complacent student may think that success will still come even if they dont give their work-dedicated effort. As a teacher I will stress that always doing your best work will promise the most success. Diversity of cultures is a wonderful fact of the American classroom. Since I grew up in a diverse community, the idea of a culture being anything but diverse is foreign to me. Therefore, I will treat every individual uniquely, and not distinguish him or her by his or her race or culture. Being from Atlanta, I have had the opportunity to work with multiple ethnicities, and I dont have a problem communicating with a diverse group. I am blessed with cousins from other countries: two Thai cousins and one Swedish cousin. They have furthered my experience in working with people who only know English as a second language. When I am teaching I will take in consideration that everyone learns differently, following their own unique path. As teacher I will use visual and auditory learning. I am hoping that this will reach most students leaning methods. Will try to work with students one on one if they do not understand the material. I want every student to understand the material I am teaching. My goal is to teach people, not fail them. My belief about childrens learning is that they need to be interested to grasp what the teacher is teaching. I believe in the philosophy of Progressivism. I believe that personalized instruction will help the students learn better. I will have a lot of learning by doing projects. My curriculum will have a lot problem solving because I believe that students do a lot better if they learn to solve problems on their own. My classroom will be a participatory classroom. Many of my activities will be group activities: projects promoting critical thinking requiring decision-making. Each child will have my evaluation and feedback. I will monitor students progress and contact parents if there are any issues. My favorite quality about progressivism is that a lot of the time the students go outside of the classroom to learn things. This makes them more familiar with the world we live in. A progressive classroom is designed for an individualized learning experience. It allows students to learn about subjects that interest them. I will work with the students that require help. As a teacher I will have many goals for my students. I am a goal-oriented person and I know that I have accomplished something when I made my goals. Every day in class, I will teach the lessons that I want them to learn. After the lesson is taught I will give the students options on how to accomplish the task. By allowing them to have control of the task they pick, I encourage them to enjoy the task. I will expect only the best from my students. To encourage perfection, I will initially give them an opportunity to improve their unsatisfactory work in order to encourage them to work to my high standards as the year progresses. Global awareness is very important to me. I feel that every child should know about the world we live in. To encourage it, I will use the Mrs. Sally and the Big

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Plant Life Cycle Unit Red Bus technique. We will talk about the places that she is going, and they will become more globally aware. My geography lessons will meet the standards that the state requires for geography. When I am a teacher I am going to be involved in the community. I will be part of the PTA and student clubs. As for the parents, I will encourage a dialogue with them in whatever manner is best for reaching them. I want them have a relationship with me that allows them to be aware of issues with their student and them to be involved in their childs education. I am very excited to be a teacher.

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Resources and Materials

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Resources and Materials Summary Page The materials that I used for the unit were books, pictures, PowerPoint, Bicycle,
Day 1 Day 2 Day 3 Day 4 Day 5

Prezi , ipad, ipods, computers, lined paper, and charts. The materials that used to practice the new skills content was computers, ipads, lined paper, and worksheets. I incorporated technology in the lesson that the students research about the life cycle. I also use technology to show students pictures and teach my lesson. In music the students will use technology to look at different rhythms to decide what rhythm goes with the song. They will decide out of four. It Art the students will look at different plant drawings to see what plant they want to draw the cycle for. In the lesson the student will draw the plant life cycle. The written materials are all included all of the written material for the unit.

Plant Life Cycle Unit

Resources Bell, M. J., DiSpezio, Bell, M. J., DiSpezio, M. M. A., Frank, M., A., Frank, M., Krockover, G. H., & Krockover, G. H., & McLeod, J. C. McLeod, J. C. (2006). (2006). Science (pp. Science (pp. 28-124). 28-124). Orlando, Orlando, FL: Harcourt FL: Harcourt School School Publishers. Publishers. Cooney, D., Cummins, Cooney, D., D., Flood, D., Foots, B., Cummins, D., Flood, Key, D. G., Goldston, D. D., Foots, B., Key, D. M., & Lapp, D. (2007). G., Goldston, D. M., Scott Foresman Science & Lapp, D. (2007). (pp. 2-32). Glenview, IL: Scott Foresman Person Scott Foresman. Science (pp. 2-32). Glenview, IL: Person Scott Foresman. Bell, M. J., Bell, M. J., DiSpezio, M. DiSpezio, M. A., A., Frank, M., Krockover, Frank, M., G. H., & McLeod, J. C. Krockover, G. H., & (2006). Science (pp. 28McLeod, J. C. 124). Orlando, FL: (2006). Science Harcourt School (pp. 28-124). Publishers Orlando, FL: Model about the Harcourt School elements of plants Publishers Pencils Projector Computers / ipads / PowerPoint ipods Life Cycle cards Assessment Notes page worksheet Pencils Lined paper Bicycle (http://www.mont essoriforeveryone. com/Life-Cycle-ofa-Frog-CardsQuiz_p_183.html) Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science (pp. 28124). Orlando, FL: Harcourt School Publishers. Cooney, D., Cummins, D., Flood, D., Foots, B., Key, D. G., Goldston, D. M., & Lapp, D. (2007). Scott Foresman Science (pp. 232). Glenview, IL: Person Scott Foresman. Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science (pp. 28124). Orlando, FL: Harcourt School Publishers. Cooney, D., Cummins, D., Flood, D., Foots, B., Key, D. G., Goldston, D. M., & Lapp, D. (2007). Scott Foresman Science (pp. 232). Glenview, IL: Person Scott Foresman.

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Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science (pp. 28-124). Orlando, FL: Harcourt School Publishers. Cooney, D., Cummins, D., Flood, D., Foots, B., Key, D. G., Goldston, D. M., & Lapp, D. (2007). Scott Foresman Science (pp. 2-32). Glenview, IL: Person Scott Foresman.

Materials

Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science (pp. 28-124). Orlando, FL: Harcourt School Publishers Promethean board Life cycle document Life cycle game (game cards and dice) Notes Page Plant Cycle Sequencing Chart

Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science (pp. 28-124). Orlando, FL: Harcourt School Publishers Computers ( 5 at the least) Projector Prezi The life cycle of Sally the seed by Katherine Forrest Plant Cycle Sequencing Chart

Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science (pp. 28124). Orlando, FL: Harcourt School Publishers Plant Life Cycle by Julie K. Lundgren Lined Paper Whiteboard or butcher paper

Resources and Materials Chart

Additional Resources

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http://lets-explore.net/blog/2011/05/paper-plate-life-cycle-spinners/ http://www.readwritethink.org/classroom-resources/lesson-plans/teachingscience-through-picture-31.html?tab=4#tabs http://www.brainpopjr.com/science/plants/plantlifecycle/preview.weml http://www.dillydabblesdoodles.com/store/ http://www.theclassroomcreative.com/2013/04/24/plant-life-cycle-unit-ideasactivities/ http://www.kleinspiration.com/2012/06/sprout-labs-fun-science-apps-forsummer.html http://www.teacherspayteachers.com/Product/Plant-Life-Cycle-Emergent-ReaderFreebie http://www.ehow.co.uk/about_6382324_plant-life-cycle-kids.html http://ronypony.blogspot.com/2010/11/hebrew-science-animals-copywork.html http://sciencewithme.com/learn-about-pollination/

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References

Plant Life Cycle Unit References Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science (pp. 28-124). Orlando, FL: Harcourt School Publishers. Bell, M. J., DiSpezio, M. A., Frank, M., Krockover, G. H., & McLeod, J. C. (2006). Science Teachers Edition (pp. 28-124). Orlando, FL: Harcourt School Publishers. Cooney, D., Cummins, D., Flood, D., Foots, B., Key, D. G., Goldston, D. M., & Lapp, D. (2007). Scott Foresman Science (pp. 2-32). Glenview, IL: Person Scott Foresman. Cooney, D., Cummins, D., Flood, D., Foots, B., Key, D. G., Goldston, D. M., & Lapp, D. (2007). Scott Foresman Science Teachers Editon (pp. 2-32). Glenview, IL: Person Scott Foresman.

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