Ashley Komorowski

Unit Plan: Plants and Seeds (3rd grade)

Day 1: a. Learning Targets: *I can say the lifecycle of how to flower plants which include pollination, fertilization, seed production, seed dispersal, and germination. *I know that flowering plants reproduce. b. Supplies: Data collection sheet, pencil c. Anticipatory Set: Read Magic School Bus Plants Seeds as an opening activity. As I read I want the students to think about the different parts of a flower and the life cycle of flowering. d. Procedures/ Directions/ Explanations: At the end of the reading I will ask the students what are some different parts of plants that they heard about. While they are giving me answers I will write down all of these on the board. I will also ask the students what are some ways seeds travel. As they are telling me these answers I will write them down. When the students have given me ways seeds travel, we will define what the terms mean and what their function is. e. Students will go to their plant (the seeds will already be planted for them) and they will record the height of the plant (from the roots to the very top of the plant). They will record this information on their data collection sheet. We will come back together and label the parts of a plant that I have drawn on the board and discuss again what their functions are. f. Evaluative/ Assessment Component: At the end of the class period, as an exit slip, I will have the students give me 3 different ways that seeds travel.

Day 2: a. Learning Targets: *I know plants need a healthy stem, roots, and leaves to grow well. *Plants need light and water for healthy growth.

b. Materials: Data collection sheets, pencil c. Anticipatory Set: Students will brainstorm what they think seeds need in order to grow. d. Procedures/Directions/Explanations: After the students have brainstormed what they think seeds need in order to grow, I will have students go up to the board and write down some of their ideas. This will lead into a discussion about seeds needing rich soil, light, and water in order for the plant to grow healthy. *What can happen to a plant if it doesnt get enough light? -Will not be able to make food -Do not develop green coloration *What can happen to a plant if it doesnt get enough water? -Not enough water will cause the plant to wilt or die -Too much water will cause the plant to rot, which also kills the plant e. Closure: Students will now measure and observe their plant. They will measure the height of the plant in centimeters. We will then review what conditions makes plants grow the best. f. Evaluative/Assessment Component: I will have the students write me a short paragraph explaining what the ideal conditions would be if they wanted to plant their own garden.

Day 3: a. Learning Targets: *I can name different types of plant parts that can provide food for humans. b. Materials Needed: Data collection sheets, pencil c. Anticipatory set: Students will work with a partner and fill out the chart that they are given with plant parts listed. They will name things that they eat, that include a plant part. For examples we eat broccoli, which is the part of a flower.

Flowers Broccoli Fruit Tomato

Stems Celery Asparagus

Leaves Spinach Mint Lettuce

Roots Onions Potato Carrot

Seeds Sunflower Seeds Green Beans Lima Beans Peas

d. Procedures/Directions/Explanations: After the students have made some guesses as to what can go into the 5 different categories I will have them give me some of their answers. If students are putting things in the wrong category then we will discuss where the food would go. I will also tell the students that many of the food items that are being brought up are fruits and vegetables. In partners the students will research 2 more foods that can be added to the list. e. Closure: Students will go and observe their plant and measure the plant in centimeters. They will write the measurement on their Data Collection Sheet. At the end of the lesson we will discuss some of the other foods the students have researched. f. Evaluative/ Assessment Component: From the research I will know whether or not the students understand what plant parts you can eat by whether or not they placed the foods in the correct category. (Informal Assessment)

Day 4: a. Learning Targets: *I can accurately plot data that I have collected and make inferences about my data b. Materials Needed: Data collection sheet, pencil, coloring materials, graph paper c. Anticipatory Set: Brainstorm with students on graphing *What makes a good graph? *How do we know what to put on the horizontal and vertical line?

d. Procedures/Directions/Explanations: I will have an example of a set of data that I will show the students. I will model how I will plot my data. The students will then begin to plot their data. At each height they will draw what their seeds/plants looked like by using their coloring materials. The students will then write about ways they could have made their plant grow even faster. e. Closure: The students will compare and contrast their graphs with their classmates. How are they alike? How are they different? What are other experiments that we could do to test plant growth. f. Evaluative/ Assessment Component: The students graphs and data sheets will be their assessment.

Final Research Assessment Options 1. Draw the plant life cycle and explain what is happening during the stages. Each picture should be labeled and the function of each part of the plant. 2. Build a diagram of a flower and label the parts of the flower and its functions. 3. Write a letter to your grandma who wants to start gardening. Explain to her what resources she needs in order to keep her garden alive. Then explain the different ways that the seeds from her plants can travel. All of the vocabulary words that you use should include a definition incase grandma does not know what the word means.