Grade One French Immersion:

Parts of the Plant Activity

B & A with Differentiated Instruction
Reading about differentiated instruction in Art, I came across a blog by Amanda Koonlaba “Art is More
Than Just Added Flavor: Differentiated Instruction with Multiple Art Forms,” (2015). In it Koonlaba
describes teaching to students’ multiple intelligences, interests and abilities by integrating arts into the
curriculum. She provides a Grade One example of the final “Product” or presentation of learning in a
Science Unit on Parts of the Plant, where students were put into groups based on how they wanted to
present the lifecycle of the plant. In groups they wrote about the lifecycle using appropriate vocabulary
then one group chose visual art to make a collage, another chose to write a short song and a third group
used drama to act out the cycle of the plant. She found this to be a very successful activity, based on the
fact that she had pre-taught these varied art forms throughout the year, so students were already
comfortable using them and knew which ones would interest them and enable them to be successful.

Reading this article reminded me of when I taught Kindergarten and Grade One and covered similar
material. I always tried to provide multiple means of access to the subject matter, but everyone
completed the same activities. I never thought of breaking them into groups based on interest levels or
abilities (except in reading). Unfortunately, most of my units and examples are at school, but here is a
sample of some of the activities we would do:

Vocabulary: Sight words for spring, plant parts and tools were read and identified with whole group.
Students would read words, cut and colour pictures, match and copy. Some students would need visual
supports on board in order to read and match the picture.

Way to differentiate further:

• Some students would be able to draw their own drawings or could be challenged to write a
sentence about the vocabulary word.
• Other students may need actions to remember words or for an activity break during the group
lesson.
• Matching game could be used for vocabulary words as a station or center.

Science Experiment: Plant bean seed in ziplock bag, hang on window and watch/record how it grows in
journals. Students wrote and/or drew their observations.

Way to differentiate further:

• Students could work together in pairs or groups to discuss and compare their observations.
• Students could use ipads to document growth and write important notes and observations and
could use voice to text software if needed.
Art: Students made a collage with varied materials to show the parts of a plant.

Student Samples of Collages

Ways to differentiate further:

 • While this was an interesting and fun activity for most, some may have preferred just drawing
their diagrams and/or writing about the varied parts.
• Could also ask them to label their drawings or provide a short description of the parts and their
roles in the growth of a plant depending on their abilities.
• Could also have them present their art and describe orally or present in pairs and record with
ipads.

Nature Walk: Students were taken outside to explore and look for/discuss plants in their environment
with a lot of Teacher Talking.

Ways to differentiate further:

• Students could be divided into groups where one writes, one draws and one takes pictures to
observe and record plants around them, similar features, vocabulary etc.
• Students could choose roles according to preference and/or take turns so everyone gets a chance
to record in the different ways.
• Observations could be put together in the form of a presentation of learning.

Example of a final assessment for K taken from www.crapouilleries.net. My Grade One assessment (at
school) was a story sequence of the growth of the bean seed, where they wrote below the steps
involved with the parts of the plant included. Sight words were on the board for reference if needed.

www.crapouilleries.net
In keeping with the “Grade One Science: BC’s New Curriculum”, (BC Ministry of Education 2016+) here
are some of the objectives covered with this unit. Retrieved from https://curriculum.gov.bc.ca

Curricular Competencies:

Students are expected to be able to do the following:

Questioning and predicting

• Observe objects and events in familiar contexts

• Ask questions about familiar objects and events
• Make simple predictions about familiar objects and events

Planning and conducting

• Make and record observations

Processing and analyzing data and information

• Experience and interpret the local environment

• Sort and classify data and information using drawings, pictographs and provided tables
• Compare observations with predictions through discussion

Evaluating

• Compare observations with those of others

Communicating

• Communicate observations and ideas using oral or written language, drawing, or role-play

Content:

Students are expected to know the following:

• Classification of living and non-living things

• Names of local plants (and animals)
• Structural features of living things in the local environment
• Local First Peoples knowledge of the local landscape, plants (and animals)

Francais langue seconde-immersion 1

Big Ideas:

• Communicating in French fosters a sense of belonging to the Francophone community.

• As our vocabulary increases, so does our ability to make ourselves understood
• Our ability to communicate in a new language improves as we take risks in that language
Arts Education 1:

Big Ideas:

• People create art to express who they are as individuals and community
• Engagement in the arts creates opportunities for inquiry through purposeful play
• Dance, drama, music and visual arts express meaning in unique ways
• People connect to others and share ideas through the arts

Through a variety of experiences and activities students are able to learn the content at their level, with
their interests and learning styles in consideration. While it is important to provide lots of ways to access
the material, students should be able to demonstrate their understanding in a way that is most
meaningful to them. Teachers must get to know their students, what interests and engages them and
what they feel successful at in order to plan accordingly. Teachers use formative assessment throughout
the learning process to guide further learning. In French Immersion it is very important to provide
students with the vocabulary to communicate their understanding and lots of opportunities to practice.
Through group work activities they are given the opportunity to engage with others and to discuss and
utilize the vocabulary being taught. Lack of vocabulary and proficiency is taken into consideration with
the level of difficulty of an activity. As such, I don’t think that my grade one students would be ready to
write a song to demonstrate their learning at this point.

In a typical Grade One French Immersion class you have a wide range of levels and abilities. Some are
oral and proficient and can present orally or write lengthy stories and explanations. Others can only
express themselves in short words or phrases both orally or written. Some can communicate orally, but
have difficulty putting it on paper. Others are wiggly and need to be moving or engaged in tactile
activities in order to learn and stay focused. Some are artistic, while others are tech-savvy. Some have
learning challenges that haven’t been diagnosed yet and require constant one-on-one support or peer
assistance. Lessons must be geared to teach the whole group. Here is a sample of a final lesson,
assessment of students learning in the Plant unit. (Having done lots of vocabulary work, observations,
nature walk, science experiments etc. before hand).

Final Lesson: Presentation and Assessment of Learning

Warm-Up: Sing “Nous sommes tous comme les fleurs,” song by Charlotte Diamond (2001) with actions
on carpet to get students up, moving and engaged (2mins)

Vocabulary Review: Have students come up and match words to picture of vocabulary cards on board
and describe part and use/importance/sequence in order (5 mins) ie. racine-picture of roots, tige-stem
etc.

Activity: Explain/Provide Stations for students to choose how they would like to demonstrate their
learning of parts of a plant and their life cycle based on their interests and abilities.
 1. Drama Station: Students write and act out the sequence of the plant life cycle. Together they
will write out the script to their play/scene using known vocabulary and then act out,
(Koonlaba, 2015).
2. Art Station: Students work together or individually to make a collage/diagram of the parts of
the plant with explanation as to the steps and definition of each part, (Koonlaba, 2015).
Definitions can be written or presented/recorded orally.
3. Writing Station: Students can work together or individually to make a comic or short story
depicting the life of a plant and its parts. One student may write, while the other draws, or they
can divide steps and pages amongst them.
4. Tech Station: Students use ipads to photograph, record or draw using “KidPix” the steps with
explanation either typed or by using Voice to text software. Present to the class in form of slide
show or presentation.

Assessment: Students will be assessed on their ability to describe the parts of the plant and their life
cycle as well as their ability to use the known French vocabulary in the different mediums provided
either orally and/or written. Teachers will observe while they are working together, interview students
as needed, observe and record presentations or consult one-on one as needed.

Self-Assessment will be used to reflect on:

• how they felt they worked as a group,

• what contributions they made to the whole project,
• what they learned from working together,
• why they chose the medium they chose and
• would they choose the same activity next time and why?

BC Ministry of Education (2019). BC’s New Curriculum. Retrieved from: https://curriculum.gov.bc.ca

Diamond, C. (2001). Nous Sommes Tous Comme Les Fleurs. CD. Retrieved from:
https://charlottediamond.com/shop/french-cds/nous-sommes-tous-comme-les-fleurs-cd/

Koonlaba, A. (2015). Art is More Than Just Added Flavor: Differentiated Instruction with Multiple Art
Forms. Retrieved from: http://inservice.ascd.org/art-is-more-than-just-added-flavor-differentiated-
instruction-with-multiple-art-forms/

Soft112 (2019). KidPix Game. Retrieved from https://kid-pix.soft112.com/