Life Science: Plant Growth And Changes Grade 3 Unit Plan
Life Science: Plant Growth and ChangesGrade 3Unit PlanNatasha BoutilierDaniel TurgeonMeghan HigginsNovember 28, 2012
Table of ContentsIntroductionUnit Overview . . .4Unit Timeline . . .5Concept Map (Unit Specific) . . . .7Concept Map (Cross-Curricular) . .8Cross-Curricular Outcomes . .9LessonsLesson 1: All About Seeds and Conditions for PlantGrowth . 11Lesson 2: Grow Bean Grow! .16Lesson 3: Importance of Plants . .21Unit Assessment Rubric .25AppendicesAppendix A: Seeds Sorting Organizer . . 27Appendix B: How Well Is Your Plant Growing?.28Appendix C: Light and Plants Activity Sheet .29Appendix D: Nature Walk Activity Sheet .30ConclusionConclusion . .32Other ResourcesAdditional Resources to Support Unit . .34ReferencesReferences .362
Introduction3
OverviewThe plant growth and changes unit will introduce students to concepts about how plantsgrow, what they need to grow, and the many interesting uses of plants in our society.Students will participate individually as well as in groups to explore these plant concepts.The unit was chosen for grade three students to raise awareness of the importance ofplants to their environment and the sustainability for the future. This will also be afoundation for when they are introduced to the habitats and communities unit in gradefour. The following lessons will be included within the unit (the three developed lessonsare in italics): All About Seeds and Conditions for Plant Growth- Sorting seeds-Conditions for plant growthGrow Bean Grow!-Planting seeds-Observation of plant growthImportance of PlantsLife Cycle of a PlantParts of a Flowering PlantParts of a Non-Flowering PlantThis unit begins with an inquiry focus, which will help students make observations andpredictions about the life cycles of plants. The unit will then transition into atechnological focus, as students will learn the use of plants in their communities and theirimportance to humans.Following a constructivist methodology, students will focus on prior knowledge andunderstanding while working in group and individual settings. Students will draw on theimportance of group discussion, and respecting the opinions of their peers. Activities willrequire students to work hands on and use multiple learning styles, as teachers willprovide inclusive practices throughout.A science journal will be used throughout the plant growth and changes unit. Studentswill be encouraged to record observations and questions, through written and illustratedresponses. Students will include all completed worksheets within the science journal. Thescience journal, completed projects/assignments, along with teacher observations will beused as part of the assessment process throughout the unit.The plant growth and changes unit will take approximately 8 weeks to complete. Studentswill participate in science class three times a week, at 45 minutes each class. Theexception will be for extended lessons and the field trip.4
Unit Time LineThis is the outline for all developed and undeveloped lesson plans for the suggested timeline. Outcomes and suggested activities are included.Please note that fully developed lesson plans are bolded.Week 1Outcome Facilitated: Place seeds in groups accordingto one or more attributes (2022)Week 2Outcome Facilitated:Dan’s Outcome Identify, investigate, andsuggest explanation for lifeneeds of plants and describehow plants are affected byconditions in which they grow. Question and record relevantobservations and measurementswhile investigating variousgrowing conditions for plants(200-1, 201-5, 202-4)Week 3Outcome Facilitated: Describe and respond to ways inwhich plants are important toliving things and theenvironment and how thesupply of useful plants isreplenished (102-12, 102-13,203-5) Question and record relevantobservations and measurementswhile investigating variousgrowing conditions for plants(200-1, 201-5, 202-4)Week 4Outcome Facilitated: Describe and respond to ways inwhich plants are important toliving things and theenvironment and how thesupply of useful plants isreplenished (102-12, 102-13,203-5)Science Class 1:SortingSeeds/Conditions forPlant GrowthScience Class 2:Create a site chartusing tagxedo for theconditions for plantgrowthScience Class 3:Song & Drawingsconsideration whenplanting seeds such asamount of water, typeof soil, light,temperature, wind, andinclusion of weedsPlanting Seeds (inclass project)Introduction ofMeasurement Chart&Taking first measurementof (class project)Measuring Plants andtalking aboutobservations (in-classproject)&Preparing for naturewalk (what to look for)Nature WalkDiscussion about the walk&drawing (what plant thatstood out for studentswhile out on nature walk)Measuring Plants andtalking aboutobservations (in-classproject)&Refer to various plantsmainly found on farms(the main focus isvegetables) inField Trip to Ross Farm(not only students are going to be involved inlearning traditional ways of living, but also on theimportance of what grows on farm to supplementthe needs of people)5
Question and record relevantobservations and measurementswhile investigating variousgrowing conditions for plants(200-1, 201-5, 202-4)Week 5Outcome Facilitated: Describe and respond to ways inwhich plants are important toliving things and theenvironment and how thesupply of useful plants isreplenished (102-12, 102-13,203-5) Question and record relevantobservations and measurementswhile investigating variousgrowing conditions for plants(200-1, 201-5, 202-4)Week 6Outcome Facilitated: Observe and describe changesthat occur through the life cycleof a flowering plant (100-30) Observe, describe and measure,using written language, picturesand charts, changes that occurthrough the life cycle of aflowing plant (201-3, 203-3,202-4)Week 7Outcome Facilitated: Identify and describe parts ofplants and their general function(100-28) Question and record relevantobservations and measurementswhile investigating variousgrowing conditions for plants(200-1, 201-5, 202-4)Week 8Outcome Facilitated: Question and record relevantobservations and measurementswhile investigating variousgrowing conditions for plants(200-1, 201-5, 202-4)preparation to field tripDiscussion about thefield trip (emphasizedon what studentsexperienced andinterests) & Drawingvarious plants found atRoss DarmMeasuring Plants andtalking aboutobservations (in-classproject)&Refer to Artful SeedThe Artful SeedMay need to be taught overtwo classesMeasuring Plants andtalking aboutobservations (in-classproject)&focusing on theflowers found atPublic GardenHalifax PublicGardensA Flowering PlantParts of a Flowering PlantMeasuring Plants andtalking aboutobservations (in-classproject)&Instructions forresearch andpresentation formatResearch methods(how to researchplants) on the web,manual, or a magazine(basically, providestudents with goodresources for theirresearches inpreparation of theirpresentation)Graphing Activity&Students will comparetheir project withclassmates and write intheir science logParts of a plant (keycomponents of a plant thatare important for survival)Measuring Plants andtalking aboutobservations (Lastmeasurement for thein-class project)&Prepare forpresentationsResearch Presentations(2-3 minutes each)/WrapUp6
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Cross-Curriculum OutcomesLanguage Arts 1.1 describe, share, and discuss thoughts, feelings, and experiences and considerothers’ ideas1.4 listen critically to others’ ideas and opinions2.1 participate in conversation, small-group and whole-group discussion,understanding when to speak and when to listen6.1 make personal connections to texts and describe, share, and discuss theirreactions and emotions8.1 use writing and other forms of representing10.1 experiment with a range of prewriting, drafting, revising, editing,proofreading, and presentation strategies10.5 select, organize, and combine relevant information, with assistance, from atleast two sources, without copying verbatim, to construct and communicatemeaningMusic 3.2.1 describe music they encounter in their school, at home, and in thecommunity, and the variety of purposes for which it is used5.2.1 explore connections between music and other arts disciplinesMath D1 Estimate and measure length in meters, decimeters and centimetersF1 select appropriate strategies for collecting, recording, organizing anddescribing relevant dataF3 create bar graphs using simple scalesF4 Implement plans with respect to the collection of dataVisual Arts 1.1 express through art marking personal feelings, ideas, and understandings3.4 explore images using technology6.1 demonstrate sensitivity towards the natural and built environment9
Lessons10
All About Seeds and Conditions for Plant GrowthGrade level: ThreeUnit: Life Science: Plant Growth and ChangesTime Estimated for Lesson: 45 minutes Initial Introduction: 15 minutesActivity: approximately 15 minutesClosing: approximately 15 minutesOutcomes Facilitated: Place seeds in groups according to one or more attributes (202-2)Question and record relevant observations and measurements while investigatingvarious growing conditions for plants (200-1, 201-5, 202-4) (this outcome is notgoing to be met, it will just be introduced)Be open-minded in their explorations (405)Willingly observe, question, and explore (401)Work with others in exploring and investigating (406)Objectives: Students will be able to sort seeds using one or more attributes.Students will be able to describe the various attributes of their seeds.Students will be encouraged to ask questions to try to further a sense of wonder.Students will collaborate with their peers.Students will share their ideas and provide reasoning about their sorting methodswith their peers through drawings along with oral and written communication.Students will be able to identify the conditions needed for plant growthMaterials Needed: Various types of seeds (these can either be brought in by the students or by theteacher)Sorting ringScience journalRecording sheetCrayonsPencils11
Procedure:a) Science Literacy focus This part of the unit is an inquiry-based lesson based on investigation,observations and predictions.b) Introduction As a whole class talk about plants and seeds. Give the children theopportunity to share with each other the different types of seeds they haveseen or perhaps have planted. Discuss with the students what they think isthe purpose(s) of seeds. Collaborate with the students about the different ways they could sort theirseeds. For example color, size, texture, smell, etc.c) Activity: Before beginning the activity provide the students with a brief explanationof expectations of the activity. Divide students into groups of 4-5. Give each group of students a variety of seeds to sort and sorting ring. Have each group sort their seeds. Have students draw the seeds and write a description beside the drawing intheir science journals. Remind students that their descriptions shouldinclude properties of the seeds such as the texture, color, size, smell,shape, etc. Have each group explain their sorting rule(s). Discuss with the students what conditions are needed for seed and plantgrowth.d) Productive Questions: Have you every planted seeds? What do some or all of the seeds have in common? How do the sizes of the seeds vary? What types of plants do you think the seeds might come from? What are some of the factors that might affect the growth of plants? How much water do plants need? Will a plant grow better if watered once or twice a week? Will a plant grow better in the sunlight or darkness? How do we as human help plants to grow?e) Closure: Have one student from each table gather the seeds that were used for theirinvestigation.12
Using their science journals, have the children write an entry about theirpredictions and any further questions they might have. To get them started,use the following sentences: “I would like to find out if can make myplant grow faster. I predict that .” In closing, read the book “Being a Plant Scientist.” (Big Book) (13352)This story will help reinforce the conditions needed for growing plants.Assessment:Observe and listen to students’ conversations and look for connections related tooutcomes. Ask students to describe the differences between the varieties of seeds theyhave been given. While students are working on their sorting activity walk around theclassroom and ask some of the productive questions. Students’ responses can be recordedalong with the name for future assessment. Observe students’ drawing and written workon their seeds sorting organizer to make sure that included some of the characteristics thatwere discussed in the lesson. Have students place this organizer in their science journal.STSE Connections/ Community Connections:Plants are all around us and play a very important part in our lives. The following aresome examples which grade three students may relate to:o Think about the types of fruit and vegetables that people can grow on farmsand at homeo Types of plants that they see in their surroundingso Plants help us breatho Plants help remove carbon dioxideo Different types of plants that are around uso Indoor plants and outdoor plantsExtensions/Additional Activities: Using the key ideas from the students. The teacher will create a site chart usingthe program tagxedo. (www.tagxedo.com) The teacher will place the chart in theclass as a reminder throughtout this unit about plant growth conditions. This willact as an introduction for the next science class, which is planting their seeds.Watch a video on plants growth. Where do plants come from? 15 mins (23336) orWhat Makes a Plant a Plant? 15 mins (23337)Students will listen to the song “Plants and Animals” by Jennifer Fixman. Whilethey are listening to the song students will be asked to draw a picture in theirscience journals of something that comes to mind when listening to the song.13
Plants and AnimalsJennifer FixmanFrom a mountain to a river to the ocean to a stream,From a desert to a marsh to almost any place I’ve seen,If it’s wet or if it’s dry, hot or cold, high or low,You’ll find plants and animals wherever you go.There are plants and animals,There are plants and animals,There are plants and animalsInhabiting the earth.From the grass to a flower to some moss to a treeMost plants stay rooted and never ever leave.From a rabbit to a dolphin to a kitten to a hound,Most animals you see like to move around.There are plants and animals,There are plants and animals,There are plants and animalsInhabiting the earth.Plant roots take minerals and water from the soil. Then they goUp the plant’s stem to help the plant to grow.Green leaves use the sunlight for energy,While animals get energy from the food they eat.There are plants and animals,There are plants and animals,There are plants and animalsInhabiting the earth.Sometimes animals help plants, like when birds spread their seeds.A tree might help a bird who builds a nest in its leaves.Animals compete for food while plants compete for sunlight.That’s just how they live; it’s not wrong or right.There are plants and animals,There are plants and animals,There are plants and animalsInhabiting the earth.14
Modifications:Ensure that special needs children understand the activity. Have the child paraphrase thedirections back to the teacher to ensure understanding. Allow students to work inpartners.15
Grow Bean Grow!Grade level: 3Unit: Life Science: Plant Growth and ChangesTime Estimated for Lesson: 90 minutes or (2 periods of 45 minutes).o The growth and overall observations of the growing bean will occur over the 8week period set for this unit. Initial Introduction:25 minutesActivity: approximately 55 minutesClosing: approximately 10 minutesOutcomes Facilitated: Identify, investigate, and suggest explanations for life needs of plants anddescribe how plants are affected by conditions in which they grow (100-29)Make predictions, based on an observed pattern (200-3)Make and record relevant observations and measurements, using writtenlanguage, pictures, and charts (201-5)Construct and label concrete-object graphs, pictographs, or bar graphs (202-4)Objectives: Students will be able to identify some of the conditions needed for plant growth,but mainly on the importance of light “fair test” during the growing process.Students will be able to plant seeds and observe the growth of the plant over along period (approx. 8 weeks).Students will have the opportunity to explore, compare, observe and interact withclassmates during the investigation.Students will have the opportunity to make weekly predictions on the growth oftheir plants.Students will describe the results and draw pictures to illustrate their plants.Materials Needed: Empty clear CD cases (students will be asked to look around their home forunused cases, or by the teacher)BeansSoilBristol board16
Recording sheetScience journalPencilsRulersColor pencils or crayonsProcedure:a) Science Literacy focus: This part of the unit is an inquiry-based lesson based on investigation,observations and predictions.b) Introduction: As a class discussion, ask students what would be some conditions neededfor the growth of plants. Brainstorm everything they know about theconditions: temperature, light, water, wind, type of soil, and the inclusionof weeds. Children can draw plants growing in different elements statedabove. Show pictures of a number of plants that grow in various climates, forexample, cactus (hot climate) or berry bushes (cold climate). After discussion, teacher will indicate that light is a very important factorduring the growth of a plant, and that each student will have theopportunity to observe and monitor the growth of bean seeds during an inclass project using CD cases, soil, and bean seeds. Inform students thatone plant will be place where lighting is constant and the other plantwithout light.c) Activity: Before passing out CD cases, soils, and beans, review what they areexpected to do during the activity. Remind students that the items are not to be thrown in the class or atanother person in the room, and that once the beans have been planted inthe CD cases, it has to be handle with care. Give each student 2 CD cases, soil, and beans to plant individually in eachcase (Ensure the name of students are placed on each case). Students will open one CD case and apply some soil, and plant one beaninside the case. Once the planting is completed, firmly close the CD case.Repeat the same steps for the other CD case. Once the bean has been planted in the CD cases, have students placingone case where light is constant (such as a window ledge) and the otherCD Case will be placed in a dark area, where light is very limited (such ascupboards). Have students drawing what they predict their plants will look like in 8weeks.17
Have students create their bar graphs, which will represent the growththroughout the process (ensure that they labeled their names on eachgraph). As per the example attached to this document “Example for bargraph chart,” have the chart on the Smart Board as guidance for thestudents.Each week, students will accordingly observe, measure in (millimeter orcentimeter), plot, and predict the growth of their plants on the bar graphchart hung on the back wall.d) Productive Questions: Looking at your chart, can you tell me how much longer your plant grewsince last week? Do you think that light is a real factor during the growth of a plant? Will your plant (bean) grow in very cold weather? How about in a dryclimate such as the desert? Why do you think that your bean plant on the window ledge is growingbetter than the one kept in the cupboards? What will happen if you fill the CD case with mostly water? Can you predict how long your p
science journal, completed projects/assignments, along with teacher observations will be used as part of the assessment process throughout the unit. The plant growth and changes unit will take approximately 8 weeks to complete. Students will participate in science class three times a week, at 45 minutes each class. The
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