The Secret Life of Plants

A Unit of Discovery and Learning

Michelle Kearsley and Katie Crowley

Dr. Conte ACB
Spring 2018
 Table of Contents

Overview and Rationale..……………………………….Tab

Visual Representation(s).............................................Tab

Learning Environment…………………...……………...Tab

Unit Goals and Essential Questions………….....…….Tab 4

Lesson Plans…...………………………………………..Tab 5

Content...………………………………………………....Tab

Culminating Activity……………………………………...Tab

Resources……………………………………………......Tab

8
Home/School/Community Connection………………...Tab

Appendix…..…………………………………………...….Tab

10

Overview and Rationale

During the 2018 spring semester of Advanced Core Block at The College of New
Jersey, Ms. Kearsley and Ms. Crowley planned a science unit on plants. This unit was
designed for Ms. Bagley’s third grade class at Edgewood Elementary School in Yardley,
PA. The unit will cover the following topics: parts of a flower, parts of a seed, the
environment of a plant, the role of bees, seed dispersal, and plants native to Pennsylvania.
The unit will be completed in two phases: the first is the acquisition of information and
the second is the subsequent application of that knowledge, completed through research.
The unit will be taught over a two week period during daily forty-five minute class periods.
Each student will be given a packet that includes necessary materials for the unit
and their daily journal entries. Each student will wear a “scientist” name tag and will wear
their name tags at the beginning of each lesson. This is to symbolize that the students are
fully immersed into the science lesson and that they understand their role in the
classroom and learning experience.
 At the start of the unit, the students will be planting fast plants. Throughout the
unit, the students will be taking daily measurements, observations, and drawing of the
progress and growth of their plants. This information will be formatted in a standard
‘Observation Chart’ that will be found in their journals. They will make these observations
every day of the unit. On the first day, the teachers will assess the student’s prior
knowledge of plants. The students will complete a word search containing the vocabulary
of the entire unit and the teachers will assess their familiarity with the terminology and
their comfort levels with the concepts.
The unit is interdisciplinary throughout its entirety. It integrates other subjects
within the unit such as Mathematics, Language Arts, Social Studies, and the Arts. The
students will be listening to songs and drawing observations of their plants which
integrates the Arts. Mathematics will be integrated into the classroom in the form of data
collection and measurement of the student’s plants. Throughout the unit, the students will
be reading varied literature about plants, learning new vocabulary, and writing
observations which are key skills of Language Arts education. Finally, as part of the
culminating activity the students will be conducting research about plants native to
Pennsylvania and their community which ties in Social Studies into the unit.
The unit follows the Next Generation Science Standards and Pennsylvania State
Standards. The standards set the guidelines and parameters of our unit. The standards
gave us the content, the critical thinking skills and the benchmarks that every student will
meet. The standards require every student to participate in hands on, minds on learning,
engaging the whole student, both mind and body, into each lesson.
Differentiation was an integral part of designing this unit. Every student learns
differently and that is reflected in each of our lessons. We took the student’s needs into
consideration when creating the lessons and the differentiated instruction manifested
itself into four areas of our unit: content, process, product, and learning environment. For
content, we varied how the student will get access to the information. For process, we
varied the length of time a student may take to complete a task in order to provide
additional support for a struggling learner or to encourage an advanced learner to pursue
a topic in greater depth, specifically in the research phase of the unit. For the product,
students will have options regarding how they communicate and present their knowledge
and research. Students will be given the choice to either speak in front of the class or in
smaller groups. For the learning environment, we have decorated the classroom to reflect
the unit. Plants will be incorporated into the door, bulletin board, laptop cart, library table,
ceiling, and walls. Also, we have established a library corner for quiet reading and learning,
for students who need a low volume space to learn.
For the final project and the second phase of the unit, the students will be
researching a plant that is native to Pennsylvania. Students will have three days to
complete their research and produce a poster showcasing their findings. This poster will
be used for the culminating activity that will take place on the final day of the unit. The
students will have the opportunity to talk and share their research with both their
classmates and their parents, simulating a mini Edgewood flower show! Additionally, the
students and parents will play a plant “jeopardy” game against each other. This is a chance
for both the parents and students to utilize and challenge their knowledge of plants. This
gives the opportunity for community building and awareness of Pennsylvania plants,
showing the completion and mastery of the unit.
 Music Graphing

Data
Collection

Arts
Mathematics

Drawing
Observations Measuring

Plants

Reading Social Studies

Language Arts

Plants in
Community
Plants
Vocabulary Written in PA
Observations
 Sunligh
Wateri
Wat Life Cycle
of Plants Observati
Pollinati
Soi on
ng
Roles of Planting own Journal
Plant
Bees *EQ*
Environm Measureme
ent *EQ* nts
Unit Topic - Practica Data
Factual Collectio
Plants
Outside
Parts of Researc Plants
Bud Leaves
Plants *EQ* near
Plants at
Flower Seeds their
Plants in
Roots Stem Parts of PA
Seeds

Learning Environment
 We will be preparing the learning environment in many ways to get the students

excited and ready to learn! We will be decorating every aspect of the classroom from the

corners, walls, and even the ceiling! We will be adding elements throughout the physical

space to really grow the anticipation and excitement for this unit. Some of the specifics

are:

Bulletin Board:

The bulletin board will contain the life cycle of a plant and what a plant needs to

survive. On the bulletin board, there will be a seed, a sprout, a bud and a flower showing

the life cycle of a plant. The parts of the plant and flower will be labeled (petal, bud, leaf,

stem, root, anther, stigma, and pistil). The bulletin board will be interactive. Labels

corresponding to the days lesson will be added to the bulletin board at the end of the day.

The background color will be blue. As the unit progresses, students will add the labels to

the bulletin board.

Door:

The door will be decorated with a tree. A leaf with every students name will be on

the tree. The name of each teacher will be on an apple and will also be placed on the tree.

There will be a fence towards the bottom of the door. The background will be blue. There

will be green grass at the base of the door. The tree will have the saying “When we learn,

we grow” displayed on it.

Corner of the Room:

One corner of the room will have a tree made out of crumpled paper. The trunk will

be in the corner with the limbs of the tree extending on the walls. The tree limbs will have

leaves on them.
Ceiling:

We will hang paper plants from the ceiling with string and paper clips throughout

the classroom. The plants will be different shades of green and made from tissue paper.

Laptop Cart:

The laptop cart will be decorated with leaf cutouts. The leaves will be a variety of

greens. Colorful flowers will be placed within the leaves.

Library Table:

We will have a table dedicated to children’s literature about our unit topic. We will

have a wide range of selection at this table with literature ranging from picture books, to

informational texts, etc. This will be a place in the room where the students will feel

comfortable going up to, and it will be very welcoming and decorated to match the rest of

the classroom. The table will have a green tablecloth and a sign labeling it as the library

table. This will be a section for quiet reading and learning.

The following books will be on the library table:

Plants Feed Me
By: Lizzy Rockwell
This book is about the plants that humans eat. It explains the parts of plants that we eat and how
the plants grow.

Hungry Plants
By: Mary Batten
This book talks about different types of carnivorous plants. It explains what they look like and how
they work.

How Do Apples Grow?

By: Betsy Maestro
This book goes through the process of an apple growing. It uses vocabulary words taught
throughout the unit.

Plants!
By: the Editors of TIME For Kids
This book talks about where plants grow, the process of plants growing, what plants need to grow,
and what plants eat. The book also explains the importance of plants.

The Plant Hunters

By: Carolyn Fry
This is an advanced book that how plants were discovered and how they move throughout the
world. The book contains diagrams and new plant vocabulary.

What Will Grow?

By: Jennifer Ward
This book identifies seeds and what the seeds will grow into. The book also explains the life cycle
of a plant .

From Seed To Plant

By: Gail Gibbons
This book follows the process of a seed growing into a plant. It uses vocabulary that will be taught
during the unit.

The Visual Dictionary of Plants

This book defines plant vocabulary. It provides pictures and descriptions for each word.

The Tiny Seed

By: Eric Carle
This book shows the life cycle of a plant through words and illustrations. The book starts with a
seed and ends with a seed.

Unit Goals Essential Questions

Parts of Flowers -What are the parts of a flower?

-Students will be able to understand the -Where is the pistil?
different parts of the plant. -Where is the anther?
-Students will be able to label and name the
different parts of the plant.
-Students will be able to understand the
role of the each part of a flower.
Plant Life Cycle
-Students will be able to identify the stages,
in order, of the life cycle of a plant.
-Students will be able to name each stage
of the life cycle of a plant.
-Students will be able to understand seed
dispersal.
-Students will be able to understand their
(human) role in seed dispersal and the life
cycle of plants.
Needs of Plants
-Students will be able to define the term
environment.
-Students will be able to identify the
elements in an environment that plants
need to survive.
-Students will be able to understand the
general process of photosynthesis.
-Students will be able to understand their
(human) impact on photosynthesis.
Role of Plants
-Students will be able to understand the
role plants play in our daily lives.
Role of Bees and Pollination
-Students will be able to explain the role of
bees in the life of a plant.
-Students will be able to summarize the
process of pollinating flowers.
Parts of Seeds
-Students will be able to understand the
-Where is the petal?
-Where is the stigma?
-How are each of these parts important to
the plant?
-What is the life cycle of a plant?
-What is the first stage of the cycle?
-What is the second stage of the cycle?
-What is the third stage of the cycle?
-How does the cycle continue?
-What is seed dispersal?
-How do humans impact seed dispersal?
-How do humans impact the life cycle of a
plant?
-What is in an environment?
-What is in a plant’s environment?
-What elements in a plant’s environment
do they need to survive?
-Can plants survive without one of these
elements?
-What is photosynthesis?
-How do humans impact photosynthesis?
-What role do plants play in our daily lives?
-What is the role of bees in the life cycle of
a plant?
-What is pollination?
-How do humans benefit from bees
pollinating plants?
-What are the parts of seeds?
-Where is the embryo?
different parts of seeds.
-Students will be able to name and label the
different parts of seeds?
-Students will be able to understand the
role of each part of a seed.
-Where is the seed coat?
-Where is the cotyledon/ endosperm?
-How are each of these parts important to
the seed?

Day 1- Introduction
Michelle Kearsley and Katie Crowley
Date of Lesson: 4/23/18
Mrs. Bagley (Edgewood Elementary School)

TCNJ - School of Education - Lesson Plan

1.Title: Pre-Assessment

2. Lesson Essential Question:

 -What are we going to learn during this unit?
-What do you want to learn in this unit?

3. Standard:
-CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light
of the discussion.

4. Learning Objectives and Assessments

Learning Objectives Assessments

Students will be able to identify the important
vocabulary for the unit activating prior
knowledge.
Students will be introduced to the vocabulary of the
unit through a word search. Students will write down
any familiarity with the vocabulary, citing where they
have heard it from, and will also verbally share their
knowledge.

5. Materials:
Teacher:
● A Plant Unit Journal for each student
● Name tags
Students:
● A writing utensil

6. Pre-lesson assignments and/or prior knowledge: Students will be familiar with certain vocabulary
about plants. Students will know what a plant is and examples of it around their homes, school, and
community.

7. Lesson Beginning: The teachers will start the lesson by asking the students to complete a word
search. The word search contains vocabulary for the unit. After the students complete the word search the
teacher will assess the students familiarity with the vocabulary.

8. Instructional Plan: Time needed approximately 45 minutes

What the teacher will be What the students will Materials the teacher Approx.
doing: be doing: needs to have ready: Time:

The teacher will pass out the The students will write Plant unit journals. 2 min
plant unit journals and name their name on their Name tags.
tags to each of the students. plant unit journal.
The teachers will start the
lesson by asking the
students to complete a word
search. The word search
contains vocabulary for the
unit. After the students
complete the word search
the teacher will assess the
students familiarity with the
vocabulary.
After the students complete
the word search the teacher
will assess the students
familiarity with the
vocabulary by inviting them
to the rug and talking about
the vocabulary.
The teacher will create a
KWL chart for the unit and
ask the students what they
know and want to know
about the unit.
The teacher will explain the
plant unit journal and
expectations for the unit.
The teacher will model the
first journal entry.
The teacher will instruct the
students to complete their
first journal entry.
The teacher will ask the
students to come to the
carpet and ask the students
questions about what they
are excited about for the rest
of the unit.
The students will None. 15 min
complete the word
search. The students
will answer the
teacher’s questions.
Students will verbally Completed word search. 5 min.
share their thoughts and
knowledge about the
vocabulary.
Students will orally KWL chart, writing utensil 5 min
give answers to the
teachers prompted
questions.
The students will listen None. 5 min
to the teacher.
The students will listen Doc cam. 5 min
to the teacher.
The students will None. 10 min
complete their first
journal entry.
Students will answer None. 3 min.
the prompted questions.
 A. Differentiation: For the early finishers, they can color the front of their packets. These
students may also further explain their observations and write down more detailed notes in their packets.
For the struggling students, they will have the option to either write down their previous knowledge or
choose to orally share.
B. Questions:
- What vocabulary looks familiar?
- Where have you seen this vocabulary before?
- What do you know about plants?
- What do you think we will learn in this unit?
- What do you want to learn in this unit?
C. Classroom Management: Students will be given warnings if behavior becomes out of line
and they will have to move their name in the established section of the classroom designated for
classroom management. The teacher will get the students’ attention by saying “One two three, eyes on
me”. The teacher will be monitoring the students work and walking around.
D. Transitions: Students will have some background knowledge about what plants look like and
where they grow. Students will be basing their assumptions off this knowledge.

9. Closure: The students will write down what they are the most excited to learn about during this unit.

Day 2- Parts of Flowers and Seeds

Michelle Kearsley
Date of Lesson: 4/24/18
Mrs. Bagley (Edgewood Elementary School)

TCNJ - School of Education - Lesson Plan

1.Title: Parts of Flowers and Seeds

2. Lesson Essential Question: What are the parts of flowers and seeds?
3. Standards:
(Pennsylvania State Standards) Standard - 3.1.3.A5: Identify the structures in plants that are responsible
for food production, support, water transport, reproduction, growth, and protection.

4.
A. Learning Objectives
B. Assessments
Learning Objectives Assessments

Students will be able to identify and name the The students will complete worksheets labeling
parts of a seed and flower. the parts of a seeds and flower.

5. Materials:
-Teacher:
● Parts of Flowers and Seeds Powerpoint
● Blank parts of a flower and seed worksheet
-Students:
● Writing utensil
● Plant journal
● Scissors
● Glue
● Name tags

6. Pre-lesson assignments and/or prior knowledge: In the previous lesson, the students were exposed to
the plant vocabulary. Before this lesson, the students are familiar with flowers, leaves, stems, and roots.

7. Lesson Beginning: The teacher will start the lesson by reviewing the parts of a plant (flower, leaves,
stem, roots). The teacher will project a labeled diagram of a plant on the board. The teacher will point to a
part and ask the students raise their hand if they know what it is. The teacher will call on a student and
read the description about the plant part.

8. Instructional Plan: Time needed approximately 45 minutes

What the teacher will be What the students will Materials the Approx.
doing: be doing: teacher needs to Time:
have ready:
The teacher will ask the The students will take out Plant unit journal. 2 min
students to take out their plant their plant unit journals Name tags.
unit journals and name tags. and name tags.

The teacher will start the The students will start by Parts of Flowers and 5 min
lesson by reviewing the parts sitting at the rug. The Seeds Powerpoint.
of a plant (flower, leaves, students will listen to the
stem, roots). The teacher will teacher and raise their
project a labeled diagram of a hand if they know the
plant on the board. The teacher answer to the question.
will point to a part and ask the
students raise their hand if
they know what it is. The
teacher will call on a student
and read the description about
the plant part.

The teacher will show a short The students will watch Video: 4 min
video to review the parts of a the video. https://www.youtube.
plant. com/watch?v=p3St51
F4kE8

Next, the teacher will explain The students will listen to Parts of Flowers and 5 min
that the class will be learning the teacher. Seeds Powerpoint.
about the parts of a seed. The
teacher will go through the
powerpoint and explain the
parts of a seed (seed coat,
cotyledon/
endosperm, embryo).
After learning about the parts The students will listen to Parts of Flowers and 5 min
of a seed, the students will the teacher. Seeds Powerpoint.
learn about the parts of a
flower. The teacher will go
through the powerpoint and
explain the parts of a flower
(petal, anther, stigma, pistil).

Then, the teacher will ask the
students to move back to their
seats and take out their plant
journal. The teacher will walk
around while the students
complete the worksheet to help
struggling students.
The students will move None. 7 min
back to their desks. The Scissors.
students will cut out the Glue sticks.
parts of a seed and glue
them in the correct place.
If students finish early,
they can color their
worksheets.

After the students complete the The students will move to None. 1 min
seed and flower worksheet, the the rug with their journal.
teacher will call them back to
their rug with their journal.

The teacher will review the The students will raise Blank parts of a 5 min
plant and flower worksheet. their hands if they know flower and seed
The teacher will project blank the answers. worksheet.
worksheets on the board. For
each blank spot, the teacher
will ask the students to raise
their hand if they know what
part it is. The teacher will fill
in the worksheet as the
students give the answers.
 To review the parts of a seed, The students will watch Video: 4 min
the teacher will show the class the video. https://www.youtube.
a video. com/watch?v=tkFPyu
e5X3Q

The teacher will then call the The students will fill out Plant unit journals. 10 min
students back to their seats. their day to observations Writing utensil.
They will complete their day 2 in their journals.
observations of their plants.

a. Differentiation: If students finish the worksheet quickly, they can color the worksheets.

b. Questions: What are the parts of a seed and flower?

c. Classroom Management: The teacher will monitor the students and ask them to move their stick
if they misbehave.

d. Transitions: The teacher will ask the students to stand and turn in the direction they will be
moving before they start moving.

9. Closure: To review the parts of a seed, the teacher will show the class a video.

Sources: https://www.superteacherworksheets.com/featured-items/pz-parts-of-a-plant-poster.html

Day 3
Katie Crowley
Date of Lesson: 4/25/18
Mrs. Bagley (Edgewood Elementary School)
TCNJ Lesson Plan
1. Title: What do plants need to grow?
2. Lesson Essential Question(s):
-What do plants need survive?
-How does the environment affect a plants growth?
3. Standards:
 (Pennsylvania State Standard) 3.1.3.A2: Describe the basic needs of living things and their
dependence on light, food, air, water, and shelter.

4. A. Learning Objectives and Assessments:

B. Assessments:

Learning Objectives Assessments

Students will be able to define the term Students will complete a note sheet and exit
environment means. ticket where they are asked to define the word
environment.

Students will be able to identify elements Students will complete an exit slip where they
within an environment that plants need to are asked to circle the 5 environmental elements
survive. taught in class that plants need to survive.

5. Materials:
Teacher: power point presentation, YouTube video, exit slip (to be collected)
Student: unit packet, writing utensil
6. Pre-lesson assignments and/or prior knowledge: Students will have learned about the parts of a plant
and the parts of a seed in previous lessons.
7. Lesson Beginning: The teacher will begin with a review of the previous day’s lesson and identify and
name the different parts of a plant and seed. This will be done through a PowerPoint presentation.
8. Instructional Plan: approximately 40/45 minutes

What I will be doing: What the students will be Materials I need to Approx.
doing: have ready: Time:

The teacher will ask the Students will come to the Computer, power 2 min
students to come to the rug and rug and await instruction. point presentation
begin the PowerPoint
presentation.
The teacher will begin the Students will respond Computer, power 4 min
lesson by reviewing the parts of orally to the teacher’s point presentation
a seed and a plant. The teacher questions.
will ask the students what each
part is called and reveal the
answers one by one.

The teacher will begin the Students will respond Computer, power 3 min
lesson by telling the students orally to the teacher’s point presentation
that today’s lesson will be on questions.
what plants need. The teacher
will ask the students if they are
familiar with the term
environment and what it means.
The teacher will take 2-3
responses.

The teacher will proceed with Students will respond Computer, power 10 min
the slideshow explaining the 5 orally to the teacher’s point presentation
elements of the environment questions.
that plants need to survive. The
teacher will stop periodically to
take student questions.

The teacher will then close the Students will be paying Computer, power 2 min
instructional portion of the attention and watching the point presentation
lesson by playing the song from video.
YouTube to summarize the
lesson.
 The teacher will invite the
students back to their seats to
copy down the important
information from the
instruction.
Students will listen and Computer, power 6 min
follow directions given by point presentation,
the teacher. Students will unit packet, and
copy down the notes into writing utensil
their unit packets.

The teacher will monitor
student progress and make sure
all notes have been recorded.
The teacher will then instruct
the students to complete their
observation chart for their plant
that day on the appropriate page
in the packet.
Students will listen and Computer, power 5 min
follow directions given by point presentation,
the teacher. Students will unit packet, plant, and
complete their writing utensil
observations sheet.

The teacher will collect the unit
packets and pass out an exit
slip, asking the students to
define environment and circle
the elements of the
environment that plants need.
Students will listen and Exit slip, and writing 5 min.
follow directions given by utensil.
the teacher and complete
the exit slip.

The teacher will collect the exit Students will listen and None. 2 min.
slip and have the students meet follow directions given by
back on the rug, ready for math. the teacher and turn in the
exit slip.

a. Differentiation: For my early finishers, they can color the front of their unit packets. For my
struggling students, I provided guided notes so they do not have to write down all of the notes. I will also
monitor those students more closely. Most of the instruction is discussion based so any student at any
level can participate and make contributions to the conversation.
b. Questions:
What are the different parts of a seed called?
 What are the different parts of a plant called?
What does environment mean?
What elements in an environment do plants need?
c. Classroom Management: Students will be given warnings if behavior becomes out of line and
they will have to move their name in the established section of the classroom designated for classroom
management. The teacher will get the students’ attention by saying “One two three, eyes on me”. The
teacher will be monitoring the students work and walking around.
d. Transitions: Students will be learning about plants from the day previous and will be
continuing their exploration and understanding of what plants need.
9. Closure: The students will be given an exit ticket asking them to use their knowledge of what they
learned about what plants need to survive. The teacher will collect this.

Day 4- Pollination
Michelle Kearsley
Date of Lesson: 4/26/18
Ms. Bagley (Edgewood Elementary School)

TCNJ - School of Education - Lesson Plan

1.Title: Pollination

2. Lesson Essential Question: How do bees pollinate flowers?

3. Standard:
(Pennsylvania State Standard) Standard - 3.1.3.A5: Identify the structures in plants that are responsible
for food production, support, water transport, reproduction, growth, and protection.
4.
A. Learning Objectives
B. Assessments
Learning Objectives Assessments

Students will be able to explain a bee’s The students will complete a ticket out explaining
role in the plant cycle. why pollination is important.

Students will be able to explain how bees The students will complete a ticket out explaining
pollinate flowers. how a bee pollinates a flower.

5. Materials:
-Teacher:
● Flower cut outs for each table
● A bowl for each table
● Cheetos
● Pollination PowerPoint
● A copy of a ticket out for each student
-Students:
● A writing utensil
● Plant unit journal
● Name tags

6. Pre-lesson assignments and/or prior knowledge: The students know from the previous lesson that
plants need bees.

7. Lesson Beginning: The teacher will start the lesson by asking the students “Did you know that bees
help make plant seeds?”. The teacher will then explain that bees pollinate flowers, which creates seeds.

8. Instructional Plan: Time needed approximately 45 minutes

 What the teacher What the Materials the teacher needs to have Approx.
will be doing: students will be ready: Time:
doing:

The teacher will ask The students will Plant unit journals. 2 min
the students to take take out their plant Name tags.
out their plant unit unit journals and
journals and name name tags.
tags.

The teacher will start The students will Pollination PowerPoint. 1 min
the lesson by asking start on the rug.
the students “Did you The students will
know that bees help listen to the
make plant seeds?”. teacher.
The teacher will then
explain that bees
pollinate flowers,
which creates seeds.

The teacher will then The students will Video: 4 min

show a short video watch the video. https://www.youtube.com/watch?v=6C
explaining a bee’s xCTyxRFh0
role in the plant life
cycle.

Next, the teacher will The students will None. 6 min

send the back to their listen to the
desks and ask them teacher and fill in
to take out their the missing words
journals. The teacher on their notes.
will go through the
PowerPoint and
explain how bees
pollinate flowers.
Then, the teacher will The students will Video: 3 min
show the students an watch the video. https://www.youtube.com/watch?v=zy
animation of bees 3r1zlC_IU
pollinating flowers.

The teacher will The students will Flower cut outs for each table. A bowl 1 min
place a paper flower listen to the for each table. Cheetos.
with a bowl of instructions.
Cheetos in the center
on each table in the
classroom. The
teacher will explain
the instructions for
the activity to the
students. The teacher
will ask one student
to repeat the
instructions.

Then, the teacher will The students will None. 10 min

send the students walk from table to
back to their desks table and
for the activity. The “pollinate” the
teacher will walk flowers.
around and monitor
students while they
participate in the
activity.

The teacher will pass The students will Ticket out. 5 min
put the ticket out to complete the
the students. The ticket out.
teacher will read the
directions aloud to
the students.
 After the students The students will None. 3 min
complete the ticket share their
out, the teacher will responses.
collect it. The teacher
will review the
questions from ticket
out while they collect
it.

The teacher will ask The students will Plant unit journals. 10 min
the students to take complete the day Writing utensil.
out their journals and 4 observation
fill out the day 4 page.
observation page.

a. Differentiation: The teacher will help students if they struggle with completing the notes or ticket
out.

b. Questions: “Did you know that bees help make plant seeds?”, “How do bees pollinate flowers?”,
Why is pollination important?”.

c. Classroom Management: The teacher will monitor the students and ask them to move their stick
if they misbehave.

d. Transitions: The teacher will ask the students to stand and turn in the direction they will be
moving before they start moving.

9. Closure: The students will complete a ticket out to reflect on the activity. The teacher will review the
ticket out with the students.

Sources:
http://littlekinderwarriors.com/2016/04/cheeto-pollination-experiment.htm
Day 5
Katie Crowley
Date of Lesson: 4/27/18
Ms. Bagley (Edgewood Elementary
School)
TCNJ Lesson Plan
1. Title: The Life Cycle of a Plant and Seed Dispersal; Grade 3
2. Lesson Essential Question(s):
-What is the life cycle of a plant?
-What is the role of seed dispersal?
3. Standards:
(PA State Standard) 3.1.3.A3: Illustrate how plants and animals go through predictable life
cycles that include birth, growth, development, reproduction, and death.

4. A. Learning Objectives and Assessments:

B. Assessments:

Learning Objectives Assessments

Students will be able to identify and Students will complete an activity that requires
chronologically organize the life cycle of a them to match a visual representation and
plant. written representation of the life cycle of plants
and produce a completed cycle.

5. Materials:
Teacher: powerpoint presentation, computer, metal fasteners, circle papers for activity
Student: unit packet, writing utensil, glue, coloring materials
6. Pre-lesson assignments and/or prior knowledge: Students will have learned the parts of a seed, parts
of a plant, the role of bees, and what plants need to survive previously during the week.
7. Lesson Beginning: The teacher will ask the students to name one thing that they have learned within
the past week, and one thing that they still want to learn about.
8. Instructional Plan: approximate time

What I will be doing: What the students will Materials I need Approximate
be doing: to have ready: Time:
The teacher will call the The students will come None. 3 min
students to the rug and begin to the rug, pay attention,
the class conversation with and answer questions
asking the students what prompted by the teacher.
they have found most
interesting about the unit so
far and what they still want
to know.

The teacher will begin Students will pay Computer, 12 min

instruction through a attention to instruction, PowerPoint
PowerPoint, periodically asking questions when presentation.
pausing and checking for allowed.
student understanding. The
teacher will ask questions
such as: “But how does the
cycle start again?” and
“How do the seeds get to the
soil?”

The teacher will invite the Students will pay Computer, 4 min
students back to their seats attention to instruction, PowerPoint
and tell them to copy down asking questions when presentation,
the important notes from the allowed. student unit packet.
instruction.
 The teacher will tell the
students to turn to the Day 5
Activity sheet and have a
student read aloud the
directions. The teacher will
clarify any
misunderstandings. The
teacher will complete the
cutting activity and pairing
portion with the students to
make sure the students have
the correct information
before gluing.
Students will complete Computer, 13 min
the activity—cutting, PowerPoint
organizing, and gluing presentation,
their spinner about the student unit packet,
Life Cycle of Plants. glue, scissors,
coloring materials,
document camera,
teacher example.

The teacher will invite the Students will meet on the Metal fasteners. 5 min
students back to the rug rug and listen to the
once they are done with the teacher.
activity and will have Ms.
Crowley help them
assemble their spinners.

The teacher will explain that Students will pay Computer, 5 min.
on Monday a guest speaker attention to instruction, PowerPoint
is coming to class and that giving questions when presentation,
they are very called on. writing utensil, and
knowledgeable. The teacher sheet of paper.
will work with the class to
formulate questions to ask
the guest speaker.

a. Differentiation: For my early finishers, they will be able to color the front of their packet and
their spinners with more detail. For my struggling students, they will be given more help with cutting and
glue and forming their spinner. There are guided notes for these students so they do not have to write
down as much information.
b. Questions:
What have you learned this week?
What do you want to learn still?
What is the life cycle of a plant?
How does the cycle continue?
How do seeds get dispersed?
c. Classroom Management: Students will be given warnings if behavior becomes out of line and
they will have to move their name in the established section of the classroom designated for classroom
management. The teacher will get the students’ attention by saying “One two three, eyes on me”. The
teacher will be monitoring the students work and walking around.
d. Transitions: The students will have learned the life cycle of plants and will create a spinner to
physically represent this cycle with a spinner.
9. Closure: The class will come back to the rug and discuss what they will be learning the next day, and
will prepare questions for the guest speaker on Monday.

Resources:
https://www.sciencelearn.org.nz/resources/103-seed-dispersal : for information about seed dispersal

Day 6 (Guest speaker)

Michelle Kearsley
Date of Lesson: 4/30/18
Ms. Bagley (Edgewood Elementary School)

TCNJ - School of Education - Lesson Plan

1.Title: Interview Day

2. Lesson Essential Question: What role do plants play in our daily lives?

3. Standard:
Pennsylvania State Standards:
Standard - 3.1.3.A3: Illustrate how plants and animals go through predictable life cycles that
include birth, growth, development, reproduction, and death.
Standard - 3.1.3.A: Describe characteristics of living things that help to identify and classify
them.
Common Core Standards:
CCSS.ELA-LITERACY.SL.3.3: Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.

4.
A. Learning Objectives
B. Assessments
Learning Objectives Assessments

The students will understand the role The students will write questions that relate to the
plants play in our daily lives. role of plants in our daily lives.

5. Materials:
-Teacher:
● Doc cam
-Students:
● Plant unit journal
● A writing utensil
● Name tags

6. Pre-lesson assignments and/or prior knowledge: From the previous five lessons, the students have
knowledge on the parts of plants/ flowers, parts of seeds, what plants need, the role of bees, and the life
cycle of plants.

7. Lesson Beginning: The teacher will start the lesson by explaining that the class will be conducting an
interview of a guest speaker. The teacher will tell the class who the guest speaker is.
8. Instructional Plan: Time needed approximately 55 minutes
What the teacher will be doing: What the students will Materials the Approx.
be doing: teacher needs Time:
to have ready:

The teacher will ask the students to The students will take Plant unit 2 min
take out their plant unit journals and out their plant unit journals.
name tags. journals and name tags. Name tags.

The teacher will start the lesson by The students will be None. 1 min
explaining that the class will be sitting on the rug and
conducting an interview of a guest listening to the teacher.
speaker. The teacher will tell the class
who the guest speaker is.

The teacher will explain how the The students will listen None. 1 min
students will be interviewing the guest the teacher.
and some tips for interviewing.

The teacher will ask the students to The students will tell the Doc cam. 5 min
brainstorm questions to ask the guest. teacher possible
The teacher will write these questions questions they would like
on the doc cam. The teacher will guide to ask the guest speaker.
the students if they are stuck by asking
the following questions- “What have
we learned about plants?
What do you still want to know about
plants?
What are your favorite things to plant?
What grows well in this climate?
How can you start a gardening club?
What are the best conditions for
plants?
How do you save seeds? What roles
do plants play in our daily lives?”.
 Next, the teacher will send the The students will get out Plant unit 5 min
students to their desks and ask them to their journals and write journals.
write three questions down to ask the the questions down on
guest speaker on a worksheet. the corresponding page.

When the guest comes, the students
will sit on the rug. The guest will
introduce themselves to the students.
The students will None. 5 min
introduce themselves to
the guest. One student
will tell the guest what
they have been learning
about for the past week.

Then, the guest will answer students Each student will ask one None. 20 min
questions. question from their
journal. After, they can
ask as many questions as
they want.

After the interview, the guest will The students will write Plant unit 5 min
leave. The teacher will ask the down three things they journals.
students to write down three things learned from the
they learned from the interview in interview.
their journal.

The teacher will call on a few students Students will raise their Plant unit 2 min
to share what they learned. hand if they would like journals.
to share what they
learned.

The students will fill out their plant They students will fill Plant unit 10 min
journal for day 6. While they students out their journals. The journals.
fill out their journals, the teacher will students will sign the
call the students up by their table thank you card when it is
groups to sign a thank you card for the their turn.
guest speaker.

a. Differentiation: The teacher will help struggling students come up with questions. The students
can use the questions that the teacher asked earlier to come up with their own questions.

b. Questions: “What are three things you have learned from the interview today?”
c. Classroom Management: The teacher will monitor the students and ask them to move their stick
if they misbehave.

d. Transitions: The teacher will ask the students to stand and turn in the direction they will be
moving before they start moving.
9. Closure: The students to write down three things they learned from the interview in their journal.
Day 7 - Introduce Project and Begin Research
Katie Crowley
Date of Lesson: 5/2/18
Ms. Bagley (Edgewood Elementary School)
TCNJ Lesson Plan
1. Title: Introduction to Research Project
2. Lesson Essential Question(s):
-What is the research project?
-How do we complete the research project?
3. Standards: CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others.
4. A. Learning Objectives and Assessments:
B. Assessments:

Learning Objectives Assessments

The students will understand what the research The students will receive a sheet detailing what
project is and how to complete it. the research project entails, see an example, and
they will verbally answer questions asked by
the teacher, to check for understanding.

5. Materials:
-Student packet
-Writing utensils
-Technology: Chromebook and document camera
6. Pre-lesson assignments and/or prior knowledge: The students will have completed a week full of
instruction and received a presentation from a plant expert, and will have knowledge of plants, seeds, life
cycle, etc.
7. Lesson Beginning: The teacher will tell the students to turn to the correct page of the student packet
and will ask a student to read the instructions aloud to the class. The teacher will re-read the most
important sections again to the class.
8. Instructional Plan: approx.. 40 minutes

What I will be doing: What the students will Materials I need to Approximate
be doing: have ready: Time:

The teacher will tell the Students will follow Student packet. 1 min
students to take out their directions and turn to
student packet and turn to the page.
page 16 of the packet.

The teacher will use the Students will listen and Student packet, doc. 5 min
document camera to project read along with the Cam
the page and ask a student to class.
read the instructions. The
teacher will re-read the
important sections of the page

The teacher will explain that The students will listen Completed project. 5 min
the students will be attentively.
completing a project about
local plant life in
Pennsylvania. The teacher
will show the class a
completed project.

The teacher will ask the The students will ask None. 5 min
students if they have any questions.
questions and answer them.
 The teacher will dismiss the The students will get a Chromebooks 4 min
students by table to grab a chromebook, and will
chromebook and tell them to go back to their seats.
sit at their seats.

The teacher will walk around Students will pick a Cards. 3 min
with cards of each of the plant for their research
plants and have students draw project.
one at random, assigning
them a plant for their project.

The teacher will instruct the Students will begin Chromebooks, and 15 min
students to begin their their research. student packet.
research and will be walking
around monitoring student
progress.

The teacher will tell the
students to complete their
observations for the day and
to put all their materials
away.
The students will put Observation chart. 4 min.
away their materials,
and write their
observations down.

a. Differentiation: For the early finishers, they can color their student packets. For the struggling
students, the teacher will explain to them in more detail what the project entails and will allow them to see
the teacher example. The teacher will also help these students log on to specific resource websites if
needed.
b. Questions:
What are we doing for this research project?
How do we complete this research project?
Does anyone have any questions?
Does anyone need help?
 c. Classroom Management: The teacher will dismiss students by table to gather materials, use
the captains to distribute certain materials, and will give students warnings if their behavior steps out of
line.
d. Transitions: Students will have learned about what a research project looks like, and then they
will start to complete their own research project.
9. Closure: The students will end this lesson by writing down their observations in their observation chart
about their plant.
Day 8 - Continue Research/ Vocabulary Review
Michelle Kearsley
Date of Lesson: 5/2/18
Ms. Bagley (Edgewood Elementary School)

TCNJ - School of Education - Lesson Plan

1.Title: Continue Research/ Vocabulary Review

2. Lesson Essential Question: What role do plants play in our daily lives?

3. Standards:
(Pennsylvania Standards) Standard 3.1.3.A5: Identify the structures in plants that are
responsible for food production, support, water transport, reproduction, growth, and protection.

4.
A. Learning Objectives
B. Assessments
Learning Objectives Assessments

Students will be able to identify the role The students will research a plant and the
that plant play in our daily lives. plant’s role in the community.

5. Materials:
-Teacher:
● A copy of an exit ticket for each student
● Teacher computer
● Projector
-Students:
● Chromebook
● Plant unit journal
● A writing utensil
● Name tag

6. Pre-lesson assignments and/or prior knowledge: The students covered the plant unit content and
know the requirements of the project.
7. Lesson Beginning: The teacher will begin the lesson by leading the class in a vocab review game
using the website Kahoot.

8. Instructional Plan: Time needed approximately 45 minutes

What the teacher will be What the students will Materials the teacher Approx.
doing: be doing: needs to have ready: Time:

The teacher will ask the The students will take Plant Unit Journals. 2 min
students to take out their out their plant unit Name tags.
plant unit journals and name journals and name tags.
tags.

The teacher will begin the The students will take Chromebooks. 4 min
lesson by leading the class out their chromebooks,
in a vocab review game login, and go to the
using the website Kahoot. website
The teacher will ask the https://kahoot.it .
students to take out their
chromebooks and login.
Then the teacher will ask
the students to go to the
website https://kahoot.it .

The teacher will display the The students will Teacher computer. 10 min
kahoot questions and lead participate in the game. Projector.
the game. Before starting
the game, the teacher will
explain how to play the
game.

The teacher will ask the The students research Chromebooks. 20 min
students to continue their on their plant.
plant research using the
provided resources. The
teacher will walk around the
classroom to help struggling
students.

The teacher will ask the The students will Plant unit journals. 10 min
students to complete their complete their day 8
day 8 plant journal entry. plant journal entry.
 To close the lesson, the The students will Exit ticket. 2 min
teacher will ask the students complete the exit
to write down vocabulary ticket.
words that they are unsure
of on a ticket out.

The teacher will call on The students will raise None. 3 min
students to share their exit their hands to share
ticket and review the vocab their exit ticket.
words.

a. Differentiation: The teacher will help struggling students research their plants.

b. Questions: “What vocabulary words are you struggling with?”

c. Classroom Management: The teacher will monitor the students and ask them to move their stick
if they misbehave.

d. Transitions: The teacher will dismiss the students by table to get their chromebooks.

9. Closure: To close the lesson, the teacher will ask the students to write down vocabulary words that
they are unsure of on a ticket out. The teacher will call on students to share their exit ticket and review the
vocab words.
Name: _____________________

Exit Ticket

Directions: Write down any vocabulary words you are struggling with.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Name: _____________________

Exit Ticket

Directions: Write down any vocabulary words you are struggling with.
______________________________________________________________

______________________________________________________________

______________________________________________________________

Day 9
Katie Crowley
Date of Lesson: 5/3/18
Mrs. Bagley (Edgewood Elementary School)
TCNJ Lesson Plan
1. Title: Review of Unit- Completion of KWL Chart
2. Lesson Essential Question(s):
-What have we learned?
-How has our knowledge of plants developed and changed throughout this unit?
3. Standards:
CCSS.ELA-LITERACY.SL.3.6: Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
4. A. Learning Objectives and Assessments:
B. Assessments:

Learning Objectives Assessments

 Students will be able to communicate what they The teacher will lead a class wide discussion
have learned throughout the unit and explain about the KWL chart the class has been filling
how their knowledge has changed. out since the beginning of the unit. The students
will provide verbal answers to prompted
questions during the discussions. The teacher
will have students to fill out an exit slip,
requiring students to explain how their
knowledge has changed.

5. Materials:
Teacher: KWL chart, writing utensil, exit slip
Student: writing utensil
6. Pre-lesson assignments and/or prior knowledge: Students will have learned about the parts of a
plant, parts of a seed, seed dispersal, the life cycle of plants, and what plants need to survive. Students
will know that they are researching their assigned plant for the culminating activity.
7. Lesson Beginning: Students will be working on their research for the culminating project and the
teacher will stop them a few minutes early to discuss the KWL chart that the class started at the beginning
the the unit. The teacher will ask the students if they remember when they created the chart and ask how
we should fill in the last section.
8. Instructional Plan: approximately 20 min

What I will be doing: What the students will Materials I need to Approx.
be doing: have ready: Time:

The teacher will tell the students
that they should finish
researching for the day, put their
materials away, and come to the
rug.
Students will put away None. 4 min
their researching tools
and come to the rug.
The teacher will bring the half The students will KWL chart. 3 min
completed KWL chart that they respond to the prompted
class created at the beginning of question.
the unit and ask the students if
they remembered creating the
chart.

The teacher will explain that the The students will listen KWL chart 2 min
students have made a ton of and respond when
progress throughout this unit and appropriate.
that it is time to complete the
KWL chart and write what they
have learned.

The teacher will call on students The students will KWL chart and 5 min
to give them one example of respond when writing utensil.
something that they have learned necessary.
during the unit. The teacher can
ask whether or not there were
things put in the ‘W’ section that
they can move to the ‘L’ section
of the chart.

The teacher will tell the students Students will listen None. 2 min
how impressive the student’s attentively.
growth has been during this unit
and that they are proud of the
class.
 The teacher will dismiss the Students will go back to Exit slip, writing 4 min
student’s back to their desk and their seats, and complete utensil.
tell them to complete an exit slip the exit slip.
asking the students to write one
way their understanding of plants
has changed, either using the
KWL chart as reference or
coming up with their own
example.

The teacher will walk around The students will hand None. 1 min
collecting the exit slips, telling in their exit slips and
the students to prepare for math. prepare for math.

a. Differentiation: For early finishers, those students can draw a picture on the back of their exit
slip, and go into more detail of how their understanding has changed throughout . For struggling students,
they may draw a picture to help communicate their understanding/completion of the exit slip.
b. Questions:
What have we learned so far?
How has our knowledge changed?
What is one thing that you have learned during this unit?
c. Classroom Management: The teacher will monitor the students and ask them to move their
stick if they misbehave.
d. Transitions: The students will be conducting research about their assigned plant for the
culminating activity, which is indicative of the end of the unit. By completing the KWL chart, that will
serve as a visual representation of their growth and completion of the unit.
9. Closure: Students will complete an exit slip that asks them about to write briefly about their growth
and knowledge throughout the unit.
Day 10- Community Day
Michelle Kearsley and Katie Crowley
Date of Lesson: 5/4/18
Ms. Bagley (Edgewood Elementary School)

TCNJ - School of Education - Lesson Plan

1.Title: Project Display

2. Lesson Essential Question: Which plants are native to our community?

3. Standard:
CCSS.ELA-LITERACY.SL.3.4: Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.

4.
A. Learning Objectives
B. Assessments
Learning Objectives Assessments

Students will be able to report on The students will display their poster
their plant research. and explain their plant.

5. Materials:
-Teacher:
● None
-Students:
● Poster displaying their plant

6. Pre-lesson assignments and/or prior knowledge: The students researched and created a poster about
a plant found in Pennsylvania.

7. Lesson Beginning: The students will display their posters around the room for the parent to see as
they arrive.

8. Instructional Plan: Time needed approximately minutes

What the teacher will be What the students will Materials the teacher Approx.
doing: be doing: needs to have ready: Time:

The teachers will ask the The students will take Name tags. 2 min
students to take out their out their name tags.
name tags.

The teachers will greet the The students and Seats in the middle of the 2 min
parents/guardians and parents will sit in the classroom.
explain what the students middle of the
have been working on. classroom.
 The teachers will ask for Students will None. 10 min
student volunteers to present individually present
their poster in front of the their poster.
parents and classmates.

The teachers will instruct The parents and None. 30 min

the students to display their teachers will walk
posters around the room. around the room and
look at the posters.

The students will complete a The students will A copy of the ticket out for 5 min
ticket out to reflect on what complete the ticket out. each student.
they learned from the
presentations.

a. Differentiation: The teacher will help students present if they are unable to do it by themselves.

b. Questions: The teachers will ask the students questions about their plants while they walk around
and look at the posters.

c. Classroom Management: The teacher will monitor the students and ask them to move their stick
if they misbehave.

d. Transitions: Students will use their knowledge and research from previous days for their
presentation.

9. Closure: The students will complete an exit ticket to reflect on the displays.

Name: ____________________

Exit Ticket

Directions: Write down one thing a classmate taught you about a plant.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_______________________________________________________________

Content
The Life Cycle of Plants

Our main focus of this unit will be about teaching our students about the lifecycle

of a plant. The specific steps within this cycle that we will be focusing on are: seed, sprout,
seedling, and plant. We will emphasize that this is a continuous cycle, that does not have a

particular ending. The first part of our unit breaks down into four interconnected parts:

1. The Life Cycle of a Plant

The life cycle of a plant follows this sequence: seed, sprout, seedling, and plant.

Seed is defined as part of a plant that can grow into a new plant. A seed develops into a

sprout. Sprout is defined as a seed with roots growing downward and a shoot growing

upward. A sprout develops into a seedling. Seedling is defined as a small plant. A seedling

develops into an adult plant. Plant is defined as an adult plant that can reproduce. When

the plant reproduces, it creates a seed and the process starts again. Seeds are dispersed

by wind, animals, water, or other methods to its new environment. Seeds are blown by the

wind. An example of this is dandelions. Animals eat fruits that contain seeds. When the

animals poop, the seed is carried to a new spot. Some water plants make seeds that float

and travel to a new area. A burr is a seed. It sticks to animals or people the brush against it.

When the burr is taken off or falls off, it is in a new spot.

2. Parts of a Plant and a Seed

The parts of a flower are petal, bud, leaf, stem, root, anther, stigma, and pistil.

Petals are large and their bright colors attract insects. Buds are the beginning of a flower.

Leaves are all different sizes and shapes and are used to make food for the plant. They

collect sunlight from the sun and make food for the plant through photosynthesis. Stems

are the main part of plants and give plants structure. Roots soak up water for the plant and

hold it in place. Without roots, the plant could blow away. Anthers are a part of a flower

that makes pollen. Stigmas collect pieces of pollen. Stigmas are part of pistils. Pistils also

contain seeds. The parts of a seed are seed coat, embryo, and cotyledon or endosperm.
The seed coat protects the inside of the seed from the outside world. It is like our skin. The

seed coat senses when the environment is right for the seed to grow. It will stay dormant

until the environment is right. The seed needs the right temperature, light and water for it

to germinate. The embryo is the baby plant. The cotyledon or endosperm is food for the

plant while it develops inside the seed.

3. Environment of a Plant (What they need to grow)

Just like humans, plants need things to grow and thrive. They need sunlight, water,

soil, carbon dioxide, space and insects. Plants need sunlight to create energy. Their energy

is created through a process called photosynthesis. Photosynthesis also uses water and

carbon dioxide. Plants collect water from their roots. Soil is important because it holds

water for plants and it also provides support for the plant roots. Insects are important

because they pollinate flowers and help plants reproduce. Plants need space to grow.

Plants need an environment with all of these things to grow and survive.

4. Role of Bees

Bees and other insects are attracted to flowers by the color and nectar. While the

insect walks on the flower and eats the nectar pollen sticks to the insect. The insect carries

pollen from flower to flower. The pollen pollinates the flower and helps create the seed.

Without bees and other insects, it would be difficult to spread pollen. Bees are very

important to the life cycle of a plant!

Local Plant Life

The second half of our unit will focus on applying the knowledge and skills gained

In the first week, to the local plant life of Pennsylvania. Students will be researching a

particular plant native to Pennsylvania, which they will create their own display to show
to their classmates and their parents-- a scientific flower show! The aspects of their

assigned plant that they will need to research are:

-Where is the plant native to?

-What part of Pennsylvania?

-Can you find it elsewhere in the United States?

-When is the plant in season?

-Does this plant bloom into a flower? A fruit?

-How tall does it grow?

-What does the plant look like? What different colors can it bloom into?

Unit Culminating Activity Description

Our culminating activity will be a synthesis and application of all the knowledge the
students have gained throughout our unit. During the last second week of the unit, the
students will be individually researching a plant that is native to Pennsylvania. The
students will be provided with resources to aid their research such as books and provided
websites. While conducting their research, students are answering the following
questions: Where is the plant native to? What part of Pennsylvania? Can you find it
elsewhere in the United States? When is the plant in season? Does this plant bloom into a
flower? A fruit? How tall does it grow? What does the plant look like? What different
colors can it bloom into?On the last day of the two week period, the student’s parents are
invited to the classroom to view all the hard work and final research the students have
completed. The students will present their research on a poster to be displayed for the
whole class and their parents. The students’ posters will be evaluated with a rubric using
the following categories: Mechanics (punctuation, capitalization, grammar, spelling),
Content (Are the required questions answered?), Attractiveness (Is the poster creative?
Does it catch your attention?).
The culminating activity is rooted in community engagement. Parents and
guardians of the students will be invited come into class to see the final research and
projects that the students have created. There will be a specific time for just the parents
to walk around and admire the student work, and then time for the rest of the class to join
in on admiring their fellow classmates work. In addition, after walking around and
presenting the research, the students and parents will play a plant “Jeopardy” game
against each other. This will give the students a chance to show their knowledge of plants
to their parents, and to involve them in their learning.

Home/School/Community Connection

The home/school/community connection is an important part of a comprehensive

unit and our unit of study incorporates this. For the culminating activity of our unit, the
parents are invited to view the students’ work and participate in a jeopardy game. This
allows the parents to be involved in their child’s learning and connects the students’ home
to their learning. The parents will be proud to see how much their children have learned
over the course of the unit, and will be actively engaged in the learning process.
 The unit also incorporates a school connection. The students’ final work and poster
will be displayed in the hallway to involve and educate other members of the school
community. This will not only beautify the hallway but will also serve as a place of pride
and display of the hard work that the students have done.
Lastly, the community connection is also important to the unit. A Master Gardener
will visit the classroom on the sixth day and the students will prepare questions to
interview them with, and ask questions about plants from a professional. The students will
be able to see how vast and important plants are to their community, and how it affects
their lives. All of these elements are integral to the students’ development and
understanding of plants.

Resources

“Grow Fast Plants.” Wisconsin Fast Plants®, fastplants.org/grow-fast-plants/.

The resource provides information about the fast plants that they students will be
planting, measuring, drawing, and observing throughout the unit.

“Learning Games | Make Learning Awesome!” Kahoot!, 17 Apr. 2018,

kahoot.com/welcomeback/.
This resource provides a fun and interactive way to review vocabulary.
“Life cycle of a plant | Science & Nature.” National Geographic Kids, 4 Oct. 2017,
www.natgeokids.com/za/discover/science/nature/the-life-cycle-of-flowering-
plants/#!/register.
This resource provides information about the life cycle of a plant.

“Pennsylvania Native Plants for the Perennial Garden.” Penn State Extension,
extension.psu.edu/pennsylvania-native-plants-for-the-perennial-garden.
This resource provides a comprehensive list of plants native to Pennsylvania
that will be used for the culminating activity.

“Plant, Grown, Learn.” The Science of Spring, seeds.sciencenetlinks.com/.

This resource provides information regarding how plants grow and what they need.

Plant Growth And Development. National Academy of Sciences, 1991. Teacher's Guide
This resource provides information about the growth and development of plants.

“Plant Life Cycle Background Information for Teachers and Parents.” BrainPOP
Educators, BrainPOP,educators.brainpop.com/lesson-plan/plant-life-cycle-background-
information-for-teachers-and-parents/.
This resource provides information about the life cycle of plants.

scishowkids. “How Does A Seed Become A Plant?” YouTube, YouTube, 22 June 2015,
www.youtube.com/watch?v=tkFPyue5X3Q.
This resource provides a visual and auditory representation

“The Plant Lifecycle for Kids.” Avas Flowers, www.avasflowers.net/the-plant-lifecycle-for-

kids.
This resource provides information about the life cycle of a plant that has aided in
the development of this unit and lesson plan.