Unit Overview

Unit Title: Plants

Teacher (person planning the unit): Demyla Rodriguez
Grade Level: Kindergarten
Dates: Fall 2013

Purpose (brief and clear statement outlining what the unit will include):
Students will be able to understand and know the differences between living and non-living things.
Students will be able to identify and understand the various parts of a plant and its purpose. Students
will be able to understand growth process and life cycle of a plant. Students will be able to conclude if
plants grow better in soil or water. Students will have the ability to collect and analyze scientific data
they recorded.
Resources used in planning
http://www.k12.hi.us/~nimitz/GLOs.pdf
http://rubistar.4teachers.org/
http://standardstoolkit.k12.hi.us/

Peters, J. M., & Stout, D. L. (2011). Science in elementary education methods, concepts, and inquiry
(11th ed.). Boston, MA: Pearson Education.
Standards and Benchmarks
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent and investigate using
the skills necessary to engage in the scientific process

Benchmark SC.K.1.1
Benchmark SC.K.1.3

Use the senses to make observations

Collect data about living and non-living things

Standard 4: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand
the structures and functions of living organisms and how organisms can be compared scientifically

Benchmark SC.K.4.1

National Standards

GLOs

Self-directed learner
Community contributor
Complex thinker
Quality producer

Identify differences between living and non-living things

Effective communicator

Content
It is important to be aware of the content of plants being covered. The various parts and duties of a
plant are important throughout the unit lesson plans. The parts of the plant to be covered are the 1)
seed, 2) roots, 3) stem, 4) leaves, and 5) flowers.
1) Seeds come in many shapes, colors, and sizes. Still they have three things in common: a) a
protective seed cover, b) a baby plant (embryo), and c) a food supply that nourishes the seed as
it pushes up through the soil and grows into a young plant (p. 333)
2) Roots: they anchor plants, food storage in roots enables plants to survive when food making
cannot occur, and another function of roots is the absorption of soil water (p. 350).
3) Stems: water absorbed by the roots goes into the stems, through which it us transported by
narrow tubes to all parts of the plant (p. 351).
4) Inside the leaf cells is a green pigmented chemical, chlorophyll which enables the leaf to
chemically combine carbon dioxide from air with water to form a simple sugar. The energy
needed to power this chemical comes from sunlight (p. 351).
5) Flowers are the only means by which the species can naturally survive. The flower is the
reproductive system of the flowering plant. It has two principle organs: the pistil and stamens.
The pistil which contains unfertilized eggs and the stamens which produce dust-like pollen cells
(p. 352).
When working with this unit it is also important that teachers know that students are aware of how to
collect data. If students are unaware of how to collect data it will be important that the teacher touches
base on this topic before entering the unit, as the unit requires data collection and analysis.
Teachers should also be aware of the growth process of a plant. The seed is first planted, the seed then
swells from absorbing moisture from the soil. The coat softens and eventually splits in which a tiny root
and stem emerge. The upper part of the stem eventually pierces through the soil surface and lifts the
cotyledons out of the seed cover. The cotyledons and tiny plant leaves unfold, while the roots deepen
and spread. The roots then become more extensive while nearly all food supply has been consumed and
the plant begins to make its own food through photosynthesis (p. 333).
Unit Outline
The unit plan nor the lesson plans are designed to cover one day or even one week of material but rather
over a spaced amount of time.
1. Lesson 1
1-2 weeks (science every day or every other day)
30-40 minutes class periods
During lesson one there is a time frame of 1-2 weeks in order to ensure the students conceptual
understand of plants. In lesson one you will be covering an array of topics which include, the
living verse non-living objects, the parts of the plant and their purpose, and the life cycle of a
plant.
2. Lesson 2
Ongoing time (depends on growth of plants)
Regular class periods
Class does not need to be everyday
Observation at least once a week

During lesson two there is a main focus on the data collection and the organization of planting
plants. The making of the plant homes and planting the seeds should take one class period
(perhaps, a longer period). In the duration of this time the students are able to complete their
homes and have collected their required data for that day. From lesson two students will be
collecting the data from their plants over the course of a few weeks time (time may vary).
Throughout the plants stages of growth the teacher will gather the class to ensure they are
viewing and noting information. During this time the teacher may also discuss with students
what parts of the plant they can see, and what part of the plant they cannot see.
3. Lesson 3
One class period (extended hours)
Or two class periods (back to backie thurs., fri.)
As lesson three comes about the students should have accumulated an adequate amount of data
to complete the questions and will be able to actively participate in a discussion involving their
plants. When working with lesson three you will want to ensure the understanding of plants,
plant parts, and the growth process. This will be the closing of this unit so you may want to
reiterate and go over information that was provided in previous lessons.

Lesson 1
Student Learning Outcomes

Students will be able to understand and identify the differences between a living object and a
non-living object.
Students will be able to identify the various parts of a plant and its purpose
Students will understand the growth process of a plant

Assessment Plan
The following rubric is a guideline for the assessment of student understanding. The assessments will be
ongoing throughout the 1-2 weeks of lesson one. There will be assessment not only for the classwork
but also a general understanding of the content. The rubric shows the categories of general formatting
and drawing-general which students will be expected to do when drawing the stages of a plant. The
category for labels is to be made aware of the students content knowledge on the various parts of a
plant. The category for labels is also in connection with the category knowledge gained, because the
assessment will not only be through student classwork but also through student interview. When
assessing the accuracy this is in efforts to better understand how well the students understand the
content.
Category
General formatting

Drawing-general

Exceeds: 4
The drawing is large
enough to be clear.
Student name and date
are labeled. There is a
figure caption that
describes the drawing.
Lines are clear and not
smudged. There are
almost no erasures or
stray marks on the
paper. Color is used
carefully to enhance

Meets: 3
The drawing is large
enough to be clear.
Student name and date
are labeled.

Approaches:2
The drawing is a little
too large or a little too
small. Student name
and date are labeled

Does not meet:1

The drawing is much
too small or much too
large

There are a few

erasures, smudged
lines or stray marks on
the paper, but they do
not greatly detract from
the drawing. Color is

There are a few

erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing OR color is not

There are several

erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing. Overall, the

the drawing. Overall,

the quality of the
drawing is excellent.
Labels

Every item that needs

to be identified has a
label. It is clear which
label goes with which
structure.

Knowledge gained

When asked about 5

items in an unlabeled
drawing of the same
plant or animal, the
student can identify all
of them accurately.

used carefully to
enhance the drawing.
Overall, the drawing is
good.
Almost all items (90%)
that need to be
identified have labels. It
is clear which label
goes with which
structure.
When asked about 5
items in an unlabeled
drawing of the same
plant or animal, the
student can identify 3-4
of them accurately.

Accuracy

95% or more of the

assigned structures are
drawn accurately and
are recognizable. All
assigned structures are
labeled accurately.

94-85% of the assigned

structures are drawn
accurately and are
recognizable. All
assigned structures are
labeled accurately

used carefully. Overall,

the quality of the
drawing is fair.

quality of the drawing

is poor.

Most items (75-89%)

that need to be
identified have labels. It
is clear which label
goes with which
structure.
When asked about 5
items in an unlabeled
drawing of the same
plant or animal, the
student can identify 2-3
of them accurately.
94-85% of the assigned
structures are drawn
accurately and are
recognizable. 94-85%
of the assigned
structures are labeled
accurately

Less than 75% of the

items that need to be
identified have labels
OR it is not clear which
label goes with with
item.
When asked about 5
items in an unlabeled
drawing of the same
plant or animal, the
student can identify 1-2
or less of them
accurately.
Less than 85% of the
assigned structures are
drawn AND/OR labeled
accurately.

Resources used in teaching this lesson

http://www.k12.hi.us/~nimitz/GLOs.pdf
http://standardstoolkit.k12.hi.us/
Peters, J. M., & Stout, D. L. (2011). Science in elementary education methods, concepts, and inquiry
(11th ed.). Boston, MA: Pearson Education.
http://rubistar.4teachers.org/
Other Materials

Worksheets
crayons

Procedures
a. Introduction
This beginning of the plant lesson will be introduces as we discuss living/non-living objects. I
would first show the students a variety of plants, asking them all if they are living or non-living.
Once we have come to a conclusion that they are living- I will then go to the idea of helping the
students identify various parts of the plants. While we are reviewing the various parts of the
plantsI will then engage students in discussion on what they think each of the jobs of the plant
(roots anchor the plant, stems absorb the water from the roots). As a class we will also go over

the life cycle of a plant. First its a seed, then we see roots begin to grow, followed by a stem,
leaves, and a flower/s.
b. Developing
Students will be given various worksheets on plants to further test and expand their content
knowledge. The students will be able to complete a worksheet labeling the various parts on the
plant (seeds, roots, stems, leaves, flowers). The students will also be able to draw in order the
life cycle of a plant (first seed, then roots begin to grow, followed by a stem, leaves, and
flower/s). Once complete with the worksheets we will have small group discussions on the
various plant worksheets. From the small group discussions we will discuss the purpose of each
of the objects on the plant. From small group discussion I will have a better understanding as to
what students have grasped the content and which students need a bit more time understanding
and what content areas we must go over more as a class.
c. Conclusion
Students will be able to understand and identify the various parts of a plant and the purpose;
and be able to understand the growth process of a plant. Students will then begin to discuss
amongst the class if they believe a plant will grow better in water or in soil.

Adaptations, Extensions, and Accommodations

How will you adapt or extend the lesson for students at different levels?
By having a group discussion I am equally informing the class as a whole, however with the multitude of
learners in a classroom it is important to reach out to students who learn differently. As we break up into
our individual work I mention that the teacher will be going to small groups to work on the worksheets.
While in small groups I can better adjust my teaching style to cater to the needs of individuals who need
more or a different type of assistance. If there is an additional assistance to be needed prior or after the
aid with small groups, there will be peer tutoring. A high-achieving student will be partnered with a
lower achieving student.

Lesson 2
Student Learning Outcomes

Students will be able to successfully create homes for their plants

Students will be able successfully collect data on their plants
Students will be able to successfully make observations about the process

Assessment Plan
How will you know that students have met the learning outcomes for this lesson?
The following rubric is a guideline for the assessment of student understanding. The assessments will be
not only focused on the organizing and display of the students plants home but also through the
duration of the lesson (data collection). The display, construction materials, and construction-care taken

categories in the rubric are a general guideline on the expectations of the students to follow as well as
complete when making their plant homes. The general formatting and drawing-general categories will

be more focused on the students drawings and data collection within their science journals.
category
display

General formatting

Drawing- general

Exceeds: 4
Each element in the
display had a function
and clearly served to
illustrate some aspect
of the experiment. All
items, soil, water, and
journal were neatly and
correctly labeled and
executed.
The drawing is large
enough to be clear.
Student name and date
are labeled. There is a
figure caption that
describes the drawing.
Lines are clear and not
smudged. There are
almost no erasures or
stray marks on the
paper. Color is used
carefully to enhance
the drawing. Overall,
the quality of the
drawing is excellent.

Construction-materials

Appropriate materials
were selected and
creatively modified in
ways that made them
even better.

Construction-care taken

Great care taken in

construction process so
that the structure is
neat, attractive and
follows plans
accurately.

Meets: 3
Each element had a
function and clearly
served to illustrate
some aspect of the
experiment. Most items
water, soil, and journal
were neatly and
correctly labeled and
executed.
The drawing is large
enough to be clear.
Student name and date
are labeled.

Approaches:2
Each element had a
function and clearly
served to illustrate
some aspect of the
experiment. Most items
water, soil, and journal
were neatly and
correctly labeled and
executed.
The drawing is a little
too large or a little too
small. Student name
and date are labeled

Does not meet: 1

The display seemed
incomplete or chaotic
with no clear plan.
Many labels were
missing or incorrect.

There are a few

erasures, smudged
lines or stray marks on
the paper, but they do
not greatly detract from
the drawing. Color is
used carefully to
enhance the drawing.
Overall, the drawing is
good.
Appropriate materials
were selected and
there was an attempt
at creative modification
to make them even
better.
Construction was
careful and accurate for
the most part, but 1-2
details could have been
refined for a more
attractive product.

There are a few

erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing OR color is not
used carefully. Overall,
the quality of the
drawing is fair.

There are several

erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing. Overall, the
quality of the drawing
is poor.

Appropriate materials
were selected.

Inappropriate materials
were selected and
contributed to a
product that performed
poorly.

Construction accurately
followed the plans, but
3-4 details could have
been refined for a more
attractive product.

Construction appears
careless or haphazard.
Many details need
refinement for a strong
or attractive product.

Resources used in teaching this lesson

http://www.k12.hi.us/~nimitz/GLOs.pdf
http://rubistar.4teachers.org/
http://standardstoolkit.k12.hi.us/
Michelle Serdenia (O&P teacher)
Other Materials

Seeds
water

The drawing is much

too small or much too
large

Old water/soda bottles cut in half

Plant holders
Soil
Pencil
Crayons
Science journal

Procedures

a. Introduction
From the previous lesson we are ending with the idea of Will plants grow better in soil or
water? So I will be collecting my own data from the students as to which they believe the
plants to grow better in. There will be a chart on the board with two columns; one labeled water
and the other labeled soil. The students will then place their names (written on a yellow sticky)
under the side they believe the plants will grow best in.
I will then demonstrate to the students how to prepare the home for each of the seeds (water &
soil). I will first demonstrate the water bottle: I will place the top half (mouth) upside down into
the bottom half and fill with place a seed inside and fill with water. Then the second home with
soil: I will place a small amount of soil in my container then place my seed/s and another small
amount of soil. I will then water the seed slightly.
b. Developing
The students will then work independently to create their home for their seeds. The teachers
and teacher aides/assistants/helpers will be walking around the classroom assisting the students
in the efforts to maintain a clean environment. Students will first work on their water homes for
their plants. Prior to placing the water and seed in the bottle, students must first write their
name on their bottle. They will then follow the steps I have instructed to complete the water
bottle portion of the activity. The students will then write their name on the soil container and
continue to follow the procedures in creating their home for the seeds.
c. Conclusion
Once the students have completed the task they will be documenting in their science journal the
date, what they see and drawing a detailed picture of the seed/plant. The students will be
keeping weekly data on the plants. As the weeks pass they will write more information that they
see, they will measure the height of the plants, and overtime they will be able to visualize and
conclude if plants will grow better in soil or in water.

Adaptations, Extensions, and Accommodations

How will you adapt or extend the lesson for students at different levels?
This activity is constructed so that all learning types can successfully complete the tasks. Students who
are having difficulty with a particular portion of the assignment will be able to get individual assistance
from either the teacher, or the assistants in the room. Writing levels are varied in a classroom so if a

student is unable to write a sentence on what they are seeing they may write wordstall, green, long,
etc

Lesson 3
Student Learning Outcomes

Students will be able to successfully collect data on their plants growth process (soil & water)
Students will be able to make successful observations on their plants growth process (soil &
water)
Students will be able to successfully analyze the date they collected on their plants growth
process (soil &water)

Assessment Plan
How will you know that students have met the learning outcomes for this lesson?
The following rubric is a guideline for the assessment of student understanding. The rubric consists of
the assessment guidelines for the students data collection, information gathering, journal log, and
conclusion/summary. The conclusion/summary may also be assessed through student interview and
class discussion.
category
Data collection
Information gathering

Exceeds:4
Data taken several times
in a careful, reliable
manner.
Accurate information is
gathered from data from
writings, drawings in own
journal, or physical view
of plant

Journal log

Several entries made and

all are dated and neatly
constructed
(drawing+written+labels)

Conclusion/summary

Student provided a
detailed conclusion
clearly based on the data
and related to previous
research findings

Resources used in teaching this lesson

http://www.k12.hi.us/~nimitz/GLOs.pdf
http://standardstoolkit.k12.hi.us/
http://rubistar.4teachers.org/

Meets:3
Data taken twice in a
careful, reliable
manner.
Accurate information is
gathered from data
from writings, drawing
in own journal or
physical view of plant
but focuses on only
one
Several entries are
made and most of the
entries are dated and
neatly entered.
(drawing+written)
Student provided a
somewhat detailed
conclusion clearly
based on the data

Approaches:2
Data taken once in a
careful, reliable
manner.
Accurate information is
gathered from data
from only writings &
drawings or physical
view of plant

Does not meet:1

Data not taken
carefully OR not taken
in a reliable manner.
Information taken from
either physical view of
plant or from peer
responses.

Several entries are

made and most of the
entries are dated and
legible.
(drawing)
Student provided a
conclusion with some
reference to the data

Few entries are made

AND/OR many entries
are not dated or very
difficult to read.
No conclusion was
apparent OR important
details were
overlooked.

Other Materials

Pencil
Science journals
Water vs soil chart
Our plants

Procedures
a. Introduction
The chart we used to keep track of our class data on Will plants grow better in soil or water?
will be placed on the board. While it is placed on the board we will be reviewing the students
previous answers. I will then be hand them a purple sticky with their name on it and they are
allowed to put their name on either side of the board as to what they believe plants will grow
better in soil or water. The students will then be asked to get their two plants and science
journal and answer questions from looking at their data they collected.
b. Developing
While at their desks students will answer:

Did the plant grow in water?

Did the plant grow in soil?
Did the plant grow better in soil or water?
Which plant grew faster?
What was the length for your longer plant?
Which plant was it?
What was the length of your smaller plant?
Which plant was it?

When the students have completed their answers we will come together as a group and discuss
our answers. If there are varying answers we will discuss them as well as use their individual
plant for more information. While we are together we will discuss the longest and shortest
plants.

c. Conclusion
As a conclusion the class will discuss what they learned from the assignment. Did they learn
that plants grow better in water or soil? Students will discuss if there is anything different they
could have done to make the experiment different (put soil outside and keep water inside). We
will then be closing our discussions and lessons on plants by reviewing what we have learned.

Adaptations, Extensions, and Accommodations

How will you adapt or extend the lesson for students at different levels?
I believe this lesson can be adapted for different student levels by asking them questions in a way that
they understand. Assist them in a way that they understand the material and what is asked of them.
Students will be asked the same information and classwork to be done, however assessment may focus
on the visual art work of the student (is he/she accurately representing what they viewed). When
working with a conclusion there may be use of oral assessment.