Life Science: Plant Growth and Changes Grade 3 Unit Plandanielturgeon73.weebly.com/uploads/1/7/6/1/... · Life Science: Plant Growth and Changes Grade 3 Unit Plan Natasha Boutilier

Life Science: Plant Growth and Changes

Grade 3

Unit Plan

Natasha Boutilier

Daniel Turgeon

Meghan Higgins

November 28, 2012

2

Table of Contents

________________________________________________

Introduction Unit Overview………..……………….…............4

Unit Timeline………………………….…….…...5

Concept Map (Unit Specific)…...…….….……....7

Concept Map (Cross-Curricular)………….……..8

Cross-Curricular Outcomes……………….……..9

Lessons Lesson 1: All About Seeds and Conditions for Plant

Growth…………………………………….……11

Lesson 2: Grow Bean Grow!…………………...16

Lesson 3: Importance of Plants………….……...21

Unit Assessment Rubric………………………...25

Appendices Appendix A: Seeds Sorting Organizer…...…..…27

Appendix B: How Well Is Your Plant Growing?.28

Appendix C: Light and Plants Activity Sheet…...29

Appendix D: Nature Walk Activity Sheet……….30

Conclusion Conclusion………………………………….…....32

Other Resources Additional Resources to Support Unit………..….34

References References……………………………………......36

3

Introduction

4

Overview

The plant growth and changes unit will introduce students to concepts about how plants

grow, 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 of

plants to their environment and the sustainability for the future. This will also be a

foundation for when they are introduced to the habitats and communities unit in grade

four. The following lessons will be included within the unit (the three developed lessons

are in italics):

• All About Seeds and Conditions for Plant Growth

- Sorting seeds

-Conditions for plant growth

• Grow Bean Grow!

-Planting seeds

-Observation of plant growth

• Importance of Plants

• Life Cycle of a Plant

• Parts of a Flowering Plant

• Parts of a Non-Flowering Plant

This unit begins with an inquiry focus, which will help students make observations and

predictions about the life cycles of plants. The unit will then transition into a

technological focus, as students will learn the use of plants in their communities and their

importance to humans.

Following a constructivist methodology, students will focus on prior knowledge and

understanding while working in group and individual settings. Students will draw on the

importance of group discussion, and respecting the opinions of their peers. Activities will

require students to work hands on and use multiple learning styles, as teachers will

provide inclusive practices throughout.

A science journal will be used throughout the plant growth and changes unit. Students

will be encouraged to record observations and questions, through written and illustrated

responses. Students will include all completed worksheets within the science journal. The

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

exception will be for extended lessons and the field trip.

5

Unit Time Line

This is the outline for all developed and undeveloped lesson plans for the suggested time

line. Outcomes and suggested activities are included.

Please note that fully developed lesson plans are bolded.

Science Class 1: Science Class 2: Science Class 3:

Week 1

Outcome Facilitated:

Place seeds in groups according

to one or more attributes (202-

2)

Sorting

Seeds/Conditions for

Plant Growth

Create a site chart

using tagxedo for the

conditions for plant

growth

Song & Drawings

Week 2


Dan’s Outcome

Identify, investigate, and

suggest explanation for life

needs of plants and describe

how plants are affected by

conditions in which they grow.

Question and record relevant

observations and measurements

while investigating various

growing conditions for plants

(200-1, 201-5, 202-4)

consideration when

planting seeds such as

amount of water, type

of soil, light,

temperature, wind, and

inclusion of weeds

Planting Seeds (in-

class project)

Introduction of

Measurement Chart

&

Taking first measurement

of (class project)

Week 3


Describe and respond to ways in

which plants are important to

living things and the

environment and how the

supply of useful plants is

replenished (102-12, 102-13,

203-5)





(200-1, 201-5, 202-4)

Measuring Plants and

talking about

observations (in-class

project)

&

Preparing for nature

walk (what to look for)

Nature Walk Discussion about the walk

&

drawing (what plant that

stood out for students

while out on nature walk)

Week 4







replenished (102-12, 102-13,

203-5)


talking about


project)

&

Refer to various plants

mainly found on farms

(the main focus is

vegetables) in

Field Trip to Ross Farm

(not only students are going to be involved in

learning traditional ways of living, but also on the

importance of what grows on farm to supplement

the needs of people)

6





(200-1, 201-5, 202-4)

preparation to field trip

Week 5







replenished (102-12, 102-13,

203-5)





(200-1, 201-5, 202-4)

Discussion about the

field trip (emphasized

on what students

experienced and

interests) & Drawing

various plants found at

Ross Darm


talking about


project)

&

Refer to Artful Seed

The Artful Seed

Week 6


Observe and describe changes

that occur through the life cycle

of a flowering plant (100-30)

Observe, describe and measure,

using written language, pictures

and charts, changes that occur

through the life cycle of a

flowing plant (201-3, 203-3,

202-4)


talking about


project)

&

focusing on the

flowers found at

Public Garden

Halifax Public

Gardens

A Flowering Plant Parts of a Flowering Plant

Week 7


Identify and describe parts of

plants and their general function

(100-28)





(200-1, 201-5, 202-4)


talking about


project)

&

Instructions for

research and

presentation format

Research methods

(how to research

plants) on the web,

manual, or a magazine

(basically, provide

students with good

resources for their

researches in

preparation of their

presentation)

Parts of a plant (key

components of a plant that

are important for survival)

Week 8






(200-1, 201-5, 202-4)


talking about

observations (Last

measurement for the

in-class project)

&

Prepare for

presentations

Graphing Activity

&

Students will compare

their project with

classmates and write in

their science log

Research Presentations

(2-3 minutes each)/Wrap

Up

May need to be taught over two classes

http://www.halifax.ca/publicgardens/index.html

http://www.halifax.ca/publicgardens/index.html

7

8

9

Cross-Curriculum Outcomes

Language Arts

1.1 describe, share, and discuss thoughts, feelings, and experiences and consider

others’ ideas

1.4 listen critically to others’ ideas and opinions

2.1 participate in conversation, small-group and whole-group discussion,

understanding when to speak and when to listen

6.1 make personal connections to texts and describe, share, and discuss their

reactions and emotions

8.1 use writing and other forms of representing

10.1 experiment with a range of prewriting, drafting, revising, editing,

proofreading, and presentation strategies

10.5 select, organize, and combine relevant information, with assistance, from at

least two sources, without copying verbatim, to construct and communicate

meaning

Music

3.2.1 describe music they encounter in their school, at home, and in the

community, and the variety of purposes for which it is used

5.2.1 explore connections between music and other arts disciplines

Math

D1 Estimate and measure length in meters, decimeters and centimeters

F1 select appropriate strategies for collecting, recording, organizing and

describing relevant data

F3 create bar graphs using simple scales

F4 Implement plans with respect to the collection of data

Visual Arts

1.1 express through art marking personal feelings, ideas, and understandings

3.4 explore images using technology

6.1 demonstrate sensitivity towards the natural and built environment

10

Lessons

11

All About Seeds and Conditions for Plant Growth

Grade level: Three

Unit: Life Science: Plant Growth and Changes

Time Estimated for Lesson: 45 minutes

Initial Introduction: 15 minutes

Activity: approximately 15 minutes

Closing: approximately 15 minutes

Outcomes Facilitated:

Place seeds in groups according to one or more attributes (202-2)

Question and record relevant observations and measurements while investigating

various growing conditions for plants (200-1, 201-5, 202-4) (this outcome is not

going 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 methods

with their peers through drawings along with oral and written communication.

Students will be able to identify the conditions needed for plant growth

Materials Needed:

Various types of seeds (these can either be brought in by the students or by the

teacher)

Sorting ring

Science journal

Recording sheet

Crayons

Pencils

12

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 the

opportunity to share with each other the different types of seeds they have

seen or perhaps have planted. Discuss with the students what they think is

the purpose(s) of seeds.

Collaborate with the students about the different ways they could sort their

seeds. For example color, size, texture, smell, etc.

c) Activity:

Before beginning the activity provide the students with a brief explanation

of 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 in

their science journals. Remind students that their descriptions should

include 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 plant

growth.

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 their

investigation.

13

Using their science journals, have the children write an entry about their

predictions and any further questions they might have. To get them started,

use the following sentences: “I would like to find out if…can make my

plant 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 to

outcomes. Ask students to describe the differences between the varieties of seeds they

have been given. While students are working on their sorting activity walk around the

classroom and ask some of the productive questions. Students’ responses can be recorded

along with the name for future assessment. Observe students’ drawing and written work

on their seeds sorting organizer to make sure that included some of the characteristics that

were 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 are

some examples which grade three students may relate to:

o Think about the types of fruit and vegetables that people can grow on farms

and at home

o Types of plants that they see in their surroundings

o Plants help us breath

o Plants help remove carbon dioxide

o Different types of plants that are around us

o Indoor plants and outdoor plants

Extensions/Additional Activities:

Using the key ideas from the students. The teacher will create a site chart using

the program tagxedo. (www.tagxedo.com) The teacher will place the chart in the

class as a reminder throughtout this unit about plant growth conditions. This will

act 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) or

What Makes a Plant a Plant? 15 mins (23337)

Students will listen to the song “Plants and Animals” by Jennifer Fixman. While

they are listening to the song students will be asked to draw a picture in their

science journals of something that comes to mind when listening to the song.

14

Plants and Animals

Jennifer Fixman

From 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

Inhabiting the earth.

From the grass to a flower to some moss to a tree

Most 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.





Plant roots take minerals and water from the soil. Then they go

Up 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.





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.





15

Modifications:

Ensure that special needs children understand the activity. Have the child paraphrase the

directions back to the teacher to ensure understanding. Allow students to work in

partners.

16

Grow Bean Grow!

Grade level: 3

Unit: Life Science: Plant Growth and Changes

Time 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 8-

week period set for this unit.

Initial Introduction:25 minutes

Activity: approximately 55 minutes

Closing: approximately 10 minutes

Outcomes Facilitated:

Identify, investigate, and suggest explanations for life needs of plants and

describe 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 written

language, 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 a

long period (approx. 8 weeks).

Students will have the opportunity to explore, compare, observe and interact with

classmates during the investigation.

Students will have the opportunity to make weekly predictions on the growth of

their 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 for

unused cases, or by the teacher)

Beans

Soil

Bristol board

17

Recording sheet

Science journal

Pencils

Rulers

Color pencils or crayons

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 class discussion, ask students what would be some conditions needed

for the growth of plants. Brainstorm everything they know about the

conditions: temperature, light, water, wind, type of soil, and the inclusion

of weeds. Children can draw plants growing in different elements stated

above.

Show pictures of a number of plants that grow in various climates, for

example, cactus (hot climate) or berry bushes (cold climate).

After discussion, teacher will indicate that light is a very important factor

during the growth of a plant, and that each student will have the

opportunity to observe and monitor the growth of bean seeds during an in-

class project using CD cases, soil, and bean seeds. Inform students that

one plant will be place where lighting is constant and the other plant

without light.

c) Activity:

Before passing out CD cases, soils, and beans, review what they are

expected to do during the activity.

Remind students that the items are not to be thrown in the class or at

another person in the room, and that once the beans have been planted in

the CD cases, it has to be handle with care.

Give each student 2 CD cases, soil, and beans to plant individually in each

case (Ensure the name of students are placed on each case).

Students will open one CD case and apply some soil, and plant one bean

inside 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 placing

one case where light is constant (such as a window ledge) and the other

CD Case will be placed in a dark area, where light is very limited (such as

cupboards).

Have students drawing what they predict their plants will look like in 8

weeks.

18

Have students create their bar graphs, which will represent the growth

throughout the process (ensure that they labeled their names on each

graph). As per the example attached to this document “Example for bar

graph chart,” have the chart on the Smart Board as guidance for the

students.

Each week, students will accordingly observe, measure in (millimeter or

centimeter), plot, and predict the growth of their plants on the bar graph

chart hung on the back wall.

d) Productive Questions:

Looking at your chart, can you tell me how much longer your plant grew

since 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 dry

climate such as the desert?

Why do you think that your bean plant on the window ledge is growing

better 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 plant will be in 3 weeks?

How long is the root for the plant on the window ledge? How about the

one in the cupboards?

When you take this plant home, what would you have to do for the

continuity of the growth?

e) Closure:

Have the students to bring the soil and extra beans to the teacher’s desk.

If the floor is messy, have students to sweep their area and dispose of the

dirt in the designated containers such as compost bins.

Using their science journals, students will record something revealed to

them about growing plants. To get them started, use the following

opening line: “Today, I learned about many conditions for a plant to

grow, and one of them was…It is important because…”

Encourage them to predict results. Farmers for example have always

predicted how the crops will grow based on the climates forecasted for

the year.

Assessment:

Observe students' actions during the activity. While students are working, walk around

the class with a clipboard. Observe and listen for conversation related to outcomes. Have

students write a journal entry listing three facts that they have learned about specific

considerations while growing a plant. Also, collect and review the graph and drawing

representations of their plants.

19

STSE Connections/ Real-World Connections:

Planting seeds on farm

Halifax Public Garden

Home garden growth (flowers and vegetables/fruits)

Predicting growth in general is not only a matter of plants, but also for

several other aspects of life such as companies, occupational jobs, and

even with our own physical growth (getting taller).

Extensions/Additional Activities:

While the student’s plants are growing in the classroom, they can take

walks outside and compare plants in their local environment. They can

note which kinds grow on hills, under trees, or in rocky areas. Have all

their findings recorded in their journal.

Watch videos about plants growth. Flowering Plants: From seed to seed

[11 min], which demonstrates germination and the development of various

seeds (21932), and Growing [15 min], which illustrate what seeds need to

grow and a variety of growing process using several experiments(V2369).

Read Big Book How to Grow a Sunflower, through pictures and text,

provides detailed instruction that children may follow, on how to grow a

sunflower and a hyacinth.

Modifications:

Ensure that children with physical challenges can partake in the activity as well. For the

activity, have the child dictate the directions back to the teacher or a classmate to ensure a

maximum participation. Allow the child to work with a partner if need to be.

20

Example for Bar graph chart

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

week 1 week 2 week 3 week 4 … and so on

With Light

No light

21

Importance of Plants

Grade Level: 3

Unit: Life Science – Plant Growth and Changes

Time Estimated for Lesson: 45 minutes

Introduction: 10 minutes

Activity: 20 minutes

Closing: 15 minutes

Outcomes:

Describe and respond to ways in which plants are important to living things and

the environment and how the supply of useful plants is replenished. (102-12, 102-

13, 203-5)

Objectives:

Students will explore the many uses for plants, and identify their connections to

their every day lives.

Students will utilize their observation, data collecting, and recording skills to

identify plants in their community and their uses/importance to living things.

Students will be able to reflect on prior knowledge of plants and use items they

have learned from this lesson to discuss what needs to be done in order to

maintain/replenish a particular plant for it to continue to be useful.

Materials Needed:

Plants

Activity sheet

Crayons

Pencils

Procedure:

a) Scientific Literacy Focus

Inquiry based lesson

b) Introduction

Have a class discussion about the types of plants that grow in their

communities. Discuss types of plants, for example flowers, bushes, weeds,

and vegetables. Also, ask the students where such plants would grow in

and around their neighborhood. Explain to the students that they are going

to go on a nature walk around the school grounds to observe plants. You

will want to have permission from school administration, as well as some

helpers to walk with the students (parents or older students). They will be

given an activity sheet that they will record what plants they see, and what

22

they think their importance is to living things. They will also record how

living things might use the plants, or maybe just parts of the plants.

c) Activity

Before taking the children on their walk, explain what they are expected to

do during the activity.

Remind them that they are to stay in the area as determined by the teacher,

and that the older children or parents are there to help them explore.

Students will be given a worksheet that they can fill out, identifying by

either drawing a picture or spelling a word what plants they observed,

what the plants use is to living things, and what part of the plant they think

is used. (See attached sheet).

d) Productive Questions

What kind of plants do you notice around your community?

Where can you find these plants?

What might some of these plants be used for?

What parts of a plant might we use as humans?

What do you need to do to take care of plants so that they continue to

grow?

How would your observations have been different if you went somewhere

else? A farm? The beach? A forest?

e) Closing

Encourage the children to share what they noticed or discovered while on

their walk.

Record on the board or on a piece of chart paper the students observations,

which can be posted in the classroom after the activity so they have

something visible to reflect on while continuing through the unit.

While the students state their observations, encourage children to explore

the different parts of a plant that can be useful to humans, and make

connections to the plants they may have seen. For example, roots, stem,

leaves, etc.

Explain some ways in which plants are useful to humans that may not

have been found on their nature walk. For example tea leaves, spices,

cotton, aromatherapy (scented candles, cinnamon, etc.).

Discuss how their observations would have been different had they visited

somewhere else, such as a farm, the ocean, etc.

Encourage children to write in their science journals a plant that was either

discussed or not discussed that they would like to know more about.

Collect both their graphs and their journals.

Assessment Strategies:

While students are exploring the outdoors, walk around with them recording observations

by the students on a clipboard. You can also use a checklist with a few criteria such as

plant names, parts of the plant, descriptive words, connections between plants and uses

23

for plants, etc. This checklist can be used during the closing to reflect on common

observations made by the students. Collect the journals written/drawn by students to

assess language and ideas taken from today’s activity. Also, collect the graphs filled out

by students while they were exploring outdoors to assess the students connections

between plants and their importance to humans. These graphs can be displayed in the

classroom after they have been assessed.

STSE Connections/Community Connections:

Students observe and may come in contact with foliage on a daily basis. Although they

see plants in their yards and neighborhoods, they may not be aware of what these plants

do for them and their environment. Students may relate to the following:

Eating vegetables with their meals

Seeds which are edible (sunflower seeds as snacks, pumpkin seeds when they

carve pumpkins, poppy seeds on bagels)

Plants that are used for both food and medicinal use (garlic, ginseng)

The clothes they wear (cotton)

The paper they use at school and home

The oxygen we breath

Plants that are not edible (mistletoe and hogweed, which is present in many of

north American communities)

Plants that may not be safe (poison ivy)

Decorations (dried flowers, woven baskets)

Modifications:

To ensure an inclusive activity, you can pair you student with a pre-determined student

who has shown a basic understanding of plants and their characteristics. By exploring the

foliage together, it will be both beneficial for the student with exceptionalities, as well as

the helper student as it will reinforce their understanding. Also, by recording observations

together, the student will have he ability to discuss their findings in the closing of the

activity. For a student with mobility restrictions, the teacher can bring samples of plants

into the class so the student can explore the plants/seeds indoors with a teaching assistant,

and discover their characteristics with his/her hands or other senses.

Extension/Additional Activities;

The teacher can arrange for a field trip, with the permission of administration and parents,

as well as with a few volunteers to come along. A few options include:

A trip to a local farm. Students will have the opportunity to explore the different

foliage that is present on a farm rather than around their school. This is also a

great time to reflect on the ideas the students had presented in the closing

discussion concerning plants that might be in such an area rather than what they

had observed on their walk. Allowing for a discussion with the farmer

himself/herself can help students learn what the plants on a farm do for us as

humans, and perhaps even as animals!

24

A trip to a local community garden that may have vegetables, flowers and other

plants. One of the volunteers at the garden can show the students what they grow,

what happens with the plants once they are grown (donated to a local food bank

perhaps, which would be a great reflection on STSE/community connections).

This trip would also allow students to reflect on growing conditions for plants in a

garden rather than the areas around their communities, which was discussed in a

previous lesson.

As a research activity, students can choose in pairs or individually a plant they

wish to know more about. They will be given time on the computers, with books

and encyclopedias to research the name of the plant, where it is grown, what part

of the plant is used by humans, how it is used, etc. They can be given time to

make a short presentation using pictures they found or drew for the class.

25

Unit Assessment Rubric

Science Rubric Grade 3: Life Science: Plant Growth and Changes

Student Name:

Date:

Time:

Area of Assessment 1 2 3

Activity –

Student engagement and participation

in classroom discussion

Needs

Improvement

Contributes

occasionally

Highly

engaged

Productive Questions –

Participates and contributes leading

questions and ideas to the discussion

Needs

Improvement

Contributes

occasionally

Highly

engaged

Investigation –

Student ability to follow directions

and explore with given materials

Needs

Improvement

Contributes

occasionally

Highly

engaged

Critical Thinking –

Student demonstrate the ability to

make connections and meaning out of

classroom discussion and

investigation

Needs

Improvement

Contributes

occasionally

Highly

engaged

*Criteria for each category is vague to allow room for individualized comments

Score: /12

26

Appendices

27

Appendix A: Seeds Sorting Organizer

Seeds Sorting Organizer Activity

Name: _____________________________________ Date: ___________________________

Please draw a picture and write 3 main points about each group of seeds.

Picture Description

* * *

* * *

* * *

* * *

* * *

28

Appendix B: How Well Is Your Plant Growing?

Drawing of the seed I used:

Recording of plant growth:

Date Height of Plant / Unit of Measurement

29

Appendix C: Light and Plants Activity Sheet

Light and Plants Activity Sheet

Name:

Date / Type of Plant When I watered it Type of light Observations

30

Appendix D: Nature Walk Activity Sheet

Name:_____________________________ Date:_____________________________

Plant Part of the Plant Use to Living Things

31

Conclusion

32

Conclusion

This unit provided students with an understanding of plant growth and their importance

to humans and their environment. Students had the opportunity to participate in multiple

activities both inside and outside the classroom. By fostering many different learning

styles students’ were able to meet the learning outcomes. Throughout the unit students’

made real world connections and reached cross-curricular outcome in subjects such as

Language Arts, Math, Art and Music.

This unit concluded with student’s presentations on a plant and its importance to the

environment and to humans.

33

Other Resources

34

Other Resources

Fixman, J. (2012). Song for teaching: Sing music to promote learning. Retrieved

November 9, 2012 from

http://www.songsforteaching.com/jennyfixmanedutunes/plantsanimals.htm.

Halifax Regional Municipality. (2012). Community Gardens. Retrieved November 9,

2012 from http://www.halifax.ca/rec/Gardens.html. Nova Scotia.

Karavis, S, and Gill Matthews. (2000). How to grow a sunflower. Nova Scotia School

Book Bureau # 13346. Toronto: Oxford University Press.

Nova Scotia Museum. (2012). Ross Farm. Retrieved November 9, 2012 from

http://museum.gov.ns.ca/rfm/en/home/educators/default.aspx.

Nova Scotia Department of Education. LRT Media Library. (2000). What Makes a plant

a Plant? [15 min] # 23337. Mississauga: Marlin Motion Pictures Ltd.

Nova Scotia Department of Education. LRT Media Library. (2000). Where do plants

come from? [15 min] # 23336. Mississauga: Marlin Motion Pictures Ltd.

Nova Scotia Department of Education. LRT Media Library. (1980). Flowering Plants:

From seed to Seed [11 min] # 21932. Mississauga: Marlin Motion Pictures Ltd.

Nova Scotia Department of Education. LRT Media Library. (1996). Growing. [15 min] #

V2369. International Tele-Film Ltd.

Paul, Michele. (2000). Be a Plant Scientist. Nova Scotia School Book Bureau # 13352.

Published by Wright Group.

http://www.songsforteaching.com/jennyfixmanedutunes/plantsanimals.htm

http://museum.gov.ns.ca/rfm/en/home/educators/default.aspx

35

References

36

References

Nova Scotia Department of Education. (2005). Atlantic Canada Science Curriculum:

Grade 3. Nova Scotia.

Nova Scotia Department of Education. (2003). Learning Outcomes Framework English

Language Arts: Grades Primary to Six. Nova Scotia.

Nova Scotia Department of Education. (2000). Visual Arts Primary-6 Curriculum. Nova

Scotia.

Nova Scotia Department of Education. (1999). Atlantic Canada Mathematics Curriculum

Guide: Grades primary-3. Nova Scotia.

Nova Scotia Department of Education. (2002). Music: Grades Primary to Six. Nova

Scotia.

Documents

Life Science: Plant Growth and Changes Grade 3 Unit Plandanielturgeon73.weebly.com/uploads/1/7/6/1/... · Life Science: Plant Growth and Changes Grade 3 Unit Plan Natasha Boutilier