Plants 1 Running Head PLANT LIFE CYCLE Backward Design The Life Cycle of a Plant by q6tXT0

VIEWS: 33 PAGES: 7

									                                                              Plants   1


Running Head: PLANT LIFE CYCLE




                 Backward Design: The Life Cycle of a Plant

                           Elementary First Grade

                          Tarleton State University
                                                                                     Plants   2



Unit Title: Life Cycle of a Plant     Grade Level: First Grade

Subject/Topic Areas: Plants

Key Words: flower, stem, leaves, roots, photosynthesis, pollination

Designed by         Time Frame: 2 weeks

School District: Killeen ISD          School: Duncan Elementary




          Brief Summary of Unit :There are seven basic requirements that plants need in order to
          grow properly: temperature, light, water, air, nutrients, time, and room to grow.

           The student will know it takes time to grow and care for plants. Some plants require
          more time to grow than others. Seeds can remain alive over a long period of time, but
          they only grow when there are the proper conditions. Some seeds have special
          structures that let them move from one place to another. Seeds have different shapes,
          sizes, colors, and patterns. They have special needs that must be met to germinate.
          Plants use carbon dioxide in the air and return oxygen.

          The student will know plant reproduction, the importance of flowers, the pollination
          process, and the relationship between plants and animals in reproduction. Plants are
          made up of different parts. They need to be pollinated in order to make seeds. Plants
          attract insects and animals that aid in the pollination process. Plant structures can be
          used to start new plants. Some plants don't produce flowers and seeds. Plants such as
          ferns and mosses are called non-flowering plants and produce spores instead of seeds.

          The student will know stems carry water and nutrients taken up by the roots to the
          leaves. Leaves are made to catch light and have openings to allow water and air to
          come and go. They are also the site of the food making process called photosynthesis.
          Petals are also important parts of the flower, because they help attract pollinators such
          as bees, butterflies, and animals.



                         STAGE 1 – Identify Desired Results
                                                                                 Plants     3



Established Goals:

   112. 6 a,b,c,d The student knows that systems have parts and are composed of
   organisms and objects. The student is expected to:
            Observe the changes that occur during plant growth and development
            Understand that the life cycle of plants is different from the life cycle of
               animals
            Sequence the stages of plant life




What understandings are desired?

   Students will understand that …..
        Plants have a life cycle that includes sprouting; developing roots, stems,
          leaves, and flowers; reproducing; and eventually dying
        Determine what plants need to survive.
        Recognize how plants are a benefit to people and our planet.
        Animals and plants are partners.




What essential questions will be considered?

          Students will make a KWL
          What is a seed?
          Do seeds come in all shapes and size?
          How do seeds travel?
          What do seeds need to grow?
          Discuss the job of the root system.


What key knowledge and skills will students acquire as a result of this unit?

   Students will know…..
        What benefits people and animals receive from plants.
        The wind, animals (bury and or deposit seeds by their droppings) are just
         some of the ways seeds travel.
   Students will be able to……
       Talk about the benefits of plants in our environment. i.e.: oxygen, carbon
         dioxide, cycle of nature, food, mulch,
       Students will be able to identify each part and describe its function.
       Student will know – Determine Acceptable Evidence
               STAGE 2 what photosynthesis is.
                                                                                  Plants   4




What evidence will show that students understand?

  Performance Tasks
      Student will plant a bean seed and students observe and record changes in
        plant journal.
      Student will make a tissue paper flower and label the parts.
      With the use of different colored construction paper, the student will make
        a booklet on products that come from plants.


                       * Complete Two Performance Task Blueprint for each task*

Other evidence needs to be collected in light of Stage 1 Desired Results?


   Other Evidence:
   (quizzes, tests, prompts, observations, dialogues, work samples):

   Quiz- Student will organize events in sequential order through comprehension and
   writing.
    Prompt-Students will create a What Have We Learned Section for the KWL
   chart.
   Skill Check- Student will describe how plants pass through distinct stages in their
   life cycle.


Student Self-Assessment and Reflection:



      1.   Self-assess on the KWL chart.
      2.   Self-assess information in the plant journal.
      3.   Reflect on the importance of plants.
      4.   Talk about the importance of seeds.
      5.   Tell what is needed for a seed to germinate.
      6.   Describe the differences in seeds and tell how they survive.
                                                                                Plants    5


                         Performance Task Blueprint
What understandings and goals will be assessed through this task?

  Student will understand plants have            Create the life cycle of a plant on
  a life cycle that includes sprouting;          Kidspiration in the computer lab.
  developing roots, stems, leaves, and
  flowers; reproducing; and
  eventually dying.
  .

What criteria are implied in the standards and understandings regardless of the
task specifics?
What qualities must student work demonstrate to signify that standards were met?


  Student will plant a bean seed.                 Writing conventions used correctly
  Student will observe and record                 in writing journal.
  changes.


Student products: What and performances will provide evidence of desired
understandings?

 Student will make a flower from                 Kidspiration project life cycle is
 construction and tissue paper and               displayed in sequential order.
 label the parts of the plant.

Through what authentic performance task will students demonstrate understanding?

  Plants change as they grow, just like you do. Every living thing goes through a
  cycle of different stages as it grows and gets older. These stages make up what
  we call the life cycle. Every living thing goes through a cycle of four basic stages:
  a beginning, a growth period, reproduction, and death.



By what criteria will student products and performances be evaluated?


  Plant picture is labeled correctly               Documentation in journal is
  and explained to with classmates.                recorded correctly and writing
                                                   conventions are in place.
                                                                              Plants   6


                           Performance Task Blueprint
What understandings and goals will be assessed through this task?

  Students will create their own               Organize events in sequential order
  original sequel to the book The              through illustration, comprehension,
  Carrot Seed. The students' sequels           and writing.
  will focus on the growth of a seed
  into a plant. Their book will be
  shaped like their vegetable.

What criteria are implied in the standards and understandings regardless of the
task specifics?
What qualities must student work demonstrate to signify that standards were met?

  Student will identify plant parts,             Book identifies each part of their
  where seeds come from and how                  plant and describe its function.
  they grow.



Through what authentic performance task will students demonstrate understanding?

  The student will understand life involves an on-going series of problems to solve,
  decisions to make, concepts to understand, and products to produce. Whether it's a
  relatively simple problem of what to eat for breakfast or a more complex one such
  as how to reduce pollution in your area, in life we do things that have concrete
  results.


What student products and performances will provide evidence of desired
understandings?

  Role play and explain the growth             Plants are made up of different
  cycle of a plant to their classmates.        parts. They need to be pollinated in
  Cut out vegetables, plants, and fruit        order to make seeds.
  from the newspaper and place them
  into the correct columns.

By what criteria will student products and performances be evaluated?

  Teacher will listen and observe               Students will use time transition
  children sharing their books.                 words (first, then, after, when),
                                                present tense verbs, and action
                                                verbs.
                                                                                  Plants     7



        STAGE 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements.
1a. Hook question? What is a seed?(H)
1b. Introduce by reading the, The Carrot Seed by Ruth Krauss and The Life
1c. Cycle of a Tree by Bobbie Kalman, Kathryn Smithyman, and Barbara Bedell.
(W)
1d. Show students the From Seed to Flower video. After watching the movie, the
students will discuss the correc order of the words/pictures on the board. They will
be asked to describe how plants change as they grow. What happens to their size,
their shape, and their parts?
1c. Plant activity, students will plant lima bean in a clear plastic cup and they can
watch the seed grow into roots and a stem. Water and watch. The students will keep
a journal of the plant's progress and can draw and label the parts. (E)
2. Plant activity, students will plant lima bean in a clear plastic cup and they can
watch the seed grow into roots and a stem. Water and watch. The students will keep
a journal of the plant's progress and can draw and label the parts. (H)
3. Each student to select a plant from a list and use the library or Internet, or both, to
conduct research on the plant and how it is pollinated.(E)
4. Students will pick a plant.(T)
5. Students will discuss proper research procedures and items to look for and where
to find them.(E)
5. Observe the changes that occur during plant growth and development.(E)
6. The research needs to include the plants life cycle that includes sprouting;
developing roots, stems, leaves, and flowers; reproducing; and eventually dying and
any other interesting information pertaining to that plant.(O)
7. Students need to pick a specific vegetable and find a recipe for that food.(R)
8. Students need to compile a list of vegetation that a seed produces.(E)
9. Students need to find where plants grow ( Farms, Gardens, Forests, deserts,
Orchards,) different types of plants grow all over the world in many
different kinds of habitats.(E)(T)
10. Each student needs to construct a book, Kidspiration, or internet site.(O)
11. Each student needs to design one of the projects. The project must contain
pictures, stories, and other information.( O) (E2)
12. The students need to prepare their food or plant. (H)
13. The students need to present their food or plant project to the class. (E2)

								
To top