Name of Participant: Lisa Deaton

Instructional Coach: Jennina Sorenson

Lesson Title: Let’s Get Growing!

Goal and Objectives:

The learner will be able to identify the basic needs and parts of a plant. The learner will be able to
identify and accurately describe each part of the plant life cycle and how the parts of the plant
contribute to that life cycle. The learner will be able to apply this knowledge by observing various stages
of the life cycle of a plant. The learner will do this through lab activities and outdoor hands on activities.
The students will be able to write a narrative of the plant life cycle in their science notebooks and record
data of plant growth in their science notebooks. The learner will note the effect of plants when an
essential component is removed (water, light, space etc). The students will collaborate with their fellow
students regarding their data for upload to a citizen science data collection website, Project Budburst.

I chose this lesson because it aligns with the third grade GLEs. I believe by using this lesson at the
beginning of the school year it provides a good opportunity for the students to experience foundational
activities using observation and inquiry skills, introducing them to the scientific method which they will
be using though out the school year. The plant life cycle also will allow them to record data both in their
science notebooks and through a citizen website. The citizen website is particularly effective in
reminding the students that there is a world much bigger than their immediate environment and allows
them to become invested in nature globally rather than just locally.

Activities:

 Read Aloud: Fran’s Flower and Mortimer’s First Garden

 Nature Walk and Observation Journals

 Directed Inquiry: How are Plants Alike and Different

 Guided Inquiry: How fast do different kinds of seeds germinate?

 How Seeds Travel

 Pulling the Water Chain

 Directed inquiry: Planting Burpee Seeds; what happens when…? Students remove one
thing plants need to grow and record results

 Plant rubbings

 Project Budburst Introduction and data upload

Evaluations:
  Pre/post assessment during engagement activity and after explanation of plant parts and
plant lifecycle

 Pre/Post assessment label parts of the plant, pre assessment during exploration activity;
post assessment at the completion of activities

 Summative Assessment

Grade Level: Third grade

Essential questions: What are the stages of the life cycle for a plant?

What are the basic needs of most plants?

What happens to a plant when one of its basic needs is removed? (water, light,
air)

Student Learner Goals/Objectives – GLEs:

Describe the basic needs of most plants (i.e., air, water, light, nutrients, temperature) (3.1.A.a)

Describe and sequence the stages in the life cycle (for a plant) of seed germination, growth
and development reproduction and death (i.e., a flowering plant) (3.1.B.a)

Identify the major organ (roots, stems, flowers, leaves) and their functions in vascular plants
(e.g., adsorption, transport, reproduction) (3.1.D.a)

Illustrate and trace the path of water and nutrients as they move through the transport system
of a plant (3.2.C.a)

Pose questions about objects, materials, organisms, and events in the environment (7.1.A.a)

Plan and conduct a fair test to answer a question (7.1.A.b)

Make qualitative observations using the five senses (7.1.B.a)

Make observations using simple tools and equipment (e.g., hand lenses, magnets,
thermometers, metric rulers, balances, graduated cylinders) (7.1.B.b)

Featured Textbook:

Scott Foresman , Third Grade Unit A

Featured Picture Books:

Mortimer’s First Garden

Time Needed:

5 – 7 days

On going observation of plant lab

Academic Vocabulary Words:

System: Parts that work together. As in a plant’s leaf system

Seed leaf: One or more leaves which provide food for the plant as it grows.

Germinate: To grow

Seedling: A young plant

Seed scatter: The act of distributing seeds by wind, water or animals.

Pollen:

Pollinate: The act of moving pollen to the part of the flower that makes seeds. This is usually done by
bees or other animals or by wind.

Depth of Knowledge: Depth of knowledge will vary from 1 to 3.

Materials Needed:

Picture books: Fran’s Flower, Lisa Bruce; Mortimer’s First Garden, Karma Wilson

Listen, Think, Write journals

Science Journals

Bud Burst Journals

Magnifying Glasses

String approximately 2 feet long

Plant specimens (from outdoor area)

Seeds: radish seeds, corn seeds, pinto seeds, sunflower seeds, Burpee seeds

Plastic cups; waxed paper, paper plates, rulers, tablespoons

Celery
Food Coloring

How seeds travel recording sheet

Construction paper,

Crayons

Lesson narrative:

The teacher will engage students by doing a picture book read aloud called Fran’s Flower and
Mortimer’s First Garden. Both stories depict characters that have misconceptions about how a plant
should grow. The engagement will involve asking students to compare and contrast stories and ask
students to record what information they might have shared with both characters to correct their
misconceptions. (This will serve as an informal pre-assessment). The students will then explore an
outdoor area. Students, in groups of 3 – 4, will use nature journals to observe what they see in the
outdoors using string to focus on one area. After observation, each group will be allowed take ONE
specimen back to class for further exploration. In class the students will draw their specimen and label
parts as they know them. (This will serve as an informal pre-assessment). The students will also do a
gallery walk and compare other groups’ plants, using the directed inquiry in the Scott Foresman featured
text, page 4. During this lesson the students will engage in a guided inquiry in the Scott Foresman
featured text, pages 26 – 27, investigating how fast different seeds germinate. Students will then use
this information to plant and observe their own plants using Burpee Seed packs. Students will also plant
seeds and choose an essential element to omit from the life cycle and record those results as well. The
teacher will utilize small group instruction in the explanation phase of the learning cycle. During this
time, the teacher will set up a series of learning labs for students to explore while the teacher pulls small
groups for explanation. During small group explanation, the teacher will utilize the smart board and the
website http://urbanext.illinois.edu/gpe/case1/c1facts2a.html, called the Great Plant Escape. The
website details plant parts and functions. The students will use this information and their own
observations from their engagement to compare previous knowledge to new knowledge. After
explorations and explanations, the teacher will introduce Project Budburst to the students using their
Bud Burst Buddies website and journal pages found at
http://neoninc.org/budburst/buddies/pdf/journal_pages.pdf.

This lesson will be extended during communication arts with Scott Foresman science leveled readers
and through math with the guided inquiry. Art will be used to do leaf rubbings to identify leaves and to
use as a cover for their bud burst journals. The project will be evaluated using informal pre and post
assessments, using identification of plant parts and plant lifecycle and a summative assessment.

Engage:

The teacher will engage students by doing a picture book read aloud called Fran’s Flower and
Mortimer’s First Garden. The teacher will engage students in the read aloud by asking them to think
about the following questions (written on chart paper, smart board or handout to be inserted in listen,
think write journal):

1. How are Fran and Mortimer alike?

The teacher will read the stories twice. Once asking the students to only listen and think about the
questions and then a second time to actually record answers in their “Listen, Think, Write” journals.

Explore

 Students are divided into groups of 3-4 students

 Each student will have a nature journal

 Each group will have a magnifying glass and a piece of string

 The students participate in a nature walk in an outdoor area of the school yard

 Students choose a place within the area and make a circle with their string (observational
focus area)

 Students observe with the magnifying glass all plants within their focus area

 Students record observations in nature journal

 Students choose one specimen to take back to the classroom

 Students return to class to observe specimen

 Students draw specimen in journal and label parts (pre-assessment)

 Learning labs (these are independent/group inquiries, taking place during small group
differentiated instruction)

o Learning Lab One: How Seeds Travel. Students decide how a variety of seeds travel by
sorting seeds according to groups, hitchhiker, water, helicopter and parachute.
Students draw seeds and glue seeds next to their picture. (Sheet will be included in
science journal.) (http://neoninc.org/budburst/educators/pdf/PBB_seedstravel.pdf)

o Learning Lab Two: Students will set up the activity Pulling the Water Chain
(http://neoninc.org/budburst/educators/pdf/PBB_waterchain.pdf) Students will set the
 activity up with celery and continue to write observations at this station for succeeding
two days.

o Learning Lab Three: Plant parts will be separated into individual parts – root systems,
stems/trunks and leaves. Students will use parts to build a complete plant system.
(Scott Foresman Teacher Text pg A6)

o Learning Lab Four: Students will learn about different root systems and the difference
between tap and fibrous roots.
http://neoninc.org/budburst/educators/pdf/PBB_rootroundup.pdf

Explain

 This will take place in small group instruction

 The teacher will use the website http://urbanext.illinois.edu/gpe/case1/c1facts2a.html to

 At the completion of small group instruction the group will do the activity, “What parts of
the plant do we eat”? Also found at the above website.

Elaborate/Extend

Reading:

Scott Foresman leveled readers: Below Level – Plants and How they Grow; On Level – Plants and Trees
Growing; Above Level – Tree Life

Math:

Students will use measuring tools in guided and directed inquiry. Rulers will be used to measure plant
roots and measuring cups to measure water for learning lab celery inquiry. Students will record and
graph observational data. Students will calculate passage of time.

Art:

Students will do leaf or plant rubbings on a piece of construction paper. Students will identify their plant
and the parts shown. The rubbing will then be used as a cover for their bud burst journals.
Evaluate:

Formative Assessment

1.

2.

Describe what function the identified plant organ carries out for the carrot.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. What major organ of the above plant IS NOT shown?

Fran and Mortimer think they have a problem with plants. Do they really have a
problem? ______. What helpful information could you give them about plants?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

*This assessment will be given during engagement and again at the completion of activities

Pre/Post Assessment

In your science journal draw a picture of your plant specimen and label the parts.

*This assessment will be given during engagement and again at the completion of activities
Misconceptions

 Students may think that only plants such as roses, tulips, daisys etc have flowers. Identifying
plant parts will help students identify flowers on all plants.

 Students may think that all plants need soil to grow. Doing the guided inquiry of observing
how long it takes for particular seeds to germinate will help the students understand that
some plants grow without soil getting their nutrients from air or water.

 Students may often understand why a root system is important to a plant but that leaves
are just part of the flower. Students will understand through the plant parts and life cycle
activities that leaves are the primary way the plant gets its food.

 Students may perceive sugar (glucose) that the leaves make as the refined sugar that they
use daily. During small group explanation, this misconception will be addressed.

Safety Issues:

 Allergies to various plants and seeds should be noted

 Boundaries of the nature walk should be explicitly explained to students

 Celery learning lab requires cutting of the celery. This should be done with adult supervision
and a plastic knife for cutting

 Paper towels should be on hand for spills

 Students should be reminded to wash hands after handling plants from the outdoors.

Bibliography of more information: