Kristen Rohe. Group number 3B.
unit is a third grade science unit on plants. The unit begins by discussing
and identifying parts of a seed. It then goes on to explain how a plant
forms from a seed. The students will learn the difference between monocot
and dicot seeds, the various parts and functions of a plant and the process
of photosynthesis. Throughout the unit, hands-on activities are used with
discussions to give the children the understanding of the growth process
of a plant.
Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
I recognize the historical development of ideas in science.
organisms and species change over time.
how the structures of plants and animals complement the environment of
the plant or animal.
- The students
will identify the parts of a seed.
- The students
will identify the parts of a plant.
- The students
will define monocot, dicot, germination and photosynthesis.
- The students
will observe plant growth.
- The students
will recall what is necessary for plant growth.
- The students
will construct a plant to survive in space.
will be used to show achievement in the student's final project.
The format for the rubric is as follows:
Student correctly labels all three parts of the plant.
Student shows knowledge of the function of the three labeled parts. Continuity
in the explanation of the choice of plant; including properties and conditions.
Student correctly labels two parts of the plant.
Student shows knowledge of the function of two labeled parts. Continuity
in the explanation of the choice of plant; including properties or conditions.
Student correctly labels one part of the plant.
Student shows knowledge of the function of one labeled part.
No continuity in the explanation of the choice of the plant
Student does not label the parts of the plant.
Student shows no knowledge of the function of the parts of the plant.
Student could not explain the reasons for their choice of plant.
Day #1: Introduction to Plants
your class outside with journals to observe the environment. Have the
students write and draw pictures of different plants they see. Return
into the classroom to discuss the children's observations. Make a whole
class chart grouping the different types of plants and talk about their
similarities and differences.
preparation for second day: soak pumpkin, corn and lima bean seeds overnight.
#2: Parts of a Seed
proxima with computer software that illustrates the parts of a seed to
show to your class. Point out the parts and discuss with your class the
difference between monocot and dicot seeds. Cut open the seeds that you
have soaked the night before, and place one of each type of seed on a
paper plate. You can have one plate for each child or a group of children.
Give the students hand tenses to examine the internal structure of the
seeds. Have the students in their journals, draw and write about what
they see in each of the seeds. Discuss the children's observations.
preparation for third day: soak enough corn seeds for each child overnight.
#3: Where Seeds Come From
students predict where seeds come from. Have whole class discussion. Introduce
"germination" to the children. Teacher reads to class, Roots
are Food Finders. Each student then sets up their seed project: The
students are given a corn seed that has been soaked overnight. Students
place the seed on a wet paper towel, which is placed on a tray. Have the
children spritz their seed with water. Cover the tray completely with
a plastic bag. Students then write in their journal about the experiment
they have set up and draw a picture of their seed before it begins to
germinate. Allow the children to share their journals.
seeds need to be spritzed daily by the children. Children also need to
observe every 1-2 days to see if roots or stems have grown. Observations
should be written in the child's journal with a picture.
4 & 5: Parts of a Plant
proxima with computer software that illustrates the parts of
a plant to show to your class. Point out and discuss the function
of each of the parts. Compare the parts of the plant to human functions.
Students draw the plant parts and functions in their journal. A celery
experiment is going to be used to show how water travels through the plant.
Take dried out celery and cut off the bottom. Place the celery stick in
cold water with a red or blue food coloring. Place another celery stick
in water without food coloring. The students predict what will happen.
over time (30 mins.), observe the water rise. While this is taking place
the teacher can read Tops and Bottoms to the class. Discuss class
Day #6: Photosynthesis
students predict how they think plants make food. Define c4c photosynthesis"
and explain its process. Use computer software with proxima to show this
process on overhead if possible. Children in groups set up experiment.
Using a geranium plant, cover one leaf with petroleum jelly, to show the
need of carbon dioxide. Cover another leaf with black paper and leave
the rest of the leaves alone. Have students predict in writing what will
happen with their reasons why. Students share. In 3-5 days, make a class
chart to record the results after discussion.
#7: What Plants Need to Survive
the students two scenarios (i.e.: one plant is being taken care of and
one is not). The students make predictions on which one will live longer
and why (based on previous knowledge of the two plants). whole class lesson
on what plants need to live, (water, sunlight, etc.). Set up radish seeds
in paper cups (2 in each cup). Fill cup with potting soil. Pour two spoonfuls
of water over the seeds. The children put their name on each cup. write
the word LIGHT on one and NO LIGHT on the other. Place the cup with LIGHT
in sunlight and the other in a darker area. Give a little water to the
cups each day. When one measures 6-8 cm. tall, put both on the children's
desks and have them draw in their journal a picture of each plant. Discuss
the differences between the two plants, why they are different and the
things plants need to survive.
8 & 9: Projects
The following ideas can be used for these two days. It is up to the teacher
to decide how you would like to use one or more of these activities in
in pairs use a shoebox with cardboard to construct a maze. Hold the shoebox
vertically and cut a hole in the top right corner of the box. Place a
plant seed on the bottom and place the box in sunlight. Over days, the
plant will grow toward the sunlight, following the maze, and coming through
Goldenbooks (computer software), pull up 'plants' under Seek and
Find. The teacher can have students pull down certain questions that the
children will read the answers to. The students can write the questions
and answers in their own way in their journal.
PowerPoint (computer software), have the students make a presentation
on either the care of a plant, the parts of a plant or another idea from
the information they have learned about during the unit.
#10: End of Unit Activity
the types of plants needed on a space station. List ideas about what traits
are needed for a plant to survive on a space station. Discuss: How much
space does a plant need? Must the plant make its own food? What would
it need to make its own food? What plants do you need and enjoy and can
truly be used on a space station? The students will each create their
own "space plant" They need to draw the plant with the labeled
parts and write a descriptive explanation of their choice of plant, including
the properties and conditions the plant needs. This activity will be evaluated
with the rubric outline (see p.2).