~ Life is Found in Layers ~
This unit is adapted from a kit - Foss Structures of Life
Grade: 3rd and 4th grade
Time: 6 weeks
The goal of this unit is to promote the understanding of seeds and the structure of their growth into plants. Some of the ideas that will be explored include "where do seeds come from?" and "how does a seed grow into a plant?"
In the combined 3rd and 4th grade class there is room for both levels to grow deeply in the knowledge of plants. The topics that are covered revolve around the exploration and observation of growing bean plants from seeds. Students are able to make strong connections about plants by first observing their own plant, and then applying what they see to what they discover through class discussions led by the teacher and filled with student contribution.
My personal goal for the students is for growth in their comfort of being scientists and making hypotheses, and being responsible for their growing plant.
The topics that are included in this plant unit are very accessible to all students in a multi-age classroom. At this age students are learning to more easily express what they observe. Third graders are fairly accomplished at speaking their observations and are learning how to be clear in their writing, while 4th graders are often able to make clear written observations. The plant unit will be a vehicle for practicing these important skills. Students at this level are also ready to make more scientific observations about the world around them. They're familiar with fruit and seeds and plants (the parts) and they're ready to see these parts in a more whole value.
Many of the Maharishi School science standards and benchmarks (which were modeled on the National Science Standards and Benchmarks) were closely related to topics covered in this unit. They are as follows:
This unit is a student-centered design that allows students to learn not only through their own experimentation and observation of plant growth, but also through constant observation and discussion with the rest of the class. A community of learners is established through student groups. This allows easy observation of many plants by all students. Students work fairly independently from the teacher, allowing them to take more responsibility for their work and their knowledge and help to make them more self-sufficient learners.
I have chosen this design because I think it is important for students to feel control within boundaries set by the teacher in a classroom. I feel that they are more receptive to learning in an environment that they feel comfortable in and which they can have many successes.
At the end of this unit the students should be able to:
1. Seed walk
- Finding seeds in nature (or at least the school grounds)
- Categorizing seeds
3. Where do seeds come from?
- Exploring fruit
4. The mini-sprouters (sprouting different seeds)
- Observation for approximately 10 days
5. The class-sprouter (sprouting beans for growing)
- Observation for up to 4 weeks (preferably until the plants have flowered)
Resources Foss Structures of Life science
kit Books Bean and Plant -- Barrie Watts Dandelions -- Kathleen Kudlinski Exploring Plants -- Ed Catherall Garden -- I. Sanchez How a Plant Grows -- Bobbie Kalman Plant -- David Burnie Videos All about Caring for Plants Harold and His Amazing Green Plants
Foss Structures of Life science kit
Bean and Plant -- Barrie Watts
Dandelions -- Kathleen Kudlinski
Exploring Plants -- Ed Catherall
Garden -- I. Sanchez
How a Plant Grows -- Bobbie Kalman
Plant -- David Burnie
All about Caring for Plants
Harold and His Amazing Green Plants
At these grades students do not receive letter grades. However I will use the following rubric to put some value to the students' work and achievement. The rubric focuses on all of the main aspects of the unit. Third and 4th graders will be held to different standards regarding the quality of the work. However the amount of work (e.g. "Still has to explore at least 4 fruits") does not change.
Student Assessment for Plant Unit