If I Were A Seed, What Would I Need?

Name: Heather McCarthy

Grade K
Date
October 17th, 2014
Cite sources used to develop this plan:

Topic
Allotted Time

Basic Needs of Plants

40 Minutes

Adapted from: http://pecentral.org/lessonideas/ViewLesson.asp?ID=10823#.VG5pWU10zcs

Based around Kindergarten Science Curriculum Draft from
https://curriculum.gov.bc.ca/curriculum/science/K
1. Rationale:
This lesson is part of a weeklong unit on plants and teaches students about what plants
need to grow. Plants are familiar to kindergarten students and this concept falls under the
kindergarten science curriculum. This lesson also has students working on their fundamental
movement skills.
Provincial Learning Standards:
- Basic needs of plants
- Demonstrate curiosity and a sense of wonder about the world
- Participate in a variety of physical activities
2. Assessment
Lesson Outcome

Sources of Evidence

Students will be able to draw

a plant with its correct parts

DO- Students draw a picture

of a plant

Students will be able to

represent the 5 needs of a
plant with the use of a craft

DO- Students complete

jumping jacks, follow
pathways by swimming and
hopping, hop over cones, and
throw and catch a ball to
themselves

Students will be able to

perform fundamental
movement skills

DO- Students glue pieces of

paper received to their
drawings

Criteria
Students used art materials
provided to complete a
drawing
Students used their bodies to
perform several fundamental
movement skills
Students completed an art
project with their own plant
drawn on it and the 5 slips of
paper (needs of a plant) glued
to it

3. Resources, Material and Preparation: What resources, materials and preparation are
required?
-

white paper, crayons, slips of paper with the written words: air, water, soil, space, and
light, brightly colored tape, balls, cones, and glue

4. Lesson Development
Introduction: How will you introduce this lesson in a manner that
engages students and activates their thinking?
-

Teacher will ask the class the students to raise their hands if they
remember what the parts of a plant are.
Once the students have come up with all the parts of a plant the
teacher will hand out a piece of paper and crayons to each table.
Students will be asked to draw a picture of a plant making sure to
draw all the parts discussed.

Teaching/Learning Sequence: What steps and activities are you going

to use to help students acquire and practice the knowledge, skills
and/or attitudes needed to meet the outcome?

Once the students are finished drawing, the teacher will inform the
students that in order for their plants to stay alive they will need to go
to the five stations around the room to earn the things their plants
need (slips of paper with the words written on it)
Students will need to perform a simple task to earn the slip of paper
The teacher will have groups picked out and will tell the students
which station they need to go to.
The teacher will demonstrate all five stations and will be circulating
around the class while students are completing their tasks (Having
parent helpers or doing this with a big buddy class is beneficial)
The first station will allow the students to earn air. Students will
throw a ball into the air and catch it five times in order to get the slip
of paper that says air on it.
The second station will allow the students to earn water. Students
will follow a zig-zag path of tape on the ground while pretending to
swim.
The third station will allow the students to earn sunlight. Students
will complete 10 jumping jacks.
The fourth station will allow the students to earn soil. Students will
hop on two feet along a curved pathway marked by tape.
The final station will allow the students to earn space. Students will
hop back and forth over a cone 10 times.

Pacing

10 Minutes

25 Minutes

Closure: How will you solidify the learning that has taken place and
deepen the learning process?
5 Minutes

Once students have completed all five stations and have five slips of
paper they will be asked to return to their seats to glue the pieces of
paper onto their drawings.

5. Accommodations (adaptations, extensions, other): How will you plan for students who have
learning/behaviour difficulties or require enrichment?
-

If students are completing tasks quickly, they can be asked to do more repetitions in
order to receive their slip of paper. For example complete 20 jumping jacks instead of
10.
If students are having difficulty completing tasks, they can be made easier. For example
walk along the taped line instead of hop.