Stage 1 Desired Results

Established Goals:
SSS/Common Core Standard(s):
SC.3.L.14.1-Describe structures in plants and their roles in food
production, support, water and nutrient transport, and reproduction.

Essential Question(s):

What are the functions of

the different plant
structures?

Students will Know:

Key Terms:
plant, stem, root, leaves,
leaf, flower, living thing,
needs, necessities, air,
water, food, space, seed,
life cycle, beans, survive,
structure, food production,
reproduction, stimuli, light,
gravity, energy, sun, sexual
reproduction, seed
dispersal, germination,
adaptation, environment,
stage, fruit, measure

The important structures of

a plant

The processes of sexual

reproduction in flowering

Understanding(s):

Students will be able to

identify and recall the
structures of plants and
their functions

Students will be Able to:

(skills)

The students will explain

and identify important
structures of a plant and
their roles food production,
support, water and nutrient
transport, and reproduction.

Students will describe

processes of sexual
reproduction in flowering
plants.

Stage 2- Determine Acceptable Evidence

What Performance-Based Evidence will show that students can show
understanding of your Essential Question?
What other
evidence will

Student will show understanding of essential question through

completions of a scenario based activity. Students will be able to
explain why scenarios are a problem and how they could be fixed.

1. One
of your friends
is growing
a Marigold
plant
in their room, which does not
Essential question
reflectionsScience
notebooks,
and
provide
have
much
sun
light.
feedback to reflections.
Long term investigation worksheets
2. Your
group found a flower with a broken stem during recess.
Response to plant
scenarios.
3. Your friend has a plant in their living room, and you noticed the stems are
bending towards the window.
4. Your friend from New York told you about a lima bean plant she is growing
outside on her porch, she also told you it was going to be snowing up there for
the next couple of days

be collected in light of the desired results described in Stage 1?

Students Self-Assessment (What did you learn today?) and Reflection
(How did you do as a learner todayeffort, paying attention, etc.?)
Students will use the class color coding rubric to grade their
reflections, long term investigations worksheet, and plant activity
(self assessment and reflection). After students code their own
work, students will be paired up and evaluate each others work,
before final assessment.

Stage 3 Instructional Plan

Day/ Topic

Classroom Plan

1.)

Attention getter:
Each group will have a closed brown paper bag on their table.
The words, SOIL, WATER, and SUNLIGHT, will be written on
the board.
Students will have to guess what is inside.
Relevance:
What do we know about plants? What do we want to learn about
plants? Write the definition of plants in science notebook.
Pre-assessment:
Match plant problems to effects. Explain reasoning, and turn in.
Unit preparation:
Create plant foldable for their science notebook
Send home parent letter with students.

Introduction
to plants
and plant
function

2.) Leaves

EQ: What is the function of a leaf in food production?

Instruction:
Read pgs. 10-13 together.
Discuss readings
Watch photosynthesis Brain Pop.
Leaf Hunt- Observe different leaves and record observations.
Assessment:
Fill out leaf section in plant foldable
Answer EQ
Investigations:
Introduce long term investigation and stem investigation

3.) Roots

EQ: What is the role of the roots in plant life?

Instruction:
Read pg. 15 together and discuss
Watch video on roots and their functions.
Read out loud roots section of Plant plumbing book on myon
Investigation:
Sort pictures and determine kind of roots as a class.
Introduce root experiment turned beans
Assessment:
Complete root section of foldable
Answer EQ

4.) Stems

EQ: What is the role of the stems in plant life?

Investigation:
Discuss celery experiment and observe results. Allow student to
hold celery and make predictions as to what happened. Break
celery and instruct students holding them to do the same. They
will be able to see the veins which water travels through.
Instruction:
Read textbook pg.14 and discuss how it relates to our celery
Read out loud stem section of the Plant Plumbing book on
Myon.
T-A-T before you move on questions in text book.
Assessment:
Complete stem section of plant foldable
5.)
EQ: How do plants respond to temperature and light?
Temperature
and Light
Investigation: Wrap Up Ongoing Investigation
Instruction:
Read About Light and Heat-My On Book
Videoshttp://plantsinmotion.bio.indiana.edu/plantmotion/movements/tr
opism/tropisms.html
Investigations:
Plant Lean (room temperature plant can be used)
Begin Hot/Cold Long Term Investigation-hot, cold, and room
temperature
Assessment:
Answer EQ
6.) Gravity

EQ: How do plants respond to gravity?

Investigation:
Discuss results of temperature long term investigation.
Document Results. Answer questions on the investigation
worksheet.
Investigation
Turn Beans-draw beans as they are now, and predict about
Turned Beans
Instruction:
Read p.24-25 together.
Video showing the gravitational effects on plant parts.
Assessment:
Answer How do roots respond to light? How do stems respond
to light? on sticky notes. Put them somewhere (elmo or on a big
poster paper) together to compare answers and discuss.
Answer EQ

7.) Spores

EQ: What are the characteristics of seedless plants?

Instruction:

Brainpop-Seedless Plants- answer a question or two for them to

answer from the video.
Read p30-31
Discuss reading.
Investigations:
They'll observe clippings of ferns at their desk hand lenses.
They will also take turn observing moss.
Note observations on worksheet. It'll have two sections, one for
moss and one for fern. They'll document their senses while
observing- what they see, feel, and smell. They'll glue this
worksheet on one side of their notebook and tape a small piece
of the moss and fern on the next page.
Assessments:
Answer EQ
Answer additional questions for those who finish early.

8.)
EQ: What is the function of pollen in plant reproduction?
Pollination
Instruction:
and
NatGeo book Reading- Pine trees and cones
reproduction
Look at Pinecones and note the parts and their functions
Brainpop- Pollination
Investigation:
Flower Dissection- in science notebook, students will label parts
of their flower.
Assessment:
Complete flower section of plant foldable.
9.)
Edible
Plants

EQ: What are the characteristics of an edible plant?

Instruction:
Chalk Talk- What kind of plants do we eat?
Discuss the Types of Plants from Chalk Talk
Edible Plants Video and Discussion
Investigation:
Break into small groups
Taste and document fruits and veggies
Assessment:
I Ate the Whole Thing Journal Reflection

10.)Review
&
Assessment

Read out loud:

Oh Say Can You Seed? This book has concepts that we have
covered throughout our unit. We will read it to refresh our
memory before our review game and assessment. During this
reading student will be looking for plant functions and the
importance of each part, throughout the book.
Plant Review Game:
We created a plant review game that contains important plant

function questions and pervious EQs.

Plant Problem assessment:
In this assessment students will take the knowledge they have
acquired and apply it into real-life scenarios.

Pre-Assessment
Directions: Cut and paste strips into the box that matches its
problem. After you are finished you will switch papers with
your shoulder buddy and explain why you chose your answers.

Problems
One of your friends is growing a
Marigold plant in their room,
which does not have much
sunlight.

A flower was found with a

broken stem.

Your friend has a plant in the

living room, and you noticed the
stems are bending towards the
window.

Your friend from New York told

you about a lima bean plant she
is growing outside on her porch,
she also told you it was going to
be snowing up there for the
next couple of days.

Why is it a
problem?

Plant cannot carry water

up, and is unable to make
food.

Plant is not going to

grow, because it is not
going to receiving heat
and sunlight energy.

This plant need more

sunlight, to make food.

Plant will begin to die,

because it needs more
energy to make food.

Pre-assessment Rubric

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