Lesson Topic: Science/ ELA - Literature Exploration on a plants life cycle Lesson Length: two 30 minute sessions per

group Standards: MA: Science and Technology/ Engineering, MA: Grades 3-5, Life Science (Biology) Plant Structures and Functions - 2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction growth, and protection - 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. Big Idea: Plants are created through pollination and have a predictable life cycle. Knowledge Outcomes: Seeds are created through the process of pollination: when pollen from one flower lands on the stigma of another, it grows a pollen tube, finds [an] egg cell, and together they make a seed. (Cole 22) Plants have a set life cycle with distinct parts. These parts are seed creation, seed, young plant/sprout, adult plant, flowers, and seed production. Seeds who dont receive sun, water, and minerals will not grow into plants.

Skill Outcomes: Students will be able to read and verbally discuss a leveled book for their specific reading group. Students will be able to write and draw their own interpretations of the process of pollination and the plant life cycle. Students will be able to present what they have created with the rest of their group.

Materials: The Tiny Seed by Eric Carle A Seed Is a Promise by Claire Merrill LifeCycles: From Seed to Sunflower by Dr Gerald Legg The Magic School Bus Plants Seeds by Joanna Cole

Drawing and writing activity packets for The Tiny Seed Drawing and writing activity packets for From Seed to Sunflower Drawing and writing activity packets for A Seed Is a Promise Drawing and writing activity packets for Magic School Bus

Groupings/ Differentiated Activities: Differentiation based upon process, learning profile, and readiness. PROCESS: Students will use different types of activities based on the book and the level of understanding they are at to showcase their knowledge. READINESS: Four groups separated based upon current levels of understanding. Group A Read Magic School Bus Plants Seeds together, stopping frequently to define words and make sure students are comprehending the science involved in the book. After, draw students into a conversation about what they thought of how the book showed the plant life cycle? Go over the activity with the students. Students will need to write and illustrate a story of how seeds are created through pollination and the different points of a plants life cycle from the point of view of an insect of your choosing. Group B Read A Seed is a Promise together, stopping frequently to define words and make sure students are comprehending the science involved in the book. After, draw students into a conversation about what they thought of how the book showed the plant life cycle? Go over the activity with the students. Students will need to answer the following questions in drawings and in words based on the book, keeping in mind their audience is their classmates. Questions: 1) Where/ what do seeds come from? Use 2 examples from the book. 2) What grows around seeds? Why is this Group C Discuss the concept of pollination with them. Read From Seed to Sunflower together, stopping frequently to define words and make sure students are comprehending the science involved in the book. After, draw students into a conversation about what they thought of how the book showed the plant life cycle? Go over the activity with the students. Students will have 9 boxes in which to create a comic strip that describes how the book depicted the plant life cycle. Each box is a different part of the plants life as discussed in the book. Group D Show students short pollination clip* on the iPad. Discuss the concept of pollination with them. Read aloud The Tiny Seed together, stopping frequently to ask clarifying questions and make sure the students are comprehending the story and the science involved. After, draw students into a conversation about what they thought of how the book showed the plant life cycle? Go over the activity with the students. The students will need to write out and draw the steps in the plant life cycle according to the book. They should cover: seed production

important? 3) Do pollination, seed all seeds stay in settles, seed makes one place? Where roots and begins to do they go? 4) In grow, seed grows one two into a plant, plant sentences, how are grows flower, plant seeds made? How wilts and seeds are do bees, insects, made and spread. and wind help with this? 5) What is inside a seed? * http://www.neok12.com/video/Pollination/zX555d05707a0a7973676102.htm Sequence of the lesson: 1) Explain to students that in reading groups for the week we will be reading books that relate to our plant unit. Two groups will be seen each day. If your group isnt being seen that day, for the first half of reading you must read from your Independent Reading book for 30 minutes, then in the second half of reading you can work on your plant project. If your group is working today, then the other half of the time when you are on your own, you must read your Independent Reading book. 2) Work with students in each group according to the guidelines above and utilizing the activities for each group. 3) When not working with groups, the teachers should be checking in on each student to make sure their reading and plant project are going well. Sponge Activity: Read Independent Reading book Work on plant presentation if student claims to be done with their project, push them to do more with it

Wrap-Up: When all groups have finished their activities, gather the students on the rug. Have at least one student from each group share what they have made.

Assessment: Take notes during the students discussions to see where they are in understanding the knowledge outcomes Student work: writing and drawing relating to the book they read and what they learned about pollination and the plant life cycle

Write and draw a story about how seeds are created through pollination and the different points in a plants life cycle. Use the Magic School Bus Plants Seeds as your inspiration.

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__________________________________________ __________________________________________ You are trying to help a fellow third grader learn more about plants. To help your classmate understand the book you read, please answer the following questions in drawings and in words based on A Seed is a Promise. Questions: 1) Where/what do seeds come from? Use 2 examples from the book. 2) What grows around seeds? Why is this important? 3) Do all seeds stay in one place? Where do they go? 4) In one two sentences, how are seeds made? How do bees, insects, and wind help with this? 5) What is inside a seed?

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In the above squares, create a comic strip that describes how From Seed to Sunflower depicted the plant life cycle. Each box is a different part of the plants life as discussed in the book. For each part of a plants life cycle, draw and write (in your own words) what happens to the plant during that stage. Seed Production/ Pollination

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Seed Settles

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Seed Makes Roots and Begins to Grow

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Seed Grows into a Plant

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Plant Grows into a Flower

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Plant Wilts and Seeds are Made and Spread

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