Plant Growth & Changes

Grade 4 Science Unit Plan

Christopher Le Vann, Kelsey Kozak, Haley Gawryluk & Alyssa Penner

November 16, 2016
EDES 365
Gord Strowbridge

Strand: Topic E - Plant Growth & Changes

Students learn about the structure and growth of plants by raising plants in the classroom
and by observing plant growth within the community. They learn to recognize and describe
different forms of leaves, stems, roots and flowers and learn their functions in supporting the
growth and reproduction of the plant. They learn various ways of starting new plants and the
plants' requirements for growth. Through hands-on activities, students learn that different plants
have different needs, and they gain skills and attitudes for their care. Taken from Alberta
Program of Studies

General Overview:
This unit builds off students previously obtained knowledge in the unit Seasonal Changes
as well as Needs of Plants and animals. It also provides an understanding for the unit Wetlands
and Ecosystems in grade 5 and Trees and Forests in grade 6. Students will demonstrate a general
knowledge of plants and how they impact humans and animals through production of oxygen,
providing food and useful products for people, preventing soil erosion and giving shelter to
animals.
The curriculum will encourage classroom observations so students can gain awareness of
the plants that they interact with on a daily basis. Students will be planting actual seeds in order
to understand and observe the time and considerations necessary to see how plants change and
contrast in growth and type. This hands on approach gives students a choice of using various
types of seeds. They will understand why plants are essential for human life and be able to
categorize, describe and identify the purpose of various components of plants.
Students will be able to identify types of plants and the requirements for plant growth.
They will also be able to describe the life cycle of a plant and how they distribute seeds. Most
importantly, Students will gain a understanding of how plants are living creatures and benefit the
environment. The unit will also explore technologies that assists with plant sustainability and the
negative implication that humans sometimes on our environment.

Possible Cross Curricular Connections:

Math - Observe, graph, categorize and use units of measurement
Art - Creative expression of stages of plant growth
Social Studies - Ethical Citizens, aboriginal cultures and their uses of plants, global
Environmentalism, debating deforestation, government policies regarding conservation.
Health - Eating Healthy, Natural Plant Medicines and Ointments.

Timeline: Start April 21, end June 23 = 46 Days or about 25 periods

Plant Growth & Changes will be taught as the last science unit of the year. This unit will
start at the end of April, spring has arrived and students will be able to personally view the
growth of new plants. This unit will subsequently follow Waste and Our World where the
students have the opportunity to use and manipulate the quality of the soil produced from food
waste for the year previous. Each student will use the composted nourish infused soil to grow
their own plant. The teacher will also grow a few plants in nutrient deprived soil (such as clay
infused soil, over-farmed soil, etc.) to show the how plants grow in different soil. Using this soil
students will see the impacts of soil quality on plant growth. This unit will enable students to
foster a sense of understanding and appreciation for the elements of nature that surround them;
creating responsible and environmentally-conscious citizens within our community.
Class Time: 60 minutes (2 periods combined every second day)
Lesson
Number

Topic

Activity

Plant Growth: Initial Stages

4.10.3 Describe common plants,
and classify them on the basis of
their characteristics and uses.
4.10.6 Recognize that a variety of
plant communities can be found
within the local area and that
differences in plant communities
are related to variations in the
amount of light, water and other
conditions.

- Nature walk outside to

observe different plants/tree
growth
(Students will document
types of plants and leaves.)
- Decorate pots
- Introduce plant log book
- Online Video to
demonstrate plant growth (if
time) from youtube Amazing
Nature HD
https://www.youtube.com/wa
tch?v=MgDZBqTuUuE

- Plant seeds
- Brainstorm plant needs and
requirements for successful
plant growth
- Compare plant needs with
human needs (on large pieces
of paper to compare)
- Students and teachers will
discuss and brainstorm
existing knowledge of plants
that have unique needs such

Planting Day: Elements for

Successful Growth
4.10.4
Recognize that plant requirements
for growth
4.10.5 Identify examples of plants
that have special needs.
4.10.9 Nurture a plant through one
complete life cycle-from seed to
seed.

Number
of
Lessons
(Weekly
observations)

Materials Needed

Flower pots, paints

for decorating, and
notebook.

-SmartBoard
- Seeds, soil, water,
planting tools
- Large pieces of
paper for groups
- Pencil crayons,
markers

as desert plants, rainforest

plants and plants that require
shade.
- Discuss final project and
steps required leading up to it
- Fill out first sheet of log
book
-Ongoing class project where
students will haves roles and
responsibilities to gain an
appreciation of plant life.
- Discuss technologies used
to sustain plant life
3

Parts of a Plant:
4.10.2 Identify and describe the
general purpose of plant roots,
stems, leaves and flowers.
Describe the care and growth of a
plant that students have nurtured,
in particular:

- Identify parts of plant and

their purpose (roots, stem,
leaves and flowers and
reproductive elements)

- Various plants, food

coloring, celery,
water, parts of a plant
worksheet

Worksheet and
Powerpoint

- Dissect real plants and label

parts of a plant
- Celery stick and food
coloring experiment.

identify the light, temperature,

water and growing medium
requirements of the plant
identify the life stages of the plant
identify the reproductive
structures of the plant.
4

Importance of Plants for People

and our Environment:
4.10.1 Describe the importance of
plants to humans and their
importance to the natural
environment.
4.10.3 Describe common plants,
and classify them on the basis of
their characteristics and uses.

-Review of celery stick

experiment
-Bring in various vegetables
and have students classify
them as roots, stems, leaves
or flower
- Discuss the plants we use
daily and how they impact
us. (Soil Erosion, Shelter,
Food, Oxygen)
-Powerpoint, instruction and
worksheet on how people are

impacted by plants.
-Discuss what our world
would be like without plants
5

Plant Propagation and Seed

Dispersal:
4.10.8 Describe ways that various
flowering plants can be
propagated, including from seed,
from cuttings, from bulbs and by
runners.
4.10.11 Describe different ways
that seeds are distributed; e.g., by
wind, by animals; and recognize
seed adaptations for different
methods of distribution.

-Demonstration of plant
3
propagation in class
- How seeds are dispersed
video
https://www.youtube.com/wa
tch?v=3CCOWHa-qfc
- read aloud with The Tiny
Seed by Eric Carle
- Seed Dispersion Sorting
activity: collect seeds on
nature walk, or teacher brings
in depending on weather,
have students sort the seeds
and categorize how these
seeds move using a chart
with four sections labeled:
blown by the wind, floats on
the water, eaten by animals
and carried on fur.
http://outsidemom.com/2011/
10/traveling-seeds/

- Cutting tools,
various plants for
propagation
- smartboard or TV
for video
- The Tiny Seed by
Eric Carle
- variety of seeds
- paper, writing tools,
glue, egg carton,
various seeds

Plant Classification:
4.10.3 Describe common plants,
and classify them on the basis of
their characteristics and uses.

-Have students brainstorm as

many plants as possible and
then in groups have students
come up with 3-4 categories
to organize the plants
-Introduce plant
classification systems
-Plant Scavenger hunt and
categorization activity

- Note cards, colored

pencils/pens,
Scissors

Plant Traits:
4.10.7 Recognize that plants of the
same kind have a common life
cycle and produce new plants that
are similar, but not identical, to
the parent plants.

- Plant Inherited Traits Video

https://www.youtube.com/wa
tch?v=L0PX6DBjU7w
- Inherited Plant Traits Mix
and Match Worksheet
http://www.bsisd.esc18.net/d
ocuments/Lesson%20Ideas/L
ESSONS%20&%20RESOU
RCES/SCIENCE/4th%20Gr/

- worksheet and
multimedia video

Science_Grade_04_Unit_07_
Exemplar_Lesson_01__Inher
ited_Traits_and_Learned_Be
haviors.pdf
8

Field Trip

-The Jungle Farm: Students

will Learn about germination
of seeds, growing plants,
pollination.
Each child gets to plant seeds
and plants, taste fresh spring
vegetable.

Materials needed will

all be provided from
the Jungle Farm

Project: Work Time

4.10.9 Nurture a plant through one
complete life cycle-from seed to
seed.
4.10.10 Describe the care and
growth of a plant that students
have nurtured

-Students will be given class

time to work on their final
projects individually or with
a partner while teacher
circulates

Chromebooks, poster
paper, art supplies

10

Presentation:
4.10.9 Nurture a plant through one
complete life cycle-from seed to
seed.
4.10.10 Describe the care and
growth of a plant that students
have nurtured

-Present final project to class

11

Review:

-Students will create their

own questions to review the
unit. They will then play an
interactive game in groups
for assessment of learning.
Who wants to be a
millionaire.

Formative Assessment

12

Unit Exam

https://www.wlu.ca/d
ocuments/.../Group_A
-_Who_wants_to_be
_a_millionaire.pptx

Essential Questions:
Scientific Inquiry:
- Why do environmental factors and human care affect plant growth?
- Why are plants important to us?
Technological Problem Solving:
- How do we as humans support plant growth?
- How do current technologies assist in plant growth?
Society:
- Should society be concerned with the impact we have on soil and how it affects plant
growth?

Objectives (Focus: Science, Technology, Society):

General Learner Expectations:
Students will:
4-10 Demonstrate knowledge and skills for the study, interpretation, propagation and
enhancement of plant growth.
Specific Learner Expectations:
Students will:
1. Describe the importance of plants to humans and their importance to the natural
environment. Students who meet this expectation should be able to give examples of
plants being used as a source of food or shelter, and be aware of the role plants play in the
environment; e.g., preventing erosion, maintaining oxygen.
2. Identify and describe the general purpose of plant roots, stems, leaves and flowers.
3. Describe common plants, and classify them on the basis of their characteristics and uses.
4. Recognize that plant requirements for growth; i.e., air, light energy, water, nutrients and
space; vary from plant to plant and that other conditions; e.g., temperature and humidity;
may also be important to the growth of particular plants.
5. Identify examples of plants that have special needs.
6. Recognize that a variety of plant communities can be found within the local area and that
differences in plant communities are related to variations in the amount of light, water
and other conditions.
7. Recognize that plants of the same kind have a common life cycle and produce new plants
that are similar, but not identical, to the parent plants.
8. Describe ways that various flowering plants can be propagated, including from seed,
from cuttings, from bulbs and by runners.

9. Nurture a plant through one complete life cycle-from seed to seed.

10. Describe the care and growth of a plant that students have nurtured, in particular:
identify the light, temperature, water and growing medium requirements of the
plant
identify the life stages of the plant
identify the reproductive structures of the plant.
11. Describe different ways that seeds are distributed; e.g., by wind, by animals; and
recognize seed adaptations for different methods of distribution.

Enduring Understandings
The following enduring understandings we deem essential for student progress in further
units of science and cross curricular subjects. They are necessary for the students to gain
understanding of future concepts such as photosynthesis, reproduction, plant and animal life
cycles, and classification of organisms as well as characteristics.
4.10.1

Describe the importance of plants to humans and their importance to the natural
environment.

4.10.2

Identify and describe the general purpose of plant roots, stems, leaves and
flowers.

4.10.3

Describe common plants, and classify them on the basis of their characteristics
and uses.

4.10.4

Recognize that plant requirements for growth may also be important to the
growth of particular plants.

4.10.8

Describe ways that various flowering plants can be propagated, including from
seed, from cuttings, from bulbs and by runners.

4.10.10

Describe the care and growth of a plant that students have nurtured.

4.10.11

Describe different ways that seeds are distributed.

Skills:
General Learner Expectations:
Students will:
4-1 Investigate the nature of things, demonstrating purposeful action that leads to
inferences supported by observations.
4-2 Identify patterns and order in objects and events studied; and record observations,
using pictures, words and charts, with guidance in the construction of charts; and make
predictions and generalizations, based on observations.
Specific Learner Expectations:
Focus
- ask questions that lead to exploration and investigation
- identify one or more possible answers to questions by stating a prediction or a hypothesis
Explore and Investigate
- identify, with guidance, ways of finding answers to given questions
- carry out, with guidance, procedures that comprise a fair test
- identify materials and how they are used
- work independently or with others to carry out the identified procedures
- identify, with guidance, sources of information and ideas and access information and
ideas from those sources. Sources may include library, classroom, community and
computer-based resources
Reflect and Interpret
- communicate with group members, showing ability to contribute and receive ideas
- record observations and measurements accurately, using captioned pictures and charts,
with guidance in the construction of charts. Computer resources may be used for record
keeping and for display and interpretation of data
- state an inference, based on observations
- identify possible applications of what was learned
- identify new questions that arise from what was learned.

Attitudes:
General Learner Expectations:
Students will:
4-4 Demonstrate positive attitudes for the study of science and for the application of science
in responsible ways.
Specific Learner Expectations
Students will show growth in acquiring and applying the following traits:
curiosity
confidence in personal ability to explore materials and learn by direct study
inventiveness and willingness to consider new ideas
perseverance in the search for understandings and for solutions to problems
a willingness to base their conclusions and actions on the evidence of their own
experiences
a willingness to work with others in shared activities and in sharing of experiences
appreciation of the benefits gained from shared effort and cooperation
a sense of responsibility for personal and group actions
respect for living things and environments, and commitment for their care.

GRASPS
Goal: To demonstrate the life cycle and characteristics of a undocumented new plant species.
Role: Students are scientists who have just discovered a mysterious seed.
Audience: Group of scientists and Get Up and Grow Weekly.
Situation: Successfully grow the unknown seed in order to discover the factors that make this
plant unique. (Characteristic and components)
Purpose: To reveal their new species of plant to the science world through explanations and
demonstrates of their observations.
Standards & Criteria for Success: Student scientists must provide the proper care in order to
successfully grow their plant. Growth process and conditions will be documented.
Final Project: Throughout the unit, students are working towards gathering evidence,
knowledge and research for their final project. Students must document and demonstrate the
lifecycle and components of a plant using the media of their choice (timelapse pictures, video,
skit, poster, etc.) Students can choose to work individually or in small groups. Requirements for
the final project will include:
- Compare and contrast their own plant growth to that of the teachers nutrient-deprived soil
demonstration.
- Students must use the knowledge gained from the unit, as well as two credited forms of
research, to describe and demonstrate the essential elements required for effective plant
growth.
- Students must explain the importance of plants to human life, and give at least one
example of how plant affect or influence their own life.
- Students must identify components of a plant including stem, leaves, root and flower.

Lets Grow Together!

You have been selected to be a contributing member of the Get Up & Grow Journal! To
enter the journal contest, the editors of Get Up & Grow require you to complete the following
assignment as your final submission. To be considered for this exciting opportunity, you must
submit your best work and your project must adhere to the following guidelines.
Your submission must document and demonstrate the lifecycle and components of a
plant. You can use the media of your choice, but remember to make it exciting (time lapse,
pictures, video, skit, poster, etc.). This submission can be completed individually or in small
groups.

Specific Requirements:
- Document and demonstrate the plant lifecycle.
- Identify components of a plant including stem, leaves, root and flower.
- Compare and contrast your own plant growth to that of the teachers nutrient-deprived
soil demonstration.
- Use two credited forms of research to describe and demonstrate the essential elements
required for effective plant growth.
- Explain the importance of plants to human life, and give at least one descriptive example
of how plants affect or influence your own life.

Rubric

1
Not Yet Meeting
Expectations

2
Approaching
Expectations

Documents and
demonstrates plant
lifecycle.

Does not clearly

show stages of plant
life cycle.

Documents most
stages of plant life
cycle.

Documents all stages

of plant life cycle.

Properly identifies
components (4) of
plant.

Does not clearly

identify components
of life cycle.

Identifies most of the

components of a
plant.

Properly identifies all

components of a
plant.

Includes at least (2)

documented
resources.

Does not include

documented
resources.

Includes (1)
documented
resources.

Includes (2) or more

documented
resources.

Compares student
Does not have
plant to nutrient
comparisons to
deprived plant using deprived plant.
characteristic such
as growth, color and
size.

Includes minimal
comparisons to
deprived plant.

Provides multiple
comparisons using
characteristics to the
nutrient deprived
plant.

Gives at least one

example of how
plants affect human
life with detailed
explanation.

Gives an example
with little to no
explanation of how
plants affect human
life.

Gives a clear
example and detailed
explanation of how
plants affect human
life.

Criteria

Does not give an

example of how
plants affect human
life.

3
Fully Meeting
Expectations

Total:

/15

Lesson # 1
Subject: Science

Grade: 4

Unit: Plant Growth and Changes

Curriculum outcome:
(copy directly from Program
of Studies)
Indicate strand, number,
etc.

4.10.3 Describe common plants, and classify them on the basis of their
characteristics and uses.
4.10.6 Recognize that a variety of plant communities can be found within the
local area and that differences in plant communities are related to variations in
the amount of light, water and other conditions.

Lesson objective(s):
(Students will be able to.)

Students will be able to:

- Describe plants around their area and put them categories based on the
plants use and attributes.
- Observe many types of plants around the school and recognize that these
plants differ from other areas of the world due to the conditions they grow in.

Context:
(1-2 sentences of where
this lesson fits into the unit)

This is the introduction of the unit where students will form an understanding of
observing and categorizing plants.

Resources:
(include links, textbooks,
materials)

Amazing Nature HD
https://www.youtube.com/watch?v=MgDZBqTuUuE
Flower pots, paints for decorating, and notebook.

Introduction
(Include anticipatory set, sharing of lesson objectives, etc.)

Notes
Reminders
Timeline

Students will arrive to a bright and colorful classroom and notice a large cut out of a bare tree
that is without its leaves. Each student will have a coloured leaf on their desk and be
instructed to write their name on it.

5 min

Play video of a timelapse of plants growing in a natural environment

https://www.youtube.com/watch?v=MgDZBqTuUuE

5 mins

While the video is playing the students will come up one at a time (in an orderly fashion) and
put their leaf on the tree. Once every students has come up, and the video is finished our tree
will be filled.
Activities
(Step by step - what is going to happen during the lesson?)

1. Students will be guided on a nature walk outside of the school where they can observe
plant/tree growth and record their findings in a notebook. When students get back into
the classroom, discuss what they observed and categorize these discoveries

15 mins

2. Each student will be given a flower pot to creatively decorate with different art supplies
provided

30 mins

3. Introduce plant log book and explain its importance throughout the course of the unit

4 mins

Conclusion
(How will you revisit the main ideas of the lesson, check for understanding, assess learning,
etc?
Discuss with students thats plants fit in certain categories based on their characteristics and
uses. Remind students that plants are very different in other parts of the world because of
growing conditions. Discuss the procedures and requirements for successfully plant their
seeds.

1 min

Lesson # 5
Subject: Science
Curriculum outcome:
(copy directly from
Program of Studies)
Indicate strand, number,
etc.

Lesson objective(s):
(Students will be able
to.)

Context:
(1-2 sentences of where
this lesson fits into the
unit)

Resources:
(include links,
textbooks, materials)

Grade: 4

Topic:Plant Growth & Changes

Seed Dispersal:
4.10.11 Describe different ways that seeds are distributed; e.g., by wind, by
animals; and recognize seed adaptations for different methods of distribution.

Students will be able to:

- Categorize seeds by how they are distributed
Students will further their understanding of plants by learning how to categorize
seed dispersion.

https://www.youtube.com/watch?v=3CCOWHa-qfc
http://outsidemom.com/2011/10/traveling-seeds/
Paper, pencil crayons, markers, variety of seeds, glue, egg cartons
Smartboard or TV for video
The Tiny Seed by Eric Carle

Introduction
(Include anticipatory set, sharing of lesson objectives, etc.)

Notes
Timeline

Ask students how they think seeds are dispersed - brainstorm ideas on board.
- Seed Dispersion Song
https://www.youtube.com/watch?v=3CCOWHa-qfc

10 minutes

Activities
(Step by step - what is going to happen during the lesson?)

Read aloud with The Tiny Seed by Eric Carle (asking questions throughout)
Seed Dispersion Sorting activity: collect seeds on nature walk, or teacher brings
in depending on weather, have students sort the seeds and categorize how these
seeds move using a chart with four sections labeled: blown by the wind, floats on
the water, eaten by animals and carried on fur. Based off activity from:
http://outsidemom.com/2011/10/traveling-seeds/

15 min

30 min

Conclusion
As a class, compare the charts created and which seeds go where. Ask
students other examples of seeds that could be dispersed in these categories.

5 min

Lesson #6
Subject: Science

Grade: 4

Unit: Plant Growth and Changes

Curriculum outcome:
(copy directly from
Program of Studies)
Indicate strand, number,
etc.

4.10.3 Describe common plants, and classify them on the basis of their
characteristics and uses.

Lesson objective(s):
(Students will be able to.)

Students will be able to:

- Students will be able to understand the purpose and importance of
classification.
- Students will be able to perform simple classification of plants and to
justify their reasoning by pointing to defining plant characteristics (e.g.
producing seeds as opposed to spore).
- Students will be able to compare and contrast plants species and to
identify specific characteristics that distinguish one plant group from
another.

Context:
(1-2 sentences of where this
lesson fits into the unit)

This lesson fits into the middle of the unit, at this point students have an
understanding of diversity amongst plants and will have knowledge about the
characteristics that can be used to categorize plants.

Resources:
(include links, textbooks,
materials)

Note cards
Colored pencils/pens
Scissors
Hierarchy of plant categorization

Introduction
(Include anticipatory set, sharing of lesson objectives, etc.)

Notes
Reminders
Timeline

Place students into groups and have them write down as many plants as possible. Put
examples on board to get them started

(Day 1)
5 minutes

We will come together as a whole class and write down all the examples students came
up with on the board

5 minutes

Students will work together in groups once again and come up with 3-4 categories that
could be used to organize the plants on the board
Students will then organize the plants on the board using the categories they came up
with

15 minutes

We will come together as a class and discuss some of the categories students came up
with

5 minutes

Activities
(Step by step - what is going to happen during the lesson?)

Introduce the hierarchy chart to students and go over how scientists classify plants

Form groups and assign each group to a different part of the school
Have students find as many plants as they can and then draw what they find on a note
card

(Day 2)
30 minutes

Have students organize the plants they found into categories using the hierarchy chart of
plant categorization

30 minutes

Students will share their categorization and reasoning with the rest of the class

30 minutes

(Day3)
30 minutes

Conclusion
(How will you revisit the main ideas of the lesson, check for understanding, assess learning,
etc?

Students will return to the first activity and using the original plants they brainstormed,
they will reorganize these plants into the hierarchy chart of plant categorization

30 minutes

Advanced Preparation:
-

Have alternate arrangements in mind in case weather doesn't cooperate

Prepare compost (previous year, or ask for donations from City of Red Deer)
Book field trip, have consent forms ready and signed
Gather materials needed for unit (see above for detailed materials)
Assess students current knowledge of plant growth and changes to guide unit
Arrange space with adequate lighting for plant growth

Resources:
Books
Plant Growth and Changes: Edmonton Public Schools Curriculum Guide
The Tiny Seed by Eric Carle
Materials
Various materials needed for daily activities - please see detailed list in timeline for specific
material requirements.
Internet Resources
http://candauscrew.blogspot.ca/2012/02/plant-observation-log-for-primary.html
http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html
http://mpalalive.org/classroom/lesson/plant-classification-us
https://www.youtube.com/watch?v=MgDZBqTuUuE
https://www.youtube.com/watch?v=3CCOWHa-qfc
http://outsidemom.com/2011/10/traveling-seeds/
https://www.youtube.com/watch?v=L0PX6DBjU7w
http://www.bsisd.esc18.net/documents/Lesson%20Ideas/LESSONS%20&%20RESOURCES/SC
IENCE/4th%20Gr/Science_Grade_04_Unit_07_Exemplar_Lesson_01__Inherited_Traits_and_L
earned_Behaviors.pdf
https://www.wlu.ca/documents/.../Group_A-_Who_wants_to_be_a_millionaire.pptx
Community Resources
Jungle Farms
http://www.thejunglefarm.com/jungle-farm-educational-field-trips.htm

Name: ______________

Unit Plan: Plant Growth & Change

General Learner Expectations:
4-10 Demonstrate knowledge and skills for the study, interpretation, propagation and
enhancement of plant growth.
Devon and Hayden are so excited to attend their Grade 4 class field trip to the Jungle Farm!

1. On the bus ride there, Devon and Hayden are having a disagreement about why plants are
important to humans. Which of the following is an example of
the importance of plants:
a. Source of food
b. Maintains oxygen
c. Prevents erosion
d. All of the above

2. On the bus, Devon looks out the window and notices a deer eating berries from a bush. Based
on this evidence we can classify the plants use as:
a. Shelter
b. Food
c. Decoration
d. Berries

3. Once the students arrive to the Jungle Farm, they quickly notice how large and thriving the
strawberry bushes are. Which factor(s) below has an important role for plant growth?
a. Sun
b. Water
c. Nutrients
d. All of the above

4. Devon moved at the beginning of the year from Arizona and explains to Hayden that the
plants at the Jungle Farm are very different from the plants back home. This is due to:
a. The people who planted them
b. The light, water and environmental conditions
c. The animals in the area
d. Random events

5. On their Jungle Farm walk, Hayden notices a sunflower growing all by itself. She took a
picture of the flower, which is shown below. Use Haydens picture to correctly label the parts of
a plant.
a.
b.
c.
d.

1-roots, 2-leaves, 3-stem, 4-flower

1-stem, 2-leaves, 3-roots, 4-flower
1-roots, 2-stem, 3-leaves, 4-flower
1-leaves, 2-stem, 3-roots, 4-flower

6. The Jungle Farm also has animals too. Hayden sees a skunk in the distance, and remembers
its stinky spray is a result of special needs similar to those of
plants.
Which of the following is not an example of a plant special
need:
a. Cactus spikes instead of leaves
b. Waxy, waterproof substance covered leaves
c. Regular length roots
d. Pine trees needles for leaves

7. The diagram below shows two seeds that Devon and Hayden found during their trip to the
Jungle Farm. They recall learning in class that each seed is attached to a structure that helps the
seed to ____________.

a. obtain water
b. produce food
c. disperse (travel distance)
d. capture sunlight
Use this scenario to answer to help answer questions 8 - 12: Hayden and Devon notice a bee
travelling from flower to flower. As they are observing the bee their teacher Miss Frizzell
believes it is the perfect time to review some of the details for plant growth. Using the
knowledge gained through their Plant Growth and Changes Unit, they are able to answer the
following questions:
8. Pollen that flowers produce come from the ____________.
a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

9. Seeds that grow new plants come from the ____________.

a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

10. Bees collect _________ and spread it from flower to flower.

a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

11. Animals can spread __________ and help them grow new plants.
a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

12. When insects such as butterflies brush pollen on the pistil, they ____________ the plant.
a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

13. Devon notices the soil at the Jungle Farm is different than the soil they used for their
classroom plants. Based on your knowledge from our classroom growth experiment, answer the
following question: Soil greatly influences plant ___________.
a.
b.
c.
d.

growth
development
reproduction
both a and b

14. The Jungle Farm grows a wide variety of vegetables to sell at the Red Deer Saturday Market.
Which out of the following is classified as a root vegetable?
a.
b.
c.
d.

Celery
Carrots
Peas
Lettuce

On the bus ride back to the school, Devon and Haydens teacher decides to review the purposes
of the parts of the plant. What are the correct answers for their review questions?

15. The purpose of the roots is _____.

A. absorb water and nutrients

16. The purpose of the stem is ______.

B. take in air and light

17. The purpose of the leaves are _____.

C. makes seeds

18. The purpose of the flowers are ______.

D. carries water to parts of the plant

Once the students return back to the classroom Miss Frizzell discusses the differences between
vascular and nonvascular plants. Using their knowledge on the topic, they were able to answer
the following three questions (#19, 20 and 21).

19. Which of the following is a characteristic of vascular plants?

a. Carry water and nutrients through tubes which connect their leaves, stems and roots.
b. Do not have tubes, true roots, leaves or stems.
c. Are plants that are small and close to the ground.
d. Are reproduced seedless-ly through spores.

20. Which of the following is an example of a nonvascular plant?

a. Cactus
b. Moss
c. Dandelion
d. Spruce tree
Written Response
21. Identify the two ways that vascular plants reproduce and give an example for each.
/4 marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
22. Hayden is eating his lunch with his bestie and notices seeds in his apple. List 2 or more ways
in which seeds are distributed through a natural process.
/2 marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
23. While the students are at the Jungle Farm, their teacher Miss Frizzell wants to propagate a
plant to take back to their classroom as a souvenir. Explain and describe the steps for one
technique of plant propagation that Miss Frizzell could use.
/3 marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

24. During their field trip to the Jungle Farm, the students are given the opportunity to present to
a group of Grade 1 Students on the plant life cycle. Devon and Hayden created a poster to
represent the stages of plant growth for their presentation. Help Devon and Hayden finish their
poster by correctly labeling the boxes with
/6 marks

Seed germinates,
Fruit releases seeds
Plant dies
Flower produces fruit
Plant flowers
Plant grows

25. As a closing activity, Miss Frizzell asks the class to use the knowledge they gained from
their plant growth experiment to demonstrate their understanding of germination. Identify (3)
aspects of germination.
/3 marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Answer Key:
Unit Plan: Plant Growth & Change
Devon and Hayden are so excited to attend their Grade 4 class field trip to the Jungle Farm!

1. On the bus ride there, Devon and Hayden are having a disagreement about why plants are
important to humans. Which of the following is an example of the importance of plants:
a. Source of food
b. Maintains oxygen
c. Prevents erosion
d. All of the above

2. On the bus, Devon looks out the window and notices a deer eating berries from a bush. Based
on this evidence we can classify the plants use as:
a.
b.
c.
d.

Shelter
Food
Decoration
Berries

3. Once the students arrive to the Jungle Farm, they quickly notice how large and thriving the
strawberry bushes are. Which factor(s) below has an important role for plant growth?
a. Sun
b. Water
c. Nutrients
d. All of the above

4. Devon moved at the beginning of the year from Arizona and explains to Hayden that the
plants at the Jungle Farm are very different from the plants back home. This is due to:
a. The people who planted them
b. The light, water and environmental conditions
c. The animals in the area
d. Random events

5. On their Jungle Farm walk, Hayden notices a sunflower growing all by itself. She took a
picture of the flower, which is shown below. Use Haydens picture to correctly label the parts of
a plant.
a.
b.
c.
d.

1-roots, 2-leaves, 3-stem, 4-flower

1-stem, 2-leaves, 3-roots, 4-flower
1-roots, 2-stem, 3-leaves, 4-flower
1-leaves, 2-stem, 3-roots, 4-flower

6. The Jungle Farm also has animals too. Hayden sees a skunk in the distance, and remembers
its stinky spray is a result of special needs similar to those of plants.
Which of the following is not an example of a plant special need:
a. Cactus spikes instead of leaves
b. Waxy, waterproof substance covered leaves
c. Regular length roots
d. Pine trees needles for leaves

7. The diagram below shows two seeds that Devon and Hayden found during their trip to the
Jungle Farm. They recall learning in class that each seed is attached to a structure that helps the
seed to ______________.

a. obtain water
b. produce food
c. disperse (travel distance)
d. capture sunlight
Use this scenario to answer to help answer questions 8 - 12: Hayden and Devon notice a bee
travelling from flower to flower. As they are observing the bee their teacher Miss Frizzell
believes it is the perfect time to review some of the details for plant growth. Using the
knowledge gained through their Plant Growth and Changes Unit, they are able to answer the
following questions:
8. Pollen that flowers produce come from the ____________.
a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

9. Seeds that grow new plants come from the ____________.

a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

10. Bees collect _________ and spread it from flower to flower.

a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

11. Animals can spread __________ and help them grow new plants.
a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

12. When insects such as butterflies brush pollen on the pistil, they ____________ the plant.
a.
b.
c.
d.
e.

pollen
pollinate
seeds
stamen
fruits

13. Devon notices the soil at the Jungle Farm is different than the soil they used for their
classroom plants. Based on your knowledge from our classroom growth experiment, answer the
following question: Soil greatly influences plant ___________.
a.
b.
c.
d.

growth
development
reproduction
both a and b

14. The Jungle Farm grows a wide variety of vegetables to sell at the Red Deer Saturday Market.
Which out of the following is classified as a root vegetable?
a.
b.
c.
d.

Celery
Carrots
Peas
Lettuce

On the bus ride back to the school, Devon and Haydens teacher decides to review the purposes
of the parts of the plant. What are the correct answers for their review questions?
15. The purpose of the roots is __A___.

A. absorb water and nutrients

16. The purpose of the stem is ___D___.

B. take in air and light

17. The purpose of the leaves are __B___.

C. makes seeds

18. The purpose of the flowers are __C____.

D. carries water to parts of the plant

Once the students return back to the classroom Miss Frizzell discusses the differences between
vascular and nonvascular plants. Using their knowledge on the topic, they were able to answer
the following three questions (#19, 20 and 21).
19. Which of the following is a characteristic of vascular plants?
a. Carry water and nutrients through tubes which connect their leaves, stems and roots.
b. Do not have tubes, true roots, leaves or stems.
c. Are plants that are small and close to the ground.
d. Are reproduced seedless-ly through spores.
20. Which of the following is an example of a nonvascular plant?
a. Cactus
b. Moss
c. Dandelion
d. Spruce tree

Written Response
21. Identify the two ways that vascular plants reproduce and give an example for each.
1. Seeds made by flowers ex: Dandelion seeds /2 marks
2. Seeds made without flowers ex: Evergreen tree seeds /2 marks
22. Hayden is eating his lunch with his bestie and notices seeds in his apple. List 2 or more ways
in which seeds are distributed through a natural process. (Possible Answers)
/2 marks
1.
2.
3.
4.
5.
6.
7.

Wind
Water
Animals
Gravity
Fire
Insects
Pod/Seed Explosion

23. While the students are at the Jungle Farm, their teacher Miss Frizzell wants to propagate a
plant to take back to their classroom as a souvenir. Explain and describe the steps for one
technique of plant propagation that Miss Frizzell could use.
/3 marks
Stem cutting - ex. Roses
Step 1. Cleanly cut off stem or leaf
Step 2. Place in damp seeding compost
Step 3. Once roots have formed it is then transplanted
24. During their field trip to the Jungle Farm, the students are given the opportunity to present to
a group of Grade 1 Students on the plant life cycle. Devon and Hayden created a poster to
represent the stages of plant growth for their presentation.Please help Devon and Hayden finish
their poster by correctly labeling the boxes with:
/6 marks

Seed germinates
Fruit releases seeds
Plant dies
Flower produces fruit
Plant flowers
Plant grows

25. As a closing activity, Miss Frizzell asks the class to use the knowledge they gained from their
plant growth experiment to demonstrate their understanding of germination. Identify (3) aspects
of germination
/3 marks
1. The seed coat splits
2. A tiny root grows downwards
3. A shoot grows upwards