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Plants Unit

1st Grade
Ms. Kheireddin

There are many


misconceptions
when it comes to
understanding
plants in the
elementary
years.

The problem
Students are sold on certain
ideas and are very much willing
to stick to these ideas because
they were taught them at a very
young age.
Students must not memorize
certain concepts and must must
have a conceptual
understanding of how plants
grow.

After realizing that my


students have several
misconceptions about
plants, I decided to revamp
my science unit.

The solution

I worked through many mini


lessons to ensure students
struggled to fight off their
misconceptions about
plants.

The team
Answer the question, Why are we the ones to solve the problem we identified?

FACTS

Informal
Preassess
I began noticing that
students had an
understanding that
plants were NOT alive.
(Informal
assessments)

FICTION

Categorize

Several Texts

We played games to
categorize common
misconceptions along
with facts to determine
where to begin with my
lessons.

Brought in several
books and kid-friendly
articles to provide
students with the
understanding that
they must do their own
research.

Observations/
Real Examples
After researching and
making observations,
students were able to
make real-life
connections.

Informally Assessing
Students may
think...
Plants are
NOT alive.
Trees,
grass,
veggies,
and
weeds are
not plants.
Leaves
catch
water.
Plants get
energy

Instead of
thinking...
Plants are
alive just
like
animals
and
humans.
Plants
have
different
characteri
stics.
Roots take
in water

Plants Unit
Students went through science centers everyday.
Read to self/research
Work with Ms. Kheireddin
Observations (leaves, roots, seeds, etc.)
Work on writing/Journaling
Their own experiments
This was an opportunity for students to test their own curiosities about
plants.

While students were making


their observations and
experimenting, I decided to
pull small groups to have
science talks.

My
Observations

During the Science Talks many


students had to formulate sentences
to provide me with information about
what they now know about plants and
how they grow. One particular
situation was intriguing to me; some
students had the idea that leaves
catch water for the plants. We
experimented on the spot to see if
this statement were true. This was a
powerful situation; many students
observed right before them that their

How it works
Misconception
s
Plants are not
alive.
Trees, grass,
veggies, and
weeds are not
plants.

Play and
Observation
Through experimenting and
observing, many
students understood
plants on a different
level.

Deeper
Understanding
My students were able to talk like
scientists and provide reallife experiences as reference.

Why?
Before revamping the
science unit, I had to ask
myself Why havent we
done this before? Why
arent kids being
challenged in the
sciences in the primary
grades?
These questions made
me realize that students
need a solid background
in science and the
methods behind science
in order to make
connections on their own.

Preassessment

Experiment & Observe

Conclusions & Deeper


Understanding