Sample+First+Grade+Plant+Unit+Resources+by+Dr.+Carr

** **Topic:** Basic characteristics and needs of plants **Subject**: Science **Grade Level:** First Teacher will introduce students to the unit by showing the dramatization of a seed growing into a plant with a roll up scroll poem.  //“The Little Plant” // //In the heart of a seed, buried deep, so deep, // //Lay a dear, little plant, fast asleep. // //“Awake!” said the sun, “and creep to the light.” // //“Awake!” said the voice of the raindrops bright. //  //The little plant heard and rose to see // //What a wonderful, outside world might be. // //What happens, way down under the ground? // //The roots come out and reach all around // //They soak up some water everyday // //And keep the plant from blowing away. //  She will then share a large concept map to display in the room. Next a word wall will be unveiled that will display the key vocabulary for the unit. She will check prior knowledge with the four corners check. Where are you in the growth of your knowledge about plants and their needs? A seed, a seedling, a small plant or a tall flower. Students will then move to learning centers based on the four plant parts: roots, stem, leaves, and flower. ¨ **Unit Essential Question Posted**: What do we know about the way plants grow? ** Center One ** How does a seed become a plant? Students will read a book on the plant cycle. They will learn the life cycle of a plant through a sequencing activity and book making. Self checking answer key provided. ** Center Two ** What are the parts of a plant? What is the job of each part? Students will learn the parts of a plant and make a graphic organizer (foldable) to help them remember the parts and the job of each part. ¨ **Closure/Summarizing**: Large group activity Students will come back to the large group. A review of the learning centers will be given. Students will think of the main ideas. Students will make a coffee filter flower of ideas that they learned today. They will divide it into four sections with their name in one section and then three things they learned. They will review ideas with a partner. Teacher will have students share and check for understanding. Flowers can be put together into a class bouquet of knowledge! Teacher will assess student knowledge by observation, work samples from learning centers and final product during the summarization. Col, J. (2008). //Enchanted learning//. Retrieved June 22, 2009 from [|http://www.EnchantedLearning.com] Dr. Jean. (2004). Plant parts. //Kiss your brain//. [] Georgia Department of Education. (2008). //Georgia// //Performance Standards.// Retrieved June 22, 2009 from [|http://www.georgiastandards.org] Gibbons, G. (1993). //From seed to plant//. New York: Holiday House. Jordan, H. J. & Krupinski, L. (1992). //How a seed grows//. New York: Harper Collins. Zike, D. (2003). //Dinah Zike's teaching science with foldables//. [|http://www.dinah.com]
 * SAMPLE RESOURCE PAGE FOR GROUP LEARNING UNIT PRESENTATION
 * <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msohansifontfamily: 'Times New Roman'; msochartype: symbol; msosymbolfontfamily: Symbol;">¨ Hook/Prior Knowledge Check: ** (Large group activity)
 * <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msohansifontfamily: 'Times New Roman'; msochartype: symbol; msosymbolfontfamily: Symbol;">¨ Four Learning Centers (that would represent four lessons): **
 * Center Three ** What does a seed need to grow? Teacher will share the book, //From Seed to Plant,// by Gail Gibbons . Students will plant bean seeds. They will talk about the things that the seed will need to grow.
 * Center Four ** What are plant parts we eat? Plant Treasure Hunt **-** There will be a tape recording explaining the different types of plant parts that we eat. Students will have to find pictures hidden around the room. They will bring them back and match on a chart. If time they will graph results.
 * Bulbs || Garlic, Green onions (Scallions), Leeks, Shallots and Onions. ||
 * Immature flowers || Broccoli and Cauliflower. ||
 * Leaves and leaf stalks || Cabbage, Collards, Lettuce, Parsley and Spinach. ||
 * Roots and taproots || Beets, Carrots, Horseradish, Parsley, Parsnips, Radishes, Rutabagas, and Turnips. ||
 * Seeds or seed pods || Caraway, Corn, Dill, Sunflower, Pumpkin, Lentils, Peanuts, Peas, Soybeans, Bush, Broad, Green, Lima, String and Sugar beans. ||
 * Stems, spears or tubers || Asparagus (in the form of a spear), Artichoke, Rhubarb, and Potatoes (a tuber). ||
 * Vegetable fruits || Cucumbers, Eggplant, Peppers, all Melons, Pumpkins, Pickles, Zucchini, Summer/Winter Squash and Tomatoes. ||
 * <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msohansifontfamily: 'Times New Roman'; msochartype: symbol; msosymbolfontfamily: Symbol;">¨ Assessment: **
 * <span style="font-family: Symbol; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Symbol; msoasciifontfamily: 'Times New Roman'; msohansifontfamily: 'Times New Roman'; msochartype: symbol; msosymbolfontfamily: Symbol;">¨ Resources: **