Anna Kingsbury

EDI 337

Life Cycle Unit
2 Grade Science
PTA
nd

Purpose:
The purpose of this summative assessment is to help the teacher and students
determine if they have successfully mastered the learning targets in part of this
unit, and to indicate to the teacher if it was successful in terms of learning and
understanding of a plant’s life cycle. In this assessment, students should be able to
show their understanding of the elements a plant needs to survive as well as list
and describe all parts or stages of a plant’s life cycle. They should also be able to
draw each stage in a plants life cycle and present it in a model in poster form. This
project based assessment will be completed after a lesson discussion the life cycle
of a plant, and after students have looked up information about a specific plant in
books in the school library. The results of this assessment will inform the teacher
about students’ levels of mastery in regards to the learning targets, and if any
material needs to be readdressed before moving onto the next unit.
Content Expectations:
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need
air, water, and food. Plants also require light. Plants and animals use food as a
source of energy and as a source of building material for growth and repair.
L.OL.02.14 Identify the needs of plants.
L.OL.E.2 Life Cycles- Plants and animals have life cycles.
Both plants and animals begin life and develop into adults, reproduce, and
eventually die. The details of this life cycle are different for different organisms.
L.OL.02.22 Describe the life cycle of familiar flowering plants including the following
stages: seed, plant, flower, and fruit.
Learning Targets

Section Addressed

I can identify the elements that plants
need to survive.


“My Planning Worksheet: Day One”
Final Poster

I can describe the life cycle of a plant.


“My Planning Worksheet: Day One”
Final Poster

I can create a model of the life cycle of a
plant.


“My Planning Worksheet: Day Two”
Final Poster

Role

Illustrator

Audience
Format

Teacher/Class
Poster

Topic

Life Cycle of a Plant

Anna Kingsbury
EDI 337
Overview: (to be read aloud to students prior to beginning of the project)
“We have been working on the Life Cycle’s unit, and since we just completed our
section about plants I’m going to ask you to do a project demonstrating your
learning! This project will include what plants need to survive and their life cycles.
Your project will serve as a summative assessment showing me that you have
complete understanding of the learning targets we’ve discussed.
For this project, you will be required to create a poster complete with pictures and
descriptions of the life cycle of a plant. Each of you will gather information on a
specific plant in which to do this project with using the book resources in our library.
There will be plenty of class time to work on it, materials will be provided, and there
will be different work sheets and checklists to help you along the way. There will be
a rubric for you to look at as you complete the project and I will always be here to
help you if you have questions. You will have a chance to grade yourself after the
assessment and I will meet with you all individually afterwards so we can discuss
the grades that you’ve earned. And after we are all finished with the posters I will
hanging them up in our classroom so we can all admire everyone’s hard work!
I know this poster will take a lot of time and effort, but I also know that you all can
do it. We will work through it all step by step together, and you will be provided with
checklists and rubrics to ensure that you have completed all the parts of this
assessment. I’m really excited to see all of your final projects – so let’s get started!”
Materials:



Planning worksheets
Library books for students to look up their plant and find out its life cycle
Enough poster boards for each student to have one
Crayons/markers/colored pencils used for creating the poster

Anna Kingsbury
EDI 337
Rubric: for grading the final poster, will be handed out to students for reference as
they are completing the project.
Learning Targets
I can identify the
elements that
plants need to
survive.

I can describe the
life cycle of a
plant.

25 points
 I included a few
sentences or a
picture that
explains what
plants need to
survive
underneath my
picture of the
life cycle
 I correctly
showed all of
the elements
they need, and
did not include
any that they
do not
 I drew at least
three stages of
a plant’s life
cycle correctly
and in detail
 I included
arrows to show
the direction in
which a plant
would cycle
through the
stages
 I included a few
sentences next
to each picture,
correctly
describing what
happens to the
plant during
that stage

I can create a

 I completed the

15 points
 I included a few
sentences or a
picture that
explains what
plants need to
survive
underneath my
picture of the
life cycle
 I may be
missing a few
of the elements
plants need, or
included some
they do not

5 points
 I forgot to
include a few
sentences or a
picture that
explains what
plants need to
survive
 If I did include
it, it may be
missing many
elements are
essential for a
plant to live

 I drew at least
three stages of
a plant’s life
cycle, but may
have done so in
the incorrect
order and may
be missing
detail
 I included
arrows to show
the direction of
the life cycle,
but they are
placed
incorrectly
 I included a few
sentences next
to each picture
of the stages,
but the
descriptions
are either
incomplete or
some are
incorrect
 My poster is

 I drew most of
the stages of a
plant’s life
cycle, but may
have done so in
the incorrect
order and may
be missing
some stages
completely
 I did not
include arrows
showing the
direction in
which a plant
would cycle
through the
stages
 I did not
include
descriptions of
each stage in
the life cycle,
or they are all
incomplete or
incorrect
 I did not do the

Anna Kingsbury
EDI 337
model of the life
cycle of a plant.

poster and
included/check
ed off all of the
parts I needed
on the bottom
of the “My
Planning
Worksheet”

only halfway
don’t and I
didn’t make
much effort to
complete it and
I didn’t
include/check
off more than
half of the
parts I needed

poster, and
only did the
“My Planning
Worksheet”

Anna Kingsbury
EDI 337
Day 1: 45 minutes – 1 hour
Students will be taken to the library where they will be responsible for checking out
one book about a specific plant that includes its life cycle. Books appropriate for this
purpose would have already been set aside for students to choose from. When they
get back to the classroom, the students will read their books, and be given a
planning worksheet to begin filling out. They will have to complete the front side of
it today, and the backside on Day 2. The purpose of this worksheet to ensure that
they have all of the correct information before they begin the actual poster. It will
ask students to describe each step in this plants life cycle, as well as describe or
draw the elements that plants need to survive.
Day 2: 30-45 minutes
Students will complete the backside of their planning worksheet. This side is meant
as a practice before they start on their actual poster. It will ask students to decide
where they want all the pictures and information to be located and sketch out all of
the plant’s life cycle stages. Students won’t need to color their sketches or add too
much detail. Students will be encouraged to ask the teacher for any help they may
need during this planning process to ensure that they have all of the necessary
information, but if they are lacking information they will need to look it up
themselves either in their book or online with teacher assistance. Information will
not simply be given to students or found for them. Students will turn this worksheet
in to be reviewed before they start on their actual poster on Days 3 and 4.
Day 3 and 4: 1 hour on each day
Students will have this time to work on their final poster, and will turn it in at the
end of Day 4. Each student will have their own poster to work on and each of them
(or most of them) will have a different plant they will be making a poster on. They
will be given plenty of in class time to work on their posters, will be provided all of
the artistic materials they may need. Students will also be given the rubric that will
be used to grade their project so that it is clear what is expected of them.
Day 5: 15 minutes
Students will complete a Self-Evaluation worksheet that asks them to consider the
rubric and decide what grade they think they should receive on the poster along
with their reasoning. The teacher will consider this while grading the posters and
will meet with students individually afterwards to discuss their poster.

Anna Kingsbury
EDI 337

Name: __________________________________________

My Planning Worksheet: Day One
This worksheet will help you in planning your Life Cycle of a Plant poster. Use the
space below to write the name of your plant and a few sentences about each stage
in its life cycle. You’re only required to do 3 stages, but you may do more if you
wish! Just list and describe them on a separate sheet of paper. Also, list the things
your plant needs to grow and survive!

Name of Plant: ________________________________________________
Stage 1:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____
Stage 2:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____
Stage 3:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____

Anna Kingsbury
EDI 337

To grow and survive, my plant needs:
__________________________________________________________________
__________________________________________________________________
__

My Planning Worksheet: Day Two
Use this space to map out what you want your final poster to look like! Make
sketches of what your plant looks like at each of its stages to the best of your
ability, and decide where you want to write all of your descriptions that you wrote
on the front side of this sheet. Make sure to include what your plant needs to
survive – this can be either written out or drawn! Look over the checklist and the
bottom and the rubric I gave you to make sure you have all of your information
before we begin the poster!

Did I include…
______ The name of my plant

Anna Kingsbury
EDI 337
______ Pictures of my plant in at least 3 stages in its life cycle
______ A short description of each stage in its life cycle
______ A drawing or sentence describing what my plant needs to grow and survive
______ Arrows directing the way through the life cycle of my plant

Name: ___________________________________

Self-Assessment on My Plant Poster
Look over your completed poster and the rubric.
What score would you give yourself? _______________
Please explain why you would give yourself this score based on the rubric. How did
you earn that score?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Thank you for all your hard work! I will meet with you all
individually once I’ve looked at your posters. I can’t wait to see
them all!