Growing Plants

Partner Lesson Plan

Created By: Adrienne Ducato & Michaela Callahan
Grade Level: 3
Class Size: 25
ELL: 10
ASD: 1
Subject: Environmental Science

BIG Idea: Gaining skills on planting spinach into pots while studying how much water and
sunlight the plants need to stay alive.

Prior Learning: Students have been learning about plant life cycles and what plants need
to grow, so today they will be applying that knowledge to their own plants.

Post Learning: Develop models to describe that organisms have unique and diverse life cycles
but all have in common birth, growth, reproduction, and death.

California Science Framework Standard:

3-LS-1: Develop models to describe that organisms have unique and diverse life cycles but all
have in common birth, growth, reproduction, and death.

3 Dimensions of the Next Generation Science Standards (NGSS):

1. Disciplinary core ideas in Physical Science
LS1.B: Growth and Development of Organisms: Reproduction is essential to the
continued existence of every kind of organisms. Plants and animals have unique and
diverse life cycles
2. Cross-cutting concept
Patterns: Patterns of change can be used to make predictions.
3. Science and Engineering Practices
 Developing and Using Models: Modeling in 3-5 builds on K-2 experiences and
progresses to building and revising simple models and using models to represent
events and design solutions.

Sequence of Activities:
TTW teach the lesson in a manner that can accommodate every student in the classroom.
Introduction: TTW say “Good morning class! Today we are going to garden! But it is time to
quiet down so we can get started.”
1. TTW have the students make a spinach life cycle sheet that shows what will happen as the
spinach grows.
2. TTW pass out pots and have paints set up before the class walks in.
3. TTW take about 30 minutes to decorate their pots.
4. TTW give all of the students soil beds and instruct them to place their soil in the pots.
5. TSW take notes in their journals, how much soil they are using (write it on the board).
6. TTW then, pass out the spinach seeds
7. TSW place seeds inside of the soil.
8. TTW instruct them to take note of how many seeds they are putting in their pots so that later
on they will take note of how many sprouts pop up. Then pass out pipettes and have the
students water their spinach plants with 10mL of water. They should take note of this as
well.
9. TSW, over the course of the next couple of weeks, take notes of the changes they see
happening. Specifically, taking notes on how much water they are using, how often to water
their plants, and so on.
Conclusion: TTW instruct students to develop a hypothesis of how long it will take for their
spinach plant to begin to sprout above the soil. TSW use prior knowledge about the life cycle of
a plant to critically think and hypothesize about how their spinach plant will grow in the future
(If . . . , then . . . ). TTW will walk around to informally observe students recording their
hypotheses. Once all students have finished, TTW call on students to share aloud their
hypotheses that they wrote in their scientific journals.
Differentiated Instruction:
Meeting the Needs of English Language Learners (ELLs):
• Speak slowly and distinctly
• Give clear written and step-by-step verbal instructions
• Write down key terms
• Provide students with enough time to formulate a response
• Provide numerous beneficial hand-on activities
• Encourage ELLs to regularly take notes in their science journals
• Regularly check that students are understanding the lesson
• Partner English learners with strong English speakers (bilingual students)
• Provide pictorial flashcards (picture of the concept on one side, term on the reverse in the
language to be learned)
• Model activities in front of class before having ELLs engage in an activity
• Encourage students to continue building their literacy skills in their home language

Meeting the Needs of Students on the Autism Spectrum:

• Maintain an organized classroom and limit distractions
• Break down instructions into smaller, manageable tasks
• Use multi-sensory strategies
• Give students on the Autism Spectrum opportunities for success

• While these suggestions are ideal for classroom settings, parents of students on the Autism
Spectrum can also implement these principles at home. Helping children both in and out of the
classroom is the best way to help students achieve success.

Materials:
• 25 Mini Planter Pots
• Assortment of Paint Colors
• 25+ Paint Brushes
• Spinach Seeds (Approx. 5 per student)
• Observation Journal
• Plant Life Cycle Book
• Water Cups (one for each student or one for a group of two to wipe off paint brushes)

Observational Journal Print Out: https://drive.google.com/file/d/0B-

cVjZBMBNNXWFNQMXhNV2RWY0U/view

Plant Booklet on Life Cycles: