Unit Plan Template

Unit Topic / Guiding Question:

Plant Life Cycle 

Rationale: 
Throughout this unit students will display their understanding of various science competencies through a series of
hands-on experiential activities. Students will further expand their understanding on the plant life cycle and the
adaptations that are needed. Science competencies students will be developing are questioning & predicting,
planning & conducting, processing & analyzing data and information and communicating. Students’ prior
knowledge will be accessed by KWL charts, books, and videos. After students have planted their seed, they will do
daily observation sheet, which at the end of the unit will create a notebook. Throughout this unit students will be
learning about First Peoples knowledge and use of plants.
STAGE 1: Desired Results 
UNDERSTAN Big Ideas Essential Questions
D Kindergarten:  What is the plant life
Plants and animals have observational features  cycle?
Grade 1:  What do we need to do to
Living things have features and behaviours that help them help our seeds grow into a
survive in their environment  plant?
What are the needs of a
plant?
What are the parts of a
plant?
What makes a seed grow
Learning involves patience and time. I will incorporate into a plant?
First Peoples FPPL by allowing students to explore with hands-on Is it necessary that plants
Principles of learning. Exploring how a seed becomes a plant through get sunlight?
Learning observations and experimental learning What is inside a seed?
What is in the soil?
How do plants get their
energy to grow?
Core Competencies: 
DO
Communication Thinking Personal & Social
Creative Positive Personal & Social
I can use my senses to Identity
I can use whole body listening explore new ideas I can reflect on my strengths and
to listen to my peers continue working towards my
I can present my learnings to I can share my interests goals
my peers and passions with my Personal Awareness &
I can work in groups and help peers Responsibility
my peers when needed I can advocate for myself
Critical I can participate in activities with
I can experiment using my well-being in hand
 different ways Social Responsibility
I can be kind to others and can
work together in creating
relationships
Curriculum Competencies:
Questioning and predicting: 
 Demonstrate curiosity and a sense of wonder about the world 
 Observe objects and events in familiar contexts 
 Ask questions about familiar objects and events 
Planning and conducting: 
 Make and record observations 
 Safely manipulate materials to test ideas and predictions 
 Make and record simple measurements using informal or non-standard methods 
Processing and analyzing data and information: 
 Sort and classify data and information using drawings, pictographs and provide tables 
 Compare observations with predictions through discussion 
Evaluating: 
 Compare observations with those of others 
KNOW Content:
 Basic needs of plants 
 Adaptation of local plants 
 Classification of living and non-living things 
 Local First Peoples knowledge of the local landscape, and plants 

STAGE 2: Assessment Plan

Summative Assessment (of Learning):

Through the unit, students will be working in a science notebook where they draw pictures, make observations and
label. At the end of the unit, students will individually share their notebooks, discussing what they have learned,
what they have done well at, and what they can work on. Other summative opportunities are a life cycle chart, and
a how to grow a plant sheet.

Formative Assessment (for Learning):

This unit will include many opportunities for formative assessment that will allow students to recognize where their
learning is and how we can move their learning forward. Formative assessment will take place through partner,
small group and whole group discussion, observations, questioning and predicting, measuring plant growth, science
notebooks, KWL charts, self-assessment and an Indigenous plant sort

Differentiation:
Videos to be shown
Oral explanations of activity
Activity example done on the board
One-on-one support during activity
Extra time given to finish activity throughout the day
Extra worksheets or activities when students finish up

Stage 3: Learning Plan

Learning Instructional Activities 
Intentions
I can share what I - Introduction to the plant life cycle
know about plants - Observing seeds and plants (drawing and labelling)
  - KWL chart on plants 
I can share my
ideas about
plants 

I can sort the

different stages
that plants grow

I can plant a seed  - Review KWL chart

- Plant seeds
I can make - Science notebook/ 1st observation
observations on
my seed 

I can discuss the - Read aloud on the plant life cycle

different stage of - Discussing the different stages (seed, sprout, seedling, plant)
a plant’s growth - Labelling and colouring the different stages

I can label and

colour the
different stages
I can share the - Observations and drawing of plant growth
different needs of - Making predictions of plant growth
plants - Teach/ discuss the different needs of plants (water, sunlight, shade)
- Watch video “The Needs of a Plant”
- Needs of plants drawing activity
I can make - Nature walk 
observations - As a class we will head out and observe the plants that are growing around the
using my senses playground and in the school garden
- Come back in as a class and meet on the carpet
I can be gentle - We will have a discussion on what we discovered outside
with the plants
around me 
I can share with
my peers what I
saw 

I can make a - Observations and drawing of plant growth

prediction on my - Making predictions about plant growth
plant - Teach and discuss parts of plants
- Parts of plants cut and paste

I can help with

planting in the - Planting indigenous and non-indigenous plants in the school garden
garden - We will be looking at different plants and their names, where the plants will best
survive in the garden (Do they need shade? Do they like lots of sunlight? How far
away do they need to be from the other plants?)
- We will then go to the garden and begin to plan where they plants should be placed
- Students will all have jobs to do and switch with peers. Examples: Shoveling dirt,
digging the holes, taking plants out of pots, covering plants up, ect.

I can discuss with

peers how my - Final observations and drawing of plant growth
plant is doing - Class discussion on plant growth

I can use whole

body listening
when my peers
are talking
Resources needed:
- Plant observation sheets
- Pots
- Seeds
- Books
- Videos
- Dirt
- Shovels

Reflection
How did it go?  How do I know?

Where to next?