UNIT TITLE: NEEDS OF ANIMALS AND PLANTS

TOPIC: SCIENCE
GRADE LEVEL: 1
TIME FRAME: 6 WEEKS
TEACHER(S): ALYSSA MIHAI

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Environmental Awareness: Students will become aware of the biological diversity that exists on the planet. They will recognize that living
things and their environment are interdependent and part of an ecosystem. Students will identify and make connections between plants,
animals, and human beings, through their needs and resources in their environments. Students will become aware of habitats influence on
animals and plants.

Consumer Rights and Responsibilities: Students will be able to recognize that farms provide our supermarkets with plants and animals that
provide nutrients to humans. This unit also identifies living things as having needs, and how they relate and/or influence other the needs of
other living things.

Health and Well-being: Students will become familiar with how items found in the ecosystem can contribute to be resourceful and beneficial
for humans. Students will recognize that plants can be utilized as a source of food, source of air, used as clothing, and shelter. Student will
also recognize that animals can be utilized for food, clothing, and can help spread the growth of plants. Students will understand all living
things need food, water, air, and space to move and grow. Students will also learn about the responsibilities in taking care of other living
things.

Citizenship and Community Life: Students will learn common values as they all are living beings interconnected in the same environment.
Students will explore where they are living, where they come from, as well as where other animals live and come from.
Cross curricular Competencies
How will this unit promote the CCC?

This unit incorporates many activities that involves the application or integration of other disciplines.

English Language Arts is integrated through activities that involve reading books, answering questions, and conducting research on certain animals,
plants, and living and nonliving things.

Indigenous Education is integrated through exploring the outdoor ecosystem. Students will be outside interacting with and observing natural elements.

Fine Arts is integrated in many activities as students are required to use many craft supplies and art materials to enhance their learning, such as colouring,
cutting, gluing, and molding with clay. Music is also implemented as it aids in students’ ability to recall information or memory.

Physical Education and Movement is incorporated in this unit as students learn about the different types of animal behaviours. As movement is beneficial
for learning, activities where students are out of their desks and moving around the classroom and outdoors is also implemented.
Learning Outcomes
GLO:
1-11 Describe some common living things, and identify needs of those living things.

SLOs:
1. Observe, describe and compare living things.
2. Contrast living and nonliving things.
3. Identify ways in which living things are valued; e.g., as part of a community of living things; as sources of food, clothing or shelter.
4. Classify some common local plants and animals into groups on the basis of visible characteristics; e.g., adaptations for survival, such as claws,
beaks, prickles.
5. Identify examples of plants and animals that are normally under human care (domesticated) and those that are normally independent of human
care (wild).
6. Identify the requirements of animals to maintain life; i.e., air, food, water, shelter, space; and recognize that we must provide these for animals in
our care.
7. Identify the requirements of plants to maintain life; i.e., air, light, suitable temperature, water, growing medium, space; and recognize that we
must provide these for plants in our care. 
8. Identify ways that land plants depend on soil. 
9. Recognize that some plants and animals must adapt to extreme conditions to meet their basic needs; e.g., arctic and desert plants and animals.

10. Give examples of ways in which animals depend on plants and ways in which plants depend on animals; e.g., particular plants may serve as a
source of food and shelter, animals may help spread pollen and seeds.
Enduring Understandings Essential Questions

Students will learn: Essential Questions:

 that humans, animals, and plants are living things.
 living things breathe, eat/drink, grow, move, and reproduce.
 animals and plants vary depending upon their needs and
environment.
 differences between domesticated animals/plants versus wild
 What are living and non-living things?
 What do plants and animals need for survival?
 How do living things grow, change, and adapt?
 animals/plants.
 some animals eat plants to survive, other animals eat other animals
to survive, and some animals eat both to survive.
 animals help spread pollen and seeds to increase plant production.
 plants provide us with food, shelter, and air.
 animals have different habitats that are perfectly suited for their
survival.
 house pets and plants need regular care, such as feeding, watering,
providing shelter, and maintaining proper hygiene, by a human to be
able to survive.
 soil provides plants with nutrients and water to aid in their survival
 some items in their environment come from plants, such as desks
(wood) and apples (fruits)
 plants found on farms or in homes are different than plants found in
the wild
Misconceptions and Prerequisites
Possible Misconceptions:
Students may think that vehicles, airplanes, and boats are living things
because they move. Inform students that these objects do not reproduce or
grow, and therefore are not true living things.
Students may classify natural things as living, such as a rock, water, and soil.
Clarify that although these items naturally come from the environment, they
are not alive as they do not reproduce or grow. The teacher can identify
natural non-living and living items in Activity #2 – Scavenger Hunt Activity
where students are taken on a nature walk outside.
Students may think that plants are non-living as they do not have legs to
move around. The teacher will show a timelapse video in Activity #1 – Think-
Pair-Share that introduces plants as moving around and therefore are living
things.
Prerequisites: Students may not have any prior knowledge to what is living
an what is nonliving. Students may; however, be familiar with the types of
animals that exist in the world, as well as how to care for pets, as they might
have their own pets in their own homes. Students may also be able to
recognize certain plants that they have in their households. Prior knowledge
is not necessary for this unit.
Alternate Questions for Inquiry:
• What are the basic needs of animals to maintain life?
• What are the basic needs of plants to maintain life?
• Why do some animals differ from other animals?
• Why do some plants differ from other plants?
• How do animals and plants depend upon each other?
• How are those animals/plants that live with humans (domesticated)
different from wild animals/plants?
Skills
Students will be able to:
 record observations about a living thing using words and images.
 orally describe a living thing using appropriate vocabulary.
 identify items in their lunchbox that are directly made from plants,
such as fruits and vegetables.
 identify items in their surroundings that are indirectly made from
plants, such as wooden desks, and cotton clothes.
 communicate what a variety of plants and animals need for
survival.
 describe how
 mimic animal behaviours.
 care for a pet.
 care for a plant.
 create predictions on how a plant will react to different
environments.
 create predictions on how an animal will react if placed in an
environment that is not meant for it.
UNIT PLAN SUMMATIVE ASSESSMENT
What will you accept as evidence that learning has occurred at the conclusion of this unit?
What is the summative performance assessment for the
unit?
What is the goal of your summative performance
assessment as framed within the outcomes and
competencies? What do you hope to learn?
How will this assessment inform student learning and
your practice?
Summative assessments:
 Living & Nonliving Colouring worksheet
 Animal Characteristic Classroom Placement
 Animal Clay Pet Anecdotal Notes
 Animal Research Activity
 Match the Habitat Worksheets
 What do Plants Need Worksheet Submission
This summative performance assessments will incorporate crucial
aspects of the unit, such as learning the difference between living and
nonliving items, knowing different animal characteristics,
understanding how to take care of a pet, knowing how animals relate
to their habitats, and understanding what plants and animals need to
survive. I hope to learn that my students have been active
participants and active learners when completing all the activities, as
those are crucial to the understanding of this unit.
Students who perform well in these summative assessments will
reveal to me that they have been understanding the curriculum
content. Students can take the knowledge learned in these activities
and apply them to the real world, such as how to take care of a pet or
plant. Students will also become more familiar with the world
around them, understanding how many items we use come from
plants and animals, and how plants and animals relate to one
another.
 Learning Plan

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?

# Lesson Title Lesson Activities CCCs Assessment Resources

Living &
Nonliving Things
1 The teacher will pose questions on the board from the following list: Formative YouTube Plant
Think-Pair-Share  Are you living or non-living? How do you know? Assessment – Timelapse Video
 Are your pets at home living or non-living? How do you know? Observation & (Play in 2x Speed)
This introduction  What do you need to survive? Class Discussion [https://www.you
activity allows The teacher will be tube.com/watch?
students to critically Along with writing the questions on the board, the teacher will read walking around the v=w77zPAtVTuI]
identify and discuss them out loud a few times for students to better understand the classroom listening,
with their peers questions, as well as for those who have auditory preferences. providing
what is living, and Depending on class size, students will get into groups of two or three assistance, and
what living things to discuss these questions for 5 minutes. A class discussion will take asking open-ended
need for survival. place where students will share their responses with the class. The questions to further
teacher will also provide the correct answers, such as: aid in discussion
 Humans are living. We breathe, move, grow, reproduce. We among peers.
require food, water, air, shelter.
 Pets are living. Pets also breathe, move, grow, and reproduce.
They require food, air, water, shelter.

After discussion, show students the YouTube video that reveals a

timelapse of plants moving and growing. After video has been played
once through, show students the beginning of the video to reveal how
much the plant has changed and grown since Day 1. Inform students
that plants are also living things and they also require certain
resources to survive. Invite students to go back into their peer groups
and ask them to identify what plants might need to survive. The
teacher will provide the correct answer:

 Plants need food (nutrients from soil), water, air, sunlight, and
space/shelter (for their roots to grow).
2 Before starting, identify the two distinct columns: living and non-living. Indigenous Formative Worksheet 1a.
Scavenger Hunt Ask students to draw a plant/animal/insect beside the ‘Living’ title, and Education Assessment –
Activity a chair/rock/non-living item beside the ‘Non-living’ title. Observation &
Class Discussion.
This activity allows Using worksheet 1a, and if weather persists, invite students to go on a Teachers can
students to classify scavenger hunt outdoors. Students will record observations on the identify areas of
what is living and worksheet, classifying findings into either living or non-living. Students strengths or
 what is non-living. may also discuss with friends, partner up, or work alone while outside; weaknesses based
It grants students however, each student must fill out their own individual worksheet. on students’
access to hands-on Students will most likely be able to identify more living than non-living observation sheet
observations and items outside, such as insects, plants, and animals. After being of living vs non-
helps them to outside, invite students to do observations in the classroom. These living items.
identify aspects of observations will most likely fall into the ‘Nonliving’ category, such as Teachers can
the world around desks, pencils, chairs. Observations will later be discussed in class. identify which
them. students need extra
support and which
students excel
through this
activity.
3 The teacher will read the book, “What’s Alive” by Kathleen Weidner ELA. Formative “What’s Alive”
What’s Alive Zoehfeld. During reading, the teacher can ask students questions, such Assessment – book by Kathleen
Reading Activity as: Questioning Weidner Zoehfeld.
 What is living in this picture? Teachers gain
This activity also  What is nonliving in this picture? insight into what [Alternate
aids students in  Is a ___ living or nonliving? Why? students know Resource = Read
learning to identify  What do ____ need to survive? (ex. Kittens  food, water, air) about living and Along activity on
what is living and  How are ____ similar to ____? (ex. Cats, Birds  they are nonliving things. By YouTube 
non-living. These both alive) asking questions https://youtu.be/6
inquiry questions  How are nonliving things different than living things? (Refer to during the reading, iUjRQB9uaQ]
delve deeper into images and text to create examples) teachers can
asking the students evaluate students
what living things who are
need to survive. It understanding the
also allows students content material,
to compare living and those who
things with one need extra
another. assistance.
4 The teacher will hand out worksheet 1b to each student. The teacher Art. Formative Worksheet 1b.
Living & will discuss the instructions of the worksheet to the class. Students are Assessment –
Nonliving Cut to cut out each object at the bottom of the page. They should then Checkpoints
and Paste Craft discuss with their desk partner about which items are living and Teachers can
nonliving, as well as assort them into the proper category. Before review and give
This activity is an gluing, students will raise their hand as a checkpoint for the teacher to feedback during the
application activity come over and give them the okay (if all images are in the proper ‘checkpoint’ portion
where students can area) to start gluing their images into the categories. Students who of this activity.
apply their finish early can colour the images. Teachers will
knowledge of what ensure student
items are living and understanding by
nonliving. asking them why
they think such
image belongs in
such category.
5 Around the The teacher will choose a pair of students to stand next to each other Formative Living and Non-
World Activity to start (one student will go to another students’ desk area). The Assessment – living flashcards
 using Living & teacher will hold up a flashcard that will either be a living or nonliving Observation (Worksheet 1c).
Nonliving thing. The student who says the correct answer first will move onto The teacher can
flashcards the next opponent (go down the desk rows). The goal is to get all the evaluate students’
way around the classroom and back to the student’s original spot. ability to identify
This activity is living things and
another application nonliving things.
activity in the form
of a game.
6 Living & Students will be given a worksheet where they are to identify and Art. Summative Possible choices
Nonliving colour living and nonliving things. Living things are to be coloured in Assessment – from:
Colouring green, and nonliving things are to be coloured in red. Worksheet
worksheet Submission Worksheet 1d.
This activity can be completed more than once as there are three The teacher will ask Worksheet 1e.
This worksheet also possible worksheet options to choose from. This activity can first be students to hand in Worksheet 1f.
applies students’ completed with their desk partners, and then if performed again can their worksheets
knowledge on what be completed alone. Execution of activity (whether alone or with after completion.
items are living and partners) can vary on when in this unit the activity is conducted, as The teacher can
non-living. well as students’ position of understanding. analyze students’
understanding of
what is living and
nonliving based on
the colours they
coloured the
images.

Animals
7 Teacher will pose the questions: Formative
Think-Pair-Share  “Where do you come from?” Assessment
 “Where do you live?” -Peer & Class
This activity  “What are some characteristics of where you live?” “Is it Discussion
introduces animal warm?” “Cold?”
habitats. Students Teacher can
will acknowledge The teacher will write these questions on the board, as well as read it evaluate students’
that different out loud a few times for students to fully grasp what the question is prior knowledge on
animals live in saying. Invite students to turn to their desk partner (or another peer) animals in the
different places that and discuss for 2 minutes where they think they come from and live. world around them.
have different After discussion, invite students to think about other animals. Ask the Teachers can
characteristics. questions: recognize students
who have had prior
“Where do you think a ___ lives?” “Why?” (Insert animal). understanding
about the homes
Teachers should ask about animals who live in the different habitats, that animals live in,
 such as: as well as where
 Polar Bear or Penguin (Arctic) some animals are
 Monkey (Tropics/Rain Forest) living around the
 Camel (Desert) world.
 Shark (Water Habitat)
 Bear (Forest/Mountains)
 Giraffes (Grasslands)

Ask the question of:

“What would happen if a penguin lived in a desert?” “Would it
survive?”

Invite students to turn to their peers again for 2 minutes to discuss.

Teachers will outline the importance of a home. Teachers will also
mention that different animals live in different homes or ‘Habitats’, and
the reason they live in different areas is because they need just the
right place to find food, shelter, and space.
8 Interactive Pet Invite students to participate in an interactive game on the Formative Smartboard
vs Wild Digital Smartboard. This game has a list of animals and two categories: Pet Assessment –
Anchor Chart and Not a Pet (Can rename this category to Wild and/or ask students Observation Google Slides
Game what they think the other name for ‘Not a Pet’ is). As a class, go This activity allows Interactive Sorting
through each animal individually to sort them into the correct category. the teacher to Game
This activity allows Ask students questions such as, “Is a whale a pet?”, “How do you evaluate students [https://docs.goo
students to get know?”. After all animals are sorted, encourage students to come up who have had prior gle.com/presentat
critically thinking with their own animals that are not listed on the board. The teacher experiences with ion/d/1-
about the can add these animals in by finding clipart on the google slides, pets. The teacher JCl0CelY36sBdblm
difference between inserting it, and sorting them into the correct category. Students will recognize KSjFSfPlfFYveGTX
wild animals and should be active listeners and raising their hands when answering students who know -
pets. Why can’t an questions. the difference 9TrDMdpDU/edit?
elephant be a pet? between wild usp=sharing]
Why can’t a whale animals and pets.
be a pet? Students
will be introduced
to the kinds of
animals that we do
keep as pets, and
will learn to care
for them in a later
activity.
9 As a class, the students will perform animal/yoga positions. The Physical Formative Worksheet 2a.
Animal Yoga teacher will guide this yoga session by using worksheet 2a. The Education Assessment –
teacher can play relaxing background music. Ensure students have Observation.
This activity further enough space to perform this activity. After going through each yoga Health and The teacher will
assists students in position once, the teacher will then ask students to “Act like a ____”. Wellness observe students’
identifying animals Teachers can also add in their own kinds of movements for animals movements when
and their that are not included in the worksheet. asking them to act
behaviours that are like a certain type
 living in the world of animal. This will
around them. allow the teacher to
gain insight on
students’
understanding of
animals.
1 Animal Clay Pet Introduce this lesson by asking students what kind of pets they have. Art, Summative YouTube video: “I
0 Invite students to stand up and share the kind of animal they have, its Music Assessment – Have a Pet”
This activity will name, and how they care for it (“Do you take it for walks?”, “Do you Anecdotal Notes [https://www.you
allow students to have a bed for it?”, “Do you play with it?”, etc.). The teacher will tube.com/watch?
learn how to take walk around the v=pWepfJ-8XU0]
care of common Show students the YouTube video, “I Have a Pet”. Ensure to tell classroom at the
household pets. students that lions are not really house pets, and that his ‘lion’ in the end of the day to Craft supplies:
Students will learn video is just a stuffed animal. Ask students to raise their hand if they observe whether construction
that they must can identify any other pets that are not mentioned yet. Pick students students are paper, molding
regularly interact to share. properly taking care clay, glue,
with their pet, by of their pet by scissors,
playing, feeding, Each student will be given a chunk of molding clay. The teacher will seeing if their pet cardboard
giving water, and instruct students to create an animal that is commonly found in homes has proper shelter,
providing a bed and as pets. Students are to take care of that animal for the rest of the space, food, and
shelter for that pet, day. Inform students that they must create the basic needs of that water. The teacher
to ensure that pet animal to ensure its survival (food, shelter, water). Encourage students will make anecdotal
thrives and to also name their pet. Students will be provided with craft supplies as notes of students
survives. they can design their animals homes, food, bed, and other items who understand
necessary to keep their animal alive. how to care for a
pet and for
students who are
missing a crucial
aspect to ensure
that animal’s
survival.
1 Animal Set up: Movement Summative Tape,
1 Characteristic The teacher will tape different animal characteristics along different Assessment – Animal and Insect
Classroom walls in the classroom. Characteristics are: Flashcard flashcards/printed
Placement  Lives underwater [fish, sharks, whales, seahorses] Placement paper,
 Has a beak [birds, penguins, flamingos, parrot, ostrich, duck] Characteristic
This activity lets  Walks on 4 legs [cat, dog, elephant, lion, cheetah] The teacher will Papers
students identify  Is smaller than your hand (children’s’ hands) [insects, record the names
and classify animals ladybugs, flies, bees, ants, caterpillar, snail, cricket] of students who
based on common placed their
physical [These characteristics are just a guide and can be broadened based on characteristic in the
characteristics. It the teacher’s preference. Another suggestion is type of body covering correct location,
allows students to (fur, scales, feathers, etc.)] and those names of
recognize that students who
animals are The teacher will hand out one animal/insect flashcard (piece of paper) placed their
classified into that has tape on the back to each student at random. The teacher will characteristic in the
categories based on inform students to write their names on the back of the animal/insect wrong location.
 their environment, they receive. Explain that students are to go around the classroom and This helps evaluate
how they behave, match their animal with its characteristic by placing it on the wall which students can
and how they look under its category. After students place their animal or insect, they are correctly identify
like. to return to their seats. The teacher will walk over to each wall that characteristics of
has the characteristic listed and go through each animal one by one as their animal and
a class to ensure they are in the correct spot. The teacher will also ask which student need
questions for further inquiry such as, “How are these animals the extra help.
same?”, “Do these animals live on land?”, “What about frogs? – do
they live on land or in water? Some animals can live both in land and
in water”.
1 Match the Students will be given two worksheets (can be handed out at different Summative Worksheet 2b
2 Habitat times) where they will match the animal with their habitat. Assessment – (Contains 2
Worksheets Habitat sheets)
The first worksheet includes them colouring the image that matches Worksheet
the habitat that is seen on the left. When students are finished the first Submission Writing Utensils,
worksheet invite them to start the second one. The second worksheet The teacher can Coloured Pencils
involves students to draw a line to match the animal with their habitat. evaluate students’
understanding of
which animal
belongs in which
habitat.
1 Habitat YouTube Students are to watch “Habitats for Kids” and answer the following Formative YouTube video
3 Video questions. The teacher will guide students through the different Assessment – [https://www.you
questions as a class. The teacher may pause the video when necessary Discussions tube.com/watch?
to help aid in students understanding of animals and their habitats. v=x7jwJ2bI9Lg]
The teacher may encourage students to turn to a friend to discuss a Teacher will
question. (For example, when the video reveals the animals that live in evaluate how well
the Polar region, the teacher can pause the video and ask the class to students have been
find someone wearing white to go discuss the animals that live in the paying attention to
polar region. This activity can also include turning to the person beside the video by
you, behind you, and across the room. Making students actively move pausing the video
around the class to look for certain aspects can engage them in the at certain parts,
activity). Possible questions are as follows: asking questions,
and then answering
What are the 6 animal habitats? them after
What habitat is the coldest? discussion is over.
What animals live in the Polar habitat?
What animals live in the Tundra habitat?
What habitat is the driest?
What animals live in the Desert habitat?
In what habitat do ostriches and elephants live?
What habitat has lots and lots of trees?
What kind of forest is really wet?
In what forest do parrots live in?
What forest has the largest insect population?
What are the two main types of water habitats?
Ponds, lakes, and rivers are what kind of water habitat?
 Oceans are what kind of water habitat?
What are some animals that live in the Water habitat?
1 Animal Research Set up: ELA. Summative Animal Books or
4 Activity and The teacher will need to acquire a variety of books that outline animals Assessment – Library Access
Presentation and their characteristics. These books can be either pre-picked by the Animal Research
teacher, or the teacher can reserve library time for students to pick out Activity Worksheet 2c.
their own books. Submission [Flipbook]
The teacher will ask
Students will look through books of animals that will be provided by student to hand in
the teacher (or chosen themselves in the library). Students can look their animal
through a variety of books that will ultimately aid them to choose one research booklet to
animal of their liking. After their animal is chosen, the teacher will assess students
hand out animal habitat booklets for the students to complete. Going understanding of
through each section one by one with the class, students will be able one animal. This
to fill in the booklet and learn about their animal. allows the teacher
to grasp more than
(For example, the first step is “My Animal”. The teacher will explain just students’ ability
that section, how students are to draw and label their animal, and then to understand
provide students time to complete that section first before moving to where one animal
the second step, “Habitat”. After all students complete the first section, belongs, but it
invite them to move on to the second section, where they will look in allows teachers to
their book to identify their animal’s habitat. Then, allow time to evaluate students’
complete that section, and so on). ability to conduct
research when
When giving time to work on the different sections, the teacher will provided with
walk around the classroom to aid in spelling, findings, and answer any reading/pictured
questions the students may have. material. This
activity also lets the
Students will be allowed to present their animal to the class before teacher determine
submitting in their flipbook for assessment. if students’ desired
animal choice has
the correct needs,
habitat,
characteristics, and
other interesting
facts.
Plants
1 Students will watch the YouTube video on why we need plants and Art Formative Why we Need
5 Collaborative how we use them as resources. Assessment – Plants
Brainstorming Peer [https://www.you
The teacher will pose the following question on the board: Brainstorming tube.com/watch?
This activity informs  Why do we need plants? Students can v=ygvnPllrQW8]
students on why collectively
humans and As well as writing the question on the board, the teacher will say it out brainstorm with
animals need plants loud multiple times to get students contemplating plants’ use in the another peer about
in our environment. environment. Group students into partners and ask students to identify how plants are
ways in which we use plants. Invite them to look around the useful in the world
 classroom, as well as think about what’s in their homes. Hand out a and the different
blank sheet of paper to each partner group and instruct students to ways they are
brainstorm by drawing and colouring pictures of items that we use used. Having a
plants for. Some items include: peer help with the
 Houses/Shelter brainstorm can lead
 Wooden Desks to new and
 Pencils different ideas to
 Watermelon be formulated.
 Tea

After the activity, ask students to share their answers to the class.
Suggest alternative answers that have not been mentioned to get
students critically thinking about their environment and space around
them. (For example, “What is your desk made out of?” “If your desk is
made out of wood, is it using a plant?” “Why is your desk not living if it
is made out of plants?”)
1 Inquiry-based Tell students to look inside their lunchbox. Ask students to raise their Health and Formative Student
6 Lunchbox hand if they can identify a food item that comes from a plant. Call Wellness Assessment – Lunchboxes
Activity upon quiet students who are raising their hand to speak about their Class Discussion
food item and where they think it comes from. Ask questions such as: Students will have
 Where do fruits come from? a class discussion
 Where do vegetables come from? and learn about the
 Do apples grow on trees? kinds of plants,
 How about watermelons? such as fruits and
 Are fruits and vegetables healthy for you? vegetables, that are
in their lunchbox.

1 Imaginative Invite students to imagine that they are in the absolute wild. Health and Formative YouTube video –
7 Exploration Plant [Option – play background music of trees and forest to further Wellness Assessment – Forest
Activity & Station students’ imagination]. Get them to close their eyes and to think about Stations [https://www.you
Work many trees and all the different kinds of plants that are present in the Art tube.com/watch?
wild. Focus on the quantity of plants in the wild. What kinds of plants Hosting stations v=4KzFe50RQkQ]
This activity will are there? How did they come to be? How is there so many? What with mixed skill
allow students to allows seeds to spread? Would you take trees from the forest and abilities allows YouTube video –
critically think plant them in your house? students to Farmland
about the plants effectively [https://www.you
that are found in Now invite students to imagine that they are on a farm. [Option – play collaborate and tube.com/watch?
the wild, in farms, background music of a farmland]. Get students to close their eyes and communicate as a v=ipf7ifVSeDU]
and in homes. think about what kinds of plants are found on a farm. What kinds of variety of strengths
Students will also plants are there? How did they get there? Do farmers plant them? Are and skills are Poster Paper –
learn to the plants usually planted for us to eat? Are these plants collected to exposed. labelled: Wild,
acknowledge how be sold into stores? Would you take strawberries and plant them in Farm, and Home.
plants reproduce, your house? Do any of your parents have a garden? What kinds of
how their seeds get plants are there? Do any of you have plants in your homes? Writing Utensils
spread, and how
they vary in **Note: Inform students that this is a critical thinking and
different contemplating activity. No hands should be up, eyes should be closed,
 environments. and no answers should be said.

After these reflection activities, invite students to open their eyes for a
new activity. The teacher will divide the class into three
groups/stations who will either arrange their desks to face each other
or will move their chairs to a common table. Each station will receive a
poster paper that is either labelled ‘Wild’, ‘Farm’, and ‘Home’. The
teacher will place some questions on the board that ask:
 What kinds of plants? (Found in the area that is written on the
poster paper i.e., farm, home, wild)
 How are these plants cared for?
 How do these plants reproduce/multiply/make more of itself in
this environment?

The teacher will also read out the questions multiple times. Students
are encouraged to work collaboratively in their groups to draw images
and/or write answers to these questions. Allow 10 minutes for this
activity.

Ensure the following or similar statements are brought up:

 Humans help plants grow on farms. Some common plants on
farms are strawberries, sunflowers, apples, rice, watermelons,
plums, etc. These fruits can be sold in stores, and most of the
fruit and vegetables we see in supermarkets are usually from a
farm!
 Humans also help plants grow in the house. Some students
may mention that they have plants in their households, or
outside in their backyard. These plants are usually smaller and
will not survive on its own without the proper care.
 Plants reproduce through their seeds. Plants need to spread
their seeds to create more of themselves. How? Wild plants
often spread their seeds through the wind, and animals can
also help plants in spreading their seeds by pooping them out
or burying them! This allows more and more plants in the
natural environment to be created.

After 10 minutes, go through each groups’ poster paper with the class.
Ensure students know what kinds of plants fall under what category,
and how plants differ when reproducing in the wild vs in a home/farm.
1 Create and Care Set up: Formative Worksheet 3a
8 for a Plant – The teacher will plant 6 marigold seeds, all in different conditions and Assessment – (Plant Flipbooks)
Flipbook Activity will be put on display for the class to make hypotheses about each Flipbook
Students will learn plant. Most plants will be in pots and can be labelled according to their Soil
how to make number. This flipbook
hypotheses or activity gives the Water
predictions about 1. The first seed will have all resources necessary to thrive. A teacher an
scientific good soil environment, sunlight, room to grow, air, and will be understanding on if 6 Marigold Seeds
experiments, as watered occasionally. students know how
well as how to list 2. The second seed will have most resources, but no water. to create Writing utensils
results. They will 3. The third seed will have most resources, but no air. (Put a bag predictions or
also learn to care around it). guesses about the
for a plant through 4. The fourth seed will have most resources, but no sunlight. Put needs of a plant.
providing water, this one in a dark room, or in a cupboard).
sunlight, space, and 5. The fifth seed will have most resources but no soil.
soil. 6. The sixth seed will have most resources but no room to grow.

Each student will be given a Needs of a Plant flipbook. This flipbook

invites students to make hypothesizes about plants in different living
conditions. The teacher will first instruct students to write their names
on the cover of the book, and then go through each page with the
class respectively. Students will only fill out the ‘Hypothesis’ portion of
each page, which includes a written aspect and drawing aspect. Invite
different students each day to water the plants. Results will be
revealed when full bloom occurs, which usually takes 6-8 weeks for
marigolds.
After full bloom of the marigolds, the teacher will bring in all 6
marigold plants in the classroom for analysis. Students will be invited
to fill out the ‘what actually happened’ portion of their flipbook. This
can be done as a class, independently, or with partners/groups.
Students are to also draw an image in this section that reveals ‘what
actually happened’.
What do Plants Students are to create a flipbook outlining the needs of plants. The Art Formative Worksheet 3b
need Flipbook teacher will first give the students instructions on how to properly Assessment – (first page)
create this booklet. First, students will be handed out an orange Flipbook
This activity allows construction paper sheet where they will make three cuts with scissors Creation Craft materials:
students to develop to create the flipbook. Students will then be cutting out and gluing the Blue, orange,
a greater images listed “What” “Do” “Plants” “Need?” at the top of their booklet. The teacher will yellow, and brown
understanding Ensure students don’t colour until after. Explain to students they will assess whether construction
through the use of be cutting out the various resources that plants need to survive and students are cutting paper, cotton
visuals on what a pasting them below each flap. Then, students will use the different and gluing balls, scissors,
plant needs to be coloured construction paper to cut out the different resources and materials into the glue, coloured
able to grow. should be used as follows: proper location. pencils
 Yellow; sunshine
 Blue; water
 Brown; soil
 Cotton Ball; air
The teacher will walk around the classroom to ensure each student is
correctly labelling the images and completing the assignment.
 What do Plants Students will be handed a worksheet that asks the question of “What Art Summative Worksheet 3b
need Worksheet do plants need to grow?”. There will be spaces provided for students Assessment – (second page)
to draw and colour the 4 different elements that plants need to thrive. Worksheet
These elements are: Completion Craft materials:
 Sun Coloured pencils,
 Water The teacher will be pencil
 Soil collecting student
 Air worksheets on
what plants need to
Students are also provided with a space where they can list the grow. This will let
different elements in written word in either point form or full the teacher know if
sentences. This worksheet will be handed into the teacher for a students
summative assessment. understand how
plants use different
resources to
survive.

MODIFICATIONS/ACCOMMODATIONS

 Who are the students who require accommodations?

 What purposeful adjustments have you made to support student learning?
 How will you differentiate instruction?
 How will you differentiate assessment?
 What instructional strategies will be used to support students with learning challenges?
 What resources will be required?

This unit meets the needs of a diverse group of learners as it allows for a flexibility of skills, abilities, and strengths to be expressed.
Activities and lessons are prepared through diversified approaches, producing an inclusive learning environment for the students.

Teachers will be planning for differentiation as they articulate and address a variety of learning preferences. The teacher will reach students
who have auditory preferences by speaking loudly and clearly when giving direct instruction, asking questions, and using sounds and songs
during activities. The teacher will reach students who have visual preferences through the application of videos, picture books, drawing
images, observing different plants, and the use of flashcards. Students who have kinesthetic/bodily preferences will benefit from creating
their animal clay pet and completing craft activities as it requires students to be hands-on when applying their critical thinking and creation
skills. Students who have preferences in reading and writing will have access to printed matter during many activities, such as books and
worksheets.

Students who have diverse needs may request support from their peers, as well as the teacher. Students will be supported through
providing examples, repeating tasks and criteria multiple times, and assistive technology if needed.

There are a lot of opportunities in many activities for students who are fast finishers to proceed colouring, as well as there will be
opportunities for fast finishers to help other students. Students who need extra time may be able to take certain activities home with them.
Carol Miller, a student who has a suspected learning disability, will need classroom accommodations.
Possible strategies to help this student include:
• allowing processing time when a request is made
• chunking down instructions and homework assignments
• using only 1 question or task at a time
• providing this student with to do lists, organizational checklists, and sorting templates
• providing the student with visuals: calendars, tasks, schedules, in placement of where materials belong, mind-maps, punctuation
flow-charts.
• buddy system to aid in transitions, such as getting ready for new activities, classes, and subjects, as well as to help with reading and
writing skills
 providing this student with an audio tape of the reading materials listed in this unit

PRE-SERVICE TEACHER SELF-REFLECTION

 How do you feel your students experienced this unit?

 Were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 Were you able to make good use of formative assessment for/of/as learning? How did this information impact your
summative assessment?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and
those requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)