Stage 1 - Identify Desired Results: Creating and Funding A Garden Fourth Grade

Theme/ Creating and Funding a Garden Fourth Grade
Subject of Unit Grade Level
Stage 1 - Identify Desired Results

SOL standards? What are the content standards for the overarching topic?
a) Estimate and determine sums, differences, and products of whole numbers.
b) Demonstrate the ability to collaborate with diverse teams.
c) Write two or more related paragraphs on the same topic.
d) The structures of typical plants and the function of each structure.
e) Processes and structures involved with plant reproduction.
f) Photosynthesis
What integrations will you include? Include related SOLs from four other content areas.
I plan to include integrations of Math, Literature, Science and Technology. The SOL’s that I plan to integrate are below.
Grade 4
Creating a garden
Draw out the garden
How much money they will need to create the garden?
How will they divide the work?
Mathematics
4.4
a) estimate and determine sums, differences, and products of whole numbers.
b) estimate and determine quotients of whole numbers, with and without remainders; and
c) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical
problems involving division with whole numbers.
4.7
a) estimate and measure length and describe the result in U.S. Customary and metric units
4.8 The student will

a) estimate and measure length and describe the result in U.S. Customary and metric units.
Literacy
4.1
The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
4.7
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
Science
4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure.
b) processes and structures involved with plant reproduction.
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts
include
a) weather phenomena.
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Art
4.2 The student will apply a creative process for artmaking.
b) Use steps of the creative process, including brainstorming, preliminary sketching, planning, and reflecting, to generate ideas for and
create works of art.
4.1 The student will apply creative thinking to artmaking.
b) Develop ideas individually and collaboratively.
Technology:
I plan to integrate technology through having students do research for their garden on their chrome books. Also, they will complete an interactive plant
simulator where they will go online and see a plant grow and walk through it through an interactive simulator before doing it hands on themselves.
Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What significant and big picture questions will foster inquiry into the
students to understand & be able to use several years from now) content? (open-ended questions that stimulate thought and inquiry
Activities in Stage 3 should be guided by these. linked to the content of the enduring understanding. ) Activities in Stage
3 should be guided by these.
Students will understand that... Content specific….
Math – How will you budget your money that is given to you in order to build
For math, the big idea that I hope students understand is the importance of the garden that you desire?
money. By going through the process of having to budget out their garden;
I hope they understand how much items cost and how they could possibly Describe when and how the life processes of your plant occurred.
start to prioritize money in the future.
Predict how many days that it will take for your plant to become fully
Science- grown.
For science, the big idea that I want students to understand is the life cycle
of plants.
Literacy-
For Literacy, the big idea that I want students to understand are how they
can accurately document what they did to create a planting box for the
plant; from the monetary aspect, the physical planting along with what
happens after it is planted.
Extra Plan: (Visual Arts/Science)
I can identify the structure of a plant.

I can explain the processes of the plant.
I can apply creative thinking to my diagram to help me learn more efficiently.
I can collaborate with others.
Literature Integrated Plan: (Literature / Science)
I can write a paragraph about the progress of my plant.

I can share the progress of the life cycle of my plant with my peers.
I can compare and contrast what is happening in a book and what is happening in real life.
Math Integrated Plan: (Literacy/Science/Math)
I can create a budget.

I can identify the items needed for a garden.
I can identify why the items are needed for a garden.
I can add whole numbers and numbers with decimals.
Science Integrated Plan: (Literacy/Science)
I can create the life cycle of a plant.

I can depict the life cycle of a plant in pictures.
I can depict the life cycle of a plant in multiple complete sentences.
Knowledge: Skills
What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit? List the skills
and/or behaviors that students will be able to exhibit as a result of their
work in this unit.
Students will know... Students will be able to…
Math: Math-
 How to add and subtract.  Create a budget
 The value of money and staying on a budget.
Science:
 How to identify a plant Science-
 How a plant grows  How to predict weather and determine how it will affect their
Literacy: plant.
 How to write multiple, related sentences.  How to indefinity the lifecycle of a plant.
Literacy-
 How to document the plant life cycle.
Stage 2 – Assessment Evidence
Performance Task Other Evidence

Through what authentic performance task will students demonstrate the Through what other evidence (work samples, observations, quizzes, tests,
desired understandings, knowledge, and skills? (Describe the learning journals or other means) will students demonstrate achievement of the
activity in the form of a narrative. Typically, the P.T. describes a scenario desired results? Formative and summative assessments used throughout
or situation that requires students to apply knowledge and skills to the unit to arrive at the outcomes.
demonstrate their understanding in a real-life situation. Describe your
performance task scenario below)
By what criteria will performances of understanding be judged?
In this assessment, students will act as the botanists of their Other evidence I will have is that the students will ultimately end up
transferring their documentation into writing. This will reiterate what they
small garden. Once a week they will check in on their Flipgrid and have learned for themselves and me.
give an update on how the plant is progressing. They will have to
present how their plant is progressing based on the plant life cycle,
how the weather affects the plant, and how much water they are
giving the plant.
This will give the teacher the opportunity to see if the
students can apply their learning about the plant cycle to their small
garden that they have created for themselves. At the end of their
studies on their garden, they will compile all of their Flipgrid videos
and use them to write a multi- paragraph documentation of what
they reviewed in their videos; a small summary of where their plant
ended up in the end and how it got there from the very beginning of
putting together their garden!
Day Lesson Title

Lesson Activities (These should align with the desired results in Stage 1 in order to meet the standards and objectives,
to answer the essential questions, and to have positive learning outcomes as demonstrated by the stage 2 assessment
schedule. Consider the scope and sequence of instruction of your unit plan.
1
Parts of the Plant
Science
Art
b) Use steps of the creative process, including brainstorming, preliminary sketching, planning, and reflecting, to
generate ideas for and create works of art.
On the first day we will be introducing the parts and functions of the plant. Learning the parts and functions of the plant
will help us further in learning the life cycle and growing our own plant. The students will have the opportunity to draw a
diagram of a plant with a group, label it with the correct names and functions and present it to the class.
2
Learning the Science
Plant Cycle
Literacy
4.7
For this lesson, the students will be completing a paper chain with pictures of the plant cycle and the plant cycle
written out in sentences, which will coincide with the pictures. The students will need to know the parts of a
plant prior to being able to accurately being able to learn the life cycle of a plant.
3
Planning Our
Garden
Math
4.4
c) create and solve single-step and multistep practical problems involving addition, subtraction, and
multiplication, and single-step practical problems involving division with whole numbers.
Literacy

Science
4.4 The student will investigate and understand basic plant anatomy and life processes.
In this portion of the lesson, the students will be planning out their garden in terms of the material, and budget.
This will require them to do some research. They are truly the sole creators of their garden and get to execute
that in this step of the process!
4
Documenting the
Plant Cycle
Literacy
4.1
4.7
Science
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be
predicted. Key concepts include
.
In this lesson, the final lesson, the students are learning how to document their plant and implement what they learned
about plants. They will also finally have the opportunity to plant and execute their garden!
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN #
0-87120-313-8 (pbk)
Lesson Plan w/ Rubric
Teacher Ashley Garneau Date NA

Candidate: Taught:
Cooperating NA School / Virginia Beach City Public

Teacher: District: Schools
Grade: 4 Field NA
Supervisor:
Unit / Science
Subject:
Lesson Title / Parts of the Plant

Focus:
Extra Plan: (Visual Arts/Science)
PLANNING AND PREPARATION
Content Knowledge How was this lesson developed based on your research and knowledge of content and the discipline?
The content knowledge to create this lesson was derived from the textbook,
Wood, K.E. (2015). Interdisciplinary instruction: Unit and lesson planning strategies K-8. Long Grove, Illinois: Waveland Press Inc. ISBN-
13: 978-1478627128 ISBN-10: 1478627123.
Learner Differences
How did this lesson develop as a result of your examination of research and data about student learning needs, how diverse students
learn your content/lesson topic and how you can employ
In this classroom there are students with multiple different needs.

 3 ELL Students
 2 Students identified Gifted
 1 ADHD
 English Language Learners
 For English Language Learners, they will work with students who will be able to assist them. Also, they can draw the functions of the
plant in pictures instead of words.
 Identified Gifted Students
 For my Gifted Students, they are going to be challenged to implement all of the functions and parts in the video, not simply the ones
that we reviewed in class.
 Student Identified ADHD

 For my ADHD students, they will be my group facilitators when I assign groups. This way they have something to keep them busy!
culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets they have, and so on?
Outcomes/Goals What will students be expected to know or do as a result of this lesson? Are these learning target(s)/outcome(s)
appropriate based on your prior assessment/knowledge of students’ understandings? Are your targets/outcomes observable and
measurable? What are your essential questions that align with the outcomes? List all outcomes associated with this lesson.
I can identify the structure of a plant.

I can explain the processes of the plant.
I can apply creative thinking to my diagram to help me learn more efficiently.
I can collaborate with others.
Standards Which content, state, and national standards connect with your outcomes? List the state, content, and national standard or
standards that are being addressed.
Science
Art
b) Use steps of the creative process, including brainstorming, preliminary sketching, planning, and reflecting, to generate ideas for and create
works of art.
Resources and Materials What resources and other materials will be incorporated and how will they promote active learning? Be
specific. List all materials and resources needed for the lesson.
 Colored Pencils/Markers/Crayons
 Diagram
 Technology Board

Technology Does technology enhance the design and delivery of your lesson? Does the use of technology promote active learning? Be
specific. List all technology needed for both students and teacher.
 Students will watch a video as a class to learn about the parts of a plant. I will ensure the students that it is a little more than they need
to know but it will be good information for their upcoming garden!
INSTRUCTIONAL DELIVERY
Learning Environment How will you support individual and collaborative learning and foster positive interaction in the classroom?
This will take place in a face-to-face learning environment.
Introduction/Activating Strategies How will you engage learners in the lesson and learning? How will you launch the lesson? How
will you activate prior knowledge?
 To begin, I will have students watch a video to talk about the parts of the plant and their function. (3 minuets)
o https://www.youtube.com/watch?v=MP5jnuvMqxQ
Instructional Strategies What learning activities do you have planned for the students? Include a variety of teaching strategies
(methods). Activities are to be learner-centered ( e. g. solve problems, construct models, design and perform experiments, read
authentic resources, answer open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw
conclusions.) Include guided process of learning. Include the opportunities learners will have to expand and solidify their
understanding of the concept and/or apply it to a real-world situation. List any independent practice activities.
 After watching the video, we will discuss the parts of the plant and what they do.
o We will list the parts of the plant and their functions on the board together. (10 minuets)
 After watching the video and having a class discussion, the students will get the diagram of a flower. (attached below)
 They will have the opportunity to fill out the worksheet with a partner. (5 minuets)
 We will also spend about 5 minuets reviewing as a class what everyone came up with and making sure they have the correct
information.
 Lastly, the students will pair up with another group and create a poster for our room with the parts of a plant. They will be responsible
for:
o Drawing the Plant
o Labeling it correctly
o Stating the functions of each part.
Worksheet:
Closure How will you bring closure to the lesson?

As a closure activity, the students will present their works of art ( their plants) to the class discussing what their functions do and why.
Differentiation How will you adjust instruction, including incorporating technology, to meet the needs of a diverse set of learners?
Assessment: How will you measure understanding of the outcomes and standards? What type(s) of formative and summative
assessment tasks/instruments (e.g., test, paper) and rubrics will be used?
I will assess them based on their presentations with their group.

PROFESSIONAL LEARNING
Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How can the lesson be strengthened for
improved student learning? Did the lesson reflect culturally sustaining pedagogies?
I will reflect through my students comprehension of the parts and functions of the plant for them to eventually apply to their garden.
Teacher Ashley Garneau Date NA

Candidate: Taught:
Cooperating NA School / Virginia Beach City Public

Grade: 4 Field NA
Supervisor:
Unit / Science
Subject:
Lesson Title / Learning the Plant Cycle

Focus:
Science Integrated Plan: (Literacy/Science)
13: 978-1478627128 ISBN-10: 1478627123.
Learner Differences
learn your content/lesson topic and how you can employ

 3 ELL Students
 1 ADHD
English Language Learners

For the students that are English Language Learners, those students will be able to solely rely on pictures instead of doing the pictures and the
words.
Identified Gifted Students

For the Gifted Students, they will be able to take it to another level and add another set of links to the chain and write about how the plant
cycle would take place in a certain weather condition such as rain, snow, or heat.
Student Identified ADHD
For my students with ADHD, they will be able to help staple students chains tighter once they have been reviewed with me, they have
finished their own work and they have done the extension activity.
I can create the life cycle of a plant.

I can depict the life cycle of a plant in pictures.
I can depict the life cycle of a plant in multiple complete sentences.
Science
Literacy
4.7
 Construction Paper
 Colored Pencils
 Technology Board
 Paper
 Stapler
 Students will watch the Brain Pop video as a class.
This will be conducted in a face-to-face classroom.
 First, I will ask the students what they know about how plants grow.
 We will list together what it takes to make plants grow
o i.e., water, sunlight etc.
 The students will first start by getting a notebook piece of paper.
 On this piece of paper, they will write down facts that they learn about the plant life cycle, and plants generally.
https://www.youtube.com/watch?v=nFRvDTwGDMo (5 mins)
 After they watch the video and write down their facts, they will have 3-5 minuets to compare and contrast with a partner.
 Once they think they have enough facts about plants and the plant cycle, we will share out as a class and formulate a plant cycle as a
class based on our discussion.
 Next, the students will get strips of white construction paper.
 The construction paper strips will be used to make paper chains.
 On the paper chains the students will have 15 minuets to draw the plant life cycle, one part of the cycle on each part of the chain.
 After they have drawn each part, in pencil, they will get back with their same partner and ensure that all of their parts are in the same
order and drawn accurately. (7 minuets)
 Once they review them with their partner, we will reiterate what they reviewed with their partner through a class discussion. (10
minuets)
 Lastly, they will have about 10 minuets to color in their pictures as they wish!
 After they complete the pictures, the next pieces of the paper are for writing the plant cycle out in words.
 Each piece of the link will contain a piece of the plant cycle.
For a closure activity for each student, as each student finishes, I will help them staple the links together. They will sit with me to
correspond the writing to the picture so that I may check understanding.
As stated above:

For the students that are English Language Learners, those students will be able to solely rely on pictures instead of doing the pictures and the
words.

For the Gifted Students, they will be able to take it to another level and add another set of links to the chain and write about how the plant
cycle would take place in a certain weather condition such as rain, snow, or heat.
For my students with ADHD, they will be able to help staple students chains tighter once they have been reviewed with me, they have
finished their own work and they have done the extension activity.
I will help them staple the links together. They will sit with me to correspond the writing to the correct picture so that I may check
understanding. If they are still having trouble, this will let me know who I need to target before we actually begin to put together our own
garden.
I will reflect on my practices through how well my students are able to pair the pictures with the writing.
Teacher Ashley Garneau Date N/A

Candidate: Taught:
Cooperating N/A School / N/A

Teacher: District:
Grade: 4 Field N/A

Supervisor:
Unit / Science
Subject:
Lesson Title / Planning Our Garden

Focus: Math Integrated Plan: (Literacy/Science/Math)
13: 978-1478627128 ISBN-10: 1478627123.
Learner Differences
learn your content/lesson topic and how you can employ?
 3 ELL Students
 1 ADHD

ELL students will be paired with a student who will have the ability to help them and work together to work through the budget plan. They
will be required to help them explain what the items are required for the garden they are creating and why all the way to the adding portion of
the activity.

For the gifted students, I will have them figure out how we can minimize the amount of soil used in the class. Each student does not need a
whole bag of soil, correct? How can we spilt it between the number of students in the class? What will we need to know before we do?
*These students will be pulled in their own small group*

*For other students the allocation of how much material we will actually need will be done by the teacher, but the student will still
need to produce an accurate budget*

For my student who is identified with ADHD, it will be very important to keep them busy with jobs! With this being said, I will have students
pass out papers. Also, they can help me draw my chart on the board for my example budget as I am setting my room up during transition.
I can create a budget.

I can identify the items needed for a garden.
I can identify why the items are needed for a garden.
I can add whole numbers and numbers with decimals.
Math
4.4
c) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical
problems involving division with whole numbers.
Literacy

Science
4.4 The student will investigate and understand basic plant anatomy and life processes.
*Students have not completely reviewed this yet at this point in the lesson but will have to know the basic needs of the plant to
understand and create their list/budget*
 Teachers white board and markers
 Chrome Book to search on Kiddle.co
 Pencil
 Budget Worksheet (provided by teacher)
 Students will use technology by using Kiddle.co to search for the price of items in their budget.
 Jamboard
This will be completed in a face to face classroom.
*At this point in the lesson the students are aware that they are going to be creating a garden but not all of the logistics of a plant yet; so, I will
let them know this is going to be the beginning of the process, but they will have to do the work!*
 We will begin the lesson by listing out as a class all of the parts of a garden.
o What all goes into a garden?
o i.e., soil, plant box, seeds, water etc.
 We will make a list on a JamBoard that is projected to the class so that they can still have access to it later in the lesson. (This will
require 10 minuets)
 I will begin day one by bringing up the materials that the students had compiled as a class before and have them estimate how much it
will be for us to get these materials for one student. (Estimate is highlighted because it is a vocabulary word they will need to know.)
 After the students make their best guesses, I will tell them that this is what they are going to find out!
 I will provide the students with a list based on what they compile in the classroom. They are able to add items to the list if they feel if
it is needed.
o The only thing that must stay on the list is the type of flower- Periwinkle. Each student will have a Periwinkle Flower.
o Students will have 15 minuets to work on their list.
o While students are completing their lists, I will walk around the classroom just to ensure that everyone is still on track and
understanding what the assignment is.
 After students have compiled their lists, we will spend about 5 minuets going over as a class comparing and contrasting the lists of
supplies, we came up with on our own and why we think our plant would need these items to grow and survive.
 Once we have gone through this, the students will use the kid friendly search engine https://www.kiddle.co/ to search the pricing for
each item on their list. They will have 30 minuets to search.
o Prior to their search, we will review what a budget is and how they think that one is compiled by drawing an example on the
board.
o We will also need to review what they think should be considered when figuring out how much each item will cost.
o We will also go over a simple, sample budget.
o Once they have gained understanding of the budget, they will get the budget worksheet I will provide.
 The students will be required to allocate the cost of each budget item and add up the total cost of the materials.
 About halfway through searching, I will begin to pull small groups over to review their budget to make sure they are on the right track.
o What I will be looking for is:
 The accuracy of the list for the budget.
 The accuracy of their research.
 The accuracy and thought process of money allocated.

 After meeting with all my small groups, I will have the students come back together as a whole group.
 On the students existing budget, they will have to identify on a separate piece of paper:
o How the item will benefit the plant.
o How they will use each item in their plant box.
o One thing they would like to change in their budget plan of items.
Stated above but I will reiterate below.
 3 ELL Students
 1 ADHD

ELL students will be paired with a student who will have the ability to help them and work together to work through the budget plan. They
will be required to help them explain what the items are required for the garden they are creating and why all the way to the adding portion of
the activity.
For the gifted students, I will have them figure out how we can minimize the amount of soil used in the class. Each student does not need a
whole bag of soil, correct? How can we spilt it between the number of students in the class? What will we need to know before we do?
*These students will be pulled in their own small group*

*For other students the allocation of how much material we will actually need will be done by the teacher, but the student will still
need to produce an accurate budget*

For my student who is identified with ADHD, it will be very important to keep them busy with jobs! With this being said, I will have students
pass out papers. Also, they can help me draw my chart on the board for my example budget as I am setting my room up during transition.
Students will be assessed through their execution of the budget.

Including but not limited to:
 Adding the budget items.
 Why they put the items in their budget the way they did.
 Why they believe the items are needed for life of the plant.
I will also ensure that when we have any student discourse in the classroom during the lesson I document it on my notes for each student after
the lesson.
*These will be assessed not only through grading their budgets after the lesson is complete but through our discussion in small
groups. *
I will evaluate my practice by seeing how my students learn through their formative and summative assessments.
Teacher Ashley Garneau Date N/A

Candidate: Taught:
Cooperating N/A School / Virginia Beach City Public

Grade: 4 Field N/A

Supervisor:
Unit / Science
Subject:
Lesson Title / Documenting the Plant Cycle

Focus:
Literature Integrated Plan: (Literature / Science)

13: 978-1478627128 ISBN-10: 1478627123.
Learner Differences
learn your content/lesson topic and how you can employ?

 3 ELL Students
 1 ADHD
After writing their input for the day of their plant, in the time they have to meet in small groups to discuss their plants progress, they will also
use this time to peer edit with a partner. This will give the ELL student an opportunity to not only see where they are falling short in their
writing, but they also can see other mistakes and possibly could catch their own mistakes this way too. It is important to add that these peer
edits will also be reviewed by the teacher as well.

For the students who are identified gifted I will ensure I give them an extension activity to challenge them. To do this, after reading the book,
“In the Garden” on GetEpic! The students will draw a Venn diagram to compare and contrast the tasks needed to grow a plant garden and a
vegetable garden.

For my student who is identified with ADHD, it will be very important to keep them busy with jobs! With this being said, I will have the
student be in charge of collecting notebooks for documentation and putting together materials for the gardens.
I can write a paragraph about the progress of my plant.

I can share the progress of the life cycle of my plant with my peers.
I can compare and contrast what is happening in a book and what is happening in real life.
*Note* These standards will be used in this lesson and throughout the lesson plan
Literacy
4.1
4.7
Science
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
include
a) weather phenomena;
.
 Journal
 White board
 Dry Erase Markers
 Computer to reach GetEpic!
 Post it notes
I will being integrated technology though having students read a book on the “GetEpic!” website so that they are able to read a book about
gardening so they can see the process of gardening and tending to a garden.
This lesson will take place in a traditional learning environment.

 Given this lesson is going to be integrated toward the middle/end of the unit plan as a whole, it will be introduced differently than a
traditional introduction/hook.
o At this point the students have gone through the process of planning and planting their garden.
o There is going to be an overlap where they are waiting for their plant to sprout; that is where my literature lesson falls into
play.
 The students will begin by reading the book on GetEpic! Entitled “In the Garden”. They will read this book with a partner across from
them. They will have about 10 minuets to read the book with their partner across from them.
 Once reading the book, we will review as a class what the book went over and how it compare to what we will have to do once our
plant begins to sprout.
 Then, I will ask the students how they think we can document what is going on with our plant as it grows so we can keep track of if it
is making proficient progress.
 To begin, once the students to shoot off multiple different ways we could document the progress of our plant, I will tell them that we
are going to write journal entries about the progress of our plant.
 Next, they will pull out their white boards and write out three qualities of what they think is strong writing. They will have three
minutes to write the qualities.
o We will write the ideas they have on the board when we review them together and go through why they make strong writing or
not. There will be about five to ten minutes allotted for this portion of the activity.
 Then, I am going to tell my students to pull out their journals and write one paragraph about what they have planned about their
garden through the point of planting their seed in their writing, they are to focus on two of the qualities that we listed on the board as
whole group as “strong qualities” for writing.
 They will have 25 minuets to write their paragraph. After they have written the paragraph, they will be put with their shoulder partner
(a different partner than the first partner they were with). With their shoulder partner they will read through eachother writing and
write 1 grow and 1 glow. They will have 15 minuets with their partner.
 The students will come back to whole group, sitting at their own desks after meeting with their shoulder partner.
 The students will come back to whole group, sitting at their own desks after meeting with their shoulder partner.
 We will line up, row by row to go outside once we are settled.
 Next, we will take a trip out to our schools community garden. Each student will have a portioned out bag of soil, plant box, and a
Periwinkle seed.
 We will spend about 45 minuets plotting our pot of soil so that we are prepared to document them!
 We will head back into class and discuss what they think we could document (verbally) about our plants today? (5 minuets)
 I will explain to the students we will be writing daily entries just like the one we wrote today about our plants progress as soon as it
begins to sprout.
 Lastly, I will give each student a post-it note, and have them write one question about the plant progress entries we will be writing
coming up like today and leave it on the left corner of their desk for only my eyes to see. This way, I can gauge where I may not have
covered. There will be 10 minuets allotted for this closure, 2 minuets allotted for them to write a question.
*Note* The literature integration is going to be extended along with the SOL’s covered throughout the unit.
I felt as if I covered this fairly specifically in my identification of who is in my classroom. This information is repeated below.

After writing their input for the day of their plant, in the time they have to meet in small groups to discuss their plants progress, they will also
use this time to peer edit with a partner. This will give the ELL student an opportunity to not only see where they are falling short in their
writing, but they also can see other mistakes and possibly could catch their own mistakes this way too. It is important to add that these peer
edits will also be reviewed by the teacher as well.

For the students who are identified gifted I will ensure I give them an extension activity to challenge them. To do this, after reading the book,
“In the Garden” on GetEpic! The students will draw a Venn diagram to compare and contrast the tasks needed to grow a plant garden and a
vegetable garden.

For my student who is identified with ADHD, it will be very important to keep them busy with jobs! With this being said, I will have the
student be in charge of collecting notebooks for documentation and putting together materials for the gardens.
 The rubric below will be used to pick two entries weekly, randomly to grade of the students. They will not only be graded on their
grammar and usage, but they will also be graded on how well they depicted the process.
 I believe it is important to evaluate your teaching by how the students learn. I will evaluate how I taught by the formative and
summative assessments, the sticky notes and rubric on their entries. Based on how well they do on their entries and their questions or
lack thereof on the post it notes I will be able to gauge how well I taught.
 I think the lesson could be strengthened by having more opportunities for formative assessment to check for learning.
 I believe that this lesson could be culturally diverse.
Performance Based Assessment
Building and Documenting a Garden
Description
In this assessment, students will act as the botanists of their small garden. Once a week they will check in on their Flipgrid and give an
update on how the plant is progressing. They will have to present how their plant is progressing based on the plant life cycle, how the weather
affects the plant, and how much water they are giving the plant.
This will give the teacher the opportunity to see if the students can apply their learning about the plant cycle to their small garden that
they have created for themselves. At the end of their studies on their garden, they will compile all of their Flipgrid videos and use them to
write a multi- paragraph documentation of what they reviewed in their videos; a small summary of where their plant ended up in the end and
how it got there from the very beginning of putting together their garden!
Accommodations
ELL Students
For ELL students, they will be able to use Google Translate where needed to film their Flipgrid and write their documentation
summary afterwards.
Gifted
For the two students who are identified gifted, they will compare the lifecycle of their plant to the life cycle of their plant and be doing
one paragraph of their write up on that portion of the activity.
ADHD
For the student who is ADHD, they will have the opportunity to dictate their writing portion (talk to text) or type it. These may be
easier for them than writing by hand.
Standards Being Assessed
Science
include
Literacy
4.1
4.7
Task
The students will create their own video documentation weekly of how their Plant is growing. They will be required to base their description
off of the plant life cycle and how the weather and other factors have affected the plant and why. Then, they will transfer the information, in a
summary from the beginning of their plant journey into a small writing.
Learning
Students will demonstrate their knowledge of the plant life cycle and how their plant is affected by outside sources.
Behavior/Collaboration
Students will have the opportunity to watch each other's diaries on Flipgrid and comment on each other. This will require them to demonstrate
appropriate behavior online giving students positive encouragement and constructive criticisms.
Student Directions
Students,
Do a quick spin. Yes, really. Okay now… you are a Botanist! Remember a Botanist is a person who studies plants! You are going to be a
Botanist when you walk into this classroom from now on. Each Wednesday you will be using your Chromebook to create a 3-minute video
about your plants progress.
Here is what your video should include each week:

1. Where is your plant in the “Plant Life Cycle” (even if it is in the same place from week to week)
2. How does the weather affect the Plant Life Cycle?
3. How much water are you giving the plant? Is it less or more because it rained or did not rain?
4. What else has changed about your plant that you notice?
(Use your senses! Touch, Taste, Smell!)
After we have completed this for 4 weeks in a row, we are going to complete a write up of all of the information from our Flipgrid
videos and prior information of how our plant came to be! We will be writing a three paragraph (minimum) essay about this information.
When it is time to do this, I will let you know, don’t worry! Prior to writing your final copy, your sloppy copy can be documented and
organized on a worksheet I will supply to you separated by weeks which should help organize your thoughts when you go back to review
your Flip Grids!
It will look like this!

Student Checklist For Flipgrid Videos
__ What part of the plant cycle is your plant in?
__ How much water have you given your plant?
__ How much rainwater has it gotten?
__ Did you give us a physical description? What does it feel like or smell like?
Grading
Students will be graded based off of this rubric.

Stage 1 - Identify Desired Results: Creating and Funding A Garden Fourth Grade

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Stage 1 - Identify Desired Results: Creating and Funding A Garden Fourth Grade

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Theme/ Creating and Funding a Garden Fourth Grade

Subject of Unit Grade Level

Stage 1 - Identify Desired Results

a) Estimate and determine sums, differences, and products of whole numbers.

b) Demonstrate the ability to collaborate with diverse teams.

c) Write two or more related paragraphs on the same topic.

d) The structures of typical plants and the function of each structure.

e) Processes and structures involved with plant reproduction.

4.8 The student will

4.2 The student will apply a creative process for artmaking.

b) Develop ideas individually and collaboratively.

Enduring Understandings Essential Questions

I can identify the structure of a plant.

Literature Integrated Plan: (Literature / Science)

I can write a paragraph about the progress of my plant.

Math Integrated Plan: (Literacy/Science/Math)

I can create a budget.

Science Integrated Plan: (Literacy/Science)

I can create the life cycle of a plant.

 How to document the plant life cycle.

Stage 2 – Assessment Evidence

Performance Task Other Evidence

Day Lesson Title

4.2 The student will apply a creative process for artmaking.

4.1 The student will apply creative thinking to artmaking.

b) Develop ideas individually and collaboratively.

a) Present accurate directions to individuals and small groups.

Lesson Plan w/ Rubric

Teacher Ashley Garneau Date NA

Cooperating NA School / Virginia Beach City Public

Lesson Title / Parts of the Plant

PLANNING AND PREPARATION

In this classroom there are students with multiple different needs.

 Student Identified ADHD

I can identify the structure of a plant.

4.2 The student will apply a creative process for artmaking.

4.1 The student will apply creative thinking to artmaking.

b) Develop ideas individually and collaboratively.

This will take place in a face-to-face learning environment.

Closure How will you bring closure to the lesson?

I will assess them based on their presentations with their group.

Lesson Plan w/ Rubric

Teacher Ashley Garneau Date NA

Cooperating NA School / Virginia Beach City Public

Lesson Title / Learning the Plant Cycle

In this classroom there are students with multiple different needs.

English Language Learners

Identified Gifted Students

I can create the life cycle of a plant.

 Students will watch the Brain Pop video as a class.

This will be conducted in a face-to-face classroom.

English Language Learners

Identified Gifted Students

Teacher Ashley Garneau Date N/A

Cooperating N/A School / N/A

Grade: 4 Field N/A

Lesson Title / Planning Our Garden

PLANNING AND PREPARATION

English Language Learners

Identified Gifted Students

*These students will be pulled in their own small group*

Student Identified ADHD

I can create a budget.

These students will be pulled in their own small group

These students will be pulled in their own small group