Unit Plan: Plants (April 19-29)

Name: Taylor Danylchuk

Grade level: Kindergarten

Learning sequence/unit topic / question: How do plants grow and what do they need to survive?

Rationale (why is this important for THESE learners)

The basic understanding of plants and their needs are part of the BC kindergarten curriculum. It is important for these learners to have an
understanding that plants are living things and what they require to survive. This unit will be hands on and exploratory since the students will be
planting and learning how things grow.

First Peoples Principles of Learning:

Learning requires patience and time.

Big Ideas: (UNDERSTAND)

Plants and animals have observable features. (Kindergarten Science)

Learning Goal(s) for Whole Sequence: (in your OWN WORDS, what is the END you have in mind?)

Students will be able to demonstrate their understanding of how plants grow and what they require to survive. Students will also be
able to learn hands how to grow and care for a plant.

CORE Competencies Curricular Competencies (DO) Content (KNOW)

Which competency will be activated Content/topics – what students will know:
through this learning?
- Communication (acquiring and
representing information and
knowledge.)
How will you introduce the learning sequence in a way that builds engagement? Why will your students be excited about this?
I will bring in a grown pansy flower, and show the students, explaining to them that we were going to grow our own to learn how plants
What sequence will best develop the learning?
Learning Intention
I can listen to a story and make connections
(indicate from which subject area.
- Observe objects and events in - Basic needs of plants
familiar contexts - Adaptations of local plants
- Ask simple questions about - Seasonal changes – Plant Life Cycle
familiar objects and events
- Represent observations and ideas
by drawing charts and simple
pictographs
CONNECT
grow and what they need to survive.
PROCESS
Teaching/Learning Activity
Brief! This is a summary only. Add rows below as needed.
Connect: Show students the grown flower and explain we are going to plant
something of our own.
Process: Read plant the tiny seed
Transform: ask student if they have experience planting, and brainstorm
what we think that plants need to survive and grow.

I can follow instructions using new materials.
I can create a space to show my learning.
I can show my learning through observation and scientific
drawing.
I understand the plant life cycle.
Connect: Show students the supplies needed to plant the seeds. Discuss the
materials.
Process: Hand out materials and step by step plant the seeds with the
students.
Transform: students will place their potted flower near the window, and we
will observe them over the next 2 weeks as they begin to grow.
Connect: Display example of plant journal.
Process: Have students create their plant journal, starting with their name
and decorating the front page.
Transform: collect and remind students that we are going to be using these
to show our plants growth.
Connect: Review the criteria for scientific drawings.
Process: Ask students to grab their plant and observe what they see. Likely
the plant will still just be soil and a seed, but it is important for students to
observe the beginning.
Transform: students will draw what they see to show their understanding of
scientific drawings & observation.
Connect: Show a brief video that explains the life cycle of a plant.
https://www.youtube.com/watch?v=nrz3WM3x_HA
Process: Create a big version of the plant cycle, as a whole class.
Transform: Have the students individually create a plant life cycle by pictures
and cutting and pasting labelling.
Connect: as a group discuss what our plants need to grow.
 Process: have the students draw the things that their plant needs to grow in
I can care for a growing plant. their plant journals.
Transform: Students will water their plants and ensure they are getting
enough sunlight.

Connect: Review the criteria for scientific drawings.

Process: Ask students to grab their plant and observe what they see.
I can observe my plant. Transform: students will draw what they see to show their understanding of
scientific drawings & observation.

*We will do this three times.

Connect: show students the materials and talk about how we are going to
I can use paint and new materials to express my creativity. use the pots and paints.
Process: Students can explore with the paints and decorate their pots.
Transform: plant can go into the decorated pot to take home once it grows.

Connect: Talk to the students about continuing to care for their plants and
I can continue to care for a living thing. what they need to do.
Process: Create info cards that say what the plant is and its care instructions.
Students can copy this as we will do it together on the projector.
Transform: Students will take their plant home in a pot to continue to care
for.
TRANSFORM/ CULMINATING TASK
How will your students make their learning visible in a way that is personally meaningful and offers choice and access? How would you know if
your (‘END’) learning goals and intentions had been met? Are there ways you can celebrate or communicate the learning to authentic
audiences?
Students will be demonstrating their learning through the hands-on activity of growing the plant. They will also have opportunities to express
their learning while creating the plant journal, joining in on the story time and discussions, and the planting song.

ASSESSMENT:
What evidence will I gather throughout the sequence to guide my next steps? How will I support students to own their own learning through self-assessment,
goal-setting and reflection? How will I provide ongoing feedback? How will I support students to be resources for each other?

- I will gather evidence of their learning through collection of their plant journals, as well as observation of participation.
- Students will have a goal of successfully growing their plant and will document their learning along the way.
- Students will reflect on their learning during the last lesson of creating the instruction cards on how to care for the plant.

Resources
- https://www.youtube.com/watch?v=nrz3WM3x_HA
- Plant The Tiny Seed book

Materials – soil, pots, paints, plastic cups, seeds, projector, paper, colours and pencils.