Science: Plant's Unit Plan

THEME: PLANTS

Unit Overview:

This five-day unit was prepared for 3^rd Graders studying plants. It is important for students to gain a deep and thorough understanding of plants because they affect our everyday life and, more importantly, they are apart of our everyday life. Plants create and support life in a variety of ways that all students should be aware of. This unit will include both the importance of plants and also the biology of plants. This unit will focus on one content standard.

Day 1 will begin by reading DR. Seuss’s The Lorax and discussing the process of plant growth. As students begin working on learning more about plant growth, others will be brought to the side to begin creating a “Lorax” pot that will be used to plant a small flowing plant. On Day 2, we will visit our potted plants and give them water. This will be how all of our days start for this unit. They will also document any progress seen in their plants. After this the students will gather on the rug for a lesson on photosynthesis as we begin to learn more about the biology of plants. The class will also learn about the differences between plant and animal cells and will work together to begin labeling both cells before separating into small groups.

On Day 1, the class was taught about the stages of growth that a plant will go through. They later learned how plants created their own food through photosynthesis. On Day 3, students will learn how others grow from plants by exploring the plants place on a food chain. Also, the students will learn about pollination bees. This will be occupied with the “Cheeto Activity”.

On Day 4, students will learn how plants can be both beneficial and harmful and how various factors can enhance or decrease the benefits or harms of plants. Day 5, the class will wrap up this unit on plants by taking a nature walk and identifying the plants around the school in their respective categories. The students will also write up an advertisement about any plant that encourages other to buy/use/preserve the plant and also the students will turn in the journal they have been keeping on their “Lorax” plant and daily nature walks. The students will then take home their plant and continue to nourish it.

Objectives:

1. The students will create an observable experiment given the resources for growing a plant with 100% accuracy.

2. The students will order a life cycle of a plant given a list of required items and words with 85% accuracy.

3. The students will be able to create a plant and animal cell given a diagram and materials while differentiating parts of an animal and a plant cell with 90% accuracy.

4. The students will be able to authentically explain the process of photosynthesis with 95% accuracy.

5. The students will reenact the impact of bees pollinating flowers given specific materials with 100% accuracy.

6. The students will be able to analyze the role of plants in a food chain given specific materials with 85% accuracy.

7. The students will be able to create a story accurately depicting the needs and surroundings of a given flower with 100% accuracy.

8. The students will be able to recognize the changes of plants that occur due to various factors given the observation and research opportunities with 85% accuracy.

9. The students will be able to identify and classify plants according to their features while on a nature walk with 95% accuracy.

10. The students will be able to analyze the outcomes of their potted plants experiments using a journal and given the scientific method with 85% accuracy.

Lesson Plan: Day 1
Subject/Grade: 3^rd Grade/ Science			Period/Time Frames: 50 Minutes
Time Allotment: ___50_ minutes			Teaching Date: TBA
Standards (National/State) - Standard # and Standard: 7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. • Describing the role of plants in a food chain • Identifying plant and animal cells • Describing how plants occupy space and use light, nutrients, water, and air • Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering • Identifying helpful and harmful effects of plants Examples: - helpful-provide food, control erosion; - harmful-cause allergic reactions, produce poisons • Identifying how bees pollinate flowers • Identifying photosynthesis as the method used by plants to produce food
Student Outcomes: The students will: 1. The students will create an observable experiment given the resources for growing a plant with 100% accuracy. 2. The students will order a life cycle of a plant given a list of required items and words with 85% accuracy.
Materials/Media/Technology: The Lorax by Dr. Seuss, small plant pots, planting soil, flower seeds, white paper, construction paper, scissors, markers, large chart paper, ELMO
Assessment: Diagnostic – Before student work begins: KW of the KWL “Plants”		Formative/Informal – During lesson: Class participation/oral questioning, checklist will be used to assure all students participate		Summative/Formal – After lesson: Students Plant Life Cycle chart
Teaching/Learning Procedures:
Step and time allocation (min)	Teaching/Learning Activities			Handouts, supplies, points to remember
Launch/Engage __5___ min	Strategy: KWL chart: Plants (know, want to know, have already learned) Purpose: initiate prior knowledge of plants Procedure: 1. Teacher directs students to the KWL chart 2. Students will fill out KWL chart 3. Teacher will hold discussion around chart focusing on what the students know			Use large chart paper to create the KWL, have markers ready to use as students enter the classroom
Investigation _25____ min	Strategy: Shared Reading: The Lorax Purpose: students develop an understanding and importance of plants Procedure: 1. During the shared reading the teacher will: -Make connections between The Lorax and the life cycle of a plant - Ask Higher Order thinking questions regarding the plant life cycle and The Lorax 2. Class will work together to make a Plant Life cycle anchor chart. The teacher will use the ELMO to display chart -Discussion during anchor chart: Life Cycle of a Plant/How a Seed Grows: · The life of a plant begins as a seed. · Once a seed is watered and warmed, it germinates. · The root pushes through the seed coat. · The roots of the seedling grow down into the soil and the leaves and the stem push out of the ground. · The stem and its leaves grow toward the sunlight. · The leaves make the plant’s food. · The flowers form and bloom. · New seeds are formed inside the flower or within the fruit that comes after the flower dies. · The seeds are scattered and wait to start growing. -This chart will be used to help the students create their own Plant Life Cycle chart			The Lorax by Dr.Seuss Large chart paper that already ahs a dived circle drawn on it, cut outs of: 1. Seed 2. Germinating Seed 3. Rooting Seed 4. Root and Stem 5. Flower 6. Flower Producing More Seeds
Differentiation ___15__ min	Strategy: Create a Chart Purpose: students work together on concepts learned today to further understanding Procedure: 1.Students will divide into two groups - the first group will go back to their seats and create their own Plant Life Cycle chart. They will have the option to work with a friend - the second group will go to “art” corner and will be assisted by the teacher in creating a “Lorax” pot and then planting a flowering seed Groups will switch places after about 5 minutes at each project			The teacher will leave up the class chart of a lifecycle of a flower
Closure ___5__ min	Strategy: Learn of KWL Purpose: students show what they have taken away from the lesson Procedure: 1. The teacher will have students fill in the “L” portion of the KWL chart as the students finish their group work
Homework: Students will finish Plant Life Cycle chart if not completed in class. Students will take a short nature walk around their home and document what plants they see and/or do not see and explain why or why not they see plant life.
Professional Reflection: a. The primary difference between a summative assessment and a formative assessment is that one is an on going measurement of data while the other is an evaluation of a students knowledge at the end of a lesson. My formative assessment is my KWL chart and observations. The students do not know that I am using the KWL chart to evaluate them because I do not actually apply a grade to this. I strictly use this to measure where the students are in terms of knowledge about plant at the begging of the lesson and where they are at by the end of the lesson. Observations will show more than any sort of work can. Students may not vocalize if they are struggling, but I will spot this if I carefully observe. My summative assessment is the plant life cycle charts that the students will make. These will be graded and have points attached to it. My final summative will come a t he end of the unit. It will be a formal test covering material that was taught throughout the entire week. This will measure what students should have mastered throughout the week. b. My informal assessments will be KWL chart and my observations. These will guide me to see if my students really understood today’s lesson. They will help me adjust tomorrows lesson to the needs of my students. If my students all only write some things under the learn section of the KWL, and do not write anything about other topics that we covered, then I will go back and incorporate these topics into tomorrows lesson. I will not let my students suffer in order to stay in line with my plan. Lesson plans are meant to be adjusted to the needs of the students. They are just a guideline. Also, my observations can guide me to see who is excelling in the lesson so that I can create partnerships accordingly. I do not want to put two strugglers together and let them fall far behind just as I would not partner two students who are excelling together and allow to progress too far ahead and become bored.

Lesson Plan: Day 2
Subject/Grade: 3^rd Grade/ Science			Period/Time Frames: 50 Minutes
Time Allotment: __50__ minutes			Teaching Date: TBA
Standards (National/State) - Standard # and Standard: 7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. • Describing the role of plants in a food chain • Identifying plant and animal cells • Describing how plants occupy space and use light, nutrients, water, and air • Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering • Identifying helpful and harmful effects of plants Examples: - helpful-provide food, control erosion; - harmful-cause allergic reactions, produce poisons • Identifying how bees pollinate flowers • Identifying photosynthesis as the method used by plants to produce food
Student Outcomes: The students will: 1. The students will be able to create a plant and animal cell given a diagram and materials while differentiating parts of an animal and a plant cell with 90% accuracy. 2. The students will be able to authentically explain the process of photosynthesis with 95% accuracy.
Materials/Media/Technology: YOUTBE, assortment of food, markers, note cards, small strips of paper
Assessment: Diagnostic – Before student work begins: Anchor chart in reference to the Cell Song		Formative/Informal – During lesson: Class participation/oral questioning, checklist will be used to assure all students participate		Summative/Formal – After lesson: Cell centers activities: photosynthesis recipe card to be graded with a rubric
Teaching/Learning Procedures:
Step and time allocation (min)	Teaching/Learning Activities			Handouts, supplies, points to remember
Launch/Engage __5___ min	Strategy: Post A Note Purpose: Build background knowledge Procedure: 1. The teacher will pass out note cards to each student 2. The teacher will play the Cell Song video from YouTube 3. The students will write down at least one fact from the video and place it on the board.			YOUTUBE video, The Cell Song: http://www.youtube.com/watch?v=rABKB5aS2Zg
Investigation __25___ min	Strategy: Venn diagram Purpose: engage in text; monitor comprehension Procedure: 1. Students and teacher will alternate reading a handout about plant and animal cells 2. The teacher will model using the Venn diagram and what to think about while reading 3. The text will be dived into sections, these will be stopping points and/or transitions for the teacher and students to create an “I read, we read, y'all read”. Students and teacher will work to fill in the Venn diagram. 4. When the students reach the part about the chloroplasts in the plant cell, the teacher will transition to a new diagram explaining photosynthesis. - This chart will use a flower and show the steps of photosynthesis - The students and the teacher will work together to illustrate the process of photosynthesis			Key Points: Parts of a plant cell Parts of an animal cell Difference between the two Photosynthesis takes place in the chloroplasts Photosynthesis: the process of plants creating their own food, chemical reaction from sunlight -The leaves trap the sunlight - The sunlight gives the plants the energy to start the food making process - The leaves mix carbon dioxide, the nutrients, and water to make food -Plants need carbon dioxide, water, and sunlight tot create its own food. They all have to travel up and meet together to create the process of photosynthesis
Differentiation _15____ min	Strategy: Centers Purpose: label cells/photosynthesis process Process: 1. There will be three different centers -Plant cell -Animal cell -Photosynthesis 2. The cell center will be the same. The ideas for the students to use an assortment of foods to create models of the cells. The will use toothpicks to label the cell and where parts of the cell are that are not in the other type of cell. This center will assessed on accuracy of labels. 3. The photosynthesis center will be where the students create their recipe cards. There will be a rubric present at this center. 4. Each center will have examples.
Closure __5___ min	Strategy: Turn and Tell Purpose: retell Procedure: 1. Students will bring their photosynthesis recipe cards back to the rug 2. They will turn and tell a friend about their card 3. Students can show their card to the whole class if they wish
Homework: Use their journals to observe the outdoors around their homes. Note changes form the day before.
Professional Reflection: a. Informal assessments will help to form my instructions. I believe actions speak louder than words and I believe this even more true when dealing with students. A students may not say he does not understand but when he does not participate, when he is not paying attention, or when he is fails to give an understanding signal, a teacher knows to adjust the instruction. I will not use just a summative. I want to monitor my students throughout the lessons. I do not want them to fall behind and not be able to catch up. As a teacher, I will be flexible in my instruction. Students are the top priorities and thus I will adjust my instruction and form it around what they need. b. The centers will summarize student achievement. I can use these to physically establish where students are at in terms of know the process of photosynthesis and the plant and animal cells. These centers are fun and offer students a safe environment to explore what they have learned for the day. While I will be grading the outcomes of the centers, students will still feel relaxed at these centers because they will fun and mostly based off creativity.

Photosynthesis Recipe Card

(Analytic Rubric)

	5	4	3	1	0
Component
1. Includes every step of the photosynthesis process.
2. The photosynthesis process is in correct order.
3. The recipe card was easy to read and follow.
4. Uses proper writing mechanics.
5. Recipe card is colorful.

Comments:

Total Points: /25

Lesson Plan: Day 3
Subject/Grade: 3^rd Grade/ Science			Period/Time Frames: 70 Minutes
Time Allotment: _50___ minutes			Teaching Date: TBA
Standards (National/State) - Standard # and Standard: 7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. • Describing the role of plants in a food chain • Identifying plant and animal cells • Describing how plants occupy space and use light, nutrients, water, and air • Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering • Identifying helpful and harmful effects of plants Examples: - helpful-provide food, control erosion; - harmful-cause allergic reactions, produce poisons • Identifying how bees pollinate flowers • Identifying photosynthesis as the method used by plants to produce food
Student Outcomes: The students will: 1. The students will reenact the impact of bees pollinating flowers given specific materials with 100% accuracy. 2. The students will be able to analyze the role of plants in a food chain given specific materials with 85% accuracy.
Materials/Media/Technology: Plastic bags, strips of paper for word sort, paper bags, cheetos, ELMO
Assessment: Diagnostic – Before student work begins: Shared Reading		Formative/Informal – During lesson: Quick write		Summative/Formal – After lesson: Summative test given on Day 5 of the unit
Teaching/Learning Procedures:
Step and time allocation (min)	Teaching/Learning Activities			Handouts, supplies, points to remember
Launch/Engage __35___ min	Strategy: Shared Reading Purpose: build background knowledge Procedures: 1. Teacher will do a shared reading of What do You when Something wants to Eat You? In order to engage students and develop an understanding of food chains and how they work. The teacher will use the ELMO to show the book. 2. The teacher will ask higher order thinking questions and ask for predictions 3. This book is very rhythmic and thus the students should be able to read along with the teacher. 4. The class will work together to make food chain. The teacher will focus on the importance of plants in the food chain. -Plants are eat the beginning and start the food chain. Without plants the rest of the chain could not exist. 5. The students will play “Food Chain” -Students will be randomly given paper plate that have different biomes drawn on them the students will be given 30 seconds to get in the correct order. This will be played until every student has had a turn.			What do You when Something wants to Eat You?
Investigation ___15__ min	Strategy: Quick Write Purpose: to activate prior knowledge Procedure: 1.Students read the following sentence on the board: “Tell me about a time when you planted a plant. It can be either in or out of class.” 2. The students then will be give 2 minutes to write as much as they can about the given prompt. 3. The teacher will take volunteers to read their cards after the two minutes. 4. The teacher will ask students how plants grow everywhere if somebody is not there to plant them? -This will lead into a discussion about pollinators/bees. 5. The teacher will then allow students to “pollinate” their own flower -Each student will get a paper bag filled with cheetos. The students will put their hand inside the bag and touch the paper flower on the front of the bag with their cheesy hand. Everywhere the student puts their hand should leave a mark.			Note cards Paper bags with bees on the front and cheetos inside. Pollinators are how plants reproduce. They spread their seeds across the land and allow them to keep growing and surviving. Pollinators are essential to the food chain because without them, plants could not reproduce and the food chain could not survive without plants.
Differentiation __15___ min	Strategy: Group Work Purpose: Students show that they are making sense of what they are learning Procedure: 1. Students get into groups of 3-4. 2. The students will then work together to create a small poster displaying how pollinating bees benefit the food chain.			Small poster boards, markers
Closure ___5__ min	Strategy: Fishbowl Purpose: Respond to questions about the lesson Procedure: 1. Students are to place a written question into a fishbowl (or any empty bowl) 2. The questions remain anonymously 3. The teacher will randomly draw questions and either answer the question herself or allow another student sot answer.			Empty bowl, paper pencil
Homework: Use their journals to observe the outdoors around their homes. Note changes form the day before.
Professional Reflection: a. Students will investigate each day a different aspect of plants. The goal is to take them beyond standard flowers and dive more into why we need plants and how plants function. I wan the students to understand that plants are living organisms. They have to eat and reproduce in order to survive. Each day they will go home and examine their personal surroundings and document what they see as far as plants. I think hey will be amazed at the difference a day can make on plants. Plants are a part of our everyday lies and students will investigate hwy they are so important. Each day will shine a new light on the significance of plants. Each day will use different ways to investigate. We will do more than just read about plants. This lesson will authenticated for the students. b. The assessment will impact the investigation in a seamless sort of way. It will flow and in some ways, go unnoticed by the students. The assessment should not lead the lesson, but just simply be way to monitor the lesson. The type of lessons that I am teaching will be authentic and thus lead the students to really learn the material. This means that I formal summative assessment should not be an issue for the students. My summative will be there as a way to measure students understanding at the end of the unit, it is not going to be a “tell all” and should not be viewed as such. The assessment will only guide me so much in my investigation. I aim to teach not students, not summative assess them.

Lesson Plan: Day 4
Subject/Grade: 3^rd Grade/ Science			Period/Time Frames: 50 Minutes
Time Allotment: __50__ minutes			Teaching Date: TBA
Standards (National/State) - Standard # and Standard: 7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. • Describing the role of plants in a food chain • Identifying plant and animal cells • Describing how plants occupy space and use light, nutrients, water, and air • Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering • Identifying helpful and harmful effects of plants Examples: - helpful-provide food, control erosion; - harmful-cause allergic reactions, produce poisons • Identifying how bees pollinate flowers • Identifying photosynthesis as the method used by plants to produce food
Student Outcomes: The students will: 1. The students will be able to create a story accurately depicting the needs and surroundings of a given flower with 100% accuracy. 2. The students will be able to recognize the changes of plants that occur due to various factors given the observation and research opportunities with 85% accuracy.
Materials/Media/Technology: Smart board, earthcam.com, pencils, crayons
Assessment: Diagnostic – Before student work begins: Teacher observation		Formative/Informal – During lesson: Class participation		Summative/Formal – After lesson: To be done at the end of the unit on Day 5
Teaching/Learning Procedures:
Step and time allocation (min)	Teaching/Learning Activities			Handouts, supplies, points to remember
Launch/Engage __25___ min	Strategy: Post A Note Purpose: activate prior knowledge; build background knowledge Procedure: 1. The teacher will have earthcam.com playing as the students walk in. 2. The teacher will pass out note cards for students to make notes on. -The students will be asked to make notes about the plants they see in the area or lack of.			Smartboard: earthcam.com -This website shows live feed of places allover the world
Investigation _10____ min	Strategy: Virtual Experience Purpose: students will get to experience and explore new places through live web cameras - The students and the teacher will work together to visit different locations on Earthcam.com and compare locations where plants thrive and where they do not thrive.
Differentiation _20____ min	Strategy: Readers Theater Purpose: engage in lesson Procedure: 1. Students will get into groups of 3-4 and be given a script 2. Students will act out the script where one is the plant and the other are the surrounding environment. 3. Students will act out the script and then tell the class if the plant could survive there, if it would be beneficial for the plant to be there, and if they know what kind of plant they are.			Readers theater scripts
Closure ___10__ min	Strategy: Compare Logs Purpose: Reflect on learning through writing Procedure: 1. Students retrieve their daily nature logs. 2. They will get with partner and compare logs to each other and to the given environment on the screen from Earthcam.com
Homework: Use their journals to observe the outdoors around their homes. Note changes form the day before.
Professional Reflection: a. Differentiating instruction means teaching differently. A teacher should use more than one approach each and every lesson. This allows all students a chance to excel and really grasp a lesson. Not all students learn the same and thus should be given different ways to learn. There are many ways that you can differentiate a lesson. A teacher can add more allotted time, the teacher can modify student independent practice by adding sentence starters or provide word banks. The teacher can add supporting learning opportunities. This is the one that I like to use. I do not want to slow down a lesson but give students a chance to learn more form it of pick up where that left off. I think working in groups or with a partner can help this as well.

Lesson Plan: Day 5
Subject/Grade: 3^rd Grade/ Science			Period/Time Frames: 55 Minutes
Time Allotment: __50__ minutes			Teaching Date: TBA
Standards (National/State) - Standard # and Standard: 7.) Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. • Describing the role of plants in a food chain • Identifying plant and animal cells • Describing how plants occupy space and use light, nutrients, water, and air • Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering • Identifying helpful and harmful effects of plants Examples: - helpful-provide food, control erosion; - harmful-cause allergic reactions, produce poisons • Identifying how bees pollinate flowers • Identifying photosynthesis as the method used by plants to produce food
Student Outcomes: The students will: The students will be able to identify and classify plants according to their features while on a nature walk with 95% accuracy. The students will be able to analyze the outcomes of their potted plants experiments using a journal and given the scientific method with 85% accuracy.
Materials/Media/Technology: ELMO, YouTube, posters, markers, bucket, crayons
Assessment: Diagnostic – Before student work begins: Nature walk		Formative/Informal – During lesson: Plant advertisement		Summative/Formal – After lesson: Summative “Plants” Test
Teaching/Learning Procedures:
Step and time allocation (min)	Teaching/Learning Activities			Handouts, supplies, points to remember
Launch/Engage _10____ min	Strategy: Nature Walk Purpose: Students will implement what they have learned over the past week by making notes of plants they see -The class will walk around the school. Students will take their journals they have been using throughout the week and document the plants that they see around the school.
Investigation __15___ min	Strategy: Thumbs Up Purpose: students learn what ads are appealing Procedure: 1. The teacher will show different ad’s for flower shops or flower delivery services. 2. Students will give a thumbs up after each ad if they would buy those flowers. Student would be called upon to say why or why not.			YouTube: 1.800.Flowers, iflorist, proflowers, proflower
Differentiation ___20__ min	Strategy: Create an AD Purpose: students will demonstrate knowledge of flowers by creating an ad Procedure: 1. Students will get into groups of 2-3 2. Each group will draw a piece of paper. Each paper will have a different flower written on it. 3. Each group will then create an AD that inspires people to buy or plant their particular flower. These ad’s should contain accurate information and be vivid. 4. The teacher will be available to assist any students that need help.			Posters, marker, crayons
Closure ___10__ min	Strategy: Present Purpose: Share ads Procedure: 1. Students will share their ad’s with the class 2. The students will then display their ad’s in the hall to encourage others in the school to plant a flower
Homework: No homework.
Professional Reflection: I believe assessments can occur in so many ways. My favorite is when students do no know they are being assessed. For example, the plant advertisement. It is fun and in a way the students get so wrapped up in the fun of it they forget that they are showing off what they have learned. However, I also believe in being fair. And in all fairness, not ever student can be assessed in the same way. They all have strengths and weaknesses. Teachers should offer a variety of assessment so that every student has the chance to shine. I will know that my students have accomplished the objectives through discussion, formal assessments, and through observations. Teachers can gain so much knowledge of a students knowledge just through observations.

Plant Advertisement Rubric

(Holistic Rubric)

Score	Expectations	Comments
5	Demonstrates complete understanding of the plant. Advertisement is colorful and persuasive. All requirements of the project are included.
4	Demonstrates considerable understanding of the plant. Advertisement is colorful and persuasive. All requirements of the project are included.
3	Demonstrates partial understanding of the plant. Advertisement has some color and is partially persuasive. Most requirements of the project are included.
2	Demonstrates little understanding of the plant. Advertisement has little color and is slightly persuasive. Many requirements of the project are missing.
1	Demonstrates no understanding of the plant.
0	Task not attempted.

Unit Summative Test

Name:

Class Period:

PLANTS

Your Score:

Highest Possible Score:

Follow the instructions for each section and answer each question to the best of your ability.

Multiple Choice (5 points each): For each of the following questions, circle the letter of the answer that best answers the question or completes the statement.

1. Without pollination, plants would not____.

A. reproduce

B. bloom

C. germinate

D. grow

2. Once a seed is watered and warmed, it _____.

A. germinates

B. grows

C. dies

D. pollinates

3. Declines in pollinators would pose a threat to all EXCEPT____.

A. humans

B. food webs

C. corporation

D. biodiversity

4. Which type of plant cell supports photosynthesis?

A. Collenchyma

B. Sclerenchyma

C. Meristematic

D. Parenchyma

5. Plants can be defined as all of these EXCEPT ____.

A. A nutrient

B. A living organisms

C. A fixture

D. an herb

True or False (4 points each) : For each statement, circle True or False.

True	False	1. Plants need sunlight to photosynthesis.
True	False	2. Honeybees are the only pollinators.
True	False	3. There is no difference between a plant cell and an animal cell.
True	False	4. Plants have only benefits, no harms.
True	False	5. Plants can only be classifies in to one group.

Matching (2 points each): Match the plant classification with its characteristics.

1. Ferns a. net-veined leaves

2. Coniferous plants b. flowers

3. Algae c. leaves with parallel

4. Mosses d. roots, sterns, and leaves

5. Flowering plants e. no flowers

6. Monocotyledonous plants f. with structures that look like roots, stems and leaves

7. Dictyledonous flowering plants g. without structures that look like roots, stems and leaves

Short Answer (10 points each): Briefly answer each of the following questions.

1. List three similarites and three differences between a plant cell and an animal cell.

2. List at least one original idea in which our school could use more plants that can bring in positive effects. Would this create any sort of negative effects?

Essay Question( 15 points): Write at least FIVE sentences about your potted plant experiment. Discuss where is it is now and make predications about where it will be in 4 weeks.

Teacher Comments (For teacher’s use only)

Plants Unit Test Answer Key

Multiple Choice

1. a

2. a

3. c

4. d

5. c

True/False

1. T

2. F

3. F

4. F

5. F

Matching

1. d

2. e

3. g

4. f

5. b

6. c

7. a

Short Answer

1. Similarities: plasma membrane surrounding the cytoplasm, organelles suspended in cytoplasm, location of organelles, location of cytoplasm, have DNA, have ribosomes

Differences: plant cell has a cell wall, large vacuole, has chloroplasts , usually boxy or square. Animal cells can be all kind s of shapes, do not have a cell wall, small vacuole, and do not have chloroplasts

2. based off originality

Essay

1. Example:

My potted plant seed experiment is of a daisy seed. It has been growing for one week. Right now, it is just a very small steam. However, it will grow a lot more over the next four weeks. After four weeks, my daisy will be tall and have leaves and a flower. I predicate that my daisy will be very pretty and look like a real flower after four more weeks of growing.

Test Blueprint

[Table of specifications]

Objectives	Knowledge	Comprehension	Application	Analysis	Evaluation	Creative	Total # of Questions
1. STW plant a flowering plant and care for said plant with 100% accuracy.						X Essay #1	1
2. STW be able to describe and numerically order the life cycle of a plant using illustrations and words with 85% accuracy.	X Multiple Choice#2						2
3. STW be able to identify and differentiate between animal and plant cells with 90% accuracy.		Short Answer#1					4
4. STW be able to complete a model of photosynthesis with 95% accuracy.	True/False#1 Multiple Choice#4						2
5. STW determine the impact of bees pollinating flowers with 95% accuracy.	X Multiple Choice#1 X Multiple Choice#3						2
6. STW analyze the role of plants in a food chain with 85% accuracy.	True/False #1			True/False #4			2
7. STW dictate with detail the helpful and harmful results of plants with 85% accuracy.						Short Answer#2	1
8. STW be able to recognize the changes of plants that occur due to various factors with 85% accuracy.						Essay Question	1
9. STW be able to identify and classify plants according to their features while on a nature walk with 95% accuracy.	Matching #1-7 Multiple Choice #5 True/False #4						3
10. STW be able to analyze the outcomes of their potted plants experiments with 85% accuracy.						Essay Question	1
Total # of Type	6	2	1	6	4	3	22
Total % of Type	20%	15%	10%	10%	15%	30%	100%

UNIT PLAN “PLANTS” DAILY CHECKLIST

This will be used daily to monitor students work. Each day will have its own checklist. The teacher will place a check under the students name as they complete the task.

Students:	S1	S2	S3	S4	S5	S6	S7	S8	S9

Student participates in group activities.
Student waters and records changes in “Lorax” plant.
Student writes daily in journal about changes observed outside.
Student completes in class assignments.
Student demonstrates an effort to work with other students.
Student recognizes changes that occur to plants daily.
Student uses proper grammar and punctuation in journals.
Student comes prepared for class.
Student utilizes time with teacher.
Student expresses use of new knowledge through daily work.
Student is considerate of others during rug time/presentations.

Science

Pages

Plant's Unit Plan

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