4th Grade Science

Unit Plan: Plant Growth

and Reproduction

Monday 10/28/13
I.

Topic: Plant Growth and Reproduction

II.

Objective:
a. Given observation of a growing seed and pervious instruction on parts of plants,
TSWBAT record three observations to teachers satisfaction.
b. Given reading, TSWBAT answer questions about each paragraph to teachers
satisfaction.
c. Given reading and discuss of the germination cycle, TSWBAT arrange the cycle
in order on the bulletin board with 100% accuracy.
d. Given reading, use of textbook, and class discussion, TSWBAT complete the
Plant Growth and Reproduction worksheet with 12/14 accuracy.
e. Given oral instructions, TSWBAT count out the number of beans as there are
students in their row and soak them in a cup to teachers satisfaction.

III.

Standard (s):
a. Science: S4.B.1.1.3 Describe basic needs of plants and animals (e.g., air, water,
food).
b. Science: S4.B.1.1.5 Describe the life cycles of different organisms (e.g., moth,
grasshopper, frog, seed-producing plant).
c. Science: S4.B.3.1.2 Describe interactions between living and nonliving
components (e.g. plants water, soil, sunlight, carbon dioxide, temperature;
animals food, water, shelter, oxygen, temperature) of a local ecosystem.

IV.

Teaching Procedures:
a. Anticipatory Set- (5 minutes)-

 The students began growing a seed in class last Friday. At the beginning of
class the students will pass the seed around and discuss what they see. Is
the seed growing? How large is the bud? Etc. They will record at least
three observations.
b. Development- (15 minutes) We will read How does a seed grow? I will call on one student to read
out loud while the other students follow along in their book. I will pose
questions throughout the reading so the students know what to look for in
each paragraph. I will then call on a student to answer the question. The
students will record the definitions of all vocabulary words in their science
notebooks as we go along.
In the first paragraph, the students must record the definition of the word
seed.
In the second paragraph, the students will look to answer the question,
What do seeds need to grow into plants? (water and light) We will
discuss the answer after reading.
After reading paragraph two, the students will record the definition of the
word germination.
In the third paragraph, the students will look to answer the question,
What is the worlds largest seed? (coconut) We will discuss the answer
after reading. I will bring in a coconut and several other seeds to show the
students.
Sequencing activity: After reading paragraph 4, the students will write the
steps that a plant goes through during germination in order. (The seed
swells, the seed coat splits open, a root grows, a tiny stem appears, one or
two leaves grow, a seedling begins to grow.)
In paragraph six and seven, the students will look to answer the question,
What does a seed need to germinate? (The seed must move from the
flower to a place where it can sprout, it needs water and warm
temperature, it needs the right amount of light, and it needs oxygen and
nutrients.) They will record the answer to this question and then we will
discuss it as a class.
c. Guided Practice- (5 minutes)
I will show students the germination cycle on the bulletin board in the
back of the room. Then I will take the cycle down and call students up one
at a time to put the cycle back together. Each student will add one piece.
As they put the correct step up, they will tell the class what is happening in
that step. Once we have finished this, I will take the cycle back down and
have one student try to put the whole cycle pack together.

d. Independent Practice (5 minutes) Students will complete the plant growth and reproduction worksheet. If
they do not finish the entire worksheet, we will continue it the next class.
e. Closure (5 minutes) Tomorrow we will do a mini lab studying the parts of a bean. In this lab,
each student will cut a bean in half and use a hand lens to identify the
different parts. In order to do this lab, the beans must soak in water
overnight so they are soft enough to split open. Each row will fill a cup
half full with water. They will place as many beans as there are students in
their row in the cup. We will then set these aside for Tuesday.
V.

Materials:
a. Planted seed from Friday
b. Student textbook
c. Science notebooks
d. Germination cycle bulletin
e. Beans (1 per student)
f. Cups (1 per student)
g. Water

VI.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. I will work with these students in the back on the independent practice worksheet
if necessary.

VII.

Evaluation:
a. Formative: I will assess the students informally through questioning throughout
the reading. I will also assess the students based on whether or not they can put
the germination cycle together in order. I will use this assessment to guide my
teaching and re-teach anything they do not understand.

b. Summative: There is not summative assessment for this lesson.

VIII. Reflection Class 1:

IX.

Reflection Class 2

I.

Topic: Plant Growth and Reproduction

II.

Objective:

Tuesday 10/29/13

a. Given prior instruction, TSWBAT arrange the germination cycle in order with 5/5
accuracy.
b. Given modeling and a diagram in their textbook, TSWBAT identify the different
parts of a bean and answer 3 questions to teachers satisfaction.
c. Given reading, TSWBAT answer questions about each paragraph to teachers
satisfaction.
d. Given explanation of the parts of a flower, TSWBAT label a diagram of a flower
on the back bulletin board with 5/6 accuracy.
e. Given reading, a diagram, and modeling on the smart board/overhead, TSWBAT
label a diagram of the parts of a flower.
f. Given observation of a growing seed and prior instruction on the parts of plants,
TSWBAT record three observations to teachers satisfaction.
III.

Standard (s):
a. Science: S4.B.1.1.3 Describe basic needs of plants and animals (e.g., air, water,
food).
b. Science: S4.B.1.1.5 Describe the life cycles of different organisms (e.g., moth,
grasshopper, frog, seed-producing plant).

c. Science: S4.B.3.1.2 Describe interactions between living and nonliving

components (e.g. plants water, soil, sunlight, carbon dioxide, temperature;
animals food, water, shelter, oxygen, temperature) of a local ecosystem.
IV.

Teaching Procedures:
a. Anticipatory Set- (5 minutes) I will have a student come to the bulletin board one at a time and put the
germination cycle of a plant in order. Each student will put up one step of
the cycle.
Students will each get one of the beans they were soaking yesterday. They
will carefully split the bean in half. Then, they will use a hand lens to
observe the bean. They will draw a picture and record their observations in
their science notebook. They will then answer the following questions:
1. Which part of the seed is the seed coat?
2. Which part is the source of the root, stem, and leaves.
3. Where does the seed store its food?
b. Development- (20 minutes) I will begin by asking the students How does a seed form and grow? We
will then read this section from their science book on page A 84 to A 85.
Students will take turns reading out loud as I call on them. I will pose
questions throughout the reading so the students know what to look for in
each paragraph. I will then call on a student to answer the question. The
students will record the definitions of all vocabulary words in their science
notebooks as we go along.
In the first paragraph, the students will look for the answer to the question,
where are seeds made? (In the flower) We will discuss the answer after
reading this paragraph.
In the second paragraph, students will look for the answer to the question,
where is pollen produced? (In the anther) We will discuss the answer
after reading this paragraph.
After reading the third paragraph, students will write the definition for
pollination in their science notebook.
After reading the fourth paragraph, the students will trace the diagram of
pollination with their finger.
In the fifth paragraph, the students will look for ways pollen is transferred.
After reading, they will make a webbing with 5 ways pollen is transferred.
(insects, birds, mammals, wind, or water)
After reading paragraph six, the students will describe how insects spread
pollen. (Insects are attracted to bright colors and sweet smells of flowers,
they feed on pollen and nectar, they will carry some of this pollen to
another flower.) We will do a think-pair-share activity for this question.

 After reading paragraph seven, the students will look up the definition of
fertilization in their glossary to practice their dictionary skills and record
the definition in their science notebook.
After reading paragraph eight, I will show the students the pistil, ovary,
and egg on a model of a flower. Then I will have students come up and
label these parts on our flower diagram on the back bulletin board.
While reading paragraph nine, I will have a student trace the path of
fertilization on the flower diagram on the bulletin board as I read out loud.
In the last paragraph, students will look for the answer to the question,
what two things are in each seed? (an embryo and food source) We will
discuss the answer after reading this paragraph.
c. Guided Practice- (5minutes)
Students will have a worksheet with a flower diagram. They will have to
color each part and create a key so that they know what part of the flower
each color represents.
d. Closure (5 minutes) The students began growing a seed in class last Friday. At the end of class
the students will pass the seed around and discuss what they see. Is the
seed growing? How large is the bud? Etc. They will record at least three
observations in their science notebook.
V.

Materials:
a. Germination cycle bulletin
b. Pre-soaked beans
c. Hand lens
d. Science notebook
e. Science textbook
f. Model flower
g. Flower diagram (on bulletin board)
h. Flower diagram worksheet
i. Crayons
j. Growing seed

VI.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need

b.
c.
d.
e.

VII.

further instruction, I will come to their seats and reinstruct/re-explain instructions

individually. These students will also get extended time on all assignments as
needed.
I will give Josh breaks after each assignment.
Danielle has preferential seating in the front of the classroom.
I will use hand lenses and growing beans as manipulatives in this lesson to benefit
all students.
I will work with these students in the back on the independent practice worksheet
if necessary.

Evaluation:
a. Formative: I will use questioning, think-pair-share, completing a diagram, and a
worksheet to informally assess my students and guide my teaching.
b. Summative: There will be no summative assessment for this lesson.

VIII. Reflection Class 1:

IX.

Reflection Class 2:

Wednesday 10/30/13

I.

Topic: Plant Growth and Reproduction

II.

Objective:
a. Given prior instruction and the Parts of a Flower video as review, TSWBAT
label the flower diagram on the back bulletin with 5/6 accuracy.
b. Given prior instruction and review, TSWBAT identify all parts of a real flower
and explain the process of pollination in a group of 4 or 5 to teachers satisfaction.
c. Given reading, TSWBAT answer questions about each paragraph to teachers
satisfaction.
d. Given textbook and flower diagram, TSWBAT label the flower diagram
worksheet with 6/7 accuracy.
e. Given observation of a growing seed and previous instruction on the parts of
plants, TSWBAT record three observations to teachers satisfaction.

III.

Standard (s):
a. Science: S4.B.1.1.3 Describe basic needs of plants and animals (e.g., air, water,
food).
b. Science: S4.B.1.1.5 Describe the life cycles of different organisms (e.g., moth,
grasshopper, frog, seed-producing plant).
c. Science: S4.B.3.1.2 Describe interactions between living and nonliving
components (e.g. plants water, soil, sunlight, carbon dioxide, temperature;
animals food, water, shelter, oxygen, temperature) of a local ecosystem.

IV.

Teaching Procedures:
a. Anticipatory Set- (10 minutes) We will begin class today by reviewing the parts of a flower. The first
thing we will do is watch a Parts of a Flower video. Following the
video, I will ask the students several questions to check their
understanding. After this, I will have the students sit in groups based on
their rows and give each group a real flower. We will play the silent game
while getting into the groups. Each group will see how many parts of the
plant they can identify. This will review the parts they learned last week,
such as leaf and stem, and the parts they learned yesterday, such as anther,
Pistil, and sepal. I will write these parts on the board so that the students
know what they are looking for. While the students are still in their
groups, we will review pollination using the real flower and a cut out
bumble bee. If some groups finish early, they will go back to their seats
and write down the six things plants need to germinate and the 5 different
ways pollen is spread on the back of their worksheet paper, individually.
Once all groups have finished, we will review these parts using a large
model flower.
b. Development- (10 minutes)-

 We will continue reading How do seeds form and grow? in their science
book on page A 85. Students will take turns reading out loud as I call on
them. I will pose questions throughout the reading so the students know
what to look for in each paragraph. I will then call on a student to answer
the question. The students will record the definitions of all vocabulary
words in their science notebooks as we go along.
After reading paragraph seven, the students will look up the definition of
fertilization in their glossary to practice their dictionary skills and record
the definition in their science notebook.
As we read paragraph eight and nine, I will show the students the process
of fertilization using the model flower. I will have a student point out the
pistil which they learned yesterday. Then I will show them the pollen tube,
ovary, and egg as we read. Then I will have students come up and label
these parts on our flower diagram on the back bulletin board. They will
also label anther and pistil which we learned yesterday.
In the last paragraph, students will look for the answer to the question,
what two things are in each seed? (an embryo and food source) We will
discuss the answer after reading this paragraph.
c. Guided Practice- (10 minutes)
After discussing all of the parts of a flower, we will complete a worksheet
labeling the petal, pollen tube, pollen grain, ovary, egg, anther, and pistil. I
will describe each structure to the children and have them tell me which
part I am describing. Then, I will have students come up to the Smartboard
one at a time and label that part on the diagram while the other students
label their worksheet at their seats. (Worksheet attached at front of lesson)
d. Closure (5 minutes) The students began growing a seed in class last Friday. If time allows at
the end of class, the students will pass the seed around and discuss what
they see. Is the seed growing? How large is the bud? Etc. They will record
at least three observations in their science notebook.
V.

Materials:
a. Parts of a Flower video
b. Parts of a flower diagram on back bulletin
c. 5 real flowers
d. Science textbook
e. Science notebook
f. Chalkboard/chalk
g. Flower Parts worksheet
h. Smartboard

i. Growing seed
j. Paper bumble bee
VI.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. I will use real flowers in this lesson as a manipulative to help all students
understand the parts of a flower and the processes of pollination and fertilization.
e. I will monitor these students work carefully during the guided practice worksheet
and give them extra assistance if necessary.

VII.

Evaluation:
a. Formative: I will use questioning, think-pair-share, completing a flower parts
diagram, and a worksheet to informally assess my students and guide my
teaching.
b. Summative: There will be no summative assessment for this lesson.

Thursday 10/31/13
I.

Topic: Plant Growth and Reproduction

II.

Objectives:
a. Given observation of a growing seed and previous instruction on the parts of
plants, TSWBAT record three observations to teachers satisfaction
b. Given prior instruction, TSWBAT label the flower diagram on the back bulletin
and find the same part on the plant model with 6/6 accuracy.

c. Given reading, TSWBAT answer questions about each paragraph to teachers

satisfaction.

III.

Standard (s):
a. Science: S4.B.1.1.3 Describe basic needs of plants and animals (e.g., air, water,
food).
b. Science: S4.B.1.1.5 Describe the life cycles of different organisms (e.g., moth,
grasshopper, frog, seed-producing plant).
c. Science: S4.B.3.1.2 Describe interactions between living and nonliving
components (e.g. plants water, soil, sunlight, carbon dioxide, temperature;
animals food, water, shelter, oxygen, temperature) of a local ecosystem.

IV.

Teaching Procedure:

a. Anticipatory Set- (10 minutes)

Students will each get one of the beans they were soaking yesterday. They
will carefully split the bean in half. Then, they will use a hand lens to
observe the bean. They will draw a picture and record their observations in
their science notebook. They will then answer the following questions:
1. Which part of the seed is the seed coat?
2. Which part is the source of the root, stem, and leaves.
3. Where does the seed store its food?
I will have 6 students come to the back bulletin board one at a time. These
students will each label one part of the flower diagram. They will then
point out that part of the flower on the flower model. We will briefly
review the function of each part.
b. Development- (15 minutes)
I will begin by asking the students How are seeds carried away? We will
then read this section from their science book on page A 86 to A 87.
Students will take turns reading out loud as I call on them. I will pose
questions throughout the reading so the students know what to look for in
each paragraph. I will then call on a student to answer the question. The
students will record the definitions of all vocabulary words in their science
notebooks as we go along.
In paragraph one; the students will look for the answer to the question,
where is the best place for a seed to grow? (Away from parent plant.) I
will call on a student to answer this question after reading the paragraph.
In paragraph two, the students will look for the answer to the question,
what are three reasons a seed should not grow too close to the parent
plant? (The parent plant will block sunlight and soak up water and
nutrient that the seedling needs.) I will call on a student to answer this
question after reading the paragraph.
In paragraphs four and five, the students will look for five different ways
seeds are scattered. They will create a webbing for which the main idea
will be ways seeds are scattered. The students will draw five lines
coming off of this main idea for their five ways. (Plants scatter their own
seeds, seeds carried by wind, seeds carried by water, seeds carried by
animals, seeds attach to animals fur.)
In paragraph six, the students will look for the answer to the question,
what is the purpose of the flower? (The purpose of the flower is to make
seeds that grow into a new plant.) I will call on a student to answer this
question after reading the paragraph.
In paragraph seven, the students will look to the answer for the question,
what five things does a seed need to germinate? (Light, water, nutrients,

oxygen, and warm temperatures.) I will call on a student to answer this

question after reading the paragraph.
d. Guided Practice- (10 minutes)
Together we will complete a worksheet titled, The Life Cycle of
Flowering Plants. The worksheet has a diagram of the life cycle of an
apple tree at the top. I will call on students to read each step of the apple
trees life cycle. We will then answer the questions below. I will read a
question. We will discuss it and the students will write down the correct
answer.
c. Closure- (5 minutes)
If time allows I will read section from a big book called From Seed to
Plant. I will have one student hold the book for me.
VIII. Materials:
a. Growing beans
b. Flower diagram
c. Flower Model
d. Science textbook
e. Science notebook
f. Life cycle of a flowering plant worksheet
g. From Seed to Plant big book
IX.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. I will use a model flower in this lesson as a manipulative to help all students
understand the parts of a flower and the processes of pollination and fertilization.
e. I will monitor these students work carefully during the guided practice worksheet
and give them extra assistance if necessary.

X.

Evaluation:
a. Formative: I will use questioning, putting together a flower diagram, and a
worksheet as formative assessment.

b. Summative: There will be no summative assessment for this lesson.

XI.

Reflection Class 1:

XII.

Reflection Class 2:

Friday 11/1/13
I.

Topic: Plant Growth and Reproduction

II.

Objective:
a. Given prior instruction, TSWBAT label the flower diagram with 6/6 accuracy.
b. Given prior instruction, TSWBAT complete the plant cycle with 5/5 accuracy.
c. Given observation of a growing seed and previous instruction on the parts of
plants, TSWBAT record three observations to teachers satisfaction.
d. Given reading, TSWBAT answer questions about each paragraph to teachers
satisfaction.
e. Given instruction, class activities, and science textbook, TSWBAT complete a
quiz with at least 80% accuracy.

III.

Standard (s):
a. Science: S4.B.1.1.3 Describe basic needs of plants and animals (e.g., air, water,
food).
b. Science: S4.B.1.1.5 Describe the life cycles of different organisms (e.g., moth,
grasshopper, frog, seed-producing plant).
c. Science: S4.B.3.1.2 Describe interactions between living and nonliving
components (e.g. plants water, soil, sunlight, carbon dioxide, temperature;
animals food, water, shelter, oxygen, temperature) of a local ecosystem.

IV.

Teaching Procedures:
a. Anticipatory Set- (9 minutes) Several students will come to the back bulletin board and label the parts of
a flower. Then several students will come up and put the life cycle of a
plant together on the back bulletin board.
The students began growing a seed in class last Friday. At the beginning of
class the students will pass the seed around and discuss what they see. Is
the seed growing? How large is the bud? Etc. They will record at least
three observations in their science notebook.
b. Development- (15 minutes) I will begin by asking the students Do you think all plants grow from
seeds? We will then read this section from their science book on page A
88 to A 89. Students will take turns reading out loud as I call on them. I
will pose questions throughout the reading so the students know what to
look for in each paragraph. I will then call on a student to answer the
question. The students will record the definitions of all vocabulary words
in their science notebooks as we go along.
After reading paragraph one, the students will record the definition of
spores in their science notebook.
In paragraph two, the students will look for the answer to the question,
how are spores different from seeds? (A spore is produced by just one
plant.) They will do a think-pair-share.
In paragraph three, the students will look for the answer to the question,
what is the first stage in mosss lifecycle? (Moss produces spores which
grow into plants with male and female branches.)
In paragraph four, the students will look for the answer to the question,
how is a fertilized egg made? (One male and one female sex cell
combine to make a fertilized egg.) I will call on a student to answer this
question after reading the paragraph.
In paragraph five, the students will look for the answer to the question,
where must spores land to grow into a new plant? (damp ground) I will
call on a student to answer this question after reading the paragraph.

c. Independent Practice (10 minutes) Students will take a short open-book quiz on the entire chapter.
d. Closure (1 minutes) I will collect all quizzes and tell them that we are going to switch from
science to social studies the following week.
V.

Materials:
a. Flower diagram
b. Plant Cycle diagram
c. Growing seed
d. Science textbook
e. Science notebook
f. Quiz

VI.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. I students will take an adapted quiz. (See attached) I will sit with them at the back
table and read them all instructions out loud.

VII.

Evaluation:
a. Formative: I will use questioning, think-pair-share, completing a flower parts
diagram, and completing the plant life cycle diagram to informally assess my
students and guide my teaching.
b. Summative: The students will take an end of chapter quiz.

VIII. Reflection Class 1:

IX.

Reflection Class 2:

Resources
Name ________________________________

Date_______________________________

Parts of a Flower