Plants

What is a plant?
3rd Grade
By: Jailyn Subia
Thematic Unit Planning Matrix
**Complete each column for three subject areas/content areas

Content or Essential Centers Technology Assessment Student Work or TEKS and Technology Standards:
Subject Area Questions (Activities) Integration and/or Rubric product Identify the relevant TEKS and ISTE Standard
What do you (Must include at Scale (What is the final for Teachers and Students
want the least 2 technology - How are you product? i.e.
students to tools that you have going to presentation slides,
do/achieve? used in this class for evaluate your WordCloud, newsletter,
each subject area) student’s Reflective Essay?
work
ELAR Where do plants Students will Students will use a Students' work The final product will be TEKS: (8) Multiple genres: listening, speaking,
come from? read the book Mind mapping will be assessed presenting their Digital reading, writing, and thinking using multiple
“The Tiny Seed” program to using a rubric, Storybook to the class. texts--literary elements. The student recognizes
By Eric Carle. brainstorm thoughts must include at and analyzes literary elements within and
Students will be and ideas about least 2 main ideas across increasingly complex traditional,
assigned an
what he/she wants from the story contemporary, classical, and diverse literary
assignment to
to write about. and digital texts. The student is expected to: (C)analyze
create a story of
Students will create storybook must plot elements, including the sequence of
their own
a Digital Storybook. be 10 pages, title events, the conflict, and the resolution
version of “The
not included. ISTE Standard for Teachers: 2.2Leader 2.2a
Tiny Seed”
& 2.2b 2.5 Designer 2.5a,b,c
ISTE Standard for Students: 1.1Empowered
Learner 1.1a,b,c 1.6Creative Creator a,c,d
Science What is the life Students will Students will Student’s work The final product will TEKS: (C) Within the living environment,
cycle of a plant? plant beans to create an will be evaluated be presentation on students explore patterns, systems, and cycles
 experience Interactive using a rubric on their interactive within environments by investigating
What are the hands-on multimedia poster their interactive multimedia poster characteristics of organisms, life cycles, and
parts of the Students will demonstrating the multimedia interactions among all components of the
with the class.
plants and their work in poster and natural environment. Students examine how
function? life cycle of a plant
groups(4 per WordCloud. the environment plays a key role in survival.
combination using
group) to Work must Students know that when changes in the
create an
videos, text, include a video, environment occur organisms may thrive,
anchor chart pictures and pictures and text become ill, or perish (C) construct maps,
of the plant animations. of the plant cycle, graphic organizers, simple tables, charts, and
cycle and parts Students will parts and bar graphs using tools and current technology
of the plants create a functions on to organize, examine, and evaluate measured
and will use WordCloud using a interactive data
the posters as program to include multimedia ISTE Standard for Teachers: 2.2 Leader
reference tool posters and for 2.2a,b,c 2.3Citizenship 2.2a,b
the appropriate
for future use WordClouds, at 2.4Collaborator 2.4b 2.6Facilitator
terms of the plant
least 20 words.
cycle, parts, and 2.6a,b,c,d
functions. ISTE Standard for Students: 1.1Empowered
Learner 1.1a,b,c,d 1.3Knowledge
Constructor 1.3a,b,c,d
Math How many days Students will Students will Student’s work The final product will be TEKS:(8) Data analysis. The student applies
does a plant observe the create a timeline will be assessed the newsletter. mathematical process standards to solve
take to begin to growth of their problems by collecting, organizing, displaying,
of how a plant on 3 main ideas
grow? plant. Students and interpreting data. The student is expected
will measure grows. of plant growth
to:
their plants Students will on their
(A) summarize a data set with multiple
using a ruler in create a newsletter timeline and categories using a frequency table, dot plot,
centimeters. on stages of plant newsletter. pictograph, or bar graph with scaled intervals
Students will
growth. ISTE Standard for Teachers: 2.5Designer
graph using dot
plot graph. 2.5a,b,c 2.6Facilitator 2.6a,b,c,d
ISTE Standard for Students: 1.1Empowered
Leaner 1.1a,b,c
Component
Number of subjects/Length
Component
Unit Theme, Thematic
Question(s) for the Unit and
subject areas, Indication of the
learner’s grade level
Component
Mechanics, Spelling, and
Punctuation
Component
Centers (Activities);
Technology Integration;
Students Products or Portfolio
Target
Lesson plans were made for
three subjects
Target – 3 pts
Unit/Lesson thematic questions
are provided (2pts), and
learners grade level is indicated
(1pt)
Target
Relatively no or little errors;
reflective of college-level writing;
clear, articulate, concise
Target –10 pts
The description of activities is
clear and concise.
Technology use in the activities
described clearly; More than 2
technology tools are
incorporated in the activities.
Students final product is
described clearly; and
corresponds to the activities and
technology use.
Acceptable (2 pts. deduction)
Lesson plans were made for two
subjects
Acceptable – 1 pts
Unit/Lesson thematic questions are
adequate; learners grade level is
provided
Acceptable (1 pt deduction)
Errors are present but still readable;
somewhat clear, and well-written
Acceptable –7 pts
Description of activities is adequate
and relates to the theme of the unit.
Activities are appropriate for the grade
level
Technology use in the activities is
described vaguely.
2 technology tools used in the
activities.
Students' final product is indicated but
did not correspond with the activities
and technology use.
Unacceptable (5 pts. deduction)
Lesson plans made for less than two
subjects
Unacceptable–0 pts
Unit/Lesson thematic questions are lacking,
there is no big theme; no indication of
learners grade level
Unacceptable (5 or more pts deduction)
Many errors; not clear, lengthy or wordy,
and not well-written
Unacceptable–5 pts
Description of activities is not clear. Activities
did not relate to the theme of the unit.
Activities are not appropriate for the grade
level.
Technology use in the activities is non
existence and/or vague; no variety of
technology tools integrated in the activities.
Students final product is not indicated
and/or not clear; Students final product did
not correspond with the activities and
technology use.
 Component Target – 7 pts Acceptable – 5 pts Unacceptable–2 pts

Assessment and TEKS, ISTE-NETs
standards
Student demonstrates the ability
to assess student achievement
and is able to articulate clear and
concise criteria from the
standards/benchmarks;
Student demonstrates the ability
to use content instruction and
assessment strategies that are
enriched by technology and
literacy (TEKS and ISTE-NETs for
Teachers)
Student demonstrates the ability to Assessments not well thought out;
assess student achievement; assessments poorly written;
Student demonstrates the ability to TEKS and ISTE not adequately addressed
use content instruction and
assessment strategies that are
enriched by technology and literacy
(TEKS and ISTE-NETs for Teachers and
Students)

Score: 20 points