Subject Area: Plants: Understanding the Importance of Plants

Content Areas: Science, Math, and ELA

Grade: 3rd Grade

Lesson 1 Science: Life Cycle of a Plant

● Standards:
○ 1.1 Empowered learner
○ 1.7 Global Collaborator
○ 3-LS1-1. Develop models to describe that organisms have unique and diverse life
cycles but all have in common birth, growth, reproduction, and death.
● Knowledge and Skills: Students will learn about the life cycle of a plant. They will be
able to interpret and define each stage. Also, they will understand the importance of
plants in our environment.
● Motivation/Engagement: Think, Pair, Share. Students will independently record their
answer to the question “What do you know about plants?” Students will then discuss their
answers with their table partners.
● Instructional Objectives: After watching the video on the plant life cycle, students will
complete a worksheet testing their knowledge of the stages of the plant life cycle,
correctly identifying 3 out of the 4 stages.
● Assessment: Students will independently complete the plant life cycle worksheet.
● Instructional Strategies: Numbered Heads Together. Students will number themselves
off into teams (3 students in each team). The teacher will provide a link to kahoot. The
teacher will ask questions regarding the life cycle of a plant and other important
information regarding plants. (https://create.kahoot.it/share/all-about-plants/3d7fd7f9-
3ef6-4a7d-91d0-163a2efe70fc)
● Technology Integration: Students will use their Chromebooks to access the Edpuzzle link
and watch the video on the plant life cycle/parts of a plant. There will be multiple choice
questions throughout the video to test their knowledge.
○ https://edpuzzle.com/media/633c2b548958bc41236e7c19
○ https://create.kahoot.it/share/all-about-plants/3d7fd7f9-3ef6-4a7d-91d0-
163a2efe70fc

Lesson 2 Math: Measurements of Plants

● Standards:
○ 1.1 Empowered learners
○ 1.4 Innovative Designer
○ 3. MD.4- Represent and interpret data.
○ 3. MD. 3- Draw a scaled picture graph and a scaled bar graph to represent a data
set with several categories. Solve one-and two-step "how many more" and "how
many less" problems using information presented in scaled bar graphs.
 ● Knowledge and Skills: Students will be able to measure and record data on the growth of
plants over the span of a month. They will be able to record data in graph form to show
the progression of plant growth in certain environments.
● Motivation/Engagement: I used to think… Now I think. The students will in the side of
the chart “I used to think,” to make predictions about how plants will grow in different
types of soil (sand, silt, clay, loam), what kind of environment plants need to grow in,
how much water is needed, how many leaves will grow, etc. By the end of the unit, the
students will fill in the “Now I think” section of the chart of all their observations.
● Instructional Objectives: After watching a video on plant growth, students will create a
line graph on the height (in centimeters) of how tall the plant grows, with at least labeling
3 out of the 4 components of the graph correctly (Key, title, labeling x-axis, labeling y-
axis).
● Assessment: Students will independently make chart for predictions about their plants.
● Instructional Strategies: Think, Pair, Share. The students will think (make predictions)
about how tall their plants will grow (in centimeters) over the span of a month. Each
group will plant their bean plant in different types of soil to see how well they will grow
(sand, silt, clay, loam). Students will collaborate all their data on a shared google doc
with their group members. Students will create a chart and graph the growth of their
plants.
● Technology Integration: Along with recording data measurements, students will write
daily descriptions and predictions on their groups' plant growth as well as predictions on
other groups. Students will use padlet to access the journal entries.
○ https://padlet.com/kscognamiglio/38j7wjtkdlbxo4xz

Lesson 3 English Language Arts:

● Standards:
○ 1.1 Empowered learners
○ 1.5 Computational Thinker
○ RL.3.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
● Knowledge/Skills: Students will be able to recall details/facts from a story to help answer
questions.
● Motivation/Engagement: students will listen to parts of a flower song
(https://youtu.be/9bFU_wJgvBI) to give students a refresher on the parts of a flower.
● Instructional Objectives: After watching the video on parts of a flower, the students will
then read stories on getepic and answer multiple choice questions.
● Assessment: Students will label parts of a flower and what their functions are.
● Instructional Strategies: Creative Questions. Students will think of a question to
research/find out more about based on plants (example: How would it be if we had no
 plants? Can living things survive without plants? etc.). Students will write out all
possibilities based on research and reflect on their findings.
● Technology Integration: After reading the selected text from “getepic,” students will then
answer multiple choice questions on “blooket” to test their knowledge and understanding.
○ https://www.getepic.com/app/my-library/recent-reads
○ https://dashboard.blooket.com/set/633cc12b7bd978780637f634

Differentiation of Instruction:
● For all reading assignments: Students with visual impairments, English language learners,
and students who have dyslexia will Immersive Reader tool to assist with reading
comprehension.
● For journal entries: students with visual impairments, English language learners, and
students who have dyslexia can record voice audio instead of typing their responses.