Life cycle of the plant

2nd grade
By: Yolanda Camacho
Thematic Unit Planning Matrix

Content or Essential Questions Centers Technology Integration Assessment and/or Student Work or product TEKS and Technology Standards:
Subject Area (Activities) (Must include at least 2 Rubric Scale (What is the final product? i.e. Identify the relevant TEKS and ISTE Standard for Teachers
What do you want technology tools that - How are you going presentation slides, WordCloud, and Students
the students to you have used in this to evaluate your newsletter, Reflective Essay?
do/achieve? class for each subject student’s work
area)

Science What are the phases 1. PLANTS PARTS:
in the life cycle of a The students will also
plant? learn to identify the
Where do plants get parts of a plant by
the nutrients they handling various
need to grow? plants and pointing
What is the key chain? out what each part is.
How do animals 2. PLANT LIFE
depend on plants? CYCLE:
How do plants depend Students will learn
on animals for their about the lifecycle of
development? a plant by observing a
digital story as a class.
A class discussion will
be held to have the
students create a
visual representation
of the plant life cycle.
(concept map)
3. PLANTS IN THE
ENVIRONMENT
Students will then
proceed to analyze a
food chain to
understand what role
plants play for other
animals.. They are
producers. They
1. Students will A rubric will be used to FInal product will be an informative poster TEKS:
view a digital assess the accuracy of that will be creating the lifecycle of a plant. (9) Organisms and environments. The student knows that
story that will the informative poster This will be done using piktochart. living organisms have basic needs that must be met for
be prepared and presentation them to survive within their environment. The student is
by the teacher This will be added to the powerpoint expected to:(A) identify the basic needs of plants and
providing presentation that is going to be created by animals; (B) identify factors in the environment, including
information the student. temperature and precipitation, that affect growth and
about the behavior such as migration, hibernation, and dormancy of
cycle of the living things; and (C) compare the ways living organisms
plant. (Story depend on each other and on their environments such as
Jumper) through food chains.
2. The students (10) Organisms and environments. The student knows that
will analyze a organisms resemble their parents and have structures and
food chain processes that help them survive within their
(concept environments. The student is expected to: (A) observe,
map)that will record, and compare how the physical characteristics and
be created by behaviors of animals help them meet their basic needs; (B)
the teacher. observe, record, and compare how the physical
(mind meister) characteristics of plants help them meet their basic needs
3. The students such as stems carry water throughout the plant;
will design and ISTE Standard for Teachers:
present an 2.5. Designer Teachers design authentic, learner-driven
informational activities and environments that recognize and
poster about accommodate learner variability. Teachers: 2.5.a. Use
the life cycle technology to create, adapt and personalize learning
of a plant experiences that foster independent learning and
(piktochart) accommodate learner differences and needs. 2.5.b. Design
authentic learning activities that align with content area
 obtain nutrients from standards and use digital tools and resources to maximize
the sun and the active, deep learning. 2.5.c. Explore and apply instructional
minerals in the design principles to create innovative digital learning
ground. How do they environments that engage and support learning.
help other animals? 2.6. Facilitator Teachers facilitate learning with technology
How do other animals to support student achievement of the 2016 ISTE
help them?How does Standards for Students. Teachers: 2.6.a. Foster a culture
the environment help where students take ownership of their learning goals and
plants? outcomes in both independent and group settings. 2.6.b.
4. INFORMATIVE Manage the use of technology and student learning
POSTER strategies in digital platforms, virtual environments,
Students will then be hands-on makerspaces or in the field. 2.6.c. Create
asked to complete an learning opportunities that challenge students to use a
informative poster design process and/or computational thinking to innovate
including the stages of and solve problems. 2.6.d. Model and nurture creativity
the plant cycle. and creative expression to communicate ideas, knowledge
or connections.
ISTE Standard for Students:
1.1. Empowered Learner Students leverage technology to
take an active role in choosing, achieving and
demonstrating competency in their learning goals,
informed by the learning sciences. Students: 1.1.a.
articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and
reflect on the learning process itself to improve learning
outcomes.
1.6. Creative Communicator Students communicate clearly
and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media
appropriate to their goals. Students: 1.6.a. choose the
appropriate platforms and tools for meeting the desired
objectives of their creation or communication. 1.6.b.
create original works or responsibly repurpose or remix
digital resources into new creations. 1.6.c. communicate
complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or
simulations.
Math What is the growth 1. Students will Students will develop a A rubric will be used to Students will add this information to the TEKS:9) Geometry and measurement. The student applies
rate of your bean grow a bean chart using excel and evaluate the content of powerpoint with a chart for daily mathematical process standards to select and use units to
plant? plant. paste it onto a the audio observations. measurements, images, and audio with describe length, area, and time. The student is expected
What is the average That they will powerpoint presentation observations. to: (A) find the length of objects using concrete models for
growth rate of the measure daily. where they will record Teacher will evaluate the standard units of length; (B) describe the inverse
class bean plants? Students will record their daily observations accuracy of the chart Students will respond to math questions in relationship between the size of the unit and the number
data and then they and take a picture using and the response to the relation to their data and observations. of units needed to equal the length of an object; (C)
will develop a chart their ipads. questions that will be represent whole numbers as distances from any given
that measures the given in relation to the Students will include a data summary on location on a number line; (D) determine the length of an
growth of the plant. chart. the powerpoint.
2. Students will Students will then record object to the nearest marked unit using rulers, yardsticks,
record audio onto their daily meter sticks, or measuring tapes;
observations findings explaining what (10) Data analysis. The student applies mathematical
using they see. process standards to organize data to make it useful for
powerpoint. interpreting information and solving problems. The
Students will identify The teacher will develop student is expected to: (A) explain that the length of a bar
what stage of the life questions for the in a bar graph or the number of pictures in a pictograph
cycle the bean is in students to answer in represents the number of data points for a given category;
3. Students will reference to the (B) organize a collection of data with up to four categories
respond to observations and data. using pictographs and bar graphs with intervals of one or
questions for more; (C) write and solve one-step word problems
assessment involving addition or subtraction using data represented
based on the within pictographs and bar graphs with intervals of one;
data.. and (D) draw conclusions and make predictions from
information in a graph.
ISTE Standard for Teachers:
2.5. Designer Teachers design authentic, learner-driven
activities and environments that recognize and
accommodate learner variability. Teachers: 2.5.a. Use
technology to create, adapt and personalize learning
experiences that foster independent learning and
accommodate learner differences and needs. 2.5.b. Design
authentic learning activities that align with content area
standards and use digital tools and resources to maximize
active, deep learning. 2.5.c. Explore and apply instructional
design principles to create innovative digital learning
environments that engage and support learning.
2.6. Facilitator Teachers facilitate learning with technology
to support student achievement of the 2016 ISTE
Standards for Students. Teachers: 2.6.a. Foster a culture
where students take ownership of their learning goals and
outcomes in both independent and group settings. 2.6.b.
Manage the use of technology and student learning
strategies in digital platforms, virtual environments,
hands-on makerspaces or in the field. 2.6.c. Create
learning opportunities that challenge students to use a
design process and/or computational thinking to innovate
and solve problems. 2.6.d. Model and nurture creativity
and creative expression to communicate ideas, knowledge
or connections.
ISTE Standard for Students:
1.1. Empowered Learner Students leverage technology to
take an active role in choosing, achieving and
demonstrating competency in their learning goals,
informed by the learning sciences. Students: 1.1.a.
articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and
 reflect on the learning process itself to improve learning
outcomes.
1.6. Creative Communicator Students communicate clearly
and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media
appropriate to their goals. Students: 1.6.a. choose the
appropriate platforms and tools for meeting the desired
objectives of their creation or communication. 1.6.b.
create original works or responsibly repurpose or remix
digital resources into new creations. 1.6.c. communicate
complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or
simulations.
ELAR/ SLAR How can we take care Loto Lara: Teacher will design a Formative assessment The student will add the reflective summary TEKS:
of plants in our Students will read a graphic organizer using will be done to evaluate to the powerpoint presentation and record (6) Comprehension skills: listening, speaking, reading,
environment? short fiction book that mindmeister. the KWL and graphic themselves reading this summary. writing, and thinking using multiple texts. The student uses
How do plants help talks about plants in organizer. metacognitive skills to both develop and deepen
us? the environment. This KWL charts are created Rubric will be used to comprehension of increasingly complex texts. The student
WHy are plants book will be in using PP by the teacher. evaluate reflection. is expected to: (A) establish purpose for reading assigned
important to our English.”The Tiny and self-selected texts; (B) generate questions about text
world? Seed” by Eric Carle. Student will add this before, during, and after reading to deepen understanding
reflection to the PP and gain information; (C) make and correct or confirm
Students will work to presentation and present predictions using text features, characteristics of genre,
fill out a graphic and structures; (D) create mental images to deepen
organizer designed by understanding; (E) make connections to personal
the teacher indicating experiences, ideas in other texts, and society; (F) make
the story elements. inferences and use evidence to support understanding; (G)
evaluate details read to determine key ideas; (H)
Students will then synthesize information to create new understanding; and
read a non fiction (I) monitor comprehension and make adjustments such as
informative text re-reading, using background knowledge, checking for
discussing plants in visual cues, and asking questions when understanding
the environment. breaks down.
(8) Multiple genres: listening, speaking, reading, writing,
“De semilla a planta” and thinking using multiple texts--literary elements. The
Kristin Baird Rattini student recognizes and analyzes literary elements within
and across increasingly complex traditional, contemporary,
Students will work classical, and diverse literary texts. The student is expected
KWL chart to: (A) discuss topics and determine theme using text
. DICTADO: pg 11 and evidence with adult assistance; (B) describe the main
13 of de semilla a la character's (characters') internal and external traits; (C)
planta describe and understand plot elements, including the main
events, the conflict, and the resolution, for texts read
Students will work on aloud and independently; and (D) describe the importance
developing linguistic of the setting.
connections. (9) Multiple genres: listening, speaking, reading, writing,
and thinking using multiple texts--genres. The student
We will focus on recognizes and analyzes genre-specific characteristics,
identifying cognates, structures, and purposes revised August 2019 5 within and
and connecting across increasingly complex traditional, contemporary,
information between classical, and diverse texts. The student is expected to:(D)
the languages. recognize characteristics and structures of informational
text, including: (i) the central idea and supporting evidence
Students will be asked with adult assistance; (ii) features and graphics to locate
to write a and gain information; and (iii) organizational patterns such
short reflective as chronological order and cause and effect stated
summary about what explicitly;
they have learned.
How do plants ISTE Standard for Teachers:
develop? How are 2.5. Designer Teachers design authentic, learner-driven
they affected by activities and environments that recognize and
people, animals and accommodate learner variability. Teachers: 2.5.a. Use
the environments technology to create, adapt and personalize learning
around them? How do experiences that foster independent learning and
plants help you? accommodate learner differences and needs. 2.5.b. Design
authentic learning activities that align with content area
standards and use digital tools and resources to maximize
Students will present active, deep learning. 2.5.c. Explore and apply instructional
their pp presentation design principles to create innovative digital learning
to the class. environments that engage and support learning.
2.6. Facilitator Teachers facilitate learning with technology
to support student achievement of the 2016 ISTE
Standards for Students. Teachers: 2.6.a. Foster a culture
where students take ownership of their learning goals and
outcomes in both independent and group settings. 2.6.b.
Manage the use of technology and student learning
strategies in digital platforms, virtual environments,
hands-on makerspaces or in the field. 2.6.c. Create
learning opportunities that challenge students to use a
design process and/or computational thinking to innovate
and solve problems. 2.6.d. Model and nurture creativity
and creative expression to communicate ideas, knowledge
or connections.
ISTE Standard for Students:
1.1. Empowered Learner Students leverage technology to
take an active role in choosing, achieving and
demonstrating competency in their learning goals,
informed by the learning sciences. Students: 1.1.a.
articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and
reflect on the learning process itself to improve learning
outcomes.
1.6. Creative Communicator Students communicate clearly
and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media
appropriate to their goals. Students: 1.6.a. choose the
appropriate platforms and tools for meeting the desired
objectives of their creation or communication. 1.6.b.
create original works or responsibly repurpose or remix
digital resources into new creations. 1.6.c. communicate
complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or
simulations.