Title: The Life Cycle of a Plant

Date Taught:  September 20-21

Teacher:  Kelley Haney

Subject:  Science

Grade:  3

Timeline: 2 Days (45 minutes)

SCOS Objectives for Science

Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including.

°         Growth.

°         Survival.

°         Reproduction.

1.06 Observe, describe and record properties of germinating seeds.

SCOS Objectives for Language Arts

Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.

 4.02  Use oral and written language to:

°         Present information in a sequenced, logical manner.

°         Discuss

°         Sustain conversation on a topic

°         Share information and ideas

°         Recount or narrate

°         Answer open-ended questions

°         Report information on a topic

°         Explain own learning

4.09  Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).

Objectives

• Students will organize events of the plant cycle in a sequential order through a comprehension and writing activity.

• Students will demonstrate their understanding of the events that occur throughout the plant cycle.

Materials / Resources

• From Seed to Plant by Gail Gibbons

• Pre-made books

Procedure

KWL Chart (10 minutes)

• Review KWL chart on plants that was made in lesson 1:  What are living things? - Outdoor Adventure

• Complete what you learned section of KWL chart

• Read From Seed to Plant by Gail Gibbons

• Review the life cycle of plants, letting the students tell you what they know.

• Discuss how a seed grows into a plant or flower. Have the students use their bodies to show a seed growing into a plant of flower. Ask the children how it feels to be the plant or flower? Have the students choose a vegetable or flower. The students will use their bodies to show their vegetable or flower growing to their partner. The partner must guess what vegetable or flower they are?

• Students will pretend they are a seed planted deep in the ground. They will write a journal entry about what it feels like to go through the life cycle. For example, how does it feel to push through the soil, grow roots, receive sunlight and rain, and continue to grow into a healthy plant? Encourage students to be specific and describe yourself. What do you look like at each stage of the life cycle?  For instance, describe roots, shape, and color. Have students describe how it feels to have insects and the wind spread their seeds so that more of them can sprout up elsewhere (depending on the type of plant they are).

• Students will share their journal entries.

• Students will give their book a title.  The students' books will focus on the growth of a seed into a plant.  Students are to illustrate their books.

Assessment

• Teacher will listen and observe children sharing their books.

• Students books will be assessed against a rubric  (Must download with Excel)

Differentiation

• English Second Language:  Students who have difficulty in writing will be given the option of recording their book on tape or creating a wordless picture book. 

• Advanced Learner:  Student will include pollination in her book.

Resources

Adapted from a lesson by Joni Knight

http://www.learnnc.org/lessons/JoniKight7242002532#scos

Reflection: