Plant Unit Plan
Transcript of Plant Unit Plan
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Unit Plan: All About Plants
Jennifer Smolyn & Brittanie Vangeli
4/22/13
SPE304
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Unit Plan Overview
Lesson # Objectives Activity Assessment
1 Identify the main partsof a plant
Plant flip-paper drawing**Plant seeds for unit
project (lesson 7)
Accuracy of plantdrawing
2 Determine the steps
required for growing a
healthy garden
Creating a poster with
step-wise directions on
growing a healthy plant
Details and accuracy of
directions, assessed
using a checklist
3 Determine the
nutritional value in
fruits and vegetables
Read The Vegetables
We Eatand
categorize/eat fruits
and vegetables
Reading comprehension
worksheet
4 Understand the
importance of plants ina human diet
Write a menu for three
meals consistingentirely of plants
Creativity of menu and
diversity of plantsincluded
5 Start a growth log of
group plant project
Prepare growth log,
measure plants using a
ruler, decide which
group member will
measure each day
Accuracy of
measurements, ability
to use a ruler
6 Recognize the parts of a
plant, appreciate the
great variety of plants
in nature
Field trip to a botanical
garden: photograph
plants and bring back to
classroom to label
Labeled plant
photographs
7 Finish plant project
journal
Finish plant projects
and prepare growth
logs to be submitted
Plant project journal
completion
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Long Term Planning
Overall objective/Introduction
What are you going to teach?We will be teaching a unit on plants. Students will be learning about plants and why
they are important to our lives. In this unit, we will be teaching our students the parts and functions
of a plant. Students will be learning how to measure plants through the completion of a project in
which they will grow their own plants. Additionally, students will be taught about how plants are
incorporated into some of the foods we eat and what nutritional values they provide. Lastly,
students will be able to apply what they learn in class to a wide variety of plant species through a
trip to the Botanical Gardens!
Describe the class for which your unit was designed.This unit was designed for a third grade classroom that contains students with various
learning styles. Ms. Smolyn is the general education teacher, while Ms. Vangeli is the special
education teacher. In our class, we have ten girls and ten boys in a suburban elementary school
setting. Two of these students have visual impairments, meaning that they need modified materials
and enlarged objects/print. Our classroom also has three students with attention issues and one
student with social issues. Lastly, two of the students are gifted and talented and one student has
metacognition issues.
Rationale
Why are you going to teach this unit?We thought it was appropriate to teach our third graders about plants because it fits in to
the third grade standards and is a common unit to teach third graders. Third graders are constantly
observing things around them. This unit will help students enhance their observation skills by having
students record observations instead of speaking about them. We feel plants is a important topic to
cover in our third grade classroom because students need to start to understand the world around
them and how important other living objects are to them. Students will be able to see how plants
are used in their everyday lives for all sorts of reasons such as, food, clothes and oxygen.
Sequence
How will this unit unfold?We are teaching a plant unit that will last five to six weeks. In this unit we will be
learning about plants and their functions. Along with learning about the plants functions students
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will be able to identify and label the parts of a plant. For our plant unit students will be writing steps
one must take to keep a plant healthy. Students will know how plants grow each and every day
when they are cared for properly. In this unit students will be growing their own plant and will be
measuring their plant in math each day and record their measurements on their growth log. By the
end of this unit students will be able to see how much their plant has grown and how important is to
take care of their plant. Additionally our plant unit will consist of a writing activity where students
write menus for three meals (breakfast, lunch, dinner) consisting entirely of plants! This will allow
students to see how important plants are to the human diet. As we reach the conclusion of our
plant unit students will be given the opportunity to visit the Botanical Gardens as a class field trip.
Student will be able to walk around the gardens and take pictures of plants. They will then be able
to use their pictures to label the parts of a plant.
Standards
Writing3.W.2- Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
3.W.4- With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
Math3.MD.4- Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch.
Science5.3.P.A.1: Investigate and compare the basic physical characteristics of plants
5.3.2.C.2: Identify the characteristics of a habitat that support the growth of plants
Adaptations
Students
Describe the students with special needs in the classroomIn this classroom of twenty students, nine of the students have special needs that must
be addressed in every lesson we plan. Two of our students have visual impairments, meaning
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that they need modified materials and enlarged objects/print. In order to meet their needs, we
must provide them with other ways to learn besides visually, which means employing auditory
and kinesthetic stimuli in every lesson. Our classroom also has three students with attention
issues, who are not classified under an IEP. These students need to be constantly stimulated and
we must use varying strategies throughout every lesson to hold their attention. As well, one
student in the class has social issues. We must be careful to encourage this boy to work with
others, but not pressure him to find a partner or speak aloud suddenly in front of the entire
class. Furthermore, we have two girls who are gifted and talented and need to go beyond the
expectations of the rest of the class in order to remain engaged. Lastly, one student has
metacognition issues, so we must ensure that he receives a specific plan and that each task is
monitored so he does not become overwhelmed with information.
Explain how this unit will meet the needs of students with special needs.In this unit, the variety of strategies used ensures that the learning needs of all of our
students will be met. For any group work, the groups are always predetermined based on
students abilities. Depending on the task at hand, the students with special needs may be
completely divided in different groups, or they may be grouped with another student with
similar needs. Assigning the groups helps ensure that the students with special needs will be
able to learn in an environment where they are best suited. As well, the student with social
issues will like having assigned groups because he will not feel pressured or uncomfortable
trying to find his own group.
This unit will include all of the learning styles to maximize student understanding of the
material. Information will be presented in an auditory, visual, and kinesthetic/tactile fashion.
This will help the student with attention deficit issues remain focused because he is not doing
one activity for any length of time, but rather is constantly changing how he is learning. This also
helps the students with visual processing issues, because they can hear the information and also
perform hands-on activities, rather than simply struggling with primarily visual stimuli. These
students will also get their own personal copy of all of the directions given in each lesson.
Lastly, each lesson is differentiated in terms of the students abilities. The gifted and
talented students will be challenged more and their assignments always go into more depth
than the assignments for the rest of the class. Students who have other special needs will also
have assignments modified to make them simpler and easier to understand, which is especially
helpful for the student with metacognitive issues.
Adaptations for students with special needsEach lesson in this unit will be differentiated and adapted to meet the learning needs of
all students in this classroom. Specific examples of these adaptations are described in each
lesson. Certain students may receive a copy of written instructions, while others may have the
activities partially prepared for them in advanced. Likewise, some students will have alternate
forms of assessment for some lessons, either to make the material a bit easier or to make it
even more challenging.
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Short-Term Planning
Lesson One
Objective: Students will be able to label the different parts of a plant and explain the function of each
part; students will set up their pots and plant seeds for their long-term project of growing a plant
Materials:
Two small flowering plants Markers Scissors Paper Plastic plant pots Watering can Pea seeds Fertilizer
Development:
*Note: This lesson will likely take two class periods, depending on the cooperation of the
students. All of the lesson in this unit may require more than one class period.
1) First, we will divide the class into pre-determined groups with four students each. The studentswith special needs will be separated, with the exception of the two gifted girls, who will be
placed in the same group with two other students who do not have special needs.
2) We will project the steps for planting seeds onto the board and pass out a copy of the steps toeach student. We will read through these steps and demonstrate how to plant seeds to the
students.
3) The students will then break into their groups and plant their pea seeds using the providedmaterials.
4) Lastly, the students will create a schedule to determine who will be responsible for checking onthe plants each morning when they come into class. During the first five minutes of each class,
the students must make sure their plants are getting enough water and sunlight.
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5) Then, (on the second day if necessary), we will randomly divide the class into two groups. Eachteacher will work with a small group of students. Both of the English Language Learners will be
placed with the special education teacher, who is better equipped for instructing them.
6) In the small groups, both teachers will each have a small flowering plant. We will use this plantas a model to discuss the different parts of a plant with the students
7) We will ask the following questions, delivered both verbally and by writing on the board.- What are plants?
- What do plants need to grow? Have you ever grown your own plant before?
- Where is the plant stem located? What does it do for the plant?
- Where are the plants leaves? What do the leaves do?
- Where are the plants flowers and roots? What are the functions of the
flowers and roots?
8) Then, we will ask student to point to where the leaves, stem, roots, and flower are using theplant provided. Students may also volunteer to come up and show the group where each part is
located.
9) Then, we will ask student to point to where the leaves, stem, roots, and flower are using theplant provided. Students may also volunteer to come up and show the group where each part is
located.
10)Each teacher will then describe the assignment to the students, as explained below. We willprovide the students with a model to help them complete their own plant flip-pictures.
11)After completing this assignment, we will ask students to give us an exit ticket to conclude theclass period. On an index card, they will each have to write down (a) one new fact they learned
about plants from todays lesson and (b) one thing they would still like to know about plants.
Assessment:
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Students will complete a labeling activity to demonstrate their knowledge of the functions and
structure of a plant. Students will be given a piece of paper and be asked to fold the paper in half
vertically (the long-way) down the middle. The students will then be asked to open up their paper and
draw a flower on the right side. On the left side of the paper, they will write the functions of
corresponding plant part. The students will then cut on the left panel of the paper up to the crease in
the center, which will allow them to flip back and forth between the plant part and the image inside. On
the front of each flap they will write the label of the corresponding plant part underneath. More
advanced students will be asked to write additional information on the functions of each part. This
assignment will be graded as classwork, with each flap worth five points. If all of the flaps are complete
and correct, the student will receive the full twenty points for this assignment.
Homework Application:
Students can use this flip paper drawing to study at home and review the parts of a plant with
their parent or guardian. They can also use it later in this unit when they will be asked to label
photographs from the botanical gardens trip.
Adaptations for students with special needs
The students with visual impairments may have difficulty drawing their flowers and
understanding how to cut the paper to create the flaps. Instead, they will be given a pre-made flip sheet
with a picture of a flower already on it. They will color their flowers and write the steps on the flap. Also,
the students with metacognitive issues will receive printed directions that they can refer to in creating
their plant. As one of the teachers is going through the step-by-step instructions slowly, the other will
walk around the room to assist students who require additional help. In addition, the student with social
issues should not feel pressured because the teachers are assigning the groups, so he does not have to
feel uncomfortable trying to find a group to work with. The tangible objects and variety of strategiesused in this lesson should keep the attention of those students with attention deficits. Likewise, the
gifted and talented students will be responsible for writing additional functions of plant parts on their
flaps, rather than just the general purpose of each part.
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Lesson Two (Writing)
Objective: students will be able to write the steps required for growing a healthy garden/plant.
Materials:
Paper/ Poster paper Gardening tools Large plant picture Plant books in classroom
Development:
1) Students will gather on the carpet and we will discuss how we keep ourselves healthy. Whilediscussing, we will write the ideas on large chart paper in a list format. This will show the
students an example of how to write stepwise directions for any process.
2) We will then brainstorm ideas on how to grow a healthy plant/garden. The students will beshown a big picture of a plant and asked what they think are some things that they would need
to grow healthy garden/plant. Students should brainstorm ideas such as: soil, water, sunlight,
oxygen, nutrients, space to grow, etc. After, we will explain to the class that this will help the
students grow their own pea plants in class.
3) After the students have finished brainstorming ideas, we will explain to the students that inorder to grow their own plants in the classroom, they will need to know the steps to keeping a
plant healthy.
4) Students will be partnered heterogeneously based on previously determined groups. Once theyare in pairs, we will explain that each pair will make a poster that lists and describes the steps
necessary to keep a plant healthy. If they become confused, we will encourage the students to
think of some of the things we talked about at the beginning of class. We will also remind the
students that they can go to our classroom library if they need to reference any books.
5) Additionally, students will be told that they can find any spot in the room to work with theirpartner on their poster. They can also use any art supplies at the front of the room to complete
their posters.
6) As the students are working, Ms. Vangeli will call up one group at a time to investigate some ofthe common garden tools we use when planting. These tools are situated in the back of the
classroom and will provide the students with tangible objects to go along with this unit.
7) As a closure, when students have finished, they will hang their posters up around the room.Then they will walk around the room and look out their classmates posters as well.
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Assessment
Students will be assessed on the creation of a poster that describes the steps in growing a
healthy garden. The posters will be assessed with a simple checklist, as shown below.
Student posters should:
a) Describe the planting of seeds .b) Explain the daily care required for a plant before it sprouts .c) Explain the daily care required for a plant after it sprouts .d) Be neat and legible .
HW application
For homework, students will be asked to go home and look at any plants they have in the house
or out in a garden and determine if they are well cared for. Students should apply what we learned in
class to help their parents/guardians care for their plants. For students who do not have any plants at
home, they can use the skills they learned to successfully grow their classroom plant. Alternatively, they
could ask their parents to consider getting some plants that they can take care of at home using the
skills they learn in this unit.
Adaptations
For students who might have trouble writing out the steps, they will be given the option to draw
a picture instead. Additionally, students that need visual aids can refer to the large picture of the plant
(discussed in the introduction), look at the gardening tools in the back table, or look at plant reference
books in the classroom library. The gardening tools in the back aid both the students who need visual
and the students who learn best with tactile objects. Students were pre-grouped heterogeneously, sothe students with special needs did not work with one another. This is especially helpful for relieving any
anxiety issues that the student with social issues may have. Furthermore, our student with
metacognition issues can refer to the brainstorming chart that we created as a class because he learns
best with graphic organizers.
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Lesson Three (Reading)
Objectives: Students will read The Vegetables We Eatby Gail Gibbons and explain the nutritional value
in fruits and vegetables.
Materials:
The Vegetables We Eatbooks (2) Poster notepad Various fruits and vegetables (apples, potatoes, bananas, broccoli, kiwi, carrots, corn, oranges,
etc.)
Knives, paper plates, paper towelsDevelopment:
1) Students will be divided into two groups. One group will include the visually impaired students,the attention deficit students, the poor metacognition student, and the student with social
issues, along with five additional students. This group will work with Ms. Vangeli. Ms. Smolyn
will work with the remainder of the class, including the gifted and talented students.
2) Ms. Vangeli and Ms. Smolyn will each read The Vegetables We Eatbook. Ms. Vangeli will use thebig book version. While reading, both teachers will pause frequently and add information to
the large poster notepad. They will write about the eight groups of fruits and vegetables we eat
(leaf, bulb, flower, root, tuber, stem, fruit, and seed), as well as the nutritional value of fruits
and vegetables.
3) After reading, the teachers can ask several comprehension questions about the story.4) Then, the two groups will return to their seats for the rest of the lesson. We will then put out
some common fruits and vegetables from the supermarket and ask students to help classify
them in the groups based on the poster notepads created.
5) Once students successfully classify the fruit or vegetable, the teachers will cut them up and givethem to the students to enjoy. **Note: Teachers should be familiar with student allergies
before feeding them the fruits and vegetables.
Assessment:
Students will be assessed primarily on their participation in this lesson. Each student is expected
to contribute at least two thoughts or questions throughout the lesson in order to receive the full
participation points.
Homework/Application:
At the dinner table tonight, students are to think about the food they eat and decide if they are
consuming any fruits or vegetables. If they are, they should also try to categorize these fruits and
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vegetables. This will be discussed tomorrow in the beginning of class, so students may want to write
down what they eat on a piece of paper.
Adaptations:Ms. Vangelis group uses the big book to help those students with visual impairments
see better. She will also pass the book around and let students see the pictures up close. After the list is
created on the large paper, these students will also receive their own copy of the list to keep. The storyis short enough that the students with attention issues will remain focused, and they will enjoy
categorizing and eating the fruits and vegetables.
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Lesson Four
Objectives: Students will construct a menu of breakfast, lunch and dinner using only plant items to
demonstrate their understanding of the nutritional value of plants.
Materials
White printer paper Markers, crayons
Development
1) Ask students the following questions to review yesterdays lesson and introduce todayslesson in a large group discussion:
a. What plants did you eat for dinner last night?b. Were these plants fruits or vegetables?c. What category of fruits or vegetables does the plant belong in?d. Why are these fruits and vegetables so important to eat?
2) Divide students into pairs. Groups will be predetermined at the teachers discretion, withstudents paired based on how they work well with one another and their ability to remain
focused and on task. Students with special needs will not be paired with one another.
3) Students will create a menu based entirely on plant food items. They must fold their paperto create three panels. The front will be the cover of the menu, which they may decorate
however they would like (create a restaurant name, etc.) The inside three panels will havethe headings Breakfast Lunch and Dinner. Each meal should have two different
options to choose from and should include a small picture of each. They may decorate the
back panel however they would like, as long as it pertains to plant foods.
Assessment: Students menus will be graded out of ten points, with a possible three points given for
each meal and one point for neatness and completeness. A student who receives three points for a
panel will have two creative food options and pictures to go along with it. The menus will be hung up
around the classroom after they are graded.
Homework Application: At home tonight, write down a list of all the plants included in your dinner.
Remember, even if you are not eating plain vegetables, there are always fruits and vegetables in most
foods (pizza sauce contains tomatoes, etc.) This will be turned in tomorrow for a participation grade,
either completed or incomplete.
Adaptations: A sample menu created by the teachers will be passed around the room once students
begin their menus so that they can see what is expected. This is especially helpful for students with
visual processing issues and metacognitive issues.
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Lesson Five (Math)
Objective: Students will be able to measure the height of their plant stems using a ruler and keep a log
of this growth every day for the remainder of the unit.
Materials:
Personal pea plants Growth Log Ruler
Development:
1) Before we begin our measurement lesson, we will review information about measurement theyhave learned prior to this unit. We will reinforce the measurement lines on the ruler, such as the
difference between inches, centimeters and millimeters using a ruler projected on the board.
Then the students will measure items such as a pencil, desktop, and eraser. As a class, we will
go over the measurements that the students came up with.
2) Next, students will be instructed on how to properly record their measurements in their growthlogs. The person in each group who has been responsible for watering the plants at the
beginning of each day will also be responsible for measuring the height of the plant at that time.
If they need help, another group member can assist them.
3) Once the students understand what is expected of them for their growth logs students go backto their pea plants. For those students whose plants have not sprouted yet, they will be givenanother small plant to work with.
4) We will explain to the students that just like humans, plants grow every single day. When weproperly take care of plants with water and sunlight, they are able to grow bigger and bigger
each day. We will also explain to the students that each day before we start math we will be
measure our plants and recording how tall they are, which will enable us to see how much our
plants are growing each day.
5) Once students have properly measured how tall their plants are, they will be asked to record theplants height in their growth log.
6) Along with recording measurements in our growth log students will be asked to draw a quicksketch of their plant. Since this lesson will be on-going, the students will be able to see by their
sketches and measurements how much their plant has grown since the first day.
7) As a closure, students will be able to compare and contrast their plants appearance and heightwith that oftheir classmates. They will leave their growth logs at their lab stations and rotate
around the room, observing their classmates plants and growth logs.
Assessment:
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By the end of this unit, students will submit their growth logs. This assessment will determine if
students have successfully understood how to measure a plant and have observed plants growing over
time. For this lesson, students will be assessed on their participation and ability to measure with a ruler
in the proper units.
Homework application
Since the students are learning about measurement in math, they will be asked to go home and
find three items in their house and measure them using a ruler. If they do not have a ruler at home, they
may borrow one from the classroom. Students will be asked to record their object and measurements in
their math journals to share with the class tomorrow.
Adaptations
For students who have difficulty visualizing measurements, they will be able to see the actual
plant and understand what two inches looks like. Additionally, for students that learn best through
tactile and kinesthetic means, this lesson provides a hands-on activity in the measurement of the plants.If certain students are seriously challenged by the measuring, they can be responsible for drawing a
sketch of the plant. We will have those students draw a picture of how tall their plant is and observe
growth through each sketch becoming a little larger over time. For the gifted and talented students,
they will have to create a basic graph showing growth over time to be submitted with their growth logs.
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Lesson Six (Field Trip)
Objective: Students will be able to take pictures of different types of plants and label the different parts
on their photographs the following day. Students will be immersed in hands-on adventures relating to
plants and apply their knowledge of plants to the new species they see today.
Materials:
Field trip to a botanical garden Disposable cameras Notebooks and pencils Construction paper
Development:
1) Before we leave for the field trip, we will go over the rules for the day and remind the studentsthat they are representing our school and should be on their best behavior. We will then assign
students to their field trip groups and introduce the students to their chaperone for the day.
These parent chaperones were decided beforehand and volunteered to come on the field trip
with the class. Once the students know the rules for the day and their chaperones, we will ask
each student to share one interesting plant fact they have learned thus far in this unit. If they
cannot think of one, they may say pass or repeat a fact that has already been said.
2) When we arrive at the botanical gardens, a disposable camera will be given to each group.3) We will then instruct each group to take pictures of interesting plants and flowers that they
might see when they are exploring the botanical gardens. They also may choose to write down
any interesting facts they learn about plants during the tour of the garden.
4) We will tell students that when they return to the classroom the following day, their pictureswill have been developed and printed. They will be using these pictures to label the parts of the
plant with their field trip group members. They will also identify any fruits and vegetables they
saw in the garden.
5) Before the students leave the tour of the botanical garden, we will tell them to consider thetype of environment these plants are living in and how this might compare and contrast to the
environment we grew our pea plants in.
6) When students return to the classroom the next day, they will paste their pictures onconstruction paper and label the parts of the plant they see in their picture. If applicable, they
should also label their plants as fruits or vegetables. As a class, we will discuss how the botanical
garden plant environments were similar or different to our class environment.
7) As a closure, students will form a circle and be able to share one favorite part of the botanicalgarden field trip with the rest of the class.
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Assessment:
Students will be assessed on if they could successfully label the parts of the plants from the
botanical garden. Each group should have at least six labeled pictures with the labels in the correct
locations.
Homework application:
Students will be asked to go home and write down three Did you know.? facts that they
learned from the botanical gardens.
Adaptation:
Before we leave for the trip during the class share out, students have the opportunity to pass
or repeat an answer that has already been said. This is great for the student with social issues because
he will speak out in front of the group, but he does not have to come up with his own answer if he is too
worried to think of one. On the field trip, the groups that have the students with attention problems will
be given more than one chaperone in order to keep those students focused and behaved. Students will
be pre-grouped for this trip, with the special needs students being split up into different groups. As well,
having smaller groups may encourage the student with poor social skills to speak up and participate in
the photographing because he will not feel as intimidated.
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Lesson Seven (Final Project)
Objectives: Students will finish their plant project journal to be turned in at the end of class. They will
also complete any other assignments they did not finish during the unit to get partial credit (if
applicable).
Materials:
Plant project journals Rulers (for any final measurements needed)
Development:
1) Arrange desks in groups, instruct students to sit with their plant project groups2) Students will look through their plant notebooks and see if they completed every aspect of the
project. They will have the rest of the class period to finish taking measurements and clean up
their notebooks to be submitted at the end of the period.
Assessment
Students plant journals will be graded using a simple rubric, shown below.
Poor (1) Proficient (2) Exceeds Expectations (3)
Measurements
Plants not measured
every day; measured inthe incorrect units or
with obvious
inaccuracies
Plants measured every
single day with up to80% accuracy in units
and measurements;
data not organized
into neat tables
Plants measured
correctly every day withthe correct units used;
data organized into neat
tables that are easy to
read
Plant sketches
Plant sketches mostly
absent or only few
included
More than half of the
plant sketches are
included, but they are
not labeled
All plant sketches
included and clearly
labeled to distinguish
when they were drawn
Plant observations Plant observationsrarely (or never) noted
Plant observations
occasionally noted,but not clear or
accurate
Plant observations noted
frequently with clear
labels and accurate
explanations, including
description of watering
frequency and sunlight
availability
Neatness and
spelling/grammar
Log is nearly impossible
to read and understand;
grammar and spelling
detract from content
Log is legible, but not
neat and organized;
several spelling and
grammar issues
Log is legible, neat, and
organized; very few
grammatical or spelling
errors
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Homework Application
No homework! Plant unit has been completed.
Adaptations
Students with special needs, especially those with metacognitive impairments and visual
processing difficulties, will be graded based on their groups log. All group members will receive the
same grade; unless it is obvious that one student did all of the work, in which case the grades will be
adjusted accordingly. More frequent errors and neatness issues are permitted on the days that the
special needs students wrote in the logs.
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Assessment
Determine how you will assess student attainment of unit objectives.The students will be assessed at the completion of the unit on their personal plant
projects. They will be required to submit a growth and observations log for their pea plants,
detailing how the plant changed over the duration of the unit. They should also include
information on watering frequency and sunlight issues they note in their observations of the
plant. Throughout the unit, students will be assessed on the completion of various projects as
described in the above lessons (such as plant flip papers, botanical garden photographs, and
participation/completion of homework assignments).
Describe adaptations of assessment for students with special needs.The assessments in each lesson are modified for those students with special needs. The
gifted and talented students are required to go beyond the expectations of the rest of the class.
For instance, they are required to submit a graph of their plant growth over time in addition to
the tables in their growth logs. They are also required to know additional details about the plant
structure and function. Those students with visual learning issues and metacognitive issues will
not have to go into as much detail in their descriptions. They will be graded more leniently in the
assessment of their final project. Since there are no presentations in this unit, the student with
social needs will be assessed in the same way as his peers. The students with attention
difficulties will also be assessed in the same way, with the hope that the variety of activities in
these lessons will stimulate them throughout the unit. These specific assessment modifications
are also described in the above lesson plans.