Unit Plan Template
Note: Type in the gray areas.
Unit Author
First and Last Name
Allen, Karissa
Author's E-mail Address
[email protected]
Course Name(s)
Computers in the Classroom
Course Number(s)
LTEC 4100
Course Section(s)
.024
School City, State, Zip
Denton, TX, 76201
Instructor Name(s):
Dr. Knezek
Unit Overview
Unit Plan Title
All About Plants!
Curriculum-Framing Questions
Essential Question
 What is a plant?
 What are the different parts of a plant?
(flowers, seeds, leaves, roots)

Unit Questions
What do the parts of a plant do?
 Where do plants grow?
 What do plants need to live?
 How do humans use plants?
Unit Summary
This unit is intended for Kindergarten students. In this unit, the students will be learning about
plants! They will be learning about what plants are, where they live, how they grow, and how
we can use plants in our everyday lives. Students will complete a KWL chart, observe plants,
complete online games and activities, complete a software game, create recipes using plants,
and create a brochure about plants to show their knowledge of the unit. Have fun!
Subject Area(s): (List all subjects that apply)
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Science
English Language Arts
Technology
Music
Grade Level (Click boxes of all grade levels that apply)
K-2
6-8
ESL
Gifted and Talented
3-5
9-12
Resource
Other:
Student Objectives/Learning Outcomes
 Students will ask questions about plants
 Students will make predictions about observable patterns in nature
 Students will use senses to observe properties and patterns of plants
 Students will observe and record properties of plants
 Students will differentiate between nonliving and living things
 Students will sort plants into groups based on their characteristics
 Students will observe the changes that plants go through
 Students will describe what a plant is
 Students will name the different parts of a plant
 Students will describe what the parts of a plant do
 Students will describe where plants grow
 Students will describe what plants need to live
 Students will describe how humans use plants
Targeted State Frameworks/Content Standards/Benchmarks

§112.11. Science, Kindergarten, Beginning with School Year 2010-2011.
 (b) Knowledge and skills.
(2) Scientific investigation and reasoning. The student develops abilities to ask questions and
seek answers in classroom and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events observed in the natural
world;
(3) Scientific investigation and reasoning. The student knows that information and critical
thinking are used in scientific problem solving. The student is expected to:
(B) make predictions based on observable patterns in nature such as the shapes of
leaves; and
(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models
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to investigate the natural world. The student is expected to:
(B) use senses as a tool of observation to identify properties and patterns of
organisms, objects, and events in the environment.
(5) Matter and energy. The student knows that objects have properties and patterns. The
student is expected to:
(A) observe and record properties of objects, including relative size and mass, such
as bigger or smaller and heavier or lighter, shape, color, and texture;
(9) Organisms and environments. The student knows that plants and animals have basic
needs and depend on the living and nonliving things around them for survival. The student is
expected to:
(A) differentiate between living and nonliving things based upon whether they have
basic needs and produce offspring; and
(B) examine evidence that living organisms have basic needs such as food, water,
and shelter for animals and air, water, nutrients, sunlight, and space for plants.
(10) Organisms and environments. The student knows that organisms resemble their parents
and have structures and processes that help them survive within their environments. The
student is expected to:
(A) sort plants and animals into groups based on physical characteristics such as
color, size, body covering, or leaf shape;
(B) identify parts of plants such as roots, stem, and leaves and parts of animals such
as head, eyes, and limbs;
(C) identify ways that young plants resemble the parent plant; and
(D) observe changes that are part of a simple life cycle of a plant: seed, seedling,
plant, flower, and fruit.
Procedures
Students will start a KWL chart with the teacher at beginning of the unit.
Students will observe plants and record their observations through drawings and labels.
Students will complete online games and activities.
Students will complete the software game.
Students will come up with their own recipes using plants.
Students will create some of the recipes with the teacher.
Students will create a brochure about plants to show their knowledge.
Students will complete the KWL chart with the teacher at the end of the unit.
Group Activities
•
After learning about what plants are, in groups of two, students will observe and
gather different kinds of plants, leaves and seeds in a basket.
•
As a whole group, the students will discuss what they found, such as where they
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found the plants and what kind of plants they might be.
•
The discussion can be recorded on chart paper.
Individual Activities
•
After learning about how plants make their own food, students will come up with their
own recipes that use plants.
•
Ex- salads, trail mix, fruit salads, mud pies, etc.
•
Students can use words such as “mix, stir, pour, add dash of” in their recipes with help
of the teacher.
•
Students will share their recipes with the class.
Whole Class Activities
•
With help of the students, the teacher will make a few of the students’ recipes to enjoy!
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
This unit on plants will take five days or a week to complete.
Prerequisite Skills
This will be the first time the topic of plants has been introduced in the classroom.
Students will need prior experience with PowerPoint and Publisher.
Students will need to have prior experience using the Internet.
Students will need to have prior experience with copying or saving graphics from the Internet.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed.)
Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Web Page Development
Word Processing
Other:
0B
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Plants PowerPoint
Student Sample- Brochure
Printed
Materials
Student Brochure Rubric
Software Evaluation Form
Thematic Resources
Works Cited
Per student: computer, paper, pencil, notebook/journal, magnifying glass
Supplies
Per whole class: chart paper, markers, salad making materials and
ingredients, plants to observe
http://www.tea.state.tx.us/index2.aspx?id=6148
http://teachertube.com/viewVideo.php?video_id=86362
Internet
Resources
http://www.turtlediary.com/kindergarten-games/science-games/plant-lifecycle.html
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml
http://www.mrsjonesroom.com/themes/plants.html
http://www.youtube.com/watch?v=OQT6piZOX7c
http://commerce.sunburst.com/product.aspx?p=51828
Others
Accommodations for Differentiated Instruction
Student will be allowed to work with a peer or in groups to support
him/her.
Student will have support from the teacher during all activities and
assignments.
Resource
Student
Student will be allowed to have extended time for the assignment.
Student will be allowed to do an alternative assignment for the
assessment.
Student will be allowed to write, point to pictures, draw, or tell their
knowledge about plants.
These accommodations are also available to ESL students.
Gifted
Student
Student will be able to research further about plants via Internet or books.
Student will be able to create a short PowerPoint or story with pictures
about plants.
Student Assessment
Students’ knowledge will be assessed according to their brochures created at the end of the
plants unit.
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Follow the brochure rubric to assess the students’ knowledge of the plants unit.
Students’ knowledge can also be assessed through the completion of the KWL chart.
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