Title: Plants Their Parts and Functions
3rd Grade
Standards:
Science
(Next
Generation
Science
Standard)
K-2ETS11.
Ask questions, make observations, and gather information about a situation people want to change to define a
simple problem that can be solved through the development of a new or improved object or tool.
K-2ETS12.
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem.
Technology
(International
Standards for
Technology
in Educ.)
Engineering (4-PS4-2) Develop a model to describe phenomena.
(Next
(4-LS1-2) Use a model to test interactions concerning the functioning of a natural system.
Generation
Science
Standard)
Mathematics
(Common
Core State
Standard)
Essential Learning Objectives:
Students will Understand that:
• Plants are important to our world.
• There are different parts of a plant.
• Learn the function of plants
• Learn to recognize what plant parts are eaten.
Students will know:
• How to identify parts of a plant.
• How to explain the function of each plant part.
Students will Do:
• Label parts of a plant
• Create a model of a plant using other plants.
• Trace the vascular system of a plant.
Acceptable Evidence:
1
What would you have to observe to believe that the students have mastered the objective? What product or activity would
provide proof that the students can use this knowledge and these skills to show that they understand?
Acceptable Evidence (Rubrics to be written?):
Students will be able to: Ask questions and define vocabulary, develop models, Plan and carryout an
investigation, work collaboratively with others.
• Analyze a plant and label parts.
• A written explanation and drawing how a plant gets it food.
• A demonstration of how a plant can get its food.
The students will work in cooperative groups.
Activity: The students will be given a bag with vegetables and a worksheet. I will ask students to try and
figure out which part of the plant is a vegetable and write it down on their work sheet. As a class we will go
over our answers then sort our vegetables in the correct category. Students will place their vegetables on a
large picture of a plant and label parts. Students will end up with a large edible picture of a plant made up of
different vegetables.
The Lesson/Unit Focus: The Parts of a plant
The Challenge: Recognize the parts of a plant eaten
What is the sentence or question that sums up the specific learning challenge students will undertake?
Can you explain and demonstrate which parts of a plant are eaten?
Summative Assessment Criteria and Scoring Guide: (Criteria matches the “acceptable evidence” listed above.):
What is the language that best describes the expected evidence that meets the learning expectation (meeting)? What language
describes evidence that surpasses the expectations? What language describes evidence that has not met the expectations (basic,
approaching)?
Criteria
Basic
Approaching
Meeting
Surpassing
Demonstrates
Scientific Knowledge
Explanation by several
students of the group
does not match
understanding of
scientific principles
underlying the
construction and
modifications.
Explanation by most
students of the group
indicates relatively
accurate understanding
of scientific principles
underlying the
construction and
modifications.
Explanation by all
students of the group
indicates relatively
accurate understanding
of scientific principles
underlying the
construction and
modifications.
Explanation by all
students of the group
indicates a clear and
accurate understanding
of scientific principles
underlying the
construction and
modifications.
Plan
Plan does not show
modeling clearly or is
otherwise inadequately
labeled.
Plan provides clear
modeling and labeling
for most vegetables
Plan is neat with clear
modeling and labeling
for most vegetables.
Plan is neat with clear
modeling and labeling
for all vegetables.
2
Construction
Materials
Construction appears
careless or haphazard.
Many details need
refinement for strong
or attractive model.
Construction
accurately followed
plans, but 3- details
could have been
refined for a more
attractive product.
Appropriate vegetables
were selected and there
was an attempt at
creative modification
to make them better.
Appropriate vegetables
were selected and
creatively modified in
ways that made them
even better.
Planning for Implementation:
Pre-Assessment:
What pre-assessment questions and/or probes will offer insight into what students already know about the unit content and
what background knowledge will be needed? Describe pre-assessment.
In the introduction of the lesson I will have students to label part of a plant and ask if they know what each part represents. I
will then
Lesson Plan
What instructional strategies will be used? What best practices will be integrated? How will essential learning objectives be
met and acceptable evidence be generated? Describe the sequence of events.
QAR- Questions and Responses will take place. We will review vocabulary during discussion, I’ll show students fruits and
vegetables and ask them what parts of the plant each food represents and their functions. Learning objectives will be met
through demonstration. Acceptable evidence generated will be their artifacts/products. Instructional strategies used for this
lesson will be checking for understanding, maintaining a well-managed classroom environment, Using d hands on activities,
with demonstrations. Students will work in whole group instruction with some small group instruction, QAR- Questions and
Responses will take place as class discussions and much Praise and recognition will be given to reinforce STEM capable
learners ability.
Formative Assessment:
What is the learning that will need to be “checked” during the lesson to be sure students have a secure understanding of
important content. Describe assessment.
The learning that will need to be checked is how accurate the students were when classifying their edible plant parts. Students
should be able to explain the main function of each part of the plant.
3
Student Engagement
What can be planned to help make this unit relevant to all students?
In my afterschool program our Duchesne students had the opportunity to plant bulbs for a community church.
What supports will be offered so all students will be successful?
Students were given lessons on how to weed, rake and correctly garden on school grounds. Supplies were given to plant
bulbs. Supplies included, small shovels, rakes, watering can, gloves and knee pads.
What are ways to validate and recognize STEM capable learning?
STEM Capable Learners will be able to integrate science technology engineering and math. They will be able to ask
questions and define problems, obtain evaluate and communicate information effectively, verbal or written.
Demonstrate creative thinking skills, using science and engineering abilities while planning and conducting research.
STEM capable students are also able to model using math to make sense of problems they are trying to solve. Students
will also be able to work collaboratively with others representing diverse cultures, genders and backgrounds.
STEM Careers
What career paths can be connected?
Career Paths that can be connected to this unit are landscapers, Nursery/Greenhouse workers, ground maintenance, Landscape
Architects, Plant science, environmental scientist, botanist and Lawn care workers.
What career resources can be shared?
http://www.ahs.org/gardening-resources/societies-clubs-organizations/organizations
The Gardening Publications Clubs, African Violet Society of America, Bonsai Society, The Garden Club of America,
American Horticultural
http://www.whodouwant2b.com/files/Agriculture.pdf- Site for students who don’t know what they want to be.
Http://www.hhmi.org/coolscience/vegquiz/plantparts.html (Activity for identifying plant parts)
Time and Materials:
How much time is needed for quality engagement, deep learning, secure experience? What materials are required and will
enhance learning?
Time needed for quality engagement and a secure experience would be 1hour and 30 minutes. Materials needed to enhance the
lesson would be real fruits and vegetables, Markers, large paper.
Possibilities for Further STEM Connections:
What additional extensions (Tier 1), integrations (Tier 2) or problems to solve (Tier 3) could be possible?
Students could plant bulbs and watch them grow. Measure growth and graph . Have student create a PowerPoint of their plant,
explaining the growing process including pictures.
Student Reflections (after implementation):
Student Self-Reflection (suggested questions)
1. I used the following practices (engineering, math) and cross-cutting concepts…
2. I contributed in the following way(s)…
3. I learned the following new information….
4. Based on this experience, I would like to deepen my knowledge and/or improve my skills in the following areas…
Author(s): Beretta Tyler
School/District:Ferg. Flor
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