Table​ ​of​ ​Contents

1. The​ ​Importance​ ​of​ ​Plants

2. Table​ ​of​ ​Contents

3. Letter​ ​to​ ​Parents

4. Basic​ ​Needs​ ​of​ ​Plants

5. The​ ​Scattering​ ​of​ ​Seeds

6. Planting​ ​Seeds

7. Measuring​ ​Growth

8. Life​ ​Cycle​ ​of​ ​Plants

9. Identifying​ ​Parts​ ​of​ ​Flowering​ ​Plants

10. Plants​ ​as​ ​Food

11. Pumpkin​ ​Catapults

12. The​ ​Giving​ ​Tree

13. Giving​ ​Back​ ​One​ ​Tree​ ​at​ ​a​ ​Time

14. Assessment
Dear​ ​Parents​ ​and​ ​Guardians​ ​of​ ​Young​ ​Botanists,

I’m​ ​very​ ​excited​ ​to​ ​be​ ​writing​ ​to​ ​you​ ​today​ ​about​ ​our​ ​new​ ​STEAM​ ​unit,​ ​“The​ ​Importance
of​ ​Plants.”​ ​Over​ ​the​ ​next​ ​month,​ ​your​ ​child​ ​will​ ​be​ ​blossoming​ ​into​ ​a​ ​young​ ​botanist​ ​who​ ​will
learn​ ​about​ ​a​ ​variety​ ​of​ ​plants​ ​and​ ​how​ ​they​ ​are​ ​important​ ​to​ ​our​ ​world.​ ​We​ ​will​ ​talk​ ​about​ ​the
basic​ ​needs​ ​of​ ​plants,​ ​how​ ​they​ ​grow,​ ​ways​ ​they​ ​provide​ ​for​ ​us,​ ​and​ ​how​ ​they​ ​help​ ​our
environment.​ ​Students​ ​will​ ​be​ ​doing​ ​hands-on​ ​activities​ ​such​ ​as​ ​planting​ ​their​ ​own​ ​Lima​ ​Bean
Plants​ ​and​ ​making​ ​Pumpkin​ ​Catapults.

STEAM​ ​(Science,​ ​Technology,​ ​Engineering,​ ​Arts,​ ​and​ ​Math)​ ​is​ ​an​ ​interdisciplinary​ ​and
applied​ ​approach​ ​towards​ ​subjects.​ ​During​ ​our​ ​unit,​ ​we​ ​will​ ​blend​ ​together​ ​the​ ​many​ ​subjects
and​ ​use​ ​them​ ​to​ ​approach​ ​a​ ​better​ ​understanding​ ​of​ ​the​ ​importance​ ​of​ ​plants.

Alongside​ ​STEAM,​ ​we​ ​will​ ​be​ ​doing​ ​PBL​ ​(Project​ ​Based​ ​Learning).​ ​PBL​ ​is​ ​a​ ​wonderful
method​ ​that​ ​allows​ ​your​ ​child​ ​to​ ​gain​ ​problem​ ​solving​ ​skills​ ​such​ ​as​ ​critical​ ​thinking,
collaborating,​ ​engaging​ ​in​ ​complex​ ​questions,​ ​and​ ​investigating​ ​the​ ​world​ ​around​ ​them​ ​in​ ​a
self-managed​ ​and​ ​in​ ​depth​ ​environment.​ ​As​ ​a​ ​class,​ ​we​ ​will​ ​plant​ ​two​ ​trees:​ ​one​ ​at​ ​the​ ​elderly
center,​ ​and​ ​one​ ​at​ ​the​ ​local​ ​hospital.​ ​Students​ ​will​ ​learn​ ​about​ ​the​ ​environmental​ ​and​ ​social
benefits​ ​of​ ​trees,​ ​create​ ​diagrams​ ​and​ ​illustrations​ ​of​ ​how​ ​and​ ​where​ ​to​ ​plant​ ​trees,​ ​investigate
what​ ​type​ ​of​ ​trees​ ​will​ ​be​ ​suitable​ ​for​ ​the​ ​location,​ ​and​ ​measure​ ​the​ ​area​ ​to​ ​plant​ ​the​ ​tree.​ ​This
project​ ​will​ ​help​ ​reinforce​ ​the​ ​value​ ​of​ ​trees​ ​and​ ​help​ ​students​ ​develop​ ​personal​ ​connections​ ​to
trees.​ ​We​ ​will​ ​be​ ​planting​ ​the​ ​trees​ ​on​ ​____​ ​at​ ​_____.​ ​Please​ ​join​ ​us​ ​on​ ​this​ ​special​ ​day!

Thank​ ​you​ ​for​ ​taking​ ​the​ ​time​ ​to​ ​read​ ​this​ ​letter.​ ​It​ ​would​ ​be​ ​wonderful​ ​to​ ​keep​ ​the​ ​plant
conversation​ ​alive​ ​at​ ​home​ ​by​ ​showing​ ​your​ ​child​ ​plants​ ​in​ ​the​ ​house​ ​and​ ​backyard,​ ​and​ ​talking
with​ ​your​ ​child​ ​about​ ​plant-based​ ​foods​ ​you​ ​eat.​ ​I​ ​am​ ​looking​ ​forward​ ​to​ ​exploring​ ​the​ ​world​ ​of
plants​ ​with​ ​your​ ​child!​ ​Thank​ ​you​ ​for​ ​your​ ​continued​ ​support!

Warm​ ​regards,
Ms​ ​Morris
 L1:​ ​Basic​ ​Needs​ ​of​ ​Plants
(Art)

1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.ELA.1,​ ​2.ELA.2,​ ​2.ELA.3,​ ​2.ELA.8
NGSS​ ​Practices:​ ​1,​ ​4,​ ​6,​ ​8
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. Chart​ ​paper
b. Markers,​ ​crayons
c. Plants​ ​Needs​ ​Worksheets
d. Plant​ ​Journals
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​understand​ ​the​ ​basic​ ​needs​ ​of​ ​plants​ ​by
illustrating​ ​what​ ​helps​ ​plants​ ​grow.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Nutrients,​ ​Carbon​ ​Dioxide,​ ​Oxygen,​ ​Photosynthesis
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Teacher​ ​Observation
b. FORMAL​ ​(SUMMATIVE)
i. Plant​ ​Illustration
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Take​ ​students​ ​on​ ​a​ ​field​ ​trip​ ​to​ ​Roger’s
Community​ ​Gardens​ ​at​ ​UCSD.​ ​Have​ ​students​ ​observe​ ​what​ ​helps​ ​plants
grow.
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​What​ ​are​ ​the​ ​different​ ​types​ ​of
plants​ ​that​ ​grow​ ​in​ ​our​ ​community?​ ​What​ ​do​ ​all​ ​plants​ ​need​ ​to​ ​grow?
What​ ​happens​ ​when​ ​plants’​ ​basic​ ​needs​ ​are​ ​not​ ​met?
b. INSTRUCTION​ ​AND​ ​MODELING
i. As​ ​a​ ​group,​ ​discuss​ ​what​ ​the​ ​students​ ​observed​ ​at​ ​Roger’s​ ​Community
Gardens​ ​at​ ​UCSD.
ii. Together​ ​on​ ​chart​ ​paper​ ​come​ ​up​ ​with​ ​the​ ​five​ ​basic​ ​needs​ ​of​ ​plants:​ ​light,
air,​ ​water,​ ​nutrients,​ ​space.
c. GUIDED​ ​PRACTICE
i. Have​ ​students​ ​draw​ ​a​ ​picture​ ​of​ ​a​ ​plant​ ​and​ ​all​ ​the​ ​things​ ​the​ ​plant​ ​needs
to​ ​grow.​ ​Have​ ​them​ ​label​ ​the​ ​basic​ ​needs​ ​and​ ​glue​ ​the​ ​illustration​ ​in​ ​their
Plant​ ​Journals.
 d. CLOSURE
i. Students​ ​share​ ​their​ ​illustrations​ ​with​ ​a​ ​partner.
e. INDEPENDENT​ ​PRACTICE
i. Students​ ​complete​ ​the​ ​Plants​ ​Need​ ​Worksheet,​ ​where​ ​they​ ​find​ ​a​ ​plant​ ​in
their​ ​backyard​ ​or​ ​nearby​ ​park​ ​and​ ​analyze​ ​whether​ ​the​ ​plant​ ​has​ ​its​ ​needs
met.

6. INCLUSIVE​ ​PRACTICES
a. Students​ ​with​ ​Visual​ ​Processing​ ​Disorder:​ ​At​ ​Roger’s​ ​Community​ ​Gardens​ ​point
out​ ​specific​ ​plants​ ​to​ ​students.​ ​Use​ ​descriptive​ ​words​ ​to​ ​help​ ​students​ ​visualize
the​ ​appearance​ ​of​ ​these​ ​plants.
b. Students​ ​with​ ​ADHD:​ ​Provide​ ​students​ ​with​ ​clues​ ​on​ ​what​ ​they​ ​should​ ​be​ ​looking
for:​ ​Are​ ​the​ ​plants​ ​getting​ ​sunlight?​ ​Do​ ​they​ ​have​ ​room​ ​to​ ​grow?
 L2:​ ​The​ ​Scattering​ ​of​ ​Seeds
(Global-International)
1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.ELA.1,​ ​2.ELA.2,​ ​2.ELA.3,​ ​2.ELA.8,​ ​2.SS.1,​ ​2.SS.2
NGSS​ ​Practices:​ ​1,​ ​3,​ ​6
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. The​ ​Tiny​ ​Seed​ ​by​ ​Eric​ ​Carle
b. Assortment​ ​of​ ​seeds
c. Plant​ ​Journals
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​understand​ ​seed​ ​dispersal​ ​by​ ​creating​ ​an
image​ ​of​ ​a​ ​seed​ ​travelling​ ​from​ ​one​ ​country​ ​to​ ​another.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Seed​ ​Dispersal,​ ​Essence,​ ​Grain,​ ​Crop,​ ​Gravity,​ ​Force
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Teacher​ ​Observation
b. FORMAL​ ​(SUMMATIVE)
i. Student​ ​Image
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Read​ ​The​ ​Tiny​ ​Seed​ ​by​ ​Eric​ ​Carle.​ ​Have​ ​students
pay​ ​attention​ ​to​ ​how​ ​the​ ​seed​ ​travels.
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​Can​ ​you​ ​name​ ​different​ ​types​ ​of
seeds?​ ​Where​ ​do​ ​you​ ​think​ ​seeds​ ​originated​ ​from​ ​and​ ​how​ ​do​ ​they​ ​travel
to​ ​different​ ​locations?
b. INSTRUCTION​ ​AND​ ​MODELING
i. Discuss​ ​with​ ​the​ ​class​ ​how​ ​seeds​ ​are​ ​used​ ​around​ ​the​ ​world​ ​as​ ​the​ ​source
of​ ​life​ ​and​ ​origin​ ​of​ ​food.​ ​Across​ ​all​ ​languages​ ​it​ ​means​ ​grain,​ ​essence,​ ​or
crop.
ii. Show​ ​students​ ​different​ ​types​ ​of​ ​seeds.
 iii. Ask​ ​them​ ​where​ ​they​ ​think​ ​the​ ​seeds​ ​came​ ​from​ ​and​ ​how​ ​they​ ​got​ ​to​ ​San
Diego.
iv. Write​ ​down​ ​their​ ​statements​ ​on​ ​the​ ​whiteboard​ ​emphasizing​ ​the​ ​methods
of​ ​seed​ ​dispersal​ ​by​ ​gravity,​ ​force,​ ​wind,​ ​water,​ ​animals,​ ​and​ ​humans.
c. GUIDED​ ​PRACTICE
i. Students​ ​draw​ ​an​ ​image​ ​of​ ​a​ ​way​ ​a​ ​seed​ ​can​ ​travel​ ​from​ ​one​ ​country​ ​to
another​ ​by​ ​a​ ​method​ ​of​ ​seed​ ​dispersal.
ii. Students​ ​label​ ​the​ ​countries,​ ​the​ ​type​ ​of​ ​seed,​ ​and​ ​the​ ​method​ ​they​ ​chose.
d. CLOSURE
i. Glue​ ​illustrations​ ​in​ ​their​ ​Plant​ ​Journals.​ ​Reflect​ ​as​ ​a​ ​class​ ​why​ ​seeds​ ​are
important​ ​to​ ​the​ ​world​ ​and​ ​how​ ​they​ ​connect​ ​us​ ​to​ ​other​ ​countries.
e. INDEPENDENT​ ​PRACTICE
i. Have​ ​students​ ​identify​ ​two​ ​types​ ​of​ ​seeds​ ​that​ ​are​ ​not​ ​native​ ​to​ ​California.
Sketch​ ​them​ ​in​ ​their​ ​plant​ ​journals​ ​and​ ​write​ ​where​ ​they​ ​are​ ​from​ ​and
what​ ​caused​ ​them​ ​to​ ​travel.
6. INCLUSIVE​ ​PRACTICES
a. ELL​ ​students​:​ ​Work​ ​in​ ​a​ ​group​ ​with​ ​the​ ​teacher.​ ​Encourage​ ​students​ ​to​ ​use​ ​a
country​ ​that​ ​reflects​ ​their​ ​culture​ ​and​ ​heritage.
 L3:​ ​Planting​ ​Seeds

7. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.ELA.1,​ ​2.ELA.2,​ ​2.ELA.3
NGSS​ ​Practices:​ ​2,​ ​4,​ ​5,​ ​8
8. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. Lima​ ​Bean​ ​seed
b. Newspaper
c. Snack​ ​sized​ ​sandwich​ ​bags​ ​containing​ ​soil
d. Clean​ ​and​ ​dry​ ​half​ ​pint​ ​milk​ ​cartons
e. 1​ ​ounce​ ​cups​ ​of​ ​water
f. Plant​ ​Journals
9. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​identify​ ​the​ ​process​ ​of​ ​plant​ ​growth​ ​by
planting​ ​a​ ​Lima​ ​Bean​ ​seed.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Lima​ ​Bean
10. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Thumbs​ ​Up,​ ​Thumbs​ ​Down
b. FORMAL​ ​(SUMMATIVE)
i. Planting​ ​Lima​ ​Bean​ ​Seeds
11. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Watch​ ​the​ ​Lima​ ​Bean​ ​Time​ ​Lapse​ ​Video:
https://www.youtube.com/watch?v=iZMjBO6A7AE​.
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​Ask​ ​students​ ​to​ ​identify​ ​where
plants​ ​come​ ​from​ ​and​ ​what​ ​plants​ ​need​ ​to​ ​grow.
b. INSTRUCTION​ ​AND​ ​MODELING
i. From​ ​the​ ​front​ ​of​ ​the​ ​classroom,​ ​model​ ​step​ ​by​ ​step​ ​how​ ​to​ ​plant​ ​the​ ​Lima
Bean​ ​seed.
1. Line​ ​table​ ​with​ ​newspaper.
 2. Pour​ ​the​ ​soil​ ​into​ ​the​ ​half​ ​pint​ ​milk​ ​carton.
3. Dig​ ​a​ ​well​ ​in​ ​the​ ​soil​ ​to​ ​place​ ​the​ ​Lima​ ​Bean​ ​seed.
4. Cover​ ​the​ ​soil​ ​and​ ​then​ ​water​ ​the​ ​seed​ ​with​ ​an​ ​ounce​ ​of​ ​water.
c. GUIDED​ ​PRACTICE
i. Pass​ ​out​ ​the​ ​materials​ ​to​ ​the​ ​students:​ ​Lima​ ​Bean​ ​seed,​ ​a​ ​snack​ ​sized
sandwich​ ​bag​ ​containing​ ​soil,​ ​a​ ​clean​ ​and​ ​dry​ ​half​ ​pint​ ​milk​ ​carton,​ ​and​ ​a
1​ ​ounce​ ​cup​ ​of​ ​water.
ii. Students​ ​plant​ ​the​ ​seed.
iii. Once​ ​done,​ ​instruct​ ​the​ ​students​ ​to​ ​place​ ​their​ ​potted​ ​seeds​ ​in​ ​the​ ​window
sill​ ​where​ ​they​ ​can​ ​get​ ​direct​ ​sunlight.
iv. Inform​ ​students​ ​that​ ​each​ ​morning​ ​they​ ​will​ ​water​ ​their​ ​seeds​ ​until​ ​they
see​ ​growth.
v. Label​ ​the​ ​students​ ​seeds​ ​so​ ​they​ ​can​ ​take​ ​them​ ​home​ ​at​ ​the​ ​end​ ​of​ ​the​ ​class
project.
d. CLOSURE
i. Have​ ​students​ ​draw​ ​what​ ​their​ ​plant​ ​looks​ ​like​ ​on​ ​day​ ​1​ ​and​ ​what​ ​they
predict​ ​it​ ​will​ ​look​ ​like​ ​on​ ​day​ ​6.​ ​Glue​ ​image​ ​in​ ​Plant​ ​Journals.​ ​Share​ ​with
a​ ​neighbor.
e. INDEPENDENT​ ​PRACTICE
i. Students​ ​write​ ​a​ ​reflection​ ​in​ ​their​ ​Plant​ ​Journals​ ​about​ ​the​ ​plants​ ​they
have​ ​at​ ​home.​ ​With​ ​parents​ ​guidance,​ ​help​ ​water​ ​one​ ​of​ ​your​ ​plants​ ​at
home.
12. INCLUSIVE​ ​PRACTICES
a. Students​ ​with​ ​Dyspraxia:​ ​Teacher​ ​offers​ ​extra​ ​guidance​ ​to​ ​students.​ ​Allows​ ​them
more​ ​time​ ​to​ ​plant​ ​the​ ​seed.
 L4:​ ​Measuring​ ​Growth
(Math)

1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.MD.1,​ ​2.MD.2,​ ​2.MD.3,​ ​2.MD.4,​ ​2.ELA.1,​ ​2.ELA.3
NGSS​ ​Practices:​ ​1,​ ​3,​ ​4,​ ​7,​ ​8
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. Rulers
b. Graph​ ​paper
c. Tracking​ ​Lima​ ​Bean​ ​Growth​ ​worksheet
d. Plant​ ​Journals
e. Observation​ ​Worksheet
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​understand​ ​plant​ ​growth​ ​by​ ​measuring​ ​and
recording​ ​the​ ​growth​ ​of​ ​their​ ​individual​ ​Lima​ ​Bean​ ​plants.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Millimeter,​ ​Centimeter,​ ​Inches
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Exit​ ​Slips
b. FORMAL​ ​(SUMMATIVE)
i. Plant​ ​Measurements
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Watch​ ​“Plant​ ​Growth,”​ ​a​ ​video​ ​that​ ​illustrates
how​ ​to​ ​measure​ ​plants.
https://www.youtube.com/watch?v=aX4KDLwfNVM
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​How​ ​do​ ​we​ ​use​ ​a​ ​ruler?​ ​Where​ ​are
the​ ​mm,​ ​cm,​ ​and​ ​inches?
b. INSTRUCTION​ ​AND​ ​MODELING
i. As​ ​a​ ​class,​ ​go​ ​out​ ​to​ ​the​ ​playground​ ​and​ ​measure​ ​plants.​ ​Estimate​ ​the
height​ ​of​ ​the​ ​trees.
 ii. Once​ ​back​ ​in​ ​class,​ ​demonstrate​ ​how​ ​to​ ​measure​ ​the​ ​growth​ ​of​ ​the​ ​Lima
Bean​ ​plant​ ​by​ ​using​ ​a​ ​ruler.
c. GUIDED​ ​PRACTICE
i. With​ ​a​ ​ruler,​ ​have​ ​the​ ​students​ ​measure​ ​the​ ​height​ ​of​ ​their​ ​plants​ ​in
millimeters.
ii. ​ ​Students​ ​record​ ​the​ ​height​ ​in​ ​their​ ​Plant​ ​Journals​ ​along​ ​with​ ​an​ ​illustration
of​ ​what​ ​the​ ​plant​ ​looks​ ​like.
d. CLOSURE
i. Students​ ​write​ ​the​ ​height​ ​of​ ​their​ ​plant​ ​on​ ​an​ ​exit​ ​slip​ ​and​ ​give​ ​to​ ​you​ ​at
the​ ​end​ ​of​ ​the​ ​lesson.​ ​Plot​ ​the​ ​plants’​ ​heights​ ​on​ ​the​ ​class​ ​graph​ ​and
discuss​ ​the​ ​findings​ ​with​ ​the​ ​class.
e. INDEPENDENT​ ​PRACTICE
i. Observation​ ​Worksheet

6. INCLUSIVE​ ​PRACTICES
a. Students​ ​with​ ​Visual​ ​Processing​ ​Disorder:​ ​Pass​ ​out​ ​magnifying​ ​glasses​ ​to
students​ ​to​ ​help​ ​them​ ​read​ ​the​ ​increments​ ​on​ ​the​ ​rulers.​ ​Offer​ ​extra​ ​assistance​ ​to
these​ ​students.
b. Students​ ​with​ ​Auditory​ ​Processing​ ​Disorder:​ ​Let​ ​students​ ​sit​ ​closer​ ​to​ ​the​ ​speaker
when​ ​watching​ ​the​ ​video.
 L5:​ ​Life​ ​Cycle​ ​of​ ​Plants
(Digital)

1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.ELA.1,​ ​2.ELA.3,​ ​2.ELA.5
NGSS​ ​Practices:​ ​1,​ ​5,​ ​7,​ ​8
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. Chromebooks
b. Plant​ ​Journals
c. Plant​ ​Life​ ​Cycle​ ​Worksheet
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​understand​ ​plant​ ​life​ ​cycles​ ​by​ ​playing​ ​the
digital​ ​game​ ​on​ ​IXL​ ​Learning​ ​Website.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Lifecycle,​ ​Seedling,​ ​Germinate
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Teacher​ ​Checklist
b. FORMAL​ ​(SUMMATIVE)
i. Digital​ ​Game
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Watch​ ​“How​ ​Does​ ​a​ ​Seed​ ​Become​ ​a​ ​Plant.”
https://www.youtube.com/watch?list=PL_J-AyLJZjWCV8hONkunXn6Rd
vQfVX65N&v=tkFPyue5X3Q&app=desktop
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​Talk​ ​about​ ​how​ ​all​ ​living​ ​things
have​ ​life​ ​cycles.​ ​Does​ ​anyone​ ​know​ ​the​ ​stages​ ​of​ ​a​ ​plant’s​ ​life​ ​cycle?
b. INSTRUCTION​ ​AND​ ​MODELING
i. Define​ ​new​ ​vocabulary​ ​words.
ii. Show​ ​students​ ​images​ ​of​ ​the​ ​different​ ​life​ ​cycle​ ​stages.
iii. As​ ​a​ ​class​ ​put​ ​the​ ​images​ ​in​ ​the​ ​correct​ ​order,​ ​drawing​ ​arrows​ ​to​ ​represent
the​ ​cycle.
 c. GUIDED​ ​PRACTICE
i. Pass​ ​out​ ​the​ ​students’​ ​chromebooks.
ii. Have​ ​the​ ​students​ ​access​ ​the​ ​IXL​ ​Learning​ ​Website​ ​and​ ​click​ ​on​ ​“Read
and​ ​Construct​ ​Plant​ ​Life​ ​Cycle​ ​Diagrams.”
https://www.ixl.com/science/grade-2/read-and-construct-flowering-plant-li
fe-cycle-diagrams
d. CLOSURE
i. Students​ ​illustrate​ ​life​ ​cycle​ ​of​ ​a​ ​plant​ ​in​ ​their​ ​Plant​ ​Journals​ ​labeling​ ​the
stages.
e. INDEPENDENT​ ​PRACTICE
i. Complete​ ​Plant​ ​Life​ ​Cycle​ ​Worksheet

6. INCLUSIVE​ ​PRACTICES
a. Students​ ​with​ ​Visual​ ​Processing​ ​Disorder:​ ​Partner​ ​up​ ​with​ ​students​ ​to​ ​help​ ​during
digital​ ​activity.
b. Students​ ​with​ ​Auditory​ ​Processing​ ​Disorder:​ ​Let​ ​students​ ​sit​ ​closer​ ​to​ ​the​ ​speaker
when​ ​watching​ ​the​ ​video.
 L6:​ ​Identify​ ​Parts​ ​of​ ​Flowering​ ​Plants
(Art)

1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.ELA.1,​ ​2.ELA.2,​ ​2.ELA.3
NGSS​ ​Practices:​ ​1,​ ​2,​ ​4,​ ​8
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. Assortment​ ​of​ ​flowers
b. Tape
c. Markers,​ ​crayons
d. Plant​ ​Journals
e. Parts​ ​of​ ​a​ ​Flower​ ​Worksheet
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​identify​ ​the​ ​characteristics​ ​of​ ​flowering​ ​plants
by​ ​labeling​ ​their​ ​parts.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Flower,​ ​Leaves,​ ​Stem,​ ​Roots,​ ​Petals
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Teacher​ ​Observation
b. FORMAL​ ​(SUMMATIVE)
i. Labeling​ ​Flowering​ ​Plant​ ​Parts
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Bring​ ​in​ ​an​ ​assortment​ ​of​ ​flowers​ ​to​ ​class.​ ​Have
each​ ​student​ ​pick​ ​a​ ​flower​ ​and​ ​tape​ ​it​ ​in​ ​their​ ​Plant​ ​Journals.
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​What​ ​do​ ​all​ ​these​ ​flowers​ ​have​ ​in
common?
b. INSTRUCTION​ ​AND​ ​MODELING
i. Choose​ ​a​ ​flower​ ​to​ ​go​ ​over​ ​as​ ​a​ ​class.​ ​Draw​ ​a​ ​picture​ ​of​ ​the​ ​flower​ ​on​ ​the
whiteboard.​ ​Label​ ​the​ ​flower​ ​parts.
c. GUIDED​ ​PRACTICE
 i. In​ ​their​ ​Plant​ ​Journals,​ ​have​ ​the​ ​students​ ​draw​ ​a​ ​picture​ ​of​ ​the​ ​flower​ ​they
had​ ​previously​ ​taped.​ ​Have​ ​students​ ​label​ ​the​ ​parts.
d. CLOSURE
i. Share​ ​with​ ​their​ ​table​ ​groups​ ​their​ ​flower​ ​drawings.​ ​Have​ ​them​ ​pay
attention​ ​to​ ​similarities​ ​and​ ​differences​ ​they​ ​see​ ​between​ ​their​ ​flowers​ ​and
their​ ​classmates.
e. INDEPENDENT​ ​PRACTICE
i. Parts​ ​of​ ​a​ ​flower​ ​worksheet.

6. INCLUSIVE​ ​PRACTICES
a. ELL​ ​students:​ ​Help​ ​students​ ​understand​ ​the​ ​plant​ ​parts​ ​vocabulary​ ​through
visuals.
 L7:​ ​Plants​ ​as​ ​Food

1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.ELA.1,​ ​2.ELA.2,​ ​2.ELA.3
NGSS​ ​Practices:​ ​1,​ ​2,​ ​6
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. Eating​ ​the​ ​Alphabet:​ ​Fruits​ ​and​ ​Vegetables​ ​from​ ​A​ ​to​ ​Z​ ​by​ ​Lois​ ​Elhert
b. A​ ​variety​ ​of​ ​fruits​ ​and​ ​vegetables
c. Baskets
d. Six​ ​pieces​ ​of​ ​chart​ ​paper,​ ​markers,​ ​glue,​ ​scissors
e. Magazines​ ​and​ ​grocery​ ​store​ ​ads​ ​with​ ​pictures​ ​of​ ​fruits​ ​and​ ​vegetables
f. Plant​ ​journals
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​understand​ ​the​ ​plant​ ​parts​ ​of​ ​fruits​ ​and
vegetables​ ​by​ ​making​ ​a​ ​poster.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Fruits,​ ​Vegetables,​ ​Seeds
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Teacher​ ​Observation
b. FORMAL​ ​(SUMMATIVE)
i. Poster
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Read​ ​Eating​ ​the​ ​Alphabet:​ ​Fruits​ ​and​ ​Vegetables
from​ ​A​ ​to​ ​Z​ ​by​ ​Lois​ ​Elhert
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​Can​ ​plants​ ​be​ ​used​ ​as​ ​food?​ ​What
parts​ ​of​ ​plants​ ​do​ ​we​ ​eat?
b. INSTRUCTION​ ​AND​ ​MODELING
i. Show​ ​the​ ​class​ ​examples​ ​of​ ​different​ ​fruits​ ​and​ ​vegetables.
ii. Categorize​ ​the​ ​fruits​ ​and​ ​vegetables​ ​based​ ​on​ ​what​ ​parts​ ​humans​ ​eat:​ ​the
roots,​ ​stems,​ ​leaves,​ ​flowers,​ ​seeds,​ ​and​ ​fruit.
 iii. Put​ ​fruits​ ​and​ ​vegetables​ ​into​ ​different​ ​baskets​ ​labeled​ ​with​ ​the​ ​plant​ ​part.
c. GUIDED​ ​PRACTICE
i. Give​ ​each​ ​table​ ​group​ ​a​ ​piece​ ​of​ ​chart​ ​paper​ ​labeled​ ​with​ ​one​ ​of​ ​the​ ​six
plant​ ​parts​ ​on​ ​it.
ii. Pass​ ​out​ ​markers,​ ​glue,​ ​scissors,​ ​and​ ​magazines​ ​or​ ​grocery​ ​store​ ​ads.
iii. Tell​ ​them​ ​to​ ​find​ ​different​ ​images​ ​of​ ​fruits​ ​and​ ​vegetables​ ​representing
their​ ​plant​ ​part​ ​and​ ​cut​ ​them​ ​out​ ​and​ ​glue​ ​on​ ​chart​ ​paper.
iv. They​ ​can​ ​also​ ​draw​ ​plants​ ​if​ ​they​ ​cannot​ ​find​ ​pictures.
d. CLOSURE
i. Students​ ​share​ ​posters​ ​with​ ​the​ ​class​ ​and​ ​hang​ ​the​ ​posters​ ​on​ ​the
classroom​ ​wall.
e. INDEPENDENT​ ​PRACTICE
i. In​ ​their​ ​Plant​ ​Journals,​ ​have​ ​students​ ​draw​ ​and​ ​label​ ​two​ ​fruits​ ​or
vegetables​ ​of​ ​each​ ​plant​ ​part.
6. INCLUSIVE​ ​PRACTICES
a. ELL​ ​students:​ ​Use​ ​extra​ ​visuals​ ​to​ ​help​ ​students​ ​understand​ ​the​ ​names​ ​of​ ​fruits
and​ ​vegetables.​ ​For​ ​independent​ ​practice,​ ​encourage​ ​students​ ​to​ ​think​ ​of​ ​unique
fruits​ ​and​ ​vegetables​ ​from​ ​their​ ​home​ ​cultures.
 L8:​ ​Pumpkin​ ​Catapults
(Engineering)

1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.MD.1,​ ​2.MD.3,​ ​2.MD.​ ​9,​ ​2.MD.10,​ ​2.ELA.1,​ ​2.ELA.6
NGSS​ ​Practices:​ ​1,​ ​4,​ ​5,​ ​7,​ ​8
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. Mini​ ​pumpkins​ ​for​ ​every​ ​student
b. Rubberbands
c. Spoons
d. Craft​ ​sticks​ ​to​ ​create​ ​a​ ​fulcrum
e. Plant​ ​Journals
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​understand​ ​how​ ​to​ ​use​ ​plants​ ​as​ ​technology​ ​by
creating​ ​a​ ​pumpkin​ ​catapult.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Catapult,​ ​Fulcrum
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Thumbs​ ​Up,​ ​Thumbs​ ​Down
b. FORMAL​ ​(SUMMATIVE)
i. Pumpkin​ ​Catapult
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Talk​ ​about​ ​how​ ​technology​ ​does​ ​not​ ​have​ ​to
apply​ ​to​ ​digital​ ​tools.​ ​That​ ​plants,​ ​like​ ​pumpkins,​ ​can​ ​be​ ​used​ ​as​ ​a​ ​form​ ​of
technology​ ​to​ ​launch​ ​objects.
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​What​ ​is​ ​a​ ​catapult?
b. INSTRUCTION​ ​AND​ ​MODELING
i. Show​ ​students​ ​an​ ​example​ ​of​ ​an​ ​already​ ​made​ ​pumpkin​ ​catapult.
ii. Pose​ ​the​ ​question:​ ​How​ ​far​ ​do​ ​you​ ​think​ ​the​ ​pumpkin​ ​catapult​ ​can​ ​launch
a​ ​pom​ ​pom,​ ​a​ ​dice,​ ​and​ ​an​ ​acorn​ ​cap.
 iii. Have​ ​students​ ​record​ ​hypotheses​ ​in​ ​Plant​ ​Journals.
c. GUIDED​ ​PRACTICE
i. Students​ ​design​ ​their​ ​pumpkin​ ​catapult​ ​in​ ​Plant​ ​Journals.
ii. Pass​ ​out​ ​materials​ ​to​ ​each​ ​student:​ ​mini​ ​pumpkin,​ ​rubber​ ​bands,​ ​spoons,
and​ ​craft​ ​sticks.
iii. Take​ ​class​ ​to​ ​a​ ​big​ ​grassy​ ​field​ ​to​ ​launch​ ​the​ ​catapults.​ ​Have​ ​the​ ​field​ ​be
marked​ ​by​ ​the​ ​measurement​ ​of​ ​feet.
iv. Students​ ​record​ ​in​ ​their​ ​Plant​ ​Journals​ ​how​ ​far​ ​each​ ​item​ ​went​ ​when
launched.
d. CLOSURE
i. As​ ​a​ ​class,​ ​discuss​ ​what​ ​objects​ ​went​ ​the​ ​farthest.​ ​Tally​ ​up​ ​their​ ​answers.
ii. Have​ ​students​ ​write​ ​a​ ​reflection​ ​why​ ​they​ ​think​ ​a​ ​certain​ ​object​ ​travelled
farther​ ​than​ ​others.​ ​Share​ ​their​ ​findings​ ​with​ ​their​ ​table​ ​group.
e. INDEPENDENT​ ​PRACTICE
i. Use​ ​the​ ​pumpkin​ ​catapult​ ​at​ ​home​ ​and​ ​try​ ​different​ ​objects.​ ​Record
findings​ ​in​ ​plant​ ​journals.
6. INCLUSIVE​ ​PRACTICES
a. Students​ ​with​ ​Dyspraxia:​ ​Allow​ ​students​ ​to​ ​work​ ​with​ ​partners​ ​to​ ​help​ ​them
launch​ ​their​ ​catapults
b. Students​ ​with​ ​Visual​ ​Processing​ ​Disorder:​ ​Allow​ ​students​ ​to​ ​work​ ​with​ ​partners
when​ ​determining​ ​how​ ​far​ ​their​ ​objects​ ​travelled​ ​in​ ​feet.
 L9:​ ​The​ ​Giving​ ​Tree
(Literacy)

1. STANDARDS
Common​ ​Core​ ​Standards:​ ​2.ELA.​ ​1,​ ​2.ELA.3,​ ​2.ELA.4,​ ​2.ELA.6,​ ​2.ELA.8
NGSS​ ​Practices:​ ​1,​ ​2,​ ​3,​ ​6,​ ​7
2. INSTRUCTIONAL​ ​RESOURCES​ ​AND​ ​MATERIALS
a. The​ ​Giving​ ​Tree​ ​by​ ​Shel​ ​Silverstein.
b. Plant​ ​Journals
3. LESSON​ ​OBJECTIVES
a. CONTENT
i. The​ ​students​ ​will​ ​be​ ​able​ ​to​ ​understand​ ​how​ ​plants,​ ​such​ ​as​ ​trees,​ ​provide
for​ ​humanity​ ​by​ ​doing​ ​close​ ​reading​ ​on​ ​The​ ​Giving​ ​Tree​.
b. ACADEMIC​ ​LANGUAGE/KEY​ ​VOCABULARY
i. Claim,​ ​Evidence,​ ​Close​ ​Reading
4. ASSESSMENT
a. INFORMAL​ ​(FORMATIVE)
i. Teacher​ ​Observation
b. FORMAL​ ​(SUMMATIVE)
i. The​ ​Giving​ ​Tree​ ​Close​ ​Reading
5. INSTRUCTIONAL​ ​STRATEGIES​ ​AND​ ​LEARNING​ ​TASKS
a. ANTICIPATORY​ ​SET
i. ENGAGE​ ​STUDENTS:​ ​Create​ ​a​ ​community​ ​circle​ ​on​ ​the​ ​carpet​ ​talking
about​ ​why​ ​it​ ​is​ ​important​ ​to​ ​be​ ​kind​ ​to​ ​plants.
ii. ACTIVATE​ ​PRIOR​ ​KNOWLEDGE:​ ​Why​ ​are​ ​plants​ ​important​ ​for​ ​human
beings?​ ​What​ ​do​ ​they​ ​provide​ ​for​ ​us?
b. INSTRUCTION​ ​AND​ ​MODELING
i. While​ ​on​ ​the​ ​carpet,​ ​read​ ​The​ ​Giving​ ​Tree​ ​by​ ​Shel​ ​Silverstein​ ​to​ ​the​ ​class.
ii. Tell​ ​the​ ​students​ ​to​ ​pay​ ​attention​ ​to​ ​how​ ​the​ ​tree​ ​is​ ​helping​ ​the​ ​boy​ ​in​ ​the
story​ ​and​ ​how​ ​the​ ​boy​ ​is​ ​treating​ ​the​ ​tree​ ​in​ ​return.
iii. Discuss​ ​the​ ​ways​ ​in​ ​which​ ​the​ ​tree​ ​helped​ ​the​ ​boy.
iv. Ask​ ​the​ ​class​ ​if​ ​the​ ​boy​ ​was​ ​kind​ ​to​ ​the​ ​tree.
v. Write​ ​down​ ​the​ ​students’​ ​statements​ ​on​ ​the​ ​whiteboard.
 c. GUIDED​ ​PRACTICE
i. In​ ​their​ ​Plant​ ​Journals,​ ​have​ ​the​ ​students​ ​make​ ​claims​ ​of​ ​three​ ​ways​ ​the
tree​ ​helped​ ​the​ ​boy,​ ​and​ ​one​ ​way​ ​the​ ​boy​ ​mistreated​ ​the​ ​tree.
ii. Then​ ​by​ ​each​ ​claim,​ ​have​ ​the​ ​students​ ​provide​ ​evidence​ ​from​ ​the​ ​text
where​ ​they​ ​found​ ​the​ ​information.
iii. Students​ ​create​ ​illustrations​ ​next​ ​to​ ​each​ ​claim.
d. CLOSURE
i. Students​ ​share​ ​their​ ​literacy​ ​reflections​ ​to​ ​their​ ​table​ ​group.
e. INDEPENDENT​ ​PRACTICE
i. Write​ ​in​ ​Plant​ ​Journals​ ​why​ ​plants​ ​are​ ​important​ ​and​ ​how​ ​they​ ​will​ ​show
kindness​ ​to​ ​plants.
6. INCLUSIVE​ ​PRACTICES
a. Students​ ​with​ ​Attention​ ​Deficit​ ​Hyperactivity​ ​Disorder:​ ​While​ ​reading​ ​The​ ​Giving
Tree​,​ ​allow​ ​students​ ​to​ ​squeeze​ ​a​ ​stress​ ​ball.​ ​Sustain​ ​engagement​ ​by​ ​asking
students​ ​what​ ​they​ ​think​ ​will​ ​happen​ ​next​ ​in​ ​the​ ​story.
b. Students​ ​with​ ​Auditory​ ​Processing​ ​Disorder:​ ​Allow​ ​students​ ​to​ ​sit​ ​close​ ​to​ ​you
during​ ​the​ ​reading.
c. Students​ ​with​ ​Dyslexia:​ ​Students​ ​work​ ​with​ ​the​ ​teacher​ ​when​ ​writing​ ​and​ ​finding
evidence​ ​from​ ​text.
d. Students​ ​with​ ​Dysgraphia:​ ​Students​ ​work​ ​with​ ​the​ ​teacher​ ​when​ ​writing.
Name​ ​of​ ​Project:​ ​Giving​ ​Back​ ​One​ ​Tree​ ​at​ ​a​ ​Time
Duration:​ ​3​ ​Weeks

Subject/Course:​ ​STEAM​ ​Project/Life​ ​Science

Teacher:​ ​Miss​ ​Morris
Grade​ ​Level:​ ​2

Other​ ​subject​ ​areas​ ​to​ ​be​ ​included,​ ​if​ ​any:​ ​Math,​ ​Writing,​ ​Speaking,​ ​Art,​ ​Technology

Key​ ​Knowledge​ ​and​ ​Understanding

CA​ ​NGSS​ ​Standards:​ ​Students​ ​will​ ​learn​ ​1)​ ​how​ ​to​ ​develop​ ​a​ ​simple​ ​sketch​ ​or​ ​drawing​ ​to
illustrate​ ​how​ ​to​ ​solve​ ​a​ ​problem,​ ​2)​ ​analyze​ ​data​ ​of​ ​two​ ​objects​ ​to​ ​compare​ ​the​ ​strengths​ ​and
weaknesses,​ ​3)​ ​how​ ​our​ ​community​ ​uses​ ​science​ ​ideas​ ​to​ ​protect​ ​our​ ​resources​ ​and​ ​the
environment.
CCCSS​ ​Math:​ ​Students​ ​will​ ​1)​ ​measure​ ​and​ ​estimate​ ​lengths​ ​in​ ​standard​ ​units,​ ​2)​ ​represent​ ​and
interpret​ ​data.
CCCSS​ ​ELA:​ ​Students​ ​will​ ​1)​ ​draw​ ​information​ ​from​ ​different​ ​print​ ​and​ ​digital​ ​resources,​ ​2)
conduct​ ​short​ ​research​ ​projects,​ ​3)​ ​compare​ ​and​ ​contrast​ ​sources,​ ​4)​ ​write
informative/explanatory​ ​texts,​ ​5)​ ​recall​ ​information​ ​from​ ​experiences​ ​or​ ​gather​ ​information​ ​from
provided​ ​sources​ ​to​ ​answer​ ​a​ ​question.

21st​ ​Century​ ​Skills

Critical​ ​Thinking:​ ​Design​ ​and​ ​make​ ​improvements​ ​of​ ​how​ ​and​ ​where​ ​to​ ​plant​ ​the​ ​trees;​ ​analyze
why​ ​certain​ ​trees​ ​would​ ​be​ ​better​ ​suited​ ​for​ ​a​ ​specific​ ​location;​ ​make​ ​connections​ ​to​ ​plants​ ​and
their​ ​impact​ ​on​ ​the​ ​environment​ ​and​ ​human​ ​well-being.
Collaboration:​ ​Work​ ​together​ ​with​ ​classmates​ ​to​ ​plant​ ​trees.
Communication:​ ​Participate​ ​in​ ​collaborative​ ​conversations​ ​with​ ​diverse​ ​partners​ ​in​ ​small​ ​and
larger​ ​groups;​ ​use​ ​mathematical​ ​vocabulary​ ​to​ ​communicate​ ​with​ ​classmates​ ​the​ ​measurements
of​ ​trees​ ​and​ ​the​ ​planting​ ​areas.
Creativity:​ ​Draw​ ​visual​ ​representations​ ​of​ ​the​ ​trees​ ​in​ ​Plant​ ​Journals.

Project​ ​Summary
Plants,​ ​such​ ​as​ ​trees,​ ​are​ ​essential​ ​to​ ​the​ ​quality​ ​of​ ​life​ ​and​ ​environmental​ ​health​ ​in​ ​our​ ​cities​ ​and
towns.​ ​Unfortunately,​ ​in​ ​some​ ​cities,​ ​as​ ​many​ ​as​ ​four​ ​trees​ ​die​ ​or​ ​are​ ​removed​ ​for​ ​every​ ​one​ ​tree
added.​ ​Therefore,​ ​as​ ​a​ ​class,​ ​the​ ​students​ ​will​ ​plant​ ​two​ ​trees:​ ​one​ ​at​ ​the​ ​elderly​ ​center​ ​and​ ​one​ ​at
the​ ​local​ ​hospital.​ ​Research​ ​shows​ ​that​ ​trees​ ​help​ ​speed​ ​recovery​ ​of​ ​hospital​ ​patients,​ ​prevents
soil​ ​erosion,​ ​enables​ ​the​ ​absorption​ ​of​ ​carbon​ ​dioxide​ ​and​ ​release​ ​of​ ​oxygen,​ ​reduces​ ​pollution
and​ ​harmful​ ​greenhouse​ ​gasses,​ ​improves​ ​the​ ​appearance​ ​of​ ​the​ ​community,​ ​and​ ​sparks​ ​positive
feelings​ ​of​ ​relaxation​ ​and​ ​serenity.​ ​This​ ​project​ ​will​ ​help​ ​reinforce​ ​the​ ​value​ ​of​ ​trees​ ​and​ ​help
students​ ​develop​ ​personal​ ​connections​ ​to​ ​trees.

Students​ ​will​ ​understand​ ​the​ ​environmental​ ​and​ ​social​ ​benefits​ ​of​ ​trees,​ ​create
diagrams/illustrations​ ​of​ ​how​ ​and​ ​where​ ​to​ ​plant​ ​the​ ​trees,​ ​investigate​ ​what​ ​type​ ​of​ ​ ​trees​ ​will​ ​be
suitable​ ​for​ ​the​ ​location,​ ​estimate​ ​the​ ​tree​ ​sizes,​ ​measure​ ​the​ ​appropriate​ ​areas,​ ​and​ ​plant​ ​the
trees.

Driving​ ​Question:
How​ ​do​ ​plants​ ​positively​ ​impact​ ​our​ ​community?
 Assessment

For​ ​the​ ​final​ ​assessment,​ ​students​ ​will​ ​submit​ ​their​ ​Plant​ ​Journals.​ ​The​ ​Plant​ ​Journals​ ​will
contain​ ​the​ ​children’s​ ​work​ ​from​ ​the​ ​entire​ ​unit.​ ​On​ ​the​ ​last​ ​page,​ ​the​ ​students​ ​will​ ​write​ ​a​ ​short
reflection​ ​on​ ​how​ ​they​ ​enjoyed​ ​the​ ​unit​ ​and​ ​their​ ​favorite​ ​lesson.

Category Wow!​ ​(4) Good.​ ​(3) Almost.​ ​(2) Poor.​ ​(1) Score

Neatness​ ​& Handwriting​ ​is Handwriting​ ​is Handwriting​ ​is Handwriting​ ​is
Organization neat.​ ​Notebook usually​ ​neat. not​ ​very​ ​neat. sloppy​ ​and​ ​hard
is​ ​organized​ ​in Notebook​ ​is Notebook to​ ​read.
an​ ​easy​ ​to organized​ ​in​ ​an organization​ ​is Notebook
understand easy​ ​to not​ ​easy​ ​to organization​ ​is
format. understand understand. difficult​ ​to
format. follow.

Content Written Written Written​ ​responses Written

Accuracy responses responses demonstrate​ ​a responses
demonstrate​ ​an demonstrate​ ​an limited demonstrate​ ​an
understanding understanding​ ​of understanding​ ​of inaccurate
of​ ​concepts​ ​and some​ ​concepts concepts​ ​and understanding​ ​of
proper and​ ​proper proper​ ​vocabulary concepts​ ​and
vocabulary​ ​use. vocabulary​ ​use. use. proper
vocabulary​ ​use.

Required All​ ​elements 1-2​ ​elements​ ​are 3-5​ ​elements​ ​are More​ ​than​ ​5
Elements are​ ​present. missing. missing. elements​ ​are
missing.

Illustrations Illustrations​ ​and Illustrations​ ​and Some​ ​illustrations Illustrations​ ​and

&​ ​Diagrams diagrams​ ​are diagrams​ ​are and​ ​diagrams​ ​are diagrams​ ​are
clear,​ ​accurate, usually​ ​clear, clear,​ ​accurate, unclear​ ​or
and​ ​labeled. accurate,​ ​and and​ ​labeled,​ ​with missing.
labeled. some​ ​missing.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Total​ ​_____/16