Subject/Grade: Science 3
Lesson Title: Plant Lifecycle
Teacher: Shayla Taylor
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
PL3.1: Investigate the growth and development of plants, including the conditions necessary for germination.
a) Pose questions related to plant growth (e.g., How do very young plants look different from grown plants? How much water do plants need to grow? Do all plants grown in the same way?).
e) Observe and represent, using written language, pictures, and charts, changes that occur through the life cycle of a flowering plant.
Key Understandings: (‘I Can’ statements)
• I can understand the lifecycle of a plant.
• I can ask questions about the growth of a plant.
• I can differentiate the different stages of a plant lifecycle.
• I can write about the changes that occur through life cycle of a plant.
• I can use pictures and/or manipulatives to show the changes of a plant through its lifecycle.
Essential Questions:
• How does a plant change throughout its lifecycle?
• What are the stages of the lifecycle of a plant?
• What does a plant need to survive?
Prerequisite Learning:
• Students have already learned how to use scissors, glue, and other manipulatives.
• Students understand what a plant is.
• Students must be able write their thoughts on cue cards.
Instructional Strategies:
Group Discussion
Writing Response
Hands On Manipulation
Poster Activity
Stage 2: Determine Evidence for Assessing Learning
Pre-Assessment: Formative – Students will be in a group discussion answering the opening questions set out in the learning plan.
Post-Assessment: Formative – Poster Activity. The students will have shown their understanding of a plant’s life cycle through the manipulatives and the writing on the cue cards.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5-10 minutes
Have the art materials out prior to the beginning of class
- Ask the class opening questions:
• Has anyone grown plants from a seed?
• What plants have you or your family grown?
• What are your favourite plants?
• Does anyone know what the life of a plant is like? How does it grow? - Share this video with the class:
https://www.youtube.com/watch?v=AcSgaUBwIn4 - Ask the class questions after the video.
• What are the stages of the plant lifecycle?
• What do plants need to survive?
• How do plants change through their lifecycle? - As the students are answering the questions, draw the stages on the board for a visual for the students as they work on the activity.
Development: Time: 20 minutes
- Have the students use different manipulatives to create the plant at different stages in its lifecycle. (Ex: pipe cleaner, yarn, markers)
- After the students have created their manipulates of the lifecycle, have them write each stage on a que card with a short description of what is happening in that stage.
- The students will then glue the stages they created onto poster paper with the que cards glued underneath. These will be put on display.
Learning Closure: Time: 10 minutes
- The students will then share their work with the person sitting next to them.
- If there is still time, ask the following questions:
• Who thinks they would want to grow their own plants?
• Has anyone seen a plant in the different stages?
Materials/Resources:
• Dry erase markers
• Markers
• Pipe Cleaner
• Cue Cards
• Yarn
• Paper
• Scissor
• White Glue
• Stick Glue
• Paper
• Poster Paper
Possible Adaptations/
Differentiation:
• If the video does not want to load, draw the stages on the whiteboard and explain what is happening in each stage.
Management Strategies:
• Share expectations prior to class
• Make a signal for when it is time to be quiet using non-verbal techniques. Have them copy your clapping in different styles (Ex: clap once, clap twice, clap three times)
Safety Considerations:
• Working with scissors – make sure the students know how to use them properly
Stage 4: Reflection