1. To the viewer: This unit has been developed to span between three to four weeks based on student understanding and progress. The concepts presented in this power point would be used throughout the unit as each new part is introduced. During the initial introduction, the students will go over the standards with the teacher so they understand what they will be doing, and what they will be expected to know at the end of the unit.  day one will be discussing the standards of the unit  day two will include reviewing the standards and what activities they will be doing  day three would be the creation of the KWL chart and the students would take home the survey  day four would be taking the vocabulary pretest and reviewing the results as a class. We would also discuss the parts of the take home survey  day five we will be the word scramble about the unit as a review of the week. I would also read one of the books that is in the Plant Stand to the class in a whole group activity. *The remainder of the unit will be paced based on student understanding and progress with concepts and understandings.

2. Our Seed and Plant Unit First Grade

3. What we will learn *Science Standard: Demonstrate an understanding of the needs, structures, and characteristics of plants that allow them to grow and develop. Recall, verbally and in writing, the items necessary for a seed to develop (water, air, sun light, and a growing area) and explain in writing why sun light is essential to plant growth. Identify, by listing, the ways in which a seed travels (air, animals, water, people) Recall verbally and in writing the parts of a plant after the development of the seed (roots, stem, leaves, flower) Illustrate, with words and pictures, the sequential development from seed to plant. I will be able to…  tell about and show what a seed needs to grow into a plant and what the parts of that plant are  be able to remember, and write about the items a seed needs to grow  locate the parts of a plant on a diagram using labels.  draw out a seed developing in the right order  Identify, by listing, the ways in which a seed travels (air, animals, water, people)

4. *Reading standards: Demonstrate an understanding of the elements and structures included in literary texts. Identify verbally and in pictures the beginning, middle, and end examples of a text. Identify, and explain the cause and effect relationships in a text verbally. (as they apply to our science unit) I will be able to…  tell me about the parts of a story through questions and written assignments  Generate (create) a retelling of the story using a graphic organizer that includes characters, setting, and main events using words and pictures.  use cause and effect to tell about seed development

5. *Writing Standards: Create written work that is organized, has a clear focus, sufficient detail, and correct use of the conventions of written Standard American English. Create written sentences that include proper grammatical elements and structures including: Left to right word formation Capital and lower case letters (I, and proper nouns included) Proper punctuation based on the sentence type (period, question mark, or exclamation point) Correct use and spelling of high frequency words Correct spacing between letters, words, and sentences Words that include main letter sounds; phonetically spelled words I will be able to…  what you write should be readable, and make sense to anyone that reads it.  write sentences that look like book sentences, and make sense to the reader.

6. * Math: The student will understand and use the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. I will be able to…  explain how a current math concept connects to another area of learning.  explain how you came to an answer The student will demonstrate a sense of measurement of length, and temperature. Students will use a ruler to measure objects in whole inch units. I will be able to…  Understand how to read and use a ruler  Identify inch and half inch units of measure on a ruler  use and read a thermometer to determine indoor and outdoor temperatures  Understand how to write a temperature in words and numbers

7. What will we do? * Find out what we know  KWL chart * we will work on the KWL chart all throughout the unit  Take home questionnaire * Science vocabulary check (pretest) *Read books to learn more about seeds and plants  Tiny seed activities  Plant stand activities * Plant seeds and help them grow into plants * Measure the plants to see their growth * Keep an observation journal of our seeds and plants  develop our writing skills  chart our progress and set personal goals * Complete a plant project  apply what you have learned to creating your own plant and deciding what its needs are, and drawing an illustration of it *Design a How to grow a…..guide  your how to guide will inform the reader on how to successfully plant and grow a seed  apply what you have learned during the entire unit *Unit test *Exit slips will be used as a way to check the progress of knowledge, and understanding.

8. How To Guide Project (summative, self assess/partner assess) * Design a How To Guide on planting seeds  use pictures and writing to describe how to grow a seed  use sentences that are correct in structure and grammar  use science terms accurately  explain the steps to planting the seed  put pictures and words in proper sequence You will receive a rubric before beginning the project telling you exactly what you will need to do. (rubric begins on next slide) You will create a draft and revise with a friend to see if you are meeting the goals on the rubric

9. PointsDescription Content of Information in the guide 3The information in the How to Guide is explained thoroughly and is presented in a very logical and sequential manner. The guide is well organized and effective in explaining the presented information. 2The information in the How to Guide is explained partially and is presented in a somewhat logical and sequential manner. The guide is somewhat organized and effective in explaining the presented information. 1The information in the How to Guide is explained minimally, and there is no logical sequence to the steps presented. The guide is not organized or effective in explaining the presented information. Teacher comments

10. PointsDescription Accuracy of Information 3The information presented in the text is precise. The labels in the illustrations are completely accurate in identifying the parts of the seeds or plants, or the objects presented in the illustration. 2The information presented in the text is well put together, but not entirely precise. The labels in the illustrations are nearly accurate in identifying the parts of the seeds or plants, or the objects presented in the illustrations. 1The information presented in the text is neither logical or precise. The labels in the illustrations are not accurate in identifying the parts of the seeds or plants, or the objects presented in the illustrations. Teacher comments

11. PointsDescription Quality of the guide 3 The guide is highly attractive and creative. It is very detailed, provides several relevant illustrations, and presents a very polished appearance. 2 The guide is somewhat attractive and creative. It has some detail, and provides some relevant illustrations, and presents a neat appearance. 1 The guide lacked attractive and creative qualities. It contained little to no detail, and few or no relevant illustrations. It presents a very sloppy appearance. Teacher comments

12. PointsDescription End Result of the Guide 3 Overall, the guide was neat and organized; it provided very useful information in growing seeds and plants, and was both engaging and informative to the reader and user of the guide. 2 Overall, the guide was fairly neat and organized; it provided useful information in growing seeds and plants but lacked details. The guide was interesting, but lacked informative aspects that were needed by the reader and user of the guide 1 Overall, the guide lacked neatness and organization. It provided little to no information in growing seeds and plants. The guide had no interesting features, and lacked all informative aspects that were needed by the reader and user of the guide. Teacher comments

13. Final Unit Test (summative) During the unit we will work on standards and big ideas The big ideas will be posted and discussed throughout the unit The test will be made from these standards and big ideas and will contain these parts: – True/false – Multiple choice – Fill in the blank – Short answer

14. Word Scramble Activity Do you remember… What we are learning about in science? 1. deses (seeds) 2.lnpat tpars (plant parts) 3. ednes (needs) 4. rvatle (travel) 5. evlodepmnt (development) What we are learning about in Reading? 1.yrost arpts (story parts) 2. esqeucen (sequence) What we are learning about in Writing? 1.entsneecs (sentences) 2. What are we learning about in Math? 1. aemsruntme (measurement) 2. petmtaeur (tempature)

15. Let’s Get Growing!

16. At the beginning… (diagnostic) We will create a KWL chart to see what we already know, and want to know using sticky notes Take a survey home to learn more about plants at our homes and in our neighborhoods. Take a vocabulary quiz to find out what science words we know or do not know. These will help inform us as we start the unit.

17. The Tiny Seed by Eric Carle (diagnostic, formative) We will read this story and then complete: 1.A story board to learn about the elements of a story…character, setting, sequence 2.Write out cause and effect examples from the story  Take a cause and effect quiz 3.Take a quiz on the story  story questions  science questions

18. Plant Stand (formative) A literacy center At the plant stand, you will choose 3 books to read and look through then… 1.Complete a story board 2.Write a short story about a picture in one of the books 3.Complete a making words activity from the words amazing plants

19. Planting Time! (performance task) You will choose  3 different seeds to plant  What you want to plant them in  Where you want to place 2 of your seeds  1 seed will be placed in the window During the time we grow the seeds, you will be responsible for making sure at least 2 of your seeds grow Consider this question-How do I get my seed to grow? http://urbanext.illinois.edu/gpe/case1/c1facts3a.html

20. While your seed is growing… Observation Journal (formative, self assessment, goal setting) From the day you plant your seed, till the planting time is done, you will keep a journal In the journal… – You will write down EVERYTHING you do to the seed – You will write down EVERYTHING you see in the seeds growth – Provide illustrations when the seed begins to grow, and after it sprouts

21. Your Writing Goal- We will work on developing your writing together – Your journal will be reviewed at least twice a week – We will work to make each area its best – We will keep a chart of your progress, and set goals with the teacher

22. Sentence ElementDateNotes Punctuation !,. ? is used correctly Capitals: Beginning of sentences and proper nouns Lower case letters used in words and properly formed Spelling of sight words is correct, and letters properly formed Sentences are written going from left to right Proper two finger spacing between words At least 5 words in each sentence

23. Sample of a journal page What could we fix on this journal page? Date- May 12, 2012 Today I planted my seed. First I put it indirt. Next I gave it some Water. last I put it in the window

24. Imagine you discovered an unknown plant… (take home plant activity) (Summative) You have become a scientist… Complete an informational report about your new plant you discovered  Answer questions to tell about your plant using your new knowledge of seeds and plants.  Draw a picture of the plant you create.  Use complete sentences  a checklist will be used to assess the report

25. Answering the questions: Place you went to 3pts Where the plant is found5pts How tall2pts Color(s)3pts Flower and explanation5pts Seeds2pts Smell5pts Animals5pts Something unusual5pts Plant’s name5pts Project is on time10pts. Drawing: Neatness 15pts Colors mentioned on front are used 5pts Unusual things about the plant are shown 5pts Drawing- Total points possible 25pts Questions-Total points possible50pts Total points possible for the project75pts

26. Formative Online activities Plant Game http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growin g_plants.shtml A growing plant http://plantsinmotion.bio.indiana.edu/plantmotion/starthere.html Plant Quiz/Review http://www.neok12.com/quiz/PLANTS01 More Resources http://www.enchantedlearning.com