Mary, Mary Ouite Contrary, Author:Mary Ellen M. Bennett, Grade Level: 1, Subject area: Science: Seeds to Plants, - Students will plant and care for seeds until they become mature plants. Students will conduct an experiment to prove that plants need sun, water and soil to become healthy and mature plants.

Planning Guide

Creating Learner-Focused Schools

Title: Mary, Mary, Quite Contrary	Subject area: Science: Seeds to Plants
Author: Mary Ellen M. Bennett	Adirondack Central School Boonville, NY 13309
Grade Level:1	315-942-2483

Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

CONTENT KNOWLEDGE

Declarative

Discover the life cycle of seeds to plants and back to seeds.
Observing and measuring.
Vocabulary and journal writing.
Label parts of a plant.

Procedural

Compare and contrast different seeds.
Classify and sort different seeds.
Plant and care for seeds until they become mature enough to be moved outside.
Control the needs of plants by depriving four different plants of one of the basic needs.

ESSENTIAL QUESTIONS

What do plants need to survive?
What do plant need to grow?
How do plants produce seeds.
What are the basic parts of a plant?
What would our world be like without plants?

INITIATING ACTIVITY

Bring in a big box (of seeds) and shake it.
Children are to guess (predict) what is in the box.
Then they will be given a handful of seeds.
Working collaboratively in groups of 3-4, students will create a picture with the seeds using construction paper, glue, and crayons.
Display the pictures.

LEARNING EXPERIENCE

Students will prepare 2 pots with soil and plant three seeds in each pot (one vegetable and one flower).
Students will keep a journal detailing their observations.
Each student will care for and measure their plants each day.
There will be a classroom garden for observing all of the various seeds.
We will conduct an experiment as a class to decide what plants need to survive.

CULMINATING PERFORMANCE

Each child will write a story telling why plants are so important to our lives and what they like about growing and caring for plants.
Each child will draw a picture of what the world looks like with plant and a contrasting picture of what our world would look like without plants.
The stories and pictures will be laminated and bound into a book. Each child will have an opportunity to take the book home to share with his/her family.

CONNECTIONS TO STANDARDS

Mathematics, Science, and Technology

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 4: Science

Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in Science.

English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write information for understanding. As listeners and readers, students will collect data, facts, and ideas: discover relationships, concepts and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit knowledge.

The Arts

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Theme: From Seeds to Plants

Unit Type: Science Grade 1

Declarative Knowledge:

Observation
Measurement
Description of various parts of plants
Basic needs of plants
Life cycle of seeds
Uses of seeds
Calendar

Procedural Knowledge:

Compare and contrast
Classify and sort
Sequencing
Journal writing–entries through word processing on the classroom computer
Measure and growth chart using a spreadsheet on the classroom computer
Experiment to show what a healthy plant needs

Culminating Performance:

Grow seeds
Care for plants
Measure and make a growth chart
Show the basic needs of a healthy plant
Write a story about a world with and without plants
Artwork-using seeds
Laminate stories and make a class book to go home on a rotating basis with each child –to share with his/her family

Essential Questions:

What do plants need to survive?
How do plants produce seeds?
What are the changes a plant undergoes during its growth (from seed to adult)?
What would our world be like with no plants?

Connection to Learning Standards

Content Area: Math, Science, and Technology

Level: Primary

Standard: MST1 Analysis, Inquiry, and Design– The student will use mathematical analysis, scientific inquiry engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Benchmarks :MST S1-A (1) Ask why questions in attempt to seek greater understanding, by planting and caring for their own seeds. (2) Keep a growth chart of each plant, or choose one to record the whole time of the unit.(3) Predict what will happen to the plants that do not receive all of the basic needs that each plant needs in order to survive.

Standard : MST 2 Information System_ Students will access, generate, process, and transfer information using appropriate technologies.

Benchmarks: MST2 IS 1 -(1) Know basic distinction among computer software, such as word processor, special programs, and games. MST2 IS (3) Access needed information from printed media, electronic databases, and community resources.

Standard: MST 4- Science- Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment.

Benchmarks: MST4 (3) Know that plants and animals have features that help them live indifferent environments. (4) Describe the major stages in the life cycles of selected plants and animals. (6) Know that plants and animals need certain resources for energy and growth.

Content Area: English Language Arts

Level: Primary

Standard 1:ELA S1 LIU Students will listen , speak, read, and write information and understanding. As listeners and reader, students will collect data, facts, and ideas: discover relationships, concepts and generalizations: and use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit knowledge.

Curriculum Map

Content Area: Unit Theme

Seeds to Plants

Science: predictions and observations
Life cycle of seeds
Sorting

Language Arts: journal writing
Creative writing
Bookmaking

Math: measuring and graphing

Art: making pictures using various mediums

Initiating Activity

Bring in a box (of seeds) and begin a discussion of what is inside the box.

Sort and classify.

Art project with seeds, construction paper , glue, and crayons.

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand...

______________

Predicting.

Observation.

Measuring with a centimeter ruler.

Life cycle of seeds to plants.

Basic needs of plants.

Label parts of plants.

Uses of seeds and plants.

______________

What experience or activities will be used to help students acquire & integrate this knowledge?

______________

Students will plant and care for seeds until they become mature plants. Students will conduct an experiment to prove that plants need sun, water and soil to become healthy and mature plants.

______________

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

_______________

Planting and caring for their own plants. Keeping a journal detailing what they need to do to grow healthy plants.

Plant and care for a classroom garden. Take a newly germinated bean seed apart to find the baby plant growing inside.

_______________

Describe what will be done.

________________

Planting.
Writing.
Watering. Predicting.
Examining.
Growing.
Observing.
Book making.

________________

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating?

___________________

Compare/contrast
Classify/sort
Sequence
Journal writing
Measure
Plant and care for seeds
Have a control set of plants to prove the basic needs of plants (sun, water, and soil)
Creative writing
Book making

__________________

What will be done to help students construct models, shape & internalize the knowledge?

_____________________

Students will look at various seeds
Students will sort& classify various seeds as to their properties (unit done earlier in the year)
Student will write and report on the changes taking place with their plants
Students will be responsible for their own plants
Students will take part in an experiment with four separate pots

_____________________

Describe what will be done.

______________________

Observation
Work in group
Daily record keeping in personal journal and on the classroom computer
Care of plants
Predict outcome
Creative thinking and writing

______________________

Blueprint for

Performance Task Vignette

Title of task: Seeds to plants

Curriculum areas: Science, Language arts, Math

Recommended grade level: First

Approximate time frame: 1-2 months (preferably May & June)

Student products/performances

Evaluate and review journal with student.
Write story about what our world would be like without plants.
Display plants.
Display artwork.
Help publish a classroom book.

Criteria for evaluating student products/performances

Teacher observation
Student/teacher conference

Rubric:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
	Journal writing project	Plants	Creative writing	Artwork
4	Student kept a detailed journal with accurate observations and daily entries.	Student cared for plants and watered when necessary.	Student’s story was creative and proved why we need plants.	Student’s picture used many different mediums—seeds, crayons, etc.
3	Student kept a detailed journal with accurate observations 3-4 times a week.	Student watered plant weekly.	Student’s story gave a few reasons why we need plants.	Student used only seeds to create picture.
2	Student kept a journal with entries occasionally.	Student planted seeds and lost interest unless reminded.	Student ‘s story gave only one reason why we need plants.	Student used only crayons to create picture.
1	Student journal shows little or no entries.	Student never looked at plant after initial planting and it died.	Student did little or no writing.	Student did not produce a picture.