Curriculum Document

By Emily Hughes,2014-05-27 12:51
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Curriculum Document

    From Seed to Plant:

    Using Vocabulary to Understand the Life Cycle of Plants

Name: Jenny Engels

    ndGrade level: 2 Grade

Subject: Reading (Vocabulary)

Name of Unit: From Seed to Plant (Harcourt Reading Series)


    ; D.4.1 Students will use context clues and pictures to infer the meaning of

    vocabulary words and any other unfamiliar words.

    ; A.4.4 Students will use picture cues to activate background knowledge

    and reinforce comprehension of material.

    ; A.4.4 Students will retell information using oral or written communication.

Big Ideas:

    ; Plants go through various processes throughout their life cycles. ; Each part of the plant has an important function that contributes to the

    plant’s growth and survival.

Key Concepts/Key Questions:

    ; What are the main parts of the plant?

    ; How do these parts work together to help the plant grow and survive? ; What processes does a plant go through during its life cycle? ; Why are these processes important?

    ; Why are plants important to our world?

    Skills, Knowledge, and Vocabulary to Understand the Content: ; Skills: Students will be able to read a text, describe the processes of a

    plant, and describe the main parts of a plant.

    ; Knowledge: Students will be able to explain why plant processes are

    important; students will be able to explain how the parts of the plant

    work together to help the plant grow and survive; students will be able to

    explain why plants are important to the world.

    ; Vocabulary: pollinate, germinate, grow, ripen, protect, stem, petal, pollen,

    pistil, stamen, seed coat, root, shoot

Formative and Summative Assessments (including rubric):

    ; Pre-Assessment: Using a teacher-created template in Kidspiration,

    students will classify plant terms relating to the passage From Seed to

    . They will physically drag the terms into the selected categories Plant

    and then print the documents out. Using the classification rubric (see

    attachment: “Pre- and Post-Assessment”), I will determine which children

    are proficient and which students will need more instructional assistance.

    This will help me differentiate instruction according to student needs. ; Post-Assessment: Students will again use the teacher-created template

    to classify plant terms relating to the passage From Seed to Plant. I will

    use the same rubric to assess understanding.

    ; Informal Assessment: Each day, students will complete a 5-minute

    journal prompt. This is an informal way for me to see where the students

    are at in their understanding of the topic.

    ; Final Project: Students will reflect on their learning at the end of the

    unit. They will create their own imaginary plants. They will show the

    major stages of their plant’s life cycle as well as label the plant parts.

    They will be assessed with the journal response rubric (see attachment:

    “Final Project Rubric”).

    Learning Activities (include performance tasks, differentiation, grouping, enrichment and reteaching, and materials):

    ; Day 1: Students will take a pre-assessment on plant processes and parts.

    This pre-assessment will be a template in Kidspiration. They will print out

    their finished copies and I will use these to guide my differentiated

    instruction. We will briefly go through the terms together. Next, we will

    Think-Pair-Share about nature and life cycles to build background

    knowledge. Finally, we will listen to From Seed to Plant on tape and follow

    along in our textbooks. After the story, students will respond to a 5-

    minute journal prompt: “What do you know about plants?”

    ; Day 2: Based upon the pre-assessment, students will break into groups.

    Students will popcorn read the text From Seed to Plant within their

    groups. Those who have proficient understanding of the terms will read

    and then create memory cards (matching the terms to a picture). Those

    who need more guided instruction will review the terms with a teacher or

    educational assistant. They will then play memory using ready-made

    cards to match the terms to a picture. Students will conclude the lesson

    with a 5-minute journal prompt: “Why are the plant’s parts important?”

    ; Day 3: Students will review the plant terms by playing Plant Jeopardy

    (teacher-created PowerPoint). Working with a partner, students can

    select various leveled texts about trees, plants, and seeds. They will be given a plant word checklist to go on a “Vocabulary Hunt” (see attachment:

    “Vocabulary Hunt”) within their selected texts. Students will then do a 5-minute journal free-write about plants.

    ; Day 4: Students will review vocabulary today by playing Plant Taboo (choose a vocabulary word card and try to describe it to a partner). They will then make connections today as they think about various life cycles throughout nature (At this point they have already learned about the life cycles of butterflies, pumpkins, and apples). They will then choose one other life cycle and use a comparison matrix to identify the similarities and differences between this cycle and the life of a plant. They will have access to the text, From Seed to Plant, to use as a reference. Finally,

    they will respond to a 5-minute journal prompt: “Why are plant processes


    ; Day 5: Students will take a post-assessment on plant processes and parts. This will be an indication of where the students are. When students finish, they will be given free reading time with any of the available plant texts. During this time, I will work with students individually to have them explain their classification of terms on the post-assessment. They will finish the lesson with a 5-minute journal prompt: “Why are plants


    ; Day 6-8: The final activity will involve creating an imaginary plant. Students will create their own plants, label the plant parts using vocabulary words from the unit, and explain the life cycle of their plants. ; On Day 6, students will receive a graphic organizer to plan their ideas.

    They will also receive a rubric explaining the project expectations.

    They will choose a computer programsuch as Kidspiration,

    Appleworks, or Kidpixto create their final product. (All programs

    have time been introduced by this time).

    ; On Day 7, students will have work time in the computer lab. They can

    use their graphic organizers to create their final projects. ; On Day 8, the students will share their projects with the class. They

    will self-assess using the Final Project Rubric; I will also assess them

    using the same rubric. Projects will be displayed as a celebration of

    the students’ hard work.

    Pre- and Post-Assessment: Plant Terms

    (Template in Kidspiration)

    Name: _________________________ Date: ______________

Learning Goal: Classify terms relating to the passage From Seed to Plant

    utilizing the T-chart below.

    Plant Parts Plant Processes

    Word Bank

    stem petal pollen germinate pistil

    stamen grow seed coat root ripen protect

    Concepts/Terms Classification Rubric

     4 3 2 1

    Classification Student Student Student Student concepts/terms classified 100% classified 90-classified 70-classified less

    of 99% of 89% of than 69% of

    concepts/terms concepts/terms concepts/terms concepts/terms Justification of Of those Of those Of those Of those

    classified classified classified classified classified concepts/terms correctly, correctly, correctly, correctly,

    student logically student logically student logically student logically

    justified justified justified justified less

    classification of 90-99% 70-89% than 69%

    concepts/terms. classification of classification of classification of

    concepts/terms. concepts/terms. concepts/terms.

    Kid-Friendly Concepts/Terms Classification Rubric

     4 3 2 1

    Classification I put all the I put most of I put some of I put a lot of concepts/terms words in the the words in the words in words in the

    right the right the right wrong

    categories. categories. categories. categories.

    (100%) (90-99%) (70-89%) (69% and less) Justification of I can explain I can explain I can explain I can’t explain

    classified why I put all why I put most why I put some why I put some concepts/terms the words in of the words in of the words in of the words in

    the correct the correct the correct the correct

    categories. categories. categories. categories.

    (100%) (90-99%) (70-89%) (69% and less)

    Selected Vocabulary:

    (I chose at least 5 words to use in my project)

    stem petal pollen germinate pistil

    stamen grow seed coat roots ripen protect

    Final Project Rubric

     4 3 2 1

     I used all I used most I used some I didn’t use the

     Vocabulary of selected selected selected selected

    Plant Life Cycle vocabulary vocabulary vocabulary on vocabulary

     words correctly words correctly my plant, but it words correctly.

    on my plant. on my plant. wasn’t always


     I clearly I explained the I tried to I couldn’t

     explained the life cycle of my explain the life explain the life

     life cycle of my plant. I showed cycle of my cycle of my

    Explanation of plant. I showed that I plant. I showed plant. I showed

    Plant Life Cycle that I understand this that I that I need

    understand this topic. understand more time to

    topic well parts of this understand this

    enough to teach topic. topic.

    it to someone


    This is how I feel about the plant unit: ____________________________



    Vocabulary Hunt

    Look through the books about trees, plants, and seeds.

    Whenever you find one of the vocabulary words, check

    it off your list.

; Stem

    ; Petal

    ; Pollen

    ; Pollinate

    ; Germinate

    ; Pistil

    ; Stamen

    ; Grow

    ; Seed

    ; Coat

    ; Root

    ; Ripen

    ; Shoot

    ; protect

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