Suggested Backwards-Design Unit Planning Template

Modified from Wiggins/McTighe Understanding by Design (2011, 2012) by Kim Marshall, May 2013

Unit Title: Plants

Teacher and section: Laurie Fultz-Ritchie/CI room
Length and timing of unit: 4-5 weeks

1. State/Common Core standards and school mission-related goals that will be addressed (verbatim):
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

2. Important facts and key concepts students will learn Students will know
the basic needs of plants: air, water, nutrients, space, and light
the major structures of plants: stems, roots, leaves, flowers, fruits, and seeds
plant characteristics: edible parts, physical traits,
life cycle: germination, growth, and the production of flowers and seeds
distinct environment

3. Skills, processes, and habits of mind student will be able to use Students will be skilled at
Identifying parts of a plant and stages of the life cycle of a plant.
Their ability to observe closely.
Their ability to use new vocabulary when discussing plants.

4. Big ideas/enduring understandings students will fully grasp Students will understand that
Plants have basic needs (including air, water, nutrients, space, and light) for energy and growth.
Illustrate the major structures of plants (including stems, roots, leaves, flowers, fruits, and seeds).
Plants can be classified according to their characteristics.
Plants have life cycles (including germination, growth, and the production of flowers and seeds).

5. Likely misconceptions and misunderstandings Students may think that

Seeds are all inside, grass and trees dont have seeds, seeds wont grow if taken from a fruit.
Seeds are small objects (macaroni macaroni will grow if planted)
Trees, grass, vegetables, weeds are not plants.
Plants are not alive
Plants get their energy from the soil through roots.
Plants take in all substances they need to grow through their roots.
Leaves take in water.

6. Essential questions (in provocative, student-friendly language) Students will keep considering
What do plants need to live and grow?
 What are the parts of a plant?
How can you group plants?
How do plants grow and change?

7. Transfer: long-term, independent accomplishments Students will be able to use what they learn to
recall that plants need air, water, nutrients, adequate space, and light to grow and be healthy.
label the major structures of a plant
classify plants according to their characteristics (environment, edible, non-edible, physical traits).
summarize and illustrate the stages of the life cycle of a plant.
explain that a distinct environment means plants can survive only in environments in which their needs
can be met.
recognize drawings or diagrams of plant parts and whether they would survive in the environment.

8. Assessment: Pre-assessment of prerequisite knowledge and skills, on-the-spot checks for understanding,
quizzes, tests, and prompts to assess student learning during and after the unit, and a performance task with an
exemplar of proficient work and a scoring guide Students will demonstrate their understanding by

KWL Chart In a whole group, discuss what the students know and want to know about plants.
Illustrate and label the parts of a plant.
Student Observations Recorded in a Science Notebook Students will be given opportunities to observe
plant growth and record their observations in their science notebooks.
Teacher Observations- During investigations record anecdotal records about the students knowledge and
participation in growing and working with plant materials.
Dissect a seed and label its parts.

9. Lesson-by-lesson calendar of key learning events: Lectures, mini-lessons, read alouds, independent reading,
films, website exploration, field trips, discussions, debates, partner or small-group work, student presentations,
reports, journals, reflections, in-class assessments, written reports, essays, research, and homework.

1. Hand out a sheet of paper and have students fold it into two halves. On one half of the paper, have them
draw and label a plant that theyve seen at home or school. On the other half of the paper, have students
write or draw about how new plants are started. E
2. Call students to the carpet. Show students a Venus Fly Trap or cactus plant. Discuss what the students
know about plants, writing their responses on a KWL chart. Use questions to lead the discussion. (ex. Are
plants alive? Where do plants come from?) Watch ETV video How Plants Grow. H
3. Read Plantzilla (author: Jerdine Nolen) and discuss how the main character takes care of Plantzilla. Then
discuss how we take care of plants. H, E
4. Introduce the Essential Questions: What do plants need to live and grow? What are the parts of a plant?
How can you group plants? How do plants grow and change? Where do plants live? What helps plants
grow? W
5. Introduce key vocabulary as needed.(stem, roots, leaves, flowers, fruits, seeds, etc)E
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6. The students will be using the South Carolina Foss Kits and Scott Foreman Science Books to study
plants. Introduce the Class Plant Calendar to record the daily growth of their plants. R
7. Demonstrate how to plant seeds. Then students plant fast growing Brassica Seeds.
8. Observe and record Brassica Growth or lack of growth using the plant calendar. R
9. Read science stories: What Do Plants Need? E
10. While waiting for the Brassica plant to grow, soak bean seeds in water (4 hours) and then dissect the bean
to observe parts of a seed. R
11. Students record their observations in science notebooks. R
12. Students plant a miniature lawn in a cup of soil using rye grass seeds and alfalfa seeds. They compare the
growth of the two plants over time.
13. After the two kinds of plants have grown tall, students can cut the lawn to simulate mowing. They
observe what happens to the two kinds of plants. R
14. Using plant cuttings, students are challenged to make new plants from the stems of the mature plants. R
15. Students cut white potatoes into pieces and plant them in soil. Watch ETV video Plant Lifecycles. After 2
weeks students observe the results and discuss the role of potato eyes in producing new plants. R
16. Students observe garlic or onion bulbs and plant them in a cup with a bit of cotton to hold them in place.
After two weeks, students may take their bulbs home to plant where they can observe them grow. R
17. Discuss plant parts that are edible. Teacher brings carrots, radishes, potatoes, celery, lettuce, cabbage,
corn, sunflower, berries, etc. Students classify plants according to their edible parts. Watch ETV Video
Plant Parts We Eat: Leaves and Flowers. R
18. At the conclusion of the unit, students review their science notebooks. E-2
19. Possible assessments: Have students draw and label the parts of a plant. Have students group plant
pictures according to their characteristics. Have students sequence plant picture cards according to the
lifecycle of a plant. Students could write in their science notebook about what theyve learned. E-2

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 Monday Tuesday Wednesday Thursday Friday
2-KWL4-Essential
1-Assess student
Questions3-read
7-plant
aloud
Brassica
Plantzilla
seeds 6-class
8-observe
plant calendar
seeds and 6-class
10-dissect
plant calendar
bean seed6-class plant calendar
knowledge of plants in cups record information

12-plant rye grass seeds 6-class

8-observe
plantand
calendar
record 6-class
12-observe
plantand
calendar
record 6-class
8-observe
plantand
calendar
record 6-class
12-observe
plantand
calendar
record 6-class plant calendar
and alfalfa seeds information of information of rye information of information of rye
Brassica seeds grass seeds and alfalfa Brassica seeds grass seeds and alfalfa
seeds seeds

4
13-cut lawns (rye grass 6-class
8-observe
plantand
calendar
record 6-class
15- observe
plant and
calendar
record6-class
8-observe
plantand
calendar
record 6-class
15-observe
plantand
calendar
record 6-class plant calendar
seeds and alfalfa seeds) information of information on cut information of information on cut
Brassica seeds and potatoes pieces Brassica seeds and potatoes pieces
plant cuttings plant cuttings
Day 1 Create an anchor chart about What Living Things Need
Covers objectives: 2,4,5,6 ( Plants v. Animals)
Discuss things that we need to live in
comparison to what plants need to live
Discuss types of plants we know, look around
the school/ room
Talk about the importance of
feeding( watering) plants
Water plants/ record data
Day 2 Go outside and explore our ecosystem
Covers objectives: 2,4,5,6 Observe various types of plants in our ecosystem
Discuss what we see, smell, touch, hear
Record data and draw pictures in journals

Day 3 Create an anchor chart over What Plants Need, Have,

Covers objectives: 2,4,5,6
Day 4
Covers objectives: 2,4,5,6
Can & Are
Discuss what we observed from going outside
and exploring
Have students use the cards with visual pictures
on them to decipher between food and plants
Discuss in detail using vocabulary terminology
about specific things that plants need/have/can&
are
Refer back to the What Plants Need, Have, Can & Are
Anchor chart
Sorting activity of plants v. foods
Discuss the difference and similarities amongst
the two
What plants do you eat?

Day 5 Introduction to the parts of a plant

Covers objectives:2,3,4,7 I can eat a WHOLE plant! activity
Provide students with the foods celery,
broccoli, carrot, seeds, and leaves to perform
the activity
Provide students with visual model of the plant
parts

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Day 6 Further discuss the parts of plants
Covers objectives: 2,3,4,7 Sorting parts of plant activities
Review I can eat a WHOLE plant! activity
Observe our own plants and observe the plants
parts we see

Day 7 Exploring how water travels through leaves activity

Covers objectives: 2,4,5,6,7 Students will work in collaborative groups and use
the scientific method to predict, hypothesis, and
record data of how water travels through leaves.

Day 8 Observe our leaves and discuss how the water traveled
Covers objectives: 2,3,4,5 through the leaves
Discuss how plants absorb water/ food similar/
differently than we do
Observe our plants and record data in our
notebooks

Day 9 Discuss the life cycle of plants

Covers objectives: 2,3,4
Show students a mini video clip of the
germination/ life cycle process of plants
Read mini story of the life cycle of plants
Discuss how our life cycle is similar/ different to
plants

Day 10 Continue with discussing the life cycle of plants

Covers objectives: 2,3,4,6 Re-read mini stories over the life cycle of plants
Students complete life cycle of plants activities, by
placing each step in order

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Day 11 Students will discover the parts of a flower
Covers objectives: 2,3,4,5,6,7 through dissecting the flower into individual parts
Use vocabulary terminology
Label the parts of the plant/ record data

Day 12 Plant parts war card game

Covers objectives: 2,3,4,7
Involves recalling, recognizing, and
classifying plant parts, and vocabulary
terminology
Play in collaborative groups
Water plants and record data

Day 13 Create our own plant

Covers objectives: 2,3,4,5,6,7
Create the plant using play-dough/shaving
cream
Next, draw and label the plant created onto
paper
Use plant part terminology to describe the
parts of the plant

Day 14 Finish the creation of our own plants

Covers objectives: 2,3,4,5,6,7 Continue to use vocabulary terminology
Water plants and record information

Day 15 Complete the KWL chart about what we have

Covers objectives: 2,3,4,5,6,7,8
learned throughout the plant unit
Students will go outside and explore
They will use plant vocabulary to describe
parts of plants that they observe (formative
assessment)

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