Plant Parts & Plant Growth Literacy Project

Shanda M. Vankirk
Plant Parts & Plant Growth Literacy Project
Missouri Southern State University

Plant Parts & Plant Growth Literacy Project

The literacy project below was created for a first grade classroom over the topic of plant
parts and plant growth. The purpose of this project is for students to be involved in an in depth
learning experience that will teach them about plants.
This project includes a large variety of classroom activities that will benefit students
learning. The content text set is a list of sources that can easily be used to teach this topic. It
includes picture books, newspaper and magazine articles, non-fiction texts, poems, graphics,
and apps. The word sort is intended to help students determine what plants need to survive
and the four major parts of a plant. The self-awareness chart is another important part of plant
instruction. It helps students assess themselves on how well they know the vocabulary words
for the topic. Next, the QAR, Question Answer Relationship, activity will make students think
critically about the specific questions asked about a text. There is a graphic organizer that
students can complete while they hear the vocabulary words in a text. The notetaking activity
will help students identify the various stages of the plant life cycle. The shared reading activity
will keep students engaged in the picture book, The Tiny Seed, in which they will discover what
plants need to survive. Finally, the performance tasks are designed for teachers to assess their
students knowledge and understanding of the unit.
The following standards are included in this literacy project:
CCSS.ELA:
"Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the
categories represent." -CCSS.ELA-LITERACY.L15A

Plant Parts & Plant Growth Literacy Project

"Identify new meanings for familiar words and apply them accurately (e.g., knowing
duck is a bird and learning the verb to duck)." -CCSS.ELA-Literacy.L.K.4.a

"Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on kindergarten reading and content." -CCSS.ELA-Literacy.L.K.4

"Ask and answer questions about key details in a text read aloud or information
presented orally or through other media." -CCSS.ELA-Literacy.SL.1.2

"Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text." -CCSS.ELALiteracy.RI.1.5
"Add drawings or other visual displays to descriptions when appropriate to clarify
ideas." -CCSS.ELA-Literacy.SL.1.5

With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question. -CCSS.ELA-LITERACY.W.1.8
The following content standards are included in this literacy project:
"Identify the basic needs of most plants (i.e., air, water, light)." - GLE 3.1.A.b
"Sequence the stages in the life cycle (for a plant) of seed." -GLE 3.1.B.1a
Predict and investigate the growth of plants when growing conditions are altered (e.g.,
dark vs. light, water vs. no water). -GLE 3.1.a.1c

This project demonstrates how to effectively teach first grade students about plant
parts and the plant life cycle. They will think critically and participate in various activities and
tasks.

Plant Parts & Plant Growth Literacy Project

Content Text Set:

Magazine Articles:
Klepper, E. D., (2009 May). Amazing plants. Texas parks and wildlife. Retrieved from
www.drmattturner.com
This article discusses a few amazing plants. It focuses on unique plants from Texas.
Turner, M., (2008). Why use native plants?. Your address, 30-31.
This article includes pictures and information on climate and its effect of native plants. It also
discusses how native plants adapt to wildlife.
Newspaper Articles:
Curtis, R. (2014, August 10). Bee turns down a balcony garden. New York Times. Retrieved from
www.nytimes.com/blogs/cityroom/2014/08/10/bee-turns-down-a-balcony-garden
This article tells a short story of a husband and wife's experience with a bee. They saw a bee
near their balcony and then the bee decided to leave without pollinating their flowers. The
article goes in to describe what happened next.
Yuan, L. (2014, July 17). A new book explores the art of plants. New York Times. Retrieved from
www.nytimes.com/blogs/tmagazine/2014/07/17/strange-plants-book-folch-studio-zioxla
This article discusses a new book that features beautiful artwork of various plants. The book will
include photography, paintings, and sculptures.
Fiction:
Anne, M. (2014). Lola plants a garden. Watertown, MA : Charlesbridge.
This fictional text tells the story of Lola. In the text she reads a book of garden poems and
decides to plant her own garden. So, she plants a garden, with her mother's help, and watches
her garden grow.

Plant Parts & Plant Growth Literacy Project

Cole, H. (1997). Jack's garden. New York, NY : Greenwillow Books.

This fictional text shows readers how Jack's backyard garden grows over time. The borders have
labeled drawings of gardening tools, insects, birds, and flowers. This will increase student
vocabulary as they read this text.
Spurr, E. (2012). In the garden. Atlanta, GA : Peachtree Publishers.
A young boy plants a few seeds in the dirt, not knowing what will happen. As time passes, he
sees that something amazing is happening to the seeds. This would also make a wonderful
introductory book for a plant unit/lesson.
Nonfiction:
Brenda, L. (2006). Time for kids: Plants. New York, NY : HarperCollins Publishing.
This book is full of information, including 30 fun facts about various plants. This book also shows
the plant cycle through real pictures that students will enjoy.
Fowler, A. (2001). From seed to plant. Chicago, IL : Children's Press.
This nonfiction text will appeal to young readers. It also shows the life cycle of plant through
pictures and text that describes the stages of plant growth.
Kristin, B. R. (2014). Seed to plant. Washington, DC : National Geographic Children's Books.
This text is more interactive with young readers. As they read they will be able to build upon
background and take a quiz at the end. The text is also written as a dialog, so it asks students
questions that they can think about as they read.
Poem:
Jordan, R. Life of a plant.
This simple rhyming poem will be easy for young students to learn and recite. The poem
describes plant needs, the plant cycle, and plant growth.
Graphic/Visual:

Plant Parts & Plant Growth Literacy Project

Plant Parts. (2005). [This diagram shows a picture of a flower and each part is labeled]. Retrieved from
www.ed101.bu.edu/studentdoc/archives/spring05/fsdavis/plant%20diagram.htm
Picture Books:
Carle, E. (2009). The tiny seed. New York, NY : Little Simon Publishing.
This picture book tells the story of a tiny seed and its journey. The book follows the seed's life
until its death. This would be a great text to introduce the life cycle of a plant.
Bonnie, W. (2007). Oh say can you seed? : All about flowering plants. New York, NY : Random House.
This picture book is very informational for young readers. This text follows Cat in the Hat and his
adventure of examining each part of various plants. It describes each part of the plant and
briefly discusses photosynthesis, pollination, and seed dispersal.
Websites:
Junior master gardener. (2014). Retrieved from www.jmgkids.us
This website includes information and activities for 8 chapters. The chapters include plant
growth and development, soils and water, ecology and environmental horticulture, insects,
fruits, vegetables, and life skills. Students also gain strong vocabulary development on this site.
Kids gardening. ( 2014). Retrieved from kidsgardening.org
This website is very interactive and informational. It includes gardening activities for students as
well as lesson plans and resources for teachers.
Apps:
Learn about plants. (2012). Media Fusion.
This is a free app that students can use. It includes various videos, games, and information of
plants. Students can even grow their own virtual plant in the app.

Plant Parts & Plant Growth Literacy Project

Word Sort:
APA Reference:
Fowler, A. (2001). From seed to plant. Chicago, IL : Children's Press.

Standards:
"Identify the basic needs of most plants (i.e., air, water, light)."
- GLE 3.1.A.b
"Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories
represent."
-CCSS.ELA-LITERACY.L15A

Directions:
Each group will get the categories below work together to sort the words they are given into
each category. Each group will share with the class how they sorted their words.
Plant Parts:

Plant Needs:

Root
Stem
Leaves
Bud
Petal
Seed

Water
Sun
Minerals
Air
Space

This word sort would be a great tool to use as a formative assessment to check prior knowledge
before starting a unit on plants, or it could be used as a formative assessment after reading the
poem cited above.

Plant Parts & Plant Growth Literacy Project

Vocabulary Self-Awareness Chart:

APA Reference:
Fowler, A. (2001). From seed to plant. Chicago, IL : Children's Press.

Standards:
"Identify the basic needs of most plants (i.e., air, water, light)."
- GLE 3.1.A.b
"Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a
bird and learning the verb to duck)."
-CCSS.ELA-Literacy.L.K.4.a
"Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on kindergarten reading and content."
-CCSS.ELA-Literacy.L.K.4

Directions:
1.
2.
3.
4.
5.

Think about the list of words you have written in the first column
Put a + next to each word you know well. Give an example and definition of the word.
Place a check next to any words for which you can write only a definition or give an example.
Place a ? next to words that are new to you.
Add any other words you think are important to know.

You will use this chart throughout the unit. By the end of the unit should have the whole chart
completed. Please write in pencil so you can correct it throughout the unit.
Word

Plant

Seed
Minerals
Bud
Stem
Soil

Example
Sally waters her
plant.
I found a small
seed on the
sidewalk.

Definition
A young, living
organism (trees,
bushes, etc.)
grown from the
ground.

Plant Parts & Plant Growth Literacy Project

Petal

This activity has multiple benefits. It allows teachers to see where students' vocabulary is
before, during, and after a plant unit. Students will be motivated to complete this selfassessment because they get to add their own words and see their growth throughout the uit.

Plant Parts & Plant Growth Literacy Project

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QAR:
APA Reference:
Kristin, B. R. (2014). Seed to plant. Washington, DC : National Geographic Children's Books.

Standards:
"Identify the basic needs of most plants (i.e., air, water, light)."
- GLE 3.1.A.b
CCSS ELA Standards:
"Ask and answer questions about key details in a text read aloud or information presented
orally or through other media."
-CCSS.ELA-Literacy.SL.1.2
"Know and use various text features (e.g., headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a text."
-CCSS.ELA-Literacy.RI.1.5

Directions:
I will ask you the following questions. Make sure you answer them completely and use the
book to support your answer.
IN THE TEXT
Right There questions (2)
(think who is, where is, list, when
is, how many, when did, name,
what kind of-Remember that the
answer will be in one location in
the text)

Think and Search questions (2)

(require students to "search"
through the entire passage they
read to find information)

Question

Answer

1.What is a plant?

A plant is a living thing that grows and changes,

just like you. (Page 4).

2. What do plants need in order to grow?

Soil, Water, Food/Nutrients, Sunlight, Air, and

Space. (Page 14)

1.What is the difference between a seed

and a seedling?

A seed hasn't begun to grow, but a seedling is a

growing seed that has a shoot, or bud, starting to
grow. (Page 10-11).

2.Compare how fruits and vegetables are

grown.

Fruits and vegetables both grow from seeds.

(Page 23).

Plant Parts & Plant Growth Literacy Project

IN YOUR HEAD
Author and You questions (1)
(require students to answer with
information not in the text;
however, students must read the
text material to understand what
the question is asking then use the
information from the text and
explain what you know or have
experienced)
On Your Own questions (1)
(can be answered with
information from the students'
background knowledge and do not
require reading the text.)

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1. Based on the author's explanation of

roots growing bigger, thicker, and
stronger, why do you think plant roots
need to be so strong and big? Show me
the page in the book that helped you
come to your answer.

I think plants need big, strong, and think roots so

they can get more nutrients to the rest of the
plant. The strong roots will also protect the
plant from strong winds and animals from taking
the plants out of the ground. On page 15 the
picture shows water and food going into the big
roots, that's why I think the plant needs big roots
to bring the whole plant the food it needs.

1. How could you benefit from planting

different plants? What do you know
about plants that would help you grow
plants?

I could plant a garden with my parents or

grandparents. Then, we could save money by
not going to the store. It wasn't hard for us to
grow our bean plants in class, so I think it would
be easy to plant a garden at home and grow
fruits and vegetables.

Rubric for Author and Me:

4

Student states why they think

plant roots grow thicker,
stronger, and bigger. They
discuss the nutrients that
pass through the roots. They
also use a page in the text to
support their answer.

Rubric for On My Own:

4
Student states how they
would benefit from planting
various plants. They also
mentioned a previous
experience they have had
with growing plants.

Student states why they

think plant roots grow
thicker, stronger, and
bigger. They don't discuss
the nutrients that pass
through the roots and
they don't include a page
number to support their
answer.

Student doesn't state why

they think plant roots grow
thicker, stronger, and
bigger. They don't discuss
the nutrients that pass
through the roots and they
don't include a page number
to support their answer.

Student states they would

benefit from planting
various plants, but doesn't
link it to previous
experience.

Student states a previous

connection or experience
with growing plants, but
doesn't state how they
could benefit from
planting various plants.

Student states why they

think plant roots grow
thicker, stronger, and
bigger. They discuss the
nutrients that pass
through the roots. But,
they don't include a page
number of the text to
support their answer.

Student fails to answer

either question.

I would use this strategy in my classroom for multiple reasons. It requires students to go back
and look at the text at a deeper and more meaningful way. They are also learning to use the
text to support their answers. I would use this strategy when I'm teaching a subject that's fairly
new to my students because it allows them to learn the new information at a much deeper
level.

Plant Parts & Plant Growth Literacy Project

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Graphic Organizer:
APA Reference:
Fowler, A. (2001). From seed to plant. Chicago, IL : Children's Press.

Standards:
"Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a
bird and learning the verb to duck)."
-CCSS.ELA-Literacy.L.K.4.a

Directions:
As you read, From Seed to Plant, complete the following graphic organizer by filling in the petals
with the vocabulary words we have talked about. You can write the parts of the plant that you
read about and the needs of plants.

Stem
Leaf
Roots
Petal

Vocabulary
Words

Flower

Water

Air
Nutrients

Plant Parts & Plant Growth Literacy Project

This graphic organizer would be great to use with students. It allows them to fill
in the petals with the important vocabulary words. I would sue this type of
organizer when my students are first learning how to use graphic organizers
because it is simple enough they can fill it in and not be overwhelmed.

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Plant Parts & Plant Growth Literacy Project

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Notetaking
APA Reference:
Bonnie, W. (2007). Oh say can you seed? : All about flowering plants. New York, NY : Random
House.

Standards:
"Sequence the stages in the life cycle (for a plant) of seed."
-GLE 3.1.B.1a
"Add drawings or other visual displays to descriptions when appropriate to clarify ideas."
-CCSS.ELA-Literacy.SL.1.5

Directions:
After we read Oh Say Can You Seed? All About Flowering Plants as a class, we will complete the
notes below as a class by drawing a picture of each stage in the plant life cycle. We will look
back in the book to make sure we draw the correct picture for each stage.

Life Cycle Stage:

SEED

ROOT

The seed grows a small root.

Picture:

Plant Parts & Plant Growth Literacy Project

SPROUT
The roots grow and the seed is just
coming out of the ground.
SEEDLING

The roots take hold and the plant

comes out on the top of the soil.

STEM

The bud grows a stem and a couple

leaves.

LEAVES

The bud grows taller and has 4 leaves

on the stem.

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Plant Parts & Plant Growth Literacy Project

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GROWTH

The plant grows more from the sun and

water. It now has many leaves.

BLOOMING/FLOWERS

The plant has grown tall and now has

flowers.

This Cornell style of notetaking would be a great way to introduce my students to.
Since they aren't able to write detailed notes, they can draw pictures that tell
them the same key information is an easy, effective way.

Plant Parts & Plant Growth Literacy Project

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Shared Reading:
APA Reference:
Carle, E. (2009). The tiny seed. New York, NY : Little Simon Publishing.

Standards:
Identify the basic needs of most plants (i.e., air, water, light).
Science, 3.1.A.1b
Predict and investigate the growth of plants when growing conditions are altered (e.g.,
dark vs. light, water vs. no water).
-Science, 3.1.a.1c
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
-CCSS.ELA-LITERACY.W.1.8

Directions:
The first column is quoted word for word from the text. The second column is the "think aloud"
that I would use when reading this part of the text. Finally, the last column explains the
strategies included in the second column.

Text

Book Cover

It is Autumn. A strong wind is

blowing. It blows flower
seeds high in the air and
carries them far across the
land. One of the seeds is tiny,
smaller than any of the

Think Aloud

Strategy

The cover has a picture of a

flower. I wonder if we will
learn about how flowers
grow.

This think aloud involves

predicting the text and using
the visual cues of the cover.

Lets start reading and find

out if my predictions are
correct.

Students will be motivated

and engaged to start reading
so they can confirm or reject
their predictions.

I also wonder where the

seed are blowing to and what
will happen when they land
somewhere. Maybe they will

Students will be curious about

what will happen to the
seeds; which will motivate
them to listen and be engaged
in the rest of the story.

Plant Parts & Plant Growth Literacy Project

others. Will it be able to keep

up with the others? And
where are they all going?

land and start growing.

18

Prediction is also used- Maybe

they will land and start
growing.

This think aloud demonstrates

Another seed lands on a tall
the questioning strategy-Why
and icy mountain. The ice
I wonder why the seed
cant the seed grow on the
never melts, and the seed
cannot grow on the mountain.
mountain? It also
cannot grow. The rest of the
Maybe the seed needs
demonstrates the inferring
seeds fly on. But the tiny seed something to survive that isnt
strategy-Maybe the seed
does not go as fast as the
on the mountain.
wouldnt get what it needs to
others.
survive on the mountain.

The sun shines. Rain falls. The

"I think the seed needs
seeds grow so round and full
water, rain, and air to grow
they start to burst open a
because after the sun shines
little. Now they are not seeds
and it rains, the seed grows
anymore. They are plants.
into a plant."
First they send roots down
into the earth. Then their
"Plants have roots to hold
little stems and leaves begin
them down, but I wonder
to grow up toward the sun
what the leaves do to help the
and air.
plant live."

All summer long the birds and

bees and butterflies come
visiting. They have never seen
such a big and beautiful
flower.

"Why did the bees visit the

flower? I wonder if the bees
help the flower grow. As we
keep reading we will have to
decide if bees help plants
grow."

During this think aloud I will

model inferring when I infer
that plants need sunshine,
water, and rain to live.
I am also modeling the
questioning strategy that will
help students think about the
possible responses to the
questions.

Again, this think aloud

demonstrates questioning
and predicting strategies.

Using think alouds is a very effective way to introduce students to various reading strategies at
a young age. Modeling how to ask questions, infer, predict, and confirm and/or deny
predictions will help students become familiar with them so they will be able to apply them to
their own individual reading.

Plant Parts & Plant Growth Literacy Project

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Performance Tasks:
Grade: 1st
Plant Parts & Plant Growth
1. Task Overview
The classroom activity will take 25-30 minutes to complete.
The performance tasks will take 30-45 minutes to complete.

2. Classroom Activity
Evidence Statement:
In order for students to complete task 1-creating a neat poster with the correct name labels that identify
the 4 parts of a plant-students will:
1. Be asked to participate in a whole-class KWL chart to assess their background knowledge
about plants.
2. Participate in the shared reading of The Tiny Seed by Eric Carle.
The classroom activity is designed to take place before part 1 and part 2 of the performance
task. The interaction increases students' basic understanding of the topic addressed in the
constructed-response questions and the performance task, helps them access both assessment
stimuli, and prepares students for the tasks.
During the classroom activity, the teacher will assess students background knowledge by
asking students what they already know about plants. Then, they will participate in the shared
reading activity of The Tiny Seed by Eric Carle. During the shared reading the teacher will predict
the types of conditions and needs that plants need to survive. This book will help students learn
how important the environment is to a plants survival. After the book, the teacher will go more
in depth with plant needs and the name of the four parts-roots, stem, leaves, and flower. Then
students will complete the word sort that separates plant needs and parts.

3. Student Tasks 1 and 2

Part 1:
Time: 35 Minutes
Students will use their prior experience of The Tiny Seed, class discussion, and word sort to
create a poster of a plant. On the poster they will write the four plant parts and glue them to
the poster to correctly identify them on the poster.
Part 2:
Time: 25-30 Minutes

Plant Parts & Plant Growth Literacy Project

20

Students will be able to use their poster as they correctly place the stages of the plant lifecycle
in sequential order. As they place the stages in order, they will discuss the parts of the plant in each
stage and briefly describe what happens during each stage.

Scorable products:
Students will not make anything that will be scored during the classroom activity. The poster
on task one will be scored according to the rubric listed below. Task two will also be scored
based on the rubric below.
Teacher Preparation/Resources Required
For task 1, teachers need to have the book, The Tiny Seed, by Eric Carle, the word sort activity
listed previously, and the materials for the poster. The poster materials may include poster
board, markers, crayons, scissors, and glue.
For task two, teachers will need to make copies of the plant stages listed under documents.
They will have to cut them out. They may also chose to color and laminate them.

Teacher Directions
Introductory Classroom Activities (30 Minutes Total)
Step 1: Orientation to the Topic (5 Minutes)
To introduce the topic of plant parts and plant growth, students will participate in a
class KWL chart. After a brief discussion of what students know, discuss that you will
begin learning about plant parts and plant growth.
Step 2: Assessing the Stimuli (25 Minutes)
Complete the shared reading activity of The Tiny Seed. This book is a great way to
introduce the plant parts and needs. As you read the book be sure to use the think
alouds listed in the shared reading activity above. Include the following questions:
Question 1: What do plants need in order to grow?
Question 2: Based on the author's explanation of roots growing bigger, thicker, and
stronger, why do you think plant roots need to be so strong and big?
Question 3: How could you benefit from planting different plants?

Plant Parts & Plant Growth Literacy Project

Students will make the plant poster, correctly labeling the four parts.

Step 3:
The expectations are listed in the rubric.

Student Directions
Part 1
Your Task:
Give students the rubric below and discuss it with them so they know what their first
task is.
Steps to Follow:
1. Get all the materials to make your poster.
2. Draw a picture on your poster of a plant.
3. Make sure you draw all four parts and label them correctly.
4. Turn in your poster.
Directions for Beginning:
You will need to gather the materials you need to complete you poster. Think
about our reading and discussion of The Tiny Seed as you correctly label the
plant parts on your poster.

Resources/Documents:
Below is an example of a completed plant part poster. Of course, in this
assessment there won't be seed or petals labeled on the posters.

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Plant Parts & Plant Growth Literacy Project

Research Questions
Teachers can give students time to research various research
questions about plant parts to discover the function of each. This
activity is more of an enrichment activity since the functions aren't
part of the assessment.
-What do you think leaves do for a plant? Do you think they give
nutrients to the rest of the plant? Why or why not?
-What do you think would happen if there weren't any plants on
earth?

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Plant Parts & Plant Growth Literacy Project

23

Part 2 (30-45 Minutes)

Students will have the opportunity to review their notetaking outline. They will then
create a second poster that includes the 8 stages of the plant life cycle. Students may
use the poster they created in task one as a reference.

Your Assignment
You are going to create another poster, but this time you will be putting the
stages of the plant life cycle in correct order. You need to label each stage and
glue the to the correct stage.
Reference of Source Information-

4. Scoring Rubrics

Scoring Information
The rubrics are listed below:

Teacher Rubric for Task 1:

Poster Criteria

15 Points

10 Points

5 Points

Plant Parts:

Plant is drawn and

colored, showing all
4 parts and is
correctly labeled.

Plant is drawn and

colored; showing 23 parts with 2-3
correct labels.

Plant is drawn and

colored; showing 02 parts with 0-2
correct labels.

Appearance

Neatly drawn,
colored, and glued.

Some parts are

neatly drawn,
colored, and glued.
Other parts are
sloppy.

The entire poster is

sloppily drawn,
colored, and glued.

Total Points:

30

20

10

Plant Parts & Plant Growth Literacy Project

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Student Rubric for Task 1:

Name:______________________

Score : ___________

Student Checklist:
Did I write all 4 parts of the plant?

Did I put the labels in the correct place?

Did I draw, color, write and glue my poster neatly?

30 Points: Poster includes the plants roots, leaves, stem, and flower with the
correct labels. The poster is neatly drawn, colored, and glued.
20 Points: The poster includes 2 to 3 parts of the plant with labels. Most of the
poster is neatly drawn, glued and colored.
10 Points: The poster has 1 to 2 parts of the plant drawn and labeled. The poster
and is sloppily drawn, colored, written, and glued.
0 Points: The poster was not started or completed.
Comments:

Plant Parts & Plant Growth Literacy Project

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Teacher Rubric for Task 2:

Points
Possible

20

15

10

0-5

Life Cycle:

All 8 parts of
the life cycle
are glued in
the correct
place and
labeled
correctly.

6-7 parts of
the life cycle
are glued in
the correct
place and
labeled
correctly.
Some parts
are neatly
colored and
glued. Other
parts are
sloppy.

3-5 parts of
the life cycle
are glued in
the correct
place and
labeled
correctly.
The entire
poster is
sloppily
drawn,
colored, and
glued.

0-2 parts of
the life cycle
are glued in
the correct
place and
labeled
correctly.

Appearance

Neatly colored
and glued.

The project
was not
completed
or turned in.

Plant Parts & Plant Growth Literacy Project

26

Student Rubric for Task 2:

Name:______________________

Score : ___________

Student Checklist:
Did I write all 8 stages of the plant clife cycle?

Did I put the labels in the correct place?

Did I color, write, and glue my poster neatly?

20 Points: Poster includes all 8 stages of the life cycle. The poster is neatly
colored, written, and glued.
15 Points: The poster includes 6-7 parts of the life cycle are glued and labeled
correctly. Most of the poster is neatly drawn, glued and colored.
10 Points: The poster has 3-5 parts of the life cycle correclty glued and labeled.
The poster is mostly sloppy.
0 Points: The poster was not started or completed.
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