Topic: Science

Plants

Theme/Strand: Uses for

Developed by: Leanne Phillips, Meagan Elderkin, Marlene Gaunce

Grade level: 3
Universal Design for Learning
Representation
1.1 I will present information information on plant products via Smartboard.
1.3 I will show the sounds of various plant growing materials
I.3 Students will have better understanding of the relationship of plant usefulness to humans. This will
support help their memory.
2.1 I will allow students options for finding definitons
3.1 I will create a context map to activate prior knowledge
3.2 I will highlight critical features, big ideas, and relationships to increase student comprehension.
Students will more likely remember doing the activity.

Action and Expression

Students will create definitions of various plants uses through a matching activity.
Means of navigation through examining bark, sap, seed/flower, roots, stem/trunk and leaves.
Students will place plant names with the types of products they help to make
II.6 Students will manage the information they have been given matched with current knowledge, and
attempt to place plant parts into categories with their corresponding products.
Students will utilize paints to create a picture.
II.4 Students have an opportunity to do an action that would require slight physical movement.
Identifying items in the yogurt dish will provide options for expressive skills.
II.5 Students will be able to utilize their problem solving skills.
Engagement
7.1 7.2 I will have students will use various plants to create water colour paint.
This will give them hands on use of a flower product to create a picture to suit their individuality and
pique their interest.
8.4 Students will be able to match plants with their plant products
III.9 Students will be assessed verbally, through matching tasks, and receptively.
7.3 Painting a picture allows:
Students individual choice. As well as, reducing threats and distractions.
9.3 Students will be able to self-assess and reflect on their own ideas of the items in the yogurt dishes.
This fosters collaboration and communication among group members, as well as the entire class. This
will also increase their effort and persistence in mastery-oriented feedback.
III.9 This provides options for self-regulation to compare their thoughts to those of their groups, and then
to the class.

Outcomes
GCO: Uses for Plants
SCO: 102-13 Students will be expected to identify parts of different plants that provide humans with
useful products, and describe the preparation that is required to obtain these products and how our
supply of useful plants is replenished
Students will be able to:

name various plants that are converted into useful products for people.
say the process of creating a product made by a plant.
know how plants grow.

Assessment (formative/summative, self/peer)

What prior data is informing your instruction?
APK - students will be asked what they know about what products are made from plants.

What assessment strategies will measure the learning from the outcomes?
Students will be broadly tested on prior knowledge of products made from plants with APK context
activity.
Students will be asked to check for understanding throughout presentation made by instructors.
Students will be asked to try to match definitions with labels based on keywords, and item descriptions.
Students will be asked to self-assess based on answer key given at the end of previous activity.
Students will be asked to try to match plants with their plant products. Entire class will help to come to
the correct conclusion.
Students will be asked to paint a picture using paint derived from plant (each group will make paint
themselves) to show a plant and its usefulness to humans.
Students will be asked to determine what is required for plant growth.
They will hear and observe each of the four yogurt containers to help the student identify basic needs for
plant life.

Timeline / Elaboration
Before (APK)
_2_m
Focus Question
The students will be asked to consider what products derive from plants. They will be given a moment to
consider before context map begins
During
_23_m
Activity #1
1. Once the students have been asked to consider what products are derived from plants (and which
plants), the students will be called on randomly to give their best guess to answer the question. We will
do this activity for approximately 1 minute.
2. I will present information on the six major products that come from plants on PowerPoint. Information
will be presented on the Smart board, and the students will be given checks for understanding
throughout the presentation. This should take approximately 2-3 minutes.
3. Students will be asked to form into small groups. They will be given an envelope with two separate
piles: definitions & labels. They will be asked to match the definitions with their labels, and will be given
2 minutes to do so.
4. I will have written the six major product labels on one of the whiteboards, with sticky tack lining
downwards under each label. The class will be told that one member from each group will come up at
the same time, and stick their labels and matching definitions under the correct products. They will be
given 3 minutes to organize themselves, and stick them up.

Required Materials, Tools and Technology

Previously made Flower Water colours

Paper towel
Paper
Paintbrush
Worksheet for chart on plant uses
Definitions and plant labels for each group (of 4-5)
Envelope to put labels and definitions in
Sticky tack for the white board
4 yogurt containers
yellow ball
seeds
soil
water

Special Concerns
Concern that paints made the day before may be too watery and may not hold the dye for the following
day.
Students may spill their flower paint so tables should be protected with paper rollout.
Smartboard not working on the day of the lesson then we will use the whiteboard.
Groups will be created to support the best learning environment for each learner. Todays grouping will
be selected randomly. The material is not based on ability.

Differentiation
Activities meet almost all MIs and Learning Styles. Students get to manipulate materials, Interact in
groups, problem solve, listen, and move around. Questioning techniques will be used by I to encourage
high order thinking.
In-Class Support
Checks for understanding will be performed prior to starting activities, throughout presentation, and
during the activities. During the activities, I will be moving around the room and checking in more
discreetly to ensure the students needs are being met.
I will circulate throughout the room to ensure student success.
Cross-curricular Connections
- k-2 visual arts outcome mixing colours - Choose from a variety of art media to express a feeling, to
communicate a message and represent people, places and objects.
- k-5 (D1) health education curriculum use, misuse, and abuse of materials as we will be discussing
medicines
- K-3 ELA participate in conversation, small-group and whole-group discussion; understand when to
speak, and when to listen
- K-5 music sound (3.6.2 share ideas and feelings
about each others responses to
music)

Reflection
- Spatial and kinesthetic learners have the opportunity to create an objects which may help their
understanding of the topic
- Lesson covers the English language arts outcomes as well as visual arts, health, and music.
-Lesson enables students to demonstrate their learning in multiple ways.
-Lesson enables students to practice leadership and social skills