Metcalfe 6
In The Garden Unit
By: The Problem Solvers
Andrea Aldrich
Stephanie Earle (Sinclair)
Renee Heinz
Ashley Metcalfe
In The Garden
Table of Contents
· Section One: Unit Information
-Unit Title
-Target Grade Level
-Key Generalizations
-Michigan Curriculum Framework References
-Changes to the classroom environment for unit
-Introductory Activity to the Unit
-Closing Activity/Assessment to the Unit
-Summative Assessment to Unit (complete with rubric with point break down)
-Resources for classroom during Unit.
· Section Two: Unit Lesson Plans
-Unit Overview Activity Chart
-Senses Lesson Plan
-Diversity In The Garden Lesson Plan
-How Things In A Garden Grow Lesson Plan
-What Are The Parts Of A Flower Lesson Plan
-Literature Circles Lesson Plan
-Soil Lesson Plan
-Rock ‘N’ Roll Lesson Plan
-Who’s In The Garden Lesson Plan
-You’re Buggin’ Me Lesson Plan
-Plants Need Food Too! Lesson Plan
-What is Germination Lesson Plan
-Daytime and Nighttime Garden Lesson Plan
-Greenhouse Effect Lesson Plan
-Math Lesson Plan
-Squirmy Worms and Their Compost Piles! Lesson Plan
Unit Title: In The Garden
Target Grade Level: Third Grade
Key Generalizations: What elements of earth science: rocks, soil, day/night; life science: senses, photosynthesis, animals, bugs, parts of a flower; and physical science: greenhouse effect, growing a plant, compost piles, and germination; go into creating a functional garden?
Michigan Curriculum Framework References: MCF I, CS1, E1 Generate reasonable questions about the world based on observations; MCF I, CS1, E2 Develop solutions to unfamiliar problems through reasoning, observation, and/or experiments; MCF I, CS 1 E3 Manipulate simple mechanical devices and explain how they work; MCF I, CS1, E5 Develop strategies and skills for information gathering and problem solving; MCF I, CS1, E6 Construct charts and graphs and prepare summaries of observations; MCF II, CS1, E1 Develop an awareness of the need for evidence in making decisions scientifically; MCF II, CS1, E2 Show how science concepts can be interpreted through creative expression such as language arts and fine arts; MCF II, CS1, E4 Develop an awareness of an sensitivity to the natural world; MCF III, CS2, E1 Compare and classify familiar organisms on the basis of observable physical characteristics; MCF III, CS2, E3 Describe life cycles of familiar organisms; MCF III, CS2, E4 Compare and contrast food, energy, and environmental needs of selected organisms; MCF III, CS2, E5 Describe functions of selected seed plant parts; MCF III, CS4, E2 Explain how physical and/or behavioral characteristics of organisms help them to survive in their environments; MCF III, CS5, E2 Explain common patterns of interdependence and interrelationships of living things; MCF III, CS5, E3 Describe the basic requirements for all living things to maintain their existence; MCF III, CS5, E4 Design systems that encourage growing of particular plants or animals; MCF IV, CS1, E1 Classify common objects or substances according to observable attribute; MCF IV, CS1, E2 Measure weight, dimensions, and temperature of appropriate objects and materials; MCF IV, CS2, E2 Prepare mixtures and separate them into their component parts; MCF V, CS1, E2 Recognize and describe different types of earth materials; MCF V, CS1, E3 Explain how rocks and fossils are used to understand the history of the earth
Any changes to the environment for the unit: The very first thing that would need to be done for this unit would be to make sure that the desks are arranged in groups of four. If there are extra desks, make a few groups of five with the extras. The bulletin board in the classroom should have a garden scene displayed on it complete with all the following aspects: flowers, bugs crawling in the dirt, on plants, and flying through the garden, animals placed in appropriate locations in the garden, a sun, soil, and rocks. There should be many different models in the classroom that will spark questions for the students such as a completed Ant Farm for the students to observe, the Butterfly Pavilion should be set up and hanging in a corner of the classroom, etc. The books used in any lessons should be pulled and displayed on the front bookshelf in the reading/library area of the classroom. Lastly, there should be many props placed around the classroom that go along with the Garden theme such as plants that are full grown that also are going to be used in lessons for the unit, a small watering can on the teacher’s desk to hold pens, pencils, etc., and the gardening hand tools can be displayed on the teacher’s desk or in front of the room for students to look at during the unit. Other props relating to the theme can be brought in throughout the unit as the teacher sees fit to introduce them to the students.
A fun and interesting introductory activity: To introduce the In The Garden Unit to the class, the teacher should have the following materials prepared: paper plates or 8 x 11 pieces of paper with pictures of the following topics on the front the Greenhouse Effect, the Senses, a picture of a flower, the word “Photosynthesis,” a few different animals that can be found in the garden (squirrel, mouse, bird), a picture of a plant (such as a bean plant), a picture or drawing of dirt, a picture of or the words “Day and Night,” the word “Germination,” a few different bugs that can be found in the garden (lady bug, bee, worm), a picture of some rocks, a picture of a compost pile (if you use paper, make sure they are laminated). The backs of the plates or papers should had a short definition or explanation of what each word or picture is so that the students will get an idea of what the picture is or what the word means. Arrange the students in two groups and have them work together as a group to place the plates or pictures in order of what they think is the most important aspect to the least important aspect of a functional garden. The students must be able to describe to the teacher why they believe the pictures should go in the order they have placed them in. Next have the second group go and explain their order and their thinking. Once each group has gone and explained their thinking, explain to the students that throughout the course of the unit they will be able to learn about each of these aspects of the garden and be able to fully understand why each aspect is important to a functional garden.
A closing activity which will stick with students: As a closing activity to the unit the class will be creating a garden. An area at a teacher’s home or a local business or farm/nature center can be identified and prepared for the students to use. They will work together as a class to identify any possible problems that the area may have when creating a functional garden and work out alternatives or solutions to the problems they may encounter. The students will use the information that learned throughout the unit to discuss which animals or bugs found in the location can help or be harmful to their garden and what they can do to prevent or encourage the animal or bugs’ presence in the garden. The students will write down any and all of the problems that they found at the site as well as any optimal areas that they find at the site. They will not only identify all these aspects, but they will write them down as well as their solutions to the problems. The students will write down the different steps they will take to create a functional garden. They will use the knowledge they gained throughout the unit while coming up with these steps. The students will decide as a class what they will do with any vegetables or fruit that they grow in the garden.
Ideas/Notes about unit Summative Assessment: The students will turn in a copy of their ideas about what problems and what good aspects they identified at the site. They will also turn in the steps that they came up with to create a functional garden. The students’ work will be graded upon the following criteria: Evidence of applying knowledge from the 12 main ideas (see Key Generalization) from the unit when identifying problems or optimal conditions at the site. 45 points. Details about why each concept is either a problem or optimal condition using knowledge gained throughout unit. 25 points. Clear steps to be taken when creating a functional garden must be written down and identified by the students. 30 points.
Notes about List of Resources:
· http://www.urbanext.uiuc.edu/insects/ - “Let’s Talk About Insects.” An interactive website talking about the different types of bugs and how each are classified.
· http://www.urbanext.uiuc.edu/firstgarden/fundamentals/index.html - “My First Garden: Gardening FUNdamentals.” A great websites for students to use when thinking about planting their own garden at the end of the unit.
· Cherry, Lynne. How Groundhog’s Garden Grew.
· Cole, Henry. Jack’s Garden.
· Ward, Jennifer & Kenneth Spengler. Over In The Garden.
· Hoberman, Mary Ann & Jane Dyer. Whose Garden Is It?
· George, Lindsay Barrett. In The Garden: Who’s Been Here?
· Gibbons, Gail. From Seed to Plant.
· Spilsbury, Louise & Richard. Plant Parts (the Life of Plants).
· http://www.backyardnature.net/botany.htm - “Backyard Plants.” An informative website on plants.
· http://www.bbc.co.uk/schools/revisewise/science/living/06_act.shtml - Great interactive site with information about how plants grow, what they need to grow, and much more!
· http://school.discovery.com/schooladventures/soil/ - “The Dirt on Soil.”
· http://www.hhmi.org/coolscience/vegquiz/index.html -“Plants Part Salad.” Match the pictures with the name of the plant part.
Lesson Order
/ Overview of Activities / Science Area and Type of Lesson1 / “Senses”
What do you think people use when they are observing something that is unfamiliar? Do you think they use only one thing?
The students will discover ways in which the five senses can be used for observing everything. The students will hypothesize what an object is through touch but without sight. / Life Science
Centers/Stations Lesson Plan
2 /
Diversity In The Garden
Social Studies lesson on diversity relating diverse people to diverse plants in the garden. / Social Studies Lesson3 / “How Things In A Garden Grow!”
What does a plant really need to grow?
The students will discover how plants grow and what they need to grow. / Life Science
Child’s Book Lesson Plan
4 / “What Are The Parts Of A Flower?”
How do plants and flowers get started?
The student will investigate and explore the different parts of a flower and analyze the process of pollination. / Physical Science
Child’s Book Lesson Plan
5 / Literature Circles
Read Bug Muldoon: The Garden of Fear as a class and participate in Literature Circles. / English Lesson
6 / “Soil”
What’s in soil?
The student will investigate soil and determine how soils are different. The student will compare the soil types given and assess which soil is from which ecosystem. / Earth Science
Centers/Stations Lesson Plan
7 / “Rock ‘N’ Roll”
What types of rocks are found on our Earth?
The students will know how to classify rocks in the orders of the rock cycle: sedimentary, metamorphic, and igneous. They will understand how each rock forms and that the rock does not stay that way forever. / Earth Science
Centers/Stations Lesson Plan
8 / “Who’s In The Garden?”
Which animals live in the forest? Which animals live in the garden? Which animals can live in both? Why?
The students will classify who and what animal would most likely be found in the garden verses the forest or both. / Life Science
Child’s Book Lesson Plan
9 / “You’re Buggin’ Me!”
What kinds of bugs are found in the garden?
The students will determine the types of bugs that are found in the garden and then examine more information about them based on their center activities. / Life Science
Centers/Stations Lesson Plan
10 / “Plants Need Food Too!”
How do plants get their food and what do they need?
The students will explore the different components involved in photosynthesis then go through the process and finally apply their knowledge on a photosynthesis worksheet. / Life Science
Technology Lesson Plan
11 / “What is Germination?”
What do plants need to be able to grow?
The students will discover the process of germination and investigate what is needed for proper plant growth. / Physical Science
Technology Lesson Plan
12 / “Daytime and Nighttime Garden”
What’s different about our garden from daytime to nighttime?
The students will know what plants and animals are active in the garden in the daytime and at night through their experience with the interactive website and from applying it to their research projects and through observations of each other’s research projects. / Earth Science
Technology Lesson Plan
13 / “Greenhouse Effect”
Why do you suppose that knowledge and understanding of the greenhouse effect is important to us and to plants?
The student will be able to construct his/her own replica of a working greenhouse. The student will also be able to discover the importance of greenhouse gases on Earth. / Physical Science
Child’s Book Lesson Plan
14 /
Math Lesson
Creating bar graphs using collected data. / Math Lesson15 / “Squirmy Worms and Their Compost Piles!”
Our gardens contain many things, but what do you suppose the soil in our garden is made from?
The students will investigate earthworms and develop their own questions to be answered. The students will also examine, using technology, our gardens tiniest recyclers and then construct their own compost pile from the information they have gathered. / Earth Science
Technology Lesson Plan
Name: Ashley Metcalfe