By Connor & Anne
Native Plants
Grade 4 Unit Plan
Introduction
This unit will introduce students to the biodiversity of plants on the south coast of British Columbia. The unit incorporates guided nature walks and observations, class discussions, plant dissections, Indigenous knowledge, scientific drawings, and visual arts. The unit will help students become familiar with native plant species so that they can recognize, and name them at a later time. The unit will also help students recognize which types of plants can grow successfully together in particular habitats, and how they are used by local First Peoples. This information will help the students plan and create a native plant garden at their school.
Curricular Connections
This lesson meets the following components of the B.C. Grade 4 Science Curriculum:
Big Idea
- All living things sense and respond to their environment
Curricular Competencies
Questioning and predicting
- Demonstrate curiosity about the natural world
- Identify questions about familiar objects and events that can be investigatedĀ scientifically
- Make predictions based on prior knowledge
- Identify questions about familiar objects and events that can be investigated scientifically
Planning and conducting
- Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate
- Make observations about living and non-living things in the local environment
- Collect simple data
Processing and analyzing data and information
- Experience and interpret the local environment
- Identify First Peoples perspectives and knowledge as sources of information
- Sort and classify data and information using drawings or provided tables
Evaluating
- Identify some simple environmental implications of their and othersā actions
- Demonstrate an understanding and appreciation of evidence
Applying and innovating
- Contribute to care for self, others, school, and neighbourhood through individual or collaborative approaches
- Cooperatively design projects
Communicating
- Represent and communicate ideas and findings in a variety of ways, such asĀ diagrams and simple reports, using digital technologies as appropriate
- Express and reflect on personal or shared experiences of place
- Communicate ideas, explanations, and processes in a variety of ways
Curricular Content
- Sensing and responding: Plants
First Peopleās Principles of Learning
- Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits and the ancestors
- Learning involves generational roles and responsibilities
- Learning recognizes the role of Indigenous knowledge
- Learning is embedded in memory, history and time
Cross Curricular Connections
Big Idea: Social Studies
- The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada Big Idea: Arts Education
- Creative expression is a means to explore and share oneās identity within a community.
Big Idea: English Language Arts
- Exploring stories and texts helps us understand ourselves and make connections to others and to the world
Big Idea: Physical and Health Education
- Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being
Lesson Sequence
Sorry this is super long and annoying to format
Lesson 1 – Nature Walk Scavenger Hunt
Learning Outcomes
- Students will be able to describe what a native plant is and why it is important
- Students will be able to name three plants native to our local environment
- Students will be able to recognize that plants are adapted to their environments in order to meet their needs for survival
- Students will explore a natural environment in a respectful way
Curricular Connections
Science
Big Idea: All living things sense and respond to their environment.
Content: Plants sense and respond to light, touch, water, gravity, etc
Competencies: Demonstrate curiosity about the natural world; Make observations about living and non-living things in the local environment; Experience and interpret the local environment.
Physical and Health Educationā: this lesson gets kids out of the classroom and into a park, allowing them to participate in daily physical activity while exploring their local environment.
Location
This lesson requires an outdoor setting. Suggested locations include nature reserves, parks or anywhere with a diversity of local plant species.
Time
1.5 hours
Prior Knowledge
This lesson builds on content from the Grade 3 Science curriculum which covers biodiversity in the local environment. Continuing to focus on local ecosystems, and the knowledge of local First Peopleās about our ecosystems increases the relevance for students as we explore how native plants are responding to their environment.
Adaptations and Modifications
The lesson is largely self-paced and students are able to work in small groups to complete the scavenger hunt. Ensure that the route and area of exploration is appropriate for any students with mobility issues in your classroom.
Materials
Scavenger hunt printouts (Appendix) ***see PDF at bottom****
Hand lens
Ziploc bags (1 per student)
Small trowels
Scissors
Old newspaper
Scrap cardboard
2 pieces of plywood
Heavy books or weights, or a belt or bungee cords
Introduction
The majority of this lesson occurs outside of the classroom on a nature walk in a local park, On the way to the park, engage the students in discussion about new vocabulary and concepts. Point out native plants as you encounter them to encourage students to begin to make their own observations and discoveries. Highlight the plantsā appearances, names and the environmental conditions in which they are growing.
Main Activity
Once at the park, find a central area with a picnic table, or lay out a blanket. Lay the plant cue cards, information cards and photos on the blanket as the students form groups of 2 or 3 and gather in a semi circle. Discuss what resources plants need to survive. Briefly brainstorm what kind of adaptations plants may have to help them acquire resources. Explain that todayās goal is for the students to identify as many local plants as they can within the allotted time.
Explain the rules:
- Stay within the boundaries
- Donāt pick any plants
- 3. Have fun
Explain and model the game procedure:
- Read the clue from the plant cue card
- Show the matching plant information card. Students will read the information cardĀ to learn about the plant, its growing conditions and adaptations
- Look around (without moving from the area for the demonstration) to locate theĀ plant
- Show the plant photo card to confirm that you found the correct plant
Directions for the activity:
- Each team will be given the matching clue and information cards
- They will search for the plant described on their cards
- Once they find the plant, they will return to the picnic table or blanket andĀ determine the matching plant photo card
- They will show the 3 cards to the teacher to verify they correctly identified theĀ plant
- If they are correct, they will write the clue number and the plant name on theirĀ scavenger hunt sheet, and will then receive cards for a new plant
- If they are incorrect, they will try to identify the plant again with the help of someĀ additional search tips provided by the teacher.
- Keep identifying plants until the time runs out
Students will then carefully collect samples from two of the native plants they identified during the lessons to be pressed and mounted for making a class Herbarium later in the unit. Students need to check with the teacher before collecting any samples. Samples should be small enough to fit on legal size paper. Plants with flat flowers and leaves press better than bulky ones. Students should try to collect enough of the plant to identify it either using scissors to cut from the base or a small trowel to respectfully dig up the plant to include the roots . Samples will be stored and sealed in Ziploc bags.
Closure
Once back in the classroom, divide the class into three groups. Groups will rotate through two activities:
- Answering reflection questions in their science journals
- Confirming that they know the identity of their plant samples using classroomĀ references, then placing their plant sample in between folded newspaper to beĀ pressed and dried
The teacher should supervise the pressing station to ensure that material is not overlapping and that students label their samples with a small piece of paper with their name. Layer the newspaper containing plan samples between sequential sheets of corrugated cardboard. Place the cardboard and newspaper āsandwichā between the two sheets of plywood. Press the stack with heavy books and weights, or bind it using a belt or bungee cords. Leave the plants for 10-14 days to dry.
Assessment
This is an introductory lesson to hook students on native plants. For this reason, we will rely on formative assessment. The teacher will listen and observe as students explore and discuss their observations. The students will answer three of the following reflection questions in their science journals
What was your favourite plant? What was your least favourite plant? What plant adaptations did you learn more about today?
What is your favourite plant adaptation?
What has changed in your thinking about native plants?
Teaching Considerations
In order to confidently lead this lesson, the teacher should visit the nature walk destination shortly prior to the class trip. This will allow the teacher to locate and identify specimens of native plants (see Appendix for resources local to Victoria, B.C., or access your local park website or park board).
This lesson occurs off school property so it will require advanced planning to have the appropriate number of adults for supervision. Clearly outline the boundaries of the area which students are free to explore.
Plant collections should be made sparingly and in accordance with the park guidelines for removing plant material. Rare species should not be removed.
Resources
Plant pressing instructionsĀ https://kidsgardening.org/garden-activities-pressed-flowers-and-leaves/
Lesson 2 – Create Your Own Plant
Learning Outcomes
- Students will use knowledge gained from previous lessons – including knowledge of plant structure, ecosystems, medicinal uses, invasive vs non-invasive, how plants sense and respond to their environment – to create their own plant and design a related seed packet/wanted poster/lost poster/etc
- Students will develop their reading and writing skills, as well as their creative and artistic abilities
- Students will gain experience cooperatively designing projects and working collaboratively
Curricular Connections
Scienceā:
Big Idea: All living things sense and respond to their environment.
Content: Plants sense and respond to light, touch, water, gravity, etc
Competencies: Demonstrate curiosity about the natural world; Make observations about living and non-living things in the local environment; Experience and interpret the local environment; Identify First Peoples perspectives and knowledge as sources of information; Cooperatively design projects; Transfer and apply learning to new situations; Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate.
Language Artsā:
Students will further their understanding of: how language can be used in creative ways; how text can be used to understand ourselves and make connections to the world; how to access and integrate ideas and information from various sources and prior knowledge to build understanding; and how to transform ideas and information to create original texts, etc.
Artā:
Students will further their understanding of: how to create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play; how to adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences; how processes, materials, technologies, tools and techniques support arts activities.
Location
In the classroom
Time
Two lesson periods (approximately 2-3 hours)
Prior Knowledge
This lesson builds on content from the Grade 3 Science curriculum which covers biodiversity in the local environment. It also builds on content covered in previous lessons in this unit, such as: the distinction between native, non-native, and invasive plant species; the effect of these species on local habitats; the structure of plants; the classifications of plants (scientific names, common names, etc); traditional Indigenous and medicinal uses of plants; the interconnectivity of local plant (and animal) species; and plants as living things that respond to their environment.
Adaptations and Modifications
- Students who struggle with writing may have teachers or more capable students help them with the language arts component (or any other component)
- Students may work alone, in pairs, or in small groups (their preference)
- Students will be given a large degree of choice over what medium they use to represent their invented plant (i.e. poster/pamphlet/web page/packet, etc)
- Criteria for products of this creative project will be co-created with the instructor, and students can modify criteria to suit their needs (with instructor approval)
Materials
- Technological devices for research and creation of project products (iPads, laptops, etc)
- Art supplies (poster paper, scissors, paints/pastels/pencil crayons, etc)
- Books on native/invasive plants for inspiration and ideas
Introduction
Students will be given time to research ways in which plants (either native, non-native, or invasive) are advertised or ābrandedā for presentation to the public. Students will be encouraged to look at seed packages, posters, scientific or artistic representations of plants. Afterwards, the teacher will lead the class in a discussion of what information is commonly provided on the materials or sources researched (i.e. common name, scientific name, medicinal uses, habitat, history, parts/terminology, threats, etc). In doing so, the teacher will begin co-creating a list with the class of this information, which will be used to provide students with inspiration for the main activity.
Main Activity
Students will pick and choose from all they have learned about plants to this point in the unit in order to design their own plant. This plant can be native, non-native, or invasive, but must clearly illustrate features and characteristics of plants commonly found throughout BC or Southern Vancouver Island. They will create not only the physical appearance and structure of their plant (including, of course, those which enable the plant to sense and respond to its environment) but also a profile containing the information on the plant they deem most relevant, interesting, and compatible with the medium they select to advertise their plant (the co-created list mentioned in the āintroductionā section above will serve as a source for what information students wish to include). How students choose to employ their advertisement is up to them. Options include designing: a large seed packet (with a description of the plant, instructions on planting and care, etc); a āwantedā poster (for those nasty invasive plants); a ālostā poster (for native plants at risk or hard to find); a web page (designed to raise awareness about the plant); an art piece (intended to display the beauty of the plant), etc. Students should get as far as they can during one lesson, but will continue on with their project in the subsequent lesson(s).
Closure
After completing their designs, students will take turns giving a short presentation to the class on their invented plant and the related product/advertisement to their classmates. Presentations should include a description of their plant and its characteristics, their reason for choosing it, and their prediction of what would happen if it were unleashed into our local habitat.
Assessment
Students will be assessed on the quality, clarity, and creativity of what they produce in order to showcase the plant they have created. They will also be assessed on how well they convey this information to their classmates during their presentation. The assessment for this activity will be partly summative, but will also include a significant formative dimension as this lesson will serve to prepare students for their final summative assessment on lessons 12 and 13: āResearch a Native Plant and Create a Monographā ā(See rubric in appendix; modify rubric for use in this lesson).
Teaching Considerations
The creative element of this project, as well as the presentation element, may not be ideal for all students. Consider pairing up students who may have certain limitations or reservations with those who you think will be very comfortable in completing this assignment. For students who are especially disadvantaged in certain areas, consider giving them certain roles (i.e. āresearcherā, āartistā, āscribeā, etc) that they will feel comfortable with, or will be able to fulfill to a sufficient degree.
Teachers should also research beforehand what information students might want to include on their final products for this assignment so that they can make the co-creation of criteria go as efficiently as possible.
ReferencesĀ
Bureau of Land Management, U.S. Department of the Interior. (2014). Classroom Investigation Series: Native Plants. Accessed on March 23, 2020 from https://www.blm.gov/sites/blm.gov/files/uploads/IB2015-012_att1.pdf
First Nations Education Steering Committee and First Nations Schools Association. (2016). Science First Peoples Teacher Resource Guide Grades 5 to 9. Accessed on March 23, 2020 from http://www.fnesc.ca/wp/wp-content/uploads/2015/08/PUBLICATION-61496-Science-First-Peoples-2016-Full-F-WEB.pdf
Invasive Species Council of BC. (2012). Invasives in the Classroom: A Practical Teacherās Guide for Intermediate Levels. Accessed on March 25, from https://www.bcinvasives.ca/documents/Teachers_Guide_FINAL_2012_06_14.pdf
KidsGardening. (2016). Pressed Flowers and Leaves. Accessed on March 26, 2020 from https://kidsgardening.wpengine.com/wp-content/uploads/2016/12/KG_gardenactivities-pressedflowersandleaves.pdf
Lohner, S. (2019) Dissect a Flower. Accessed on March 28, 2020 from https://www.scientificamerican.com/article/dissect-a-flower/
Pepin, G. (2000). Native Plants: An Outdoor Scavenger Hunt. Accessed on March 27, 2020 from https://ucnrs.org/host/curricula/plants/nativeplants.html
Pojar, J., & MacKinnon, A. (2004). Ā Plants of Coastal British Columbia including Washington Oregon & Alaska – Revised. Lone Pine Publishing: Vancouver, Canada.Ā
Rizzo, A. (n.d). Thematic unit plan: 4th grade fractions. Accessed on March 25, 2020 from https://alexandrarizzo.weebly.com/uploads/2/5/9/5/25958024/thematic_unit_plan.pdfĀ
UVic Community Mapping Collaboratory. (2016). Plant Profiles – Ethnobotany. Accessed on March 28, 2020 from http://mapping.uvic.ca/section/plant-profiles-ethnobotany
Additional Resources
Tea recipes using native plantsĀ http://www3.sd71.bc.ca/School/abed/resources/teacher/Pages/Plants.aspx#/=
Native plant cards form Strong Nations Publishing company https://www.strongnations.com/store/item_display.php?i=7484
Examples of monographs: https://theherbalacademy.com/wp-content/uploads/2016/12/The-Herbarium-%E2%80%93-Wild-Cherry-Monograph.pdf