Native Plants – Grade 4/5 Unit Plan

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 Education​: 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 People’s 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 plants’ 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 today’s goal is for the students to identify as many local plants as they can within the allotted time.

Explain the rules:

1. Stay within the boundaries
2. Don’t pick any plants
3. 3. Have fun

Explain and model the game procedure:

1. Read the clue from the plant cue card
2. Show the matching plant information card. Students will read the information card to learn about the plant, its growing conditions and adaptations
3. Look around (without moving from the area for the demonstration) to locate the plant
4. Show the plant photo card to confirm that you found the correct plant

Directions for the activity:

1. Each team will be given the matching clue and information cards
2. They will search for the plant described on their cards
3. Once they find the plant, they will return to the picnic table or blanket and determine the matching plant photo card
4. They will show the 3 cards to the teacher to verify they correctly identified the plant
5. If they are correct, they will write the clue number and the plant name on their scavenger hunt sheet, and will then receive cards for a new plant
6. If they are incorrect, they will try to identify the plant again with the help of some additional search tips provided by the teacher.
7. 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:

1. Answering reflection questions in their science journals
2. Confirming that they know the identity of their plant samples using classroom references, then placing their plant sample in between folded newspaper to be 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 “sandwich” 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 instructions 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

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; 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 Arts​:
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.

Art​:
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 ‘branded’ 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 ‘introduction’ 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 ‘wanted’ poster (for those nasty invasive plants); a ‘lost’ 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: ​Research a Native Plant and Create a Monograph​ ​(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. ‘researcher’, ‘artist’, ‘scribe’, 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.

References 

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 Teacher’s 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).  Plants of Coastal British Columbia including Washington Oregon & Alaska – Revised. Lone Pine Publishing: Vancouver, Canada. 

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.pdf 

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 plants 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

*** PDF with assessment and scavenger hunt info****

Appendix – Native Plants