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Integrated Unit Plan: Grow it, Study it, Eat it!

Year: 3,4,5,6

Level 2/3

Curriculum Areas: English, Science & Technology

Achievement Objectives:
Level Two
Science: Life processes

Recognise that all living things have certain requirements so they can stay alive.
English: Structure

Organises and sequence ideas and information with some confidence.


Technology: Planning for practice

Develop a plan that identifies the key stages and the resources required to complete an outcome.
Level Three
Science: Life processes

Recognise that there are life processes common to all living things and that these occur in different ways.
English: Structure

Organises and sequences ideas and information with increasing confidence.


Technology: Planning for practice

Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.
Key Competencies:
Using language, symbols and text: Students will be reminded to recognise the key language, symbols and texts that are used in procedural writing and other
areas of learning.
Participating and contributing: Students will be reminded to balance the roles and responsibilities in their groups. Have them refer to the Cooperative Group
Role Cards: http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf
Managing self: Students will be reminded that during lessons where they work individually, they need to manage themselves to stay on task and not distract
others. To use their time wisely and to act independently before asking for help.
Thinking: Students will need to think about the success criteria and what it is that is required of them. Students can think about how they can be creative in their
work. Students will need to think about high order and low order questions that they can ask during the learning process.

Values:
Innovation, inquiry, and curiosity:Students will be given the opportunity to think critically, create
and reflect on their learning.
Ecological sustainability:During this unit, students will constantly be caring for their tomato plant.
They will have created a procedure on how they are going to care for it and who will care for it
when they are absent. Students will also have the opportunity to share how they could care for the
environment just like they care for their tomatoe plant.
Integrity: In this unit students will have to learn to be responsible for looking after and caring for
their tomato plant. They must remember to follow their procedure on how they are going to look
after it.

Prior Knowledge:

Think-pair-share strategy

Cooperative role cards

Think-pair-share buddies

Student Inquiry Planner


Continued Learning:
Students will continue to grow and care for their tomatoe plants. The class will then move onto the Study it stage where they will explore the different parts of plants, their importance and what they are used for. Finally when students reach the Eat it stage they
will be creating small tomatoe packs that will then be given to families in need. These packs will include a procedure on how to plant tomatoe seeds, a packet of tomatoe seeds, information about tomatoes (how they are good for you, what they can be used for,
recipes using tomatoes) and a bible verse hand picked from each student. Students will finally explore the importance of giving and how they can give in other ways.
Enriching Areas: Service Learning: Towards the end of the unit students will create small packs that have information about how to grow a tomatoe plant,
what tomatoes are used for, how they can be used, and what health benefits they have. These packs will also contain packets of tomatoe seeds and a
procedure for planting them. Finally the packs will then be given to families in need and students will explore the importance of giving.

Biblical Links: Inside the tomatoe packs will include a bible verse that each student would have
chosen to go into their pack. This verse will not just be plucked from the bible but students will
need to explain why they chose that bible verse and how could it be important to someone else.

Differentiation: During the lessons students may often be doing work that is different from others. The work that is given to them will be work that is suited to
their learning level.
Assessment:
Diagnostic: In lesson 1 students were asked to compare and contrast a procedural text and then discuss the key ideas they they found that make a good procedure. From this lesson I am assess how well they can pick out the key ideas and how much they
know about procedural writing.
Formative: Ongoing questions are asked throughout each lesson to assess how well they know something. Questions are evident in each lesson. In lesson 2 all students brainstorm a certain area of procedural writing. This helps me to assess how well they
have retained knowledge about procedural writing.
Summative: In lesson four students are asked to write their own procedure of how they are going to care and grow their tomatoe plant. They then need to use the checklist for procedural writing to make sure they have fulfilled the success criteria.

Learning Intentions and Success Criteria

Whole class/teaching strategies/ DATs

Lesson 1
LI - I am learning to compare and contrast two/three procedural texts so that I can
recognise key features within the texts.
SC - I can recognise a title, the object of the procedure, a list of ingredients, materials
or equipment, a diagram or photo, the instructions or method for the process and the
risks that may occur.

(10mins) Ask the class if they know what a


procedural text is and the purpose of a procedural
text. Ask when do we use a procedural text.

Key Competency - Using language, symbols and text: Students will be reminded to
recognise the key language, symbols and texts that are used in procedural writing.

(10mins) Discuss the video and why the cookie


monster was unable to make the sandwich
correctly.
Students Think Pair Share how they would have
explained to the cookie monster how to make an
egg sandwich.
Discuss key ideas that could have been used to
explain the procedure of making an egg sandwich.

(5mins) Watch video:


https://www.youtube.com/watch?v=-3w8sE72wmE

Kamo Kamo - Level 2

Paukena - Level 3

Plenary

Teacher
Follow -Up

Students read two


procedures comparing
and contrasting each one
against each other.
- Resource 1 - Jonah's
procedure
- Resource 2 - Sarah's
procedure

Students critically read three


procedures comparing and
contrasting each one against
each other.
- Resource 1- Jonah's procedure
- Resource 2- Sarah's procedure
- Resource 3 - Sallys procedure

Discuss key
features they
noticed was in a
good procedure.
Ask what were
some of the
differences
between the
examples. Ask
what makes a good
procedure. Allow
students to share
what procedure
they thought
worked best.

Teacher will view


students comics and
select a few to show
the whole class on
the projector for the
next lesson

(5mins) Explain that students will work in groups of


3 to compare and contrast two or three procedural
texts.

Homework: Each
student will need to
bring an empty
glass jar in for the
next lesson.

(20mins) Refer to group work


(10mins) Whole class again - Show students how
to use comic life on the class iPads
(20mins) Students create a procedure comic life on
how to make a sandwich and share the final
product on the class google drive

Lesson 2
LI - I am learning how to follow a procedure to marbleize my jar.

I am learning how to follow a procedure to plant a tomato seed in my jar.


SC - I can follow a procedure to plant a tomato seed.
Key Competency - Participating and contributing: Students will be reminded to
balance the roles and responsibilities in their groups. Have them refer to the
Cooperative Group Role Cards:
http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf

(5mins) Show comic life samples from last lesson


(5mins) explain - Using the key features (object of
the procedure, list of equipment, materials or
ingredients, diagram or photo, instructions/method,
risks) of a procedure we are going to brainstorm
how to plant a tomato seed.
(10mins) Split class into four groups. Each group
receives an A3 paper and felts.
Group 1 Level 2: Brainstorms equipment and
materials needed to plant a tomato seed.
Group 2 Level 3: Creates a diagram for planting a
tomato seed.
Group 3 Level 3: Brainstorms clear and concise
instructions for planting a tomato seed.
Group 4 Level 2: Brainstorms risks that may occur
when planting a tomato seed.

Display all brainstorms and diagram. Discuss their predictions


and finalise a procedure for planting a tomato seed. Display
the final procedure on the board.
Students return to their desks and begin to plant their seeds
independently following the finalised procedure on the board.
Teacher Note: All equipment will be in a designated spot in
the classroom. Students will need to follow their procedure
and if they need a certain tool they can go get it then return it
when they are finished with it.

How were you able


to plant your
tomato seed? What
steps did you need
to take? What
materials did you
use? Do you think
we may have
needed different
materials? Was this
procedure an easy
procedure to
follow?

(20mins) refer to Group work


(10mins) Teacher demonstrates how to use
Animoto on iPads
(40mins) Students independently plant their
tomato seeds and take photos with their iPads
to begin creating an Animoto animation of the
procedure to planting

Lesson 3

(10mins) Recap previous learning about the

Once the Student Inquiry Planner is signed off by a teacher,

Students pair up

Teacher to view all

LI - I am learning to research ways about caring for my tomato plant.


SC - I have filled out and have had a teacher sign my Student Inquiry Planner. I have
found out that my tomato plant will need sunlight and water to grow.
Key Competency - Managing self: Students will be reminded that during this lesson
they need to manage themselves to stay on task and not distract others. To use their
time wisely to research and to act independently before asking for help.

features of a procedural text. Refer to the


procedure about how to plant a tomato seed.
(5mins) Ask what are our next steps. How are we
going to make this tomato seed grow?

students may begin to research how they are going to care


and help their tomato seed grow.
They will continue to fill out the rest of their Student Inquiry
Planner.

according to year
students Animoto
level eg. level 2
work and give written
have to share their feedback.
findings with a level
3. Students should
already know their
pair-share buddy.
Altogether, the
class discusses the
common things that
are needed to help
their tomato seeds
grow. Inform the
class that in the
next lesson they
will write their own
procedure on how
they are going to
care and help their
tomato seed grow.

In pairs students work


together to create their
own procedure on how
they will care and grow
their tomato seeds.
Students must use the
procedural text checklist
to make sure they have
achieved all the
requirements.
Resources:

Checklist for
Procedural
Writing (level 2)

Go over success
criteria. What did
you forget? What
have you missed
out? What needs to
be finished for next
time? If you gave
your instructions to
someone else
could they follow
them? Why? Why
not? Discuss in
pairs.
Can we care for the
environment just
like we care for our
tomato plants?
How?

(25mins) Students are given a Student Inquiry


Planner to fill out and have signed before they can
research how to care and grow their tomato seed.
(30mins) students finish their Animoto from
previous lesson and upload to class google drive
(10mins) show some students Animoto work to the
class
(10mins) Show students how to use iMovie to
prepare for the next lesson

Lesson 4
LI - I am learning to write a procedure on how to care for my tomato plant.
SC - I can write a procedural text. I can write a title, the object of the procedure, a list
of ingredients, materials or equipment needed, draw a diagram or show a photo, write
step-by-step instructions or a method for the process and recognise the risks that may
occur during the procedure.
Key Competency - Managing self: Students will be reminded that during this lesson
they need to manage themselves to stay on task and not distract others. To use their
time wisely to research and to act independently before asking for help.
Thinking: Students will need to think about the success criteria and what it is that is
required of them. Students can think about how they can be creative in their work.
Students will need to think about high order and low order questions that they can ask
during the process.

(10mins) Recap previous learning and follow up on


how to use iMovie.
(10mins) Brainstorm what the common factors
were for caring and growing their tomato plant.
(5mins) Explain that students will create their own
procedure using their findings from the previous
lesson for how they are going to care and grow
their tomato plants.
(15mins) Discuss the five key features (object of
the procedure, list of equipment, materials or
ingredients, diagram or photo, instructions/method,
risks) they will need to use when creating their own
procedure.
Add in one more feature to their procedure: Who
will care for my plant when I am absent?
Explain how the students will create an iMovie on
the iPads sharing their procedure
(20mins) refer to group work
(30mins) Students create their iMovie and share to
the class google drive remind students to export
movie as a low quality so it does not take a long
time to upload

Changes made and elements added


Ezera Used unit plan as a base outline
Cameron Used timed Sequencing for lesson
Mike - Used Teacher follow up for the end of each lesson
Added an element of digital technology to each lesson
All lessons are now based on taking 1hour and 30mins and to be over 2 periods to enable the use of technology

Individually, students will use the


key features of a procedural text
to create their own procedure on
how they will care and grow their
tomato seeds.
This work will be done in their
writing books.
Students must use the
procedural text checklist to make
sure they have achieved all the
requirements.
Resource:

Checklist for Procedural


Writing (level 3)

Teacher to view
students videos and
make sure it lines up
with their plans and
give written feedback
Choose a few
interesting videos to
share with the class

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