Our Mystery Garden!Our Mystery Garden!

Done by:Jasmine Chong

Lydia Hong Amanda Liew Isabella OngSerena Teo

Curricula UnitCurricula Unit

• Unit Title:

Garden PlantsGarden Plants• Grade Level: Years old

• Topics Covered: Science, Mathematics, Language,

Moral

Brief Summary:Brief Summary:

• Garden Plants– Parts of the plant– Life cycle– Conditions for plants to

survive– Know how to plant and

care for plant

Teaching Goals:Teaching Goals:

Children will know how to plant and care for at least one plant

Children will be able to identify the different garden plants

Children will be aware of the things and tools that help the plants grow better

Children will be able to know the characteristics of different plants

Text and MaterialsText and Materials

Garden filled with plants

Different Materials & Equipment for gardening

} CRP:

} tap into

} community

Books

Internet Resources

Professional Help

Universal Design for Universal Design for Learning (UDL)Learning (UDL)

Multiple ways of assessment:– Setting different ways where children can express

their understanding

Multiple pathways to get information across– Different activities to help children learn something

Different teaching methods and materials– Using various materials

Teacher and children can benefit

Culturally Responsive Culturally Responsive Pedagogy (CRP)Pedagogy (CRP)

Definition:•Recognizes, respects and use students’ identities and background as meaningful resources for creating optimal learning environment

Setting of high yet realistic goals

Activities challenge children but ensures success

Make the most out of the environment an materials available

Stage One-Desired Stage One-Desired ResultsResults

Children will understand that:Plants are living things and have basic needs in order to survive

Sunlight, air and water!

Plants grow differently under different conditions

How plants reproduce

Plants respond to changes

Essential QuestionsEssential Questions

How are plants similar or different to us?

How do we help keep plants alive? What make plants alive?

[comparison to cars]-how do we know plants are alive?

What keep plants alive?

Essential Questions Essential Questions (cont’)(cont’)

Why is there a need for plants to reproduce?

What roles does a plant play in the garden?

Do plants eat & do you know how? Why do plants respond to changes?

Essential Questions Essential Questions (cont’)(cont’)

UDLUDL– Help guide information processing– Highlight critical features, big ideas and

relationships [between plants and us]– Recap and recall background knowledge

Learning ObjectivesLearning Objectives

Parts of plants

That plants are living thing

Life cycle of plants

Responses to change

Things needed for plants to survive

PerformancePerformance ObjectivesObjectives

Students will be able to:– Identify the different parts of the plants

and their uses– Recognize plants at its different stages

PerformancePerformance Objectives Objectives (cont’)(cont’)

Students will be able to:– Plant a plant and care for it

• Experimenting with different conditions

•Different kind of seeds (eg. cooked and uncooked, different plants)

•Using different tools

PerformancePerformance Objectives Objectives (cont’)(cont’)

UDLUDL• Aim to provide new knowledge

stage two:assessment evidence

Performance Tasks– Use clay to mould the life cycle of a plant[drawing, paint, collage or sculpting]

UDL:UDL:• Provide varied ways to respond and allow

choices of media for communication • Increase individual choice and autonomy

Assessment Evidence (cont’)

Performance Tasks– Documentation panels – Graph

• Plot graph of plant growth

UDLUDL•Facilitate managing information and

resources•Enhance capacity for monitoring process

Assessment Evidence (cont’)

UDLUDL• Provide alternatives for visual information

–Discussion with mixture of open and closed ended questions

Key Criteria-Key Criteria-final assessmentfinal assessment

Quality of children’s responses during discussion

Children’s progress and growth in understanding of plants– Compare first and last stage of documentation

Journal keeping

UDLUDL• Develop self-assessment and reflection

Final assignment (cont’)Final assignment (cont’)

Shows understanding and is able to mould plants

[at least verbally explain the plant they have molded]

UDLUDL• Cater to children who may not be able

to mould clay

Other EvidenceOther Evidence

Peer evaluation

UDL:UDL:•Foster communication and collaboration

•Develop self-assessment and reflection

CRP:•Group discussion when everyone’s view is taken into consideration

Other evidence (cont’)Other evidence (cont’)

Teacher’s observation

Stage Three-Learning Stage Three-Learning PlanPlan

•WW-How students will know where they are headed and why.– We provide resources, children do their own

research– A flow chart– Learning/specialised corner

Learning plan (cont’)Learning plan (cont’)

•HHow instructor will hook students into engaging in lesson Hands-on activities [planting, sculpting,

research &observation] Field trips

Learning plan (cont’)Learning plan (cont’)

UDLUDL• Provide appropriate tools for composition &

problem-solving• Provide varied ways to interact with materials

UDL& CRP• Increase individual choice and autonomy

Learning plan (cont’)Learning plan (cont’)

•EEvents can students experience to make ideas and issues real? Hands-on activities Experiments Field trips Observations

Learning plan (cont’)Learning plan (cont’)

•RR-How will you cause students to reflect, rethink and or to dig deeper into the core ideas? Discussions Research & Findings Experiments Plot graph of plant growth

Learning plan (cont’)Learning plan (cont’)

UDLUDL– Alternatives for auditory and visual

information

Learning plan (cont’)Learning plan (cont’)

•EE-How will students exhibit their understanding about their final performance and exhibits?– Able to do an art work of the life cycle of a

plant– Documentation panels– Discussion

The end!The end!

Why wasn’t I mentioned?...