This unit plan integrates science with visual arts and dance to teach first grade students about the plant life cycle. Students will study lessons on how plants grow and change during their life cycle. They will learn the main parts of a plant and do activities like planting seeds and observing their growth. Assessments include observing student discussions, exit slips, worksheets, and performances. The unit addresses state standards for visual arts, dance, and science.

1. Unit Mapping Chart
MTE/534 Version 5
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University of Phoenix Material
Unit Mapping Chart
Title: Let’s Talk About Plants
Grade level: First
Time required:
Theme: Plant Life Cycle
Unit overview:
Let’s Talk About Plants! A great thematic unit that integrates content subjects into Visual Arts and
Dance. Within this unit students will about the Life Cycle of Plants. Students will study different
lessons about how plants grow to how plants will change during their life cycle.
Essential questions for the unit
1. How do plants grow?
2. How do plants change during their life cycle?
3. What are the main parts of a plant?
Art disciplines
Visual Arts and Dance
Subject the art discipline is integrated with
Science
Art standards
Provide the elementary visual or performing arts standards that the unit addresses.
VA.CR.2.1a
1. Explore uses of materials, tools, approaches (such as using elements of modern art,
applying artistic ideas from diverse cultures, etc.) to create works of art or design.

2. Unit Mapping Chart
MTE/534 Version 5
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VA.CR.2.1b
b. Demonstrate safe and proper procedures for using materials, tools, and equipment while
making art.
DA.CR.1. Kb Explore a variety of locomotor and non-locomotor movements by experimenting with
changes in body, effort, shape and space.
Integrated content standards
PO 1. Communicate observations with pictographs, pictures, models, and/or words. (See M00-
S2C1-02)
PO 2. Identify that plants and animals need the following to grow and survive:
• food • water • air• space
PO 1. Describe that most plants and animals will grow to physically resemble their parents.
PO 3. Describe changes observed in a small system (e.g., ant farm, plant terrarium, aquarium).
PO 3. Predict results of an investigation based on life, physical, and Earth and space sciences
(e.g., animal life cycles, physical properties, Earth materials).
Lesson name Activities and skills Assessments Resources
List the contributing
team members.
Include a variety of assessment types.
“What do Plants Need?”
By: Gwendolyn Willis
Students will listen to
teacher read aloud
“The Tiny Seed” by
Eric Carle, followed
by a class discussion.
Students will then
work in groups to
plant their seed in
various conditions
and give a
hypothesis. Students
will complete an
original artwork
depicting a plant’s
needs using multiple
art concepts.
Formative assessment: Observation of group
work, class discussion/participation, and
completion of hypothesis statement.
Summative assessment: Exit slip about plant
needs and original artwork.
“The Tiny Seed”
book by Eric Carle
“How do Plants Change
during their life cycle?”
Sorting game with
how plants change
Formative Assessment: Exit ticket

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By: Carmi Green
during their life cycle. Summative Assessment: Group assessment.
Students will create their own performance of
how plants change during their life cycle.
“The Parts of a plant”
By: Mary Blackmon
Students will identify
the main parts of a
plant (roots, stem,
leaf and flower) by
locating each part on
a live plant and
labeling those parts
on their worksheet.
Formative Assessment: Teacher will observe
students as they identify the parts of a flower
Summative Assessment: As students
complete their worksheet the teacher will
check off the parts of the flower that they
have labeled correctly