Unit Plan Presentation

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Unit Plan Presentation

• By June Mario C. Tolitol
• Kim Marie O. Kiunisala

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Unit Summary

• This unit contains discussions about life and how
  it goes in a process. The topics are plants,
  animals and humans. This unit focuses on the
  basic functions of the topics.

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Unit Foundation (Targeted Content Standards and
Benchmarks)

• 21st Century Skills
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Initiative and Self-Direction
• PELC Learning Competencies
• 1.Observe the different parts of plants
• 1.1 Infer the functions of each part

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• 2. compare plants according to observable
  characteristics of their parts.
• 2.1 Identify similarities and differences
  of plants/plant parts as to
• - color, size, shape
• - size/texture of stems/roots
• - color, shape, size and smell of flowers
  
• - texture and edges of leaves
• - flowering and non-flowering

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• 3. Classify plants according to its common
  characteristics
• e.g. color, size and shape of
  leaves/flowers, size, texture of stem
• 4. Infer that plants and plant parts have many
  uses
• 4.1 Identify the uses of plants and their
  parts
• 4.2 State that plant parts have many uses

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• 5. Demonstrate ways of propagating plants
• 5.1 Observe how plants grow
• e.g from seeds, cutting stems
• 5.2 Identify ways of propagating plants
• 5.2.1 Identify plants that grow from
  seeds, cutting stems, leaves and roots
• 5.3 Describe ways of propagating plants

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• 6. Demonstrate ways of caring for and conserving
  plants
• 7. Practice precautionary measures in handling
  plants
• 8. Apply first aid treatment in cases of
  allergies/skin irritation caused by plants

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Student Objectives/Learning Outcomes

• At the end of Grade III, the learner is expected
  to develop functional understanding and
  application of science and health concepts, basic
  process/thinking skills, and acquire values,
  attitude and practices related to ones sense
  organs, personal health, food, nutrition, growth
  and development, characteristics of plants and
  animals, caring for plants and animals, states of
  matter, heat, light and sound energy, force and
  motion, earth resources and their conservation,
  weather and the sun as source of light and heat.

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• At the end of this unit, the students will
• value and actualize the use of plants to man
• understand its importance to the environment
• design a program to promote the proper way to
  care for plants

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Curriculum-Framing Questions

• Essential Question Do all the people know the
  importance of plants?
• Unit Questions How can we teach and demonstrate
  the plants are important to us?
• Content Questions What are the important features
  of the plants?
• How can we use the knowledge we have about
  plants to have sustainable development?

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Assessment Timeline

• Discussion of project type
• Dish garden/botanical garden
• Grouping
• Planning
• Overview of project

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Students work on projects and complete tasks

• Group work
• Making the dish garden/botanical garden
• Compilation of plants
• Designing the garden

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After project work is completed

• Presentation of garden
• Individual and Group Evaluation

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Assessment Summary

• The assessments used for this unit are all
  process for self-engaging activities. This is
  also a way to be aware on the importance of
  plants in our community. This will also involved
  collaboration within a learning group. At the end
  of the learning experience, the learners are able
  to develop the values and skills that has to be
  seen from their collection of projects.

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