Unit 9:  Spring

Study Focus:  Plants and Flowers

Study Focus Description: The focus of this study is to introduce students to the growth cycle of plants and flowers in the spring.

Student Understandings: Students will understand that seasonal changes affect the growth of plants and flowers. Students will recognize the seasonal changes of spring. Students will understand that plants and flowers are part of a growth cycle.

Guiding Questions:

  1. Can students recognize the seasonal changes in spring?
  2. Can students understand that changes in the weather affect seeds and plant growth?
  3. Can students understand that plant life follows a predictable growth cycle?
  4. Can students understand that plants need soil, water, and sunlight in order to grow and live?

Guiding Vocabulary: spring, season, plants, flowers, seeds, soil, sunlight, water, growth cycle, plant, sow, nutrients, stem, roots, leaves, blossom, bulb, bloom, garden

Grade-level Expectations


GLE Text and Benchmarks


Demonstrate understanding of phonological awareness by  manipulating endings of words and nonsense words to make rhyming sounds (PK-LL-L3) (ELA-1-E1)


Demonstrate understanding of phonological awareness by  manipulating syllables in spoken words (segment/blend) (PK-LL-L3) (ELA-1-E1)


Demonstrate understanding of phonological awareness by repeating each word in a simple sentence. (PK-LL-L3) (ELA-1-E1)


Demonstrate understanding of alphabetic principle by identifying own first name in print  (PK-LL-L3) (ELA-1-E1)


Demonstrate understanding of alphabetic principle by identifying at least eight uppercase or lowercase letters, focusing on those in the student’s name (PK-LL-L3) (ELA-1-E1)


Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books (PK-LL-L4) (ELA-1-E1)


Demonstrate understanding of book and print concepts by recognizing that a book has a cover and identifying the cover and title of a book.  (PK-LL-R3) (ELA-1-E2)


Demonstrate understanding of book and print concepts by holding a book right side up.  (PK-LL-R3) (ELA-1-E2)


Demonstrate understanding of book and print concepts by differentiating between an illustration and printed text.  (PK-LL-R3) (ELA-1-E2)


Demonstrate understanding of book and print concepts by recognizing that print is read left-to-right and top-to-bottom.  (PK-LL-R3) (ELA-1-E2)


Relate pictures to characters (PK-LL-R4) (ELA-1-E4)


Role-play using different voices to represent characters in familiar stories (PK-LL-S1) (ELA-1-E4)


Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5)


Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5)



 Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)


Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)


Demonstrate understanding of texts read aloud using a variety of strategies by sequencing two or three pictures to illustrate events in a story. (PK- LL-R2) (ELA-7-E1)


Demonstrate understanding of texts read aloud using a variety of strategies by participating in a group discussion to predict what a book will be about. (PK- LL-R2) (ELA-7-E1)


Demonstrate understanding of texts read aloud using a variety of strategies by determining whether the prediction was accurate. (PK- LL-R2) (ELA-7-E1)


Use simple reasoning skills by identifying reality and fantasy in texts read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)


Use simple reasoning skills by determining why something happens in a story read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)


Use simple reasoning skills by asking simple questions about a story read aloud (e.g., who, where).  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)


 Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)


Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)


Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)


Participate in group-shared writing activities that include rhyming and descriptive words (PK-LL-W3) (PK-LL-W4) (PK-LL-L3) (ELA-2-E5)


Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)


Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)


Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)


Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)


Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)


Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)


Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)


Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)


Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4) (ELA-4-E5)


Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)


Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-4-E7)



Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)


Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)


Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)


Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E)


Identify an object’s position as first or last (PK- -G3) (N-1-E)


Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)


Compare sets of objects using the words same/different and more/less/fewer (PK-CM-N1) CM (N-3-E) (N-7-E)


Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E) (M-3-E)


Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-2-E)


Identify rectangles, squares, circles, and triangles using concrete models (G-2-E)


Sort concrete objects by an attribute (e.g., shape, size, color) (PK-CM-D1) (G-2-E) (D-1-E)


Use words that indicate direction and position of an object (e.g., up, down, over, under, above, below, beside, in, out, behind) (PK-CM-G3) (G-3-E)


Recognize and manipulate an object’s position in space (e.g., blocks, assembling puzzles) (PK-CM-G3) (G-3-E) (G-4-E)


Arrange objects or pictures of objects to make an object or picture graph (PK-CM-D2) (D-4-E)


Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P1) (PK-CM-P2) (P-1-E) (P-3-E)


Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1)


Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1)


Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)


Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4)


Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-E-A5) (SI-E-B4)


Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)


Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)


Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (PK-CS-I4) (SI-E-B3)


Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)



Determine whether objects float or sink through investigations (PK-CS-P1) (PS-E-A1)


Describe properties of materials by using observations made with the aid of equipment such as magnets, magnifying glasses, pan balances, and mirrors (PK-CS-P4) (PS-E-A2)


Compare the properties of different solids and liquids through observation (PK-CS-P1) (PS-E-A4)


Identify components of simple mixtures (e.g., salt/water, rice/beans, iron filings/sand) (PK-CS-P1) (PS-E-A5)


Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3)


Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3)


Identify different sounds as soft or loud (PK-CS-P3) (PS-E-C1)


Identify selected substances as hot or cold (PK-CS-P2) (PS-E-C3)


Identify parts of the body and how they move (PK-CS-L1) (LS-E-A3)


Give examples of different kinds of plants and different kinds of animals (PK-CS-L1) (LS-E-A4)


Distinguish food items from nonfood items (PK-CS-L1) (LS-E-A6)


Learn about animals and plants through nonfiction literature (PK-CS-L1) (LS-E-B1)


Observe and care for pets and plants (PK-CS-L1) (LS-E-B1)


Describe plants and animals in the schoolyard or home environments (PK-CS-L1) (LS-E-C1)


Explore and describe various properties of rocks, minerals, and soils (PK-CS-L2) (ESS-E-A1)


Describe the weather and its daily changes (PK-CS-ES2) (ESS-E-A4)


Describe different types of weather students have experienced and give examples of how daily activities and appropriate attire are affected by weather conditions (PK-CS-ES2) (ESS-E-A4)


Identify representations of roads, bodies of water, and buildings in play activities  (PK-CSS-G1) (G-1A-E1)


Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives)  (PK-CSS-G3) (G-1A-E2)


Discuss ways people can help each other (e.g., sharing, paying attention, taking turns)  (PK-SE-C1) (C-1D-E4)


Participate in patriotic activities  (PK-CSS-C2) (C-1D-E4)


Demonstrate an awareness of the uses of money in play activities  (PK-CSS-E1) (E-1A-E3)


Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow  (PK-CSS-H1) (H-1A-E1)


 Study Focus







Whole Group Activities

From Seed to Plant

ELA 4, 10, 14b, 14c; SCI 1, 2, 22, 26

Pick a Flower

ELA 23, 24, 27, 28

Flower Bouquets

ELA 8, 10, 11, 15; M 1, 12; SCI 20

What Do Plants Need?

ELA 4, 9, 10, 11, 27; SCI 1, 2, 3, 20, 24

The Gardener


ELA 4, 6, 9, 10, 27; SCI 1, 2, 3

Morning Circle Time

ELA 1d, 3a, 3b, 4, 21, 22, 26, 27, 28, 29, 31;

M 1, 3, 4, 5, 7, 13;

SCI 26, 27; SS 4, 5, 7

Have you ever planted a flower seed?

Do you like flowers?

Have you ever smelled a flower?

Do you have a plant at home?

Have you ever picked a flower?



alternative story titles are listed in the bibliography.

ELA 1a,1b, 1d, 4, 5a, 5b, 5c, 5d, 6, 7, 8,  9, 10, 11, 12b, 12c, 14c, 25,  29

The Tiny Seed

Flower Garden

The Carrot Seed

Sunflower House

The Garden in Our Yard

Small Group Activities

Jack and the Beanstalk 

ELA 4, 6, 9, 10, 14a; M 5; SCI 2, 4, 5

How Many Seeds?

ELA 8, 10, 24, 27; M 1, 5, 10; SCI 2, 3

Flower Patterning

ELA 9, 16, 17, 19; M 5, 13

“Mistress Mary” LEARNING LOG

ELA 18, 20, 24, 27


ELA 24; SCI 1, 3, 22, 23, 25

Music and Movement

Plastic flowers to be used as props for dancing to classical music such as “Dance of the Flowers”; dance with green scarves to simulate the leaves on the trees in spring; gourd shakers


Guest Speakers

Gardener/ Horticulturist/ Extension Agents/Flower Shoppe Owner of Garden Store


 Study Focus Activities for Learning Centers that can be incorporated into your existing center activities.  Remember any center activity that you can do indoors, could be done outdoors!


ELA 3, 15, 17, 20, 24

Introduce letters to students in various multi-sensory ways. Sample activities are indicated below. Adjust the activities by inserting the letter(s) that is (are) being introduced and changing the letter(s) as needed.

Can you find the letter?

Letter symbols

Sand Letters

Letter rubbings

Playdough letters

Letter jars

Dot letters

Letter puzzles


Gel board

Letter game


M 1, 2, 4, 5, 6, 8, 9, 12, 13


Number Relations

Miniature flower pots and large seeds like pumpkin.   Write a numeral on each pot. Have students count the correct number of seeds into the pot.



Bring several different vegetable plants in and have students compare the height of the plants, length of leaves etc.  


Paper plates and die-cut attribute shapes:  Have students glue attribute shapes to the plates to make flowers.

Data Collection

BLM Graph:

How many seeds will you plant in your garden?


Have students use seeds to create patterns.


SCI 1, 2, 3, 4, 5,  6, 7, 8, 9, 11, 22, 23, 24, 5,

ELA 5a, 5b, 5c, 5d, 17, 21, 22, 24, 26, 31

M 6, 9, 11,

SS 4

learning logs and writing tools, nonfiction books relating to current study

potting soil; a variety of seeds for sorting and observation; a variety of plastic flowers of various lengths to measure with a measuring tape or ruler; real plants; a vase of flowers; bulbs; new leaves; twigs or branches with buds; photographs of flowers


Gross Motor

ELA 23, 24

M 11,13

SCI 15,16

SS 4

Gardening tools; a wagon; plastic flowers or plants and plastic pots, oasis or potting soil; “Seed/Seed Sprout” Game (like “Duck, Duck, Goose”) Garden gloves to use for planting and gardening


ELA 15, 17, 20, 23, 24

M 1,2,3,5,6,8,9,10, 11

SCI 3, 9,16,

SS 1, 2, 4

writing tools, paper, and tape for making student-made signs and labels

Flower Shop Sign/ Garden Store Signs/hardware signs; cars/delivery trucks signs, photographs of plant nurseries and florists, plastic flowers or plants



Table Games

ELA 23, 24

M 1,2,3,4,5,6,8, 9,10,11,13


SS 4

Flower to flower pot numeral match: Put numerals 1-10 on the flower pots and the flowers. Students will match the identical numerals.

fabric flowers to use as a sorting game; seriated flower sizes (both in different sizes and heights)

bee to flower match game (using boardmaker, clipart, or diecuts for game pieces)

rubber, plastic, or eraser flowers to be used as counters for sorting, counting, and patterning with a soil, flower pot, or garden counting mat


ELA 30

A variety of selected games/activities based on available technology and student needs



ELA 23, 24

M 5, 6, 8, 9, 10

SCI 3, 13, 14

SS 4

Tear and paste construction paper flowers; garden tool prints (Use garden tools dipped into paint and pressed onto paper.); seed gluing; flower print collage using diecuts, clipart, or cutouts from magazines; flower thumbprint petals – (Position thumb prints to create flower petals. Stamp pads or paint can be used.); flower stickers; leaf rubbings; tissue paper flowers; muffin paper-cup flowers


ELA 22, 23, 24

M 5, 6, 10

SCI 2, 3, 10, 13, 14

SS 1, 4


plastic pots; flowers and oasis for flower arranging; potting soil, watering can; plastic flowers and plants, garden tools


watering can; plastic flowers or plants for floating, leaves or sticks



ELA 27, 28

M 1,  2,  3,  4, 10, 11, 13

SCI 15, 17, 19

SS 4

CD player and CDs, previously introduced musical instruments

Some featured songs:

In My Garden, Oats and Beans and Barley, Spring Flowers, The Changing Garden of Mr. Bell, Everything Grows – Raffi

Weather, Parts of a Flower; Jack Hartman- Four Seasons, If Friends Were Flowers - Dr. Jean

Preschool Songs- Oats, Peas, Beans, and Barley Grow;

Let’s Sing a Merry Little Spring Song, When You Were A Tulip, Little April Shower, It’s a Sunny, Sunny Day, The Bunny Hop - Disney

The Hokey Pokey, Dance of the Flowers, Walking in the Green Grass, Spring Music Garden, Garden Story, Garden Song - Melody House


Dramatic Play

ELA 7, 21, 22, 23, 24, 27

M 1, 2, 5, 6, 7, 10, 11

SCI 3, 15, 17, 18, 21, 26, 27

SS 2, 4, 6, 7

In addition to the regular housekeeping center, add one or more of the following:

Flower Shop Prop Box: Flower shop sign; cash register, money; seed catalogues; a variety of plastic and fabric flowers and plants; vases; oasis; pictures of flower arrangements, greeting cards (computer-generated or recycled), markers, photographs of flowers


Books and Listening Center

ELA 1a, 1d, 3a, 5a, 5b, 5c, 5d, 6, 7, 10, 11, 12a, 14a, 14c, 21, 22, 23, 24, 25, 26, 27, 29

SS 2, 4

a variety of books and recordings related to the study focus; puppets, flannel board and/or magnetic board figures; class-made books

Buds and Blossoms Catalogue; Seed, plant, and flower brochures


ELA 3a, 3b, 15, 16, 17, 19, 20

M 11, 13

SS 4

blank books; paper in a variety of colors and sizes; student name cards; stencils; variety of writing tools, such as pencils, colored pencils, crayons, markers;

seeds, plants, and flowers brochures; advertisements from hardware stores; Buds and Blossoms Catalogue; a variety of greeting cards (e.g., birthday, births, wedding, get well –computer-generated or recycled)




Whole Group Activities


Whole Group Activity 1:  From Seed to Plant   (GLEs: ELA 4, 10, 14b, 14c; SCI 1, 2, 22, 26)


Materials List: From Seed to Plant (book), chart paper, markers, cut-outs of sun, soil, and rain


Read the book, pausing where appropriate to discuss the scientific principles that are introduced. Draw a picture of the various parts of a plant on the chart paper, e.g. roots, stem, leaf, bud, flower.  Also draw a picture or have cut-outs of sunlight, soil, and rain in order to identify what is needed for the plant to grow.  Ask questions of the students that review the material from the book as well as personal experiences, e.g., with gardening, observing the stages of growth for plants, planting flowers.


Accommodations: None needed




Whole Group Activity 2: Pick a Flower  (GLEs: ELA 23, 24, 27, 28)


Materials List: A variety of plastic or artificial flowers, a basket, song on chart paper (Pick a Flower –tune of Paw Paw Patch)

Introduce the concept of flower gardens to the students. Discuss the fact that flowers can be picked and placed in a vase or in an arrangement for display in a home, business, or school. Place the artificial flowers in the middle of the circle. Choose a student to begin the activity by handing them the basket and singing the following song:


Pick a ________(color) flower,

Put it in the basket.


Pick a ________(color) flower,

Put it in the basket.


Pick a ________(color) flower,

Put it in the basket.


Way down yonder in the flower patch.


Repeat the activity several times allowing students to participate. Place the props in the manipulative and table games area for further student engagement.


Accommodations: None needed



Whole Group Activity 3:  Flower Bouquets   (GLEs: ELA 8, 10, 11, 15; M 1, 12; SCI 20)


Materials List: Counting in the Garden (book), a variety of artificial flower bouquets, dry erase board, markers


Read the book and discuss counting flowers and making bouquets.  Display a flower bouquet and discuss the different types of flowers and plants used in the bouquet.  Then have the students estimate how many flowers are in the bouquet.  Have the students count the flowers and write the number on the dry erase board.  Vary the number of flowers in each bouquet. Write the number of flowers in each students’ bouquet on the board. Create a chart of the number in each bouquet. Repeat the activity several times allowing students to participate. Place the props in the manipulative and table games area for further student engagement.


 Accommodations: None needed



Whole Group Activity 4:  What Do Plants Need?   (GLEs: ELA 4, 9, 10, 11, 27; SCI 1, 2, 3, 20, 24) 


Materials List: The Tiny Seed (book), “Plants Need Sun” (song), cut-outs of the sun, water, soil, air (the sky)


Read the book and discuss what plants need in order to grow, e.g., the sun, water, fresh air, good soil.  Teach the following song to the students (to the tune of “Three Blind Mice”). Take the students outside for a walking tour of their school environment. Stop to view a garden with flowers or plants in it or show the students the pictures of a flower garden if a real garden is not available on your school property.


Plants need sun,

Plants need air,

Plants need water,

Plants need soil,

They need all these things to help them grow.

They need all these things to help them grow.

They need all these things to help them grow.

And now you know.

Now you know.


Accommodations: None needed



Whole Group Activity 5: The Gardener   (GLEs: ELA 4, 6, 9, 10, 27; SCI 1, 2, 3)


Materials List: Grandpa’s Garden Lunch (book), The Gardener Plants the Seeds (song), a gardener’s hat, a hoe, a watering can, artificial flowers, and plants


Read the book and discuss the job description of a gardener, e.g., planting flowers and plants, weeding the garden, watering the flowers/plants.  Teach the song “The Gardener” to the tune of “Farmer in the Dell.”  Select students to act out the verses; while using the props, act out the verses of the song.  Repeat the activity several times allowing students to participate. Place the props in the manipulative and table games area for further student engagement.


The gardener plants the seeds,

The gardener plants the seeds.

Hi, Ho, the Derry-o,

The gardener plants the seeds.


The gardener waters the seeds,

The gardener waters the seeds.

Hi, Ho, the Derry-o,

The gardener waters the seeds.



The gardener hoes the weeds,

The gardener hoes the weeds.

Hi, Ho, the Derry-O,

The gardener hoes the weeds.


The gardener watches the weather,

The gardener watches the weather.

Hi, Ho, the Derry-o,

The gardener watches the weather.


The gardener picks the flowers,

The gardener picks the flowers.

Hi, Ho, the Derry-o,

The gardener picks the flowers.


Accommodations: None needed


Small Group Activities


Small Group Activity 1:  Jack and the Beanstalk  (GLEs: ELA 4, 6, 9, 10, 14a; M 5; SCI 2, 4, 5)


Materials List: Jack in the Beanstalk (book), strips of paper cut into a variety of lengths, e.g., five, seven, twelve, fifteen, eighteen inches, crayons, markers, dry erase board, cut-outs or pictures of the characters in the story


Read the book, pausing for questions where appropriate.  Discuss the manner in which different beans grow into a variety of heights. Review the book discussing real and make-believe. Using cut-outs or pictures of the characters in the story, ask each student to organize the sequence of the story into a story chain (view literacy strategy descriptions), utilizing the proper sequence outlined in the book.


As an extension, the following activity may be utilized:


Allow the students to choose a length of paper and instruct them to draw a beanstalk on their paper strip.  Upon completion, have each student use their hands as a non-standard unit of measure to determine the length of the beanstalk chosen.  Write the number of hands “tall” of their beanstalk on the dry erase board and determine which numbers represent the ‘tallest’ and ‘shortest’ beanstalk. 


Accommodations: Assist students who have difficulty with non-standard measurement and/or sequencing.



Small Group Activity 2: How Many Seeds?  (GLEs: ELA 8, 10, 24, 27; M 1, 5, 10; SCI 2, 3)


Materials List: How Many Seeds (book), small paper plates for each student, a variety of flower seeds for each student


Read the book and discuss seeds with the students and the manner in which seeds grow into plants and flowers.  Teach the rhyme “Little Seeds” (see below).  Distribute the plates with seeds to each student.  Choose one student to be the bird who flies down to one plate and takes a seed away.  The student with the plate, counts the seeds that are left, and announces aloud the number of seeds left. Question the students, “Do you have more seeds or less seeds on your plate?” That student then becomes the bird.  Continue the process until all students have had an opportunity to be the bird. 


“Little Seeds”

A-sleeping they lay,

A-sleeping they lay.

A bird flew down and took one away.

How many seeds were left that day?


Accommodations: Assist any student who has difficulty counting the number of seeds.



Small Group Activity 3: Flower Patterning   (GLEs: ELA 9, 16, 17, 19; M 5, 13)


Materials List: Garden Colors (book), fabric flowers, paper, crayons, markers


Read the book and discuss the variety of colors in a garden.  Distribute the fabric flowers and encourage the students to make color patterns using their flowers.  Instruct them to use AB or AABB patterns.  Discuss the variety of patterns that each student has made.  Instruct the students to create their own flower patterns using crayons and markers on their individual pieces of paper.  Have them display their patterns to the class.  When all have been displayed to the class, organize each student’s work into a “Colorful Garden” book.  Place the book in the science center.


Accommodations: None needed


Small Group Activity 4: Mistress Mary (GLEs: ELA 18, 20, 24, 27)


Materials List:  Write the rhyme “Mistress Mary” on chart paper, paper, crayons, markers


Write the rhyme “Mistress Mary” on chart paper and read the rhyme to the students. Discuss the vocabulary words-- Mistress, Master, and contrary with the students. Tell them that we are going to change the rhyme to include all of our students’ names.  (Insert the term “Master” for “Mistress” where appropriate). Upon completion of the song, hand each student a learning log page and direct each of them to draw different colors of flowers.  When the students have completed their learning log (view literacy strategy descriptions) journal page, have each student recite the rhyme to the class using the colors of their flowers on their learning log page.


Mistress/Master  _________________ (student’s name)

Quite contrary.

How does your garden grow?

With red flowers, red flowers,

And pretty red ones in a row.

(Alternate colors, e.g., blue, yellow, etc)



Accommodations: None needed



Small Group Activity 5: Professor Know-It-All    (GLEs: ELA  24; SCI 1, 3, 22, 23, 25)


Materials List: From Seed to Plant (book), Professor Know-It-All hat, a clear plastic cup for each student, black construction paper, bean seeds, paper cups filled with water.


Read the last three pages of the book.  Inform the students that today, we are going to play professor know-it-all  (view literacy strategy descriptions).  While wearing the Professor Know-It-All hat, allow selected students to stand and describe the growth cycle of plants and what is needed for them to grow.  Distribute the cups, five bean seeds, black construction paper, and a cup of water to each student.  Following the instructions in the book, place the construction paper in the cup, fill with water, and wedge the bean seeds between the black paper and the glass.  Place the cups in a warm place and, over time, watch the beans sprout.  Refer to the growth cycle of plants every day that the beans show progress.  Once the beans have sprouted, have the students transfer their bean sprout from the cup to a larger cup filled with soil. When the sprouts have become plants, allow the students to take theirs home.


Accommodations: Be prepared to repeat the activity with students whose seeds do not sprout.



Sample Assessments

General Guidelines


Documentation of student understanding will be recorded by the teacher through observation, notes, and anecdotal records as well as student-generated products. These items will be dated and kept in the form of portfolio assessment.


General Assessments

·         Photos, audio tapes, or videotapes to record student behaviors

·         Student products

·         Checklists for recording student behaviors, understanding and skills

·         Teacher observations

·         Anecdotal records



Activity-Specific Assessments


·         Small Group Activity 4: The teacher will observe and document the students’ responses to the learning log journal. 


·         Small Group Activity 5: The teacher will observe and document the students’ responses to Professor Know-It-All.





Children’s Books


Baby’s First Book Club. In The Garden, ISBN: 1-881445-28-3

Bass, Marilyn and Marvin Goldman. Growing Wild.

Bennet, David. Patterns, ISBN: 0-7327-1201-7

Bennett, David. Seasons, ISBN: 0-89577-557-3

Bourgeois, Paulette and Brenda Clark. Franklin Plants a Tree, ISBN: 0-439-27120-7

Bunting, Eve. Flower Garden, ISBN: 0-15-228776-0

Bunting, Eve. Sunflower House, ISBN: 0-590-33036-5

Bulla, Clyde Robert. A Tree Is a Plant, ISBN: 0-06-028171-5


Carle, Eric. The Tiny Seed, ISBN: 0-590-42566-8

Caseley, Judith. Grandpa’s Garden Lunch, ISBN: 0-15-304271-0

Cicciarelli, Joellyn Thrall. Apron Annie in the Garden, ISBN: 1-57471-312-4

Cowley, Joy. The Red Rose, ISBN: 1-55911-244-1

Cowley, Joy. The Seed, ISBN: 1-55624-797-4

Day, Jenifer W. What Is a Flower? ISBN: 13: 9780307039200

Ehlert, Lois. Growing Vegetable Soup, ISBN: 0-590-45030-1

Ehlert, Lois. Planting a Rainbow, ISBN: 0-15-262609-3

Ellis, Veronica Freeman. The Garden, ISBN: 0-15-325273-1

Faulkner, Matt. Jack and the Beanstalk, ISBN: 0-590-40164-5

Fujimoto, Michi. What’s in the Garden?

Gibbons, Gail. From Seed to Plant, ISBN: 0-8234-1025-0

Good, Elaine W. That’s What Happens When It’s Spring, ISBN: 1-56148-145-9

Halpern, Monica. How Many Seeds?, ISBN: 0-8172-8238-6

Heller, Ruth. Plants That Never Ever Bloom, ISBN: 0-448-18964-X

Hogan, Paula Z. The Life Cycle of the Dandelion, ISBN: 0-8172-1250-7

Kemp, Moira. Round and Round the Garden.

Johnston, Tony. Big Red Apple, ISBN: 0-439-09860-2

Krauss, Ruth. The Carrot Seed, ISBN: 0-06-443210-6

Lakeshore Learning Materials. What’s in the Garden?, ISBN: 1-58970-415-0

Marzollo, Jean. I Am an Apple, ISBN: 0-590-37223-8

Marzollo. Jean. I’m a Seed, ISBN: 0-590-26586-5

Marzollo, Jean. Once Upon a Springtime, ISBN: 0-590-46017-X

McNaughton, Colin. Spring, ISBN: 0-8037-0044-X

Merrill, Claire. A Seed Is a Promise, ISBN: 0-590-43454-3

Moon, Cliff and Bernice. Look at a Bean, ISBN: 1-55624-068-6

Moon, Cliff and Bernice. Look at an Apple, ISBN: 1-55624-068-6

Parker, Kim, Counting in the Garden, ISBN 13: 9780439694520

Patterson, Pat, How Does Your Garden Grow, 308-55

Pope, Joyce. Plants and Flowers, ISBN: 0-8167-2780-5

Quinn, Greg Henry. The Garden in Our Yard, ISBN: 0-590-48536-9

Robbins, Ken. Seeds, ISBN: 0-689-85041-7

Rosa, Helena and Eduardo Delgado. The Five Friends Plant a Vegetable Garden, ISBN:0-517-65577-2

Ruis, Maria and J. M. Parramon. Life On The Land, ISBN: 0-8120-3864-9

Saksie, Judy. The Seed Song, ISBN: 0-916119-38-6


Sands, Kay. I’m a Little Seed, ISBN: 0-8172-8237-8

Schwartz, David M. Among The Flowers, ISBN: 1-57471-215-2

Schwartz, David M. Sunflowers, ISBN: 1-57471-581-X

Schwartz, David M. In the Garden, ISBN: 1-57471-216-0

Selsam, Millicent E. Seeds and More Seeds. ASIN: B00NXMPTS  

Stutley, Alison. Our Garden, ISBN: 0-7327-1165-7

Tanner, Henry O, Kindergarten School. The Farmer’s Huge Carrot, ISBN: 0-87406-437-6

Thompson, Gare. Garden Colors, ISBN: 0-8172-8225-4

Usborne. Flowers, ISBN: 0-86020-479-0




Cedarmont Kids Classics, Preschool Songs

Disney, Springtime Favorites

Dr. Jean, Kiss Your Brain

Dr. Jean, Ole! Ole! Ole!

Greg and Steve, Quiet Moments

Jack Hartman, Getting Better at Getting Along

Jack Hartman, Word Fiesta

Raffi, Bananaphone

Raffi, Baby Beluga

Raffi, Raffi in Concert With The Rise and Shine Band

Raffi, One Light One Sun



Internet Resources


LPB- CyberChannel videos


  1. Peep and the Big Wide World: Peep Plants a Seed/The Root Problem
  2. Peep and the Big Wide World: Spring Thing/Springy Thingy
  3. Debbie Greenthumb: How Plants Grow
  4. Debbie Greenthumb: Where Plants Come From
  5. Flower Farm