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Grade 4 Science Alberta - Plant Growth and Change - Plants in My Community

Grade Levels
Format
Google Docs™ (3 pages)
Standards
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$3.00
Online Resource
Made for Google Drive™
To access this resource, you’ll need to allow TpT to add it to your Google Drive. See our FAQ and Privacy Policy for more information.
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  1. This is a unit bundle of all of my Plant Growth and Change resources to teach about plants. This digital bundle includes a Google Folder full of my plant resources for your use. All resources are suitable for distance learning, and are completely editable since they are in Google Doc format!This res
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Description

This is a fun activity for exploring the relationship between plants and the community in which they live. It also reinforces the importance of basic plant needs such as water, sunlight, and soil in order for plants to grow.

This resource contains a few notes to introduce the topic of plants in your community, a table for students to fill in about the conditions, and follow-up questions to reinforce learning. There is also a space for a photograph or drawing of the plants in the community which students study. This could be completed with a partner in the school community with the teacher, or at home. If students complete this activity as homework in their own community, I would recommend they have meaningful discussions in small groups (or with the whole class) about their observations to solidify their understanding.

Since it is in Google Doc format, you could even assign it to students on Google Classroom and have them complete it online. It is suitable for distance learning!

Hint: to use the checkbox feature in Google Docs, left-click the checkbox to select the box you would like to check off, then right-click the check mark character.

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More Great Resources for Science:

Waste and Our World

Wheels and Levers/Building Devices That Move

Light and Shadows

Plant Growth and Change

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Total Pages
3 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
NGSS5-LS1-1
Support an argument that plants get the materials they need for growth chiefly from air and water. Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
NGSS2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats. Emphasis is on the diversity of living things in each of a variety of different habitats. Assessment does not include specific animal and plant names in specific habitats.
NGSS4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment is limited to macroscopic structures within plant and animal systems.
NGSS1-LS1-1
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.

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