Lesson 3
Part 1

Thinking Inside the Box: Designing Plant Packages

Evaluating Needs and Creating Criteria (1) / Grade 3 / Louisville, KY

The EIE Curriculum

EiE - Thinking Inside the Box: Designing Plant Packages, L3 P1

Students determine the needs of the plant and the consumer for which they are designing their plant packages.

Reflection Questions

Erin mentions that her students had completed the FOSS science unit on plants. Where do you see kids demonstrating their science knowledge of plants before the package challenge begins?

Erin’s students understand the basic needs and parts of plants. They also possess inquiry skills that serve them in this lesson.

  • Erin’s students can name the basic needs of plants. (1:59)
  • They know the functions of roots, stems, leaves, and flowers. (3:30)
  • Students demonstrate their science inquiry skills as they work in groups to observe and record the characteristics of a healthy plant. (4:49)

What do you notice Erin doing to make sure all of her students have the contextual background information necessary to understand the facts she is trying to convey?

To help students visualize what she is talking about, Erin uses pictures and real objects as props during her lesson.

  • Erin allows time for hands-on exploration of the specific plant (pansies) that they will package. (2:26)
  • To make sure all her students understand what she means by “unhealthy plant,” Erin shows them all a dried-up plant they are encouraged to observe, and even smell. (7:24)
  • Erin also projects close-up photographs of the unhealthy flower and stem so her students can compare them to those of the healthy plant. (7:47)
  • To demonstrate the abstract idea of a plant package being able to “communicate,” Erin holds up the information card that came with the pansies. (10:28)