Instructional Unit Framework Example
II. Introduction
Welcome to Unit 8: Plants, Pre-K for All’s eighth Interdisci-
plinary Unit of Study. In Unit 8: Plants, children move from
exploring the properties and uses of water to observing
and learning about dierent kinds of plants. This unit, like
all Pre-K for All units, provides opportunities for children
to observe objects and phenomena in their environment
with increasing complexity, and apply knowledge and
skills learned in previous units. Activities throughout the
unit prompt children to learn
In the final week of the unit, children will carefully consider
and explore the dierent uses of plants and why dier-
ent kinds of plants are important. As children discuss the
role of water in plant growth and health, help them make
connections to Unit 7: Water. Throughout the unit, but
especially in this final week, we encourage the children
to explore the dierent kinds of plants that they eat, in-
cluding fruit, vegetables, herbs, seeds etc. These investi-
gations will build their under-
about plants through hands-
standing of the parts of plants
on explorations and provide
and increase their awareness
As you prepare to teach this
opportunities to observe
of healthy eating, where food
plants in their immediate en-
unit, consider how dierent
comes from and how plants
vironment. As you prepare to
help us stay healthy and grow.
teach this unit, consider how
kinds of plants are a part of
This is also a great way to
dierent kinds of plants are
encourage families to engage
a part of your children’s daily
your children’s daily lives.
in conversation with their child
lives. Additionally, use the op-
about what they eat and the
portunity of changing seasons
to discuss and observe how plants grow and change over
time. For example, you may have a tree in your neighbor-
hood that you can observe throughout the unit and into
later units as it changes with the seasons.
All Interdisciplinary Units of Study are structured around
focus questions. Each focus question is designed to take
about one week to explore. In the first week, children
consider the question, “What are plants?” and observe
and identify the dierent parts of plants. In the second
and third week, children have increased opportunities
to observe plants in their environment and learn about
dierent kinds of plants. In these weeks, we encourage
you to go outside of the classroom to observe dierent
kinds of plants in your immediate community. Throughout
New York City, there are opportunities to explore parks,
neighborhood gardens, botanical gardens, florist shops
or gardening stores. These resources help children to
tangibly observe and apply what they are learning and
builds appreciation for our natural environment. Please
see the resources in Section VIII to help get you started in
accessing and partnering with community organizations,
and tips for how you can be creative in reaching out for
additional resources in your neighborhood.
plants with which they are the
most familiar. You can even invite families and sta who
visit or are from dierent geographical areas, either in
New York or throughout the world, to share stories about
dierent kinds of plants, and the impact that climate
and/or location has on plants. This is a great way to build
your pre-K program community and build a common
understanding of dierent experiences.
Opportunities for growing plants are woven throughout
this unit, further developing children’s scientific skills of
observation, prediction and drawing conclusions that
they have started developing in previous units such as
My Five Senses, Light and Water. There are a variety
of ways that you can explore growing plants with your
pre-K children - for example, you can plant bean seeds
in small pots and observe them as they grow, or access
a community garden or outside space where you can
plant flowers and/or vegetables. You may already have
classroom plants or a garden that the children observe
on a regular basis. In growing and observing plants, there
are many opportunities for children to learn about taking
care of themselves and the environment with discussions
about eating healthy food and helping to protect, nur-
ture and grow plants. Make sure that children understand
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