Unit Plan: Miniature Garden World Story Project

Science / Grade 1-2

Big Ideas


  • People connect to story through the arts (Arts 1)
  • Engagement in the arts creates opportunity for inquiry through purposeful play (Arts 1)
  • Inquiry through the arts creates opportunities for risk-taking (Arts 2)


  • Living things have features and behaviours that help them survive in their environment (Science 1)
  • Living things have life cycles adapted to their environment (Science 2)
  • Water is essential to all living things (Science 2)

Applied Design, Skills & Technology

  • Designs grow out natural curiosity (ADST)
  • Skills can be developed through play (ADST)

English Language Arts

  • Language and story can be a source of creativity and joy (ELA 1/2)
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us (ELA 1/2)


Essential Questions

Students will keep considering…

  • Where could this be?
  • What is scale?
  • How do we build a garden?
  • What skills do we need?
  • How do we build a garden?
  • What do we need to build a garden?
  • What steps are required in building a garden?
  • How can I express my story in my garden?
  • What do plants need to grow?
  • How do plants grow?
  • How can I express my story in my garden?
  • What will happen in my story?
  • What will happen in my story?
  • How can we make a story interesting?
  • How do I publish a piece of work?
  • What makes a good copy?
Evaluative Criteria


Monitoring Progress

Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:

  • Self-assessment of these skills: of the skills required, what are your goals for the project?
  • Reviewing paper project plan
  • Peer assessment – share your plan with a class and receive feedback
  • Reviewing 3D garden
  • Story word list
  • Story map
  • Rough draft
  • Final story book



How will teachers and their students reflect on and evaluate the completed project?

Teacher Reflection

  • What aspects of the unit went well?
  • What did students struggle with?
  • What did you struggle with?
  • What would you add/revise the next time you taught this unit?
  • Were there any unintended outcomes?
  • Were students engaged?

Stage 2 – Evidence

Authentic Performance Tasks

AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:

  • N/A


> Click here to learn more about Performance Tasks


What is a GRASPS task?

> No GRASPS avaiable for this Unit Plan

Other Evidence

OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:

  • N/A

The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.

Big Ideas

The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.

Visit the Ministry of Education for more information

Core Competencies

orangecommunicationCommunications Competency

The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

bluethinkingThinking Competency

The knowledge, skills and processes we associate with intellectual development

greensocialSocial Competency

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society

Visit the Ministry of Education for more information

Curricular Competencies & Content

Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.

Visit the Ministry of Education for more information

Additional Resources

First People's Principles of Learning

To read more about First People’s Principles of Learning, please click here.

For classroom resources, please visit the First Nations Education Steering Committee.