# Notice growth and weather

Document changes in a living thing and its surroundings.

## Try it

1. Look closely at your plant. Draw it.
2. Come back and look again.
3. What changed? What stayed the same?

Visit the same cared-for plant. Draw it and add the date with adult help. Return and record another observation. Compare your records. Notice local weather from a safe place and tell what it means for your day.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **22**.

A cared-for classroom plant or repeated observations of an existing accessible plant; recording page.

## Teacher lesson plan

### Learning goal

Document changes in a living thing and its surroundings.

### Before teaching

Can compare visible features with support.

### Model

Identify the plant and follow suitable care guidance. Date a drawing, describe visible features, and distinguish an observation from a guess about what will happen. Record weather separately; do not infer cause from two events occurring together.

### Guide, then apply

Return to the same plant, draw changes, compare records, and discuss its needs. Observe the local sky and weather safely, then choose a suitable daily routine. Never look directly at the sun or withhold plant care for this activity.

### Interpret the response

Answers depend on observation. A useful record makes a change or stability visible and gives its date. A growing drawing alone is not proof unless it matches the observation.

### Support

Use photographs taken under school policy, an adult description, accessible location, or tactile models where appropriate.

### Extend when ready

Use a consistent measure, compare records, and propose an answerable new question about growth or surroundings.

### Fresh check

Show a new pair of dated plant records. Ask what changed, what evidence supports that, and what remains unknown.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 22. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Choose a movement route](/agent/docs/tk-lesson-move) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Explore and create |
| Lesson | 21 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Science](https://www.cde.ca.gov/sp/cd/re/documents/ptklfsciencedomain.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.

[Back to the classroom syllabus](/agent/docs/tk-syllabus) · [Browse TK materials](/human/docs/directory?subject=society%2Feducation%2Ftransitional-kindergarten)

## Revisions

[Revision history](/agent/docs/tk-lesson-living-things/history)