From Seed to Plant

Integrated Unit Plan

Lynnette Gall

July 15, 2013

Grade: 2 Integrated Subjects: Science, ELA, and Mathematics NYS Elementary Science Core Curriculum Standards: !   Standard 4: The Living Environment: Students will understand

and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

!   Key Idea 1: Living things are both similar to and

different from each other and from nonliving things. !   Key Idea 2: Organisms inherit genetic information in

a variety of ways that result in continuity of structure and function between parents and offspring.

!   Key Idea 3: Individual organisms and species

change over time. !   Key Idea 4: The continuity of life is sustained through

reproduction and development.

From Seed to Plant Integrated Unit Plan

Lynnette Gall

NYS Common Core Learning Standards for ELA: !   RI.2.1: Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding of key details in a text.

!   RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

!   RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

!   W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

!   W.2.11: Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed.

!   SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

!   Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

!   Build on others’ talk in conversations by linking their comments to the remarks of others.

!   Ask for clarification and further explanation as needed about the topics and texts under discussion.

!   Seek to understand and communicate with individuals from different cultural backgrounds.

!   SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

NYS Common Core Learning Standards for Mathematics: !   2.MD.1: Measure the length of an object by selecting and

using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

!   2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

!   2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.

!   2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

!   2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

!   2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

!   2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.

Major Understandings: The Living Environment Performance Indicators: !   1.1b: Plants require air, water, nutrients, and light in order to

live and thrive. !   1.1c: Nonliving things do not live and thrive. !   1.2a: Living things grow, take in nutrients, breathe, reproduce,

eliminate waste, and die. !   2.1a: Some traits of living things have been inherited (e.g.,

color of flowers and number of limbs of animals). !   2.2a: Plants and animals closely resemble their parents and

other individuals in their species. !   2.2b :Plants and animals can transfer specific traits to their

offspring when they reproduce. !   3.1b: Each plant has different structures that serve different

functions in growth, survival, and reproduction. !   roots help support the plant and take in water and

nutrients !   leaves help plants utilize sunlight to make food for

the plant !   stems, stalks, trunks, and other similar structures

provide support for the plant !   some plants have flowers !   flowers are reproductive !   structures of plants that produce fruit which contains

seeds !   seeds contain stored food that aids in germination

and the growth of young plants

Major Understandings: The Living Environment Performance Indicators Continued: !   3.1c: In order to survive in their environment, plants and

animals must be adapted to that environment. !   seeds disperse by a plant’s own mechanism and/or

in a variety of ways that can include wind, water, and animals

!   leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture

!   animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration

!   4.1a: Plants and animals have life cycles. These may include beginning of a life, development into an adult, reproduction as an adult, and eventually death.

!   4.1b: Each kind of plant goes through its own stages of growth and development that may include seed, young plant, and mature plant.

!   4.1c: The length of time from beginning of development to death of the plant is called its life span.

!   4.1d: Life cycles of some plants include changes from seed to mature plant.

!   4.2a: Growth is the process by which plants and animals increase in size.

!   5.2a: Plants respond to changes in their environment. For example, the leaves of some green plants change position as the direction of light changes; the parts of some plants undergo seasonal changes that enable the plant to grow; seeds germinate, and leaves form and grow.

Desired Outcomes: Students will… Know: !   Plants grow from seeds. !   Parts of a seed and their functions. !   Seeds germinate and become seedlings. !   Gravity pulls the root from the seed down. !   The stem of the plant grows toward the light. Understand: !   Identify major structures of plants (seeds, roots, stems, leaves). !   Seeds sprout under the right conditions. !   Understand the life cycle of plants and trees and what they

need to grow Do: !   Observe and describe similarities and differences in the

appearance and behavior of plants. !   Observe, classify, and compare structures of plants. !   Discover that plants provide resources for clothing, food, and

oxygen. !   Raise questions that can be tested by doing an investigation. !   Make inferences to explain observations. !   Keep records of investigations conducted.

Key Vocabulary: !   Seedling !   Nonliving !   Roots !   Germinate !   Stem !   Plant !   Nutrients !   Infer !   Needs !   Water !   Air

!   Leaf/leaves !   Flower(s) !   Seed coat !   Living !   Beautiful !   Nutrition !   Protects !   Stimuli !   Fruit !   Budding !   Wilting

!   Ripens !   Seed !   Stored food !   Sprout !   Grow !   Growth !   Gravity !   Light !   Attributes !   Edible !   Non-edible

Essential Questions: !   What would life be like without plants? !   Are plants vital to life on Earth? !   What kinds of plants are most beneficial to us? !   What is more important the seed or the plant? Guiding Questions: !   What is a seed? !   How do seeds spread? !   What does a plant need to grow? !   What are the parts of a plant? !   What does the stem do? !   What do the leaves do? !   What plants do we eat? !   How do humans use plants? !   What is the plant life cycle?

Rationale: This unit is focused on life processes of plants.

Specifically it allows students to learn about the needs of plants, the life cycles and processes of plants, physical characteristics of plants, and adaptations that benefit survival. It is also important that students understand patterns and changes in natural life cycles. Through this unit students will continue to build knowledge and understanding about the natural world. This unit will provide students with experiences in investigations and activities that will serve as support for further information in later years.

Based on NYS Core Curriculum Standards and Performance Indicators for the Living Environment, this science unit attempts to provide students with direct experience working with plants. In this way students will begin to make sense of the environments of living organisms. Although students in the younger elementary years often think of life as only including organisms that move, this unit will allow students to explore the possibility that plants are also alive. Students will investigate and explore the living organisms within their natural environments and within classroom experiments. Through these activities, students will strengthen a foundation for later years in school when concepts of heredity, cellular structures and functions, biospheres, and environmental interactions are explored in depth.

With an understanding of plant functions, students will also develop an understanding of the roles and importance of plants to humans, animals, and the environment. This unit serves as introduction to plants for second graders and will contribute to the students’ understanding of the plant life in higher grade levels.

Unit Content Map:

Plants

Needs

Water Air Light Food

Parts

Attributes

Life Cycle

Edible Non-

Edible Uses of Plants

Growth Budding Wilting Leaves Falling

Roots Stem Flower Leaves Fruit Seed

Curriculum Map:

Day 1 Day 2 Day 3 Day 4 Day 5

Topic/Content

Seeds Seed Travel Needs of a Plant

Needs of a Plant

Parts of a Plant

Activities Seed Sorting and Lima Bean Dissection/Planting a Seed

Story The Tiny Seed and observation of seeds

KWL chart and experiment with needs of a plant/Start of Plant Growth Lesson (see expanded lesson plan)

Soy Bean Babies (Bean Germina-tion)/Plant Growth Oberserva-tion

Concept Mapping and Dissection of a Flower/Plant Growth Observa-tion

Day 6 Day 7 Day 8 Day 9 Day 10

Topic/Content

Parts of a Plant & Stem Functions

Leaves Plant Attributes (Edible/Non-edible)

Plant Attributes (Uses for Plants)

Life Cycle of a Plant

Activities Drinking Straw Flower Stem and Dying a Carnation or Celery/Plant Growth Observa-tion

Sorting Leaves by Attributes/Leaf Surgery on Plants/Plant Growth Observation

Comparing Fruits and Vegetables/List of Plant Parts we eat/Plant Growth Observation

Story Why the Brown Bean was Blue and Illustrated Charts of Plant Uses

Class Diagram of a Plant’s Life Cycle and Student Written Stories

Throughout this 10 day unit, students will complete daily entries into their science journals with observations, drawings, inferences, etc. of what they learned about plants that day.

Curriculum Overview for Daily Activities: Day 1 Science Topic: Seeds Integrated Subject: ELA Guiding Question: What is a seed? Materials: Science journals (small composition notebooks that students use to draw and write observations), mixture of seeds in a container, sorting mats, copy of seed chart, and small cups (one for each child), pre-soaked lima beans, “Make a Seed” worksheet, scissors, glue, and crayons Activity: During a class discussion ask students “What is a seed?” Have students share what they think a seed is. Pass a bag of mixed seeds around the room and ask the students to identify what is in the bag. Next have the students individually sort seeds based on their physical characteristics and record the sorting categories on a seed chart. Students will also dissect presoaked lima beans to examine the baby plant inside. Learning Outcome: Students will form a definition for seed and understand the structure of a seed. Students will also understand that different plants have different seeds. They will know that seeds differ based on a number of attributes including size, shape, color, and way of transportation. Assessment: Pre-assessment will occur at the beginning of the unit to gauge how much the students know about plants. Students’ answers to discussion questions will provide the instructor with informal assessment information. The chart of sorted seeds and the completion of the “Make a Seed” worksheet will serve as assessment opportunities as well.

Day 1: Worksheet

Sorted Seeds Chart Directions: List the attributes you sorted by, glue an example of a seed in the bottom space, and color the one box for each seed in the category.

   

Day 1: Worksheet

Curriculum Overview for Daily Activities: Day 2 Science Topic: Seed Transportation Integrated Subject: ELA Guiding Question: How do seeds spread? Materials: copy of the book The Tiny Seed by Eric Carle, container of a variety of seeds, dandelion flower that has gone to seed, science journals Activity: Gather the class together and share the dandelion that has gone to seed. Next read the book The Tiny Seed to the class. Discuss the story and ways seeds are dispersed. Allow the students to look at different types of seeds and brainstorm a way the seeds are dispersed. Ask the students a variety of questions about seed transportation. For example “How far do seeds travel from their parent plant?” “What types of places might seeds end up growing in?” “What are some ways that seeds are dispersed?” Students will then write a short paragraph about a tiny seed and how it spread. Learning Outcome: Students will know and understand that seeds are dispersed in a variety of ways. The student should be able to list and explain ways that seeds spread. Assessment: Science journal entries and participation in class discussions and activities will allow the teacher to assess student understanding and contribution.

Curriculum Overview for Daily Activities: Day 3 Science Topic: Needs of a Plant Integrated Subject: ELA Guiding Question: What does a plant need to grow? Materials: 2 large sheets of paper for KWL charts, markers, soybean seeds or lima bean seeds, clear cups, water, window with sunlight coming in, soil, and worksheet Activity: Students will create a KWL chart about plants’ needs. Teacher will prompt students with guiding questions to help students brainstorm. Students will be placed in groups of 3-4 and will be given two cups and four seeds. Students will put two seeds in each cup. Students will choose which variable to manipulate. Students can choose to not use soil, put one cup in the dark, or not water one plant, but for the other cup the student must provide light, air, water, and place for the plant to grow. The student will record their observations of both plants over the next 3 days. The students will draw in their science journal what they see each day. Students will complete a KWL chart again and compare to their previous chart. Students should have more in the “know” section. Students will complete worksheet in which they have to circle what items a plant needs. Learning Outcomes: Students will organize what they already know, what they wonder, and what they want to learn in a KWL chart. Students will observe two plants and will record their observations in their Science Journal. By doing this, students will learn what a plant needs to survive and grow. The students will then make another KWL chart and will most likely have more information under the “know” section. Assessment: The teacher will assess what the students already know with the first KWL chart. The teacher will also look at the level of observations made in the Science Journals to determine whether the students understand why a plant needs certain things. The teacher will also assess students understanding through facilitating discussions. The teacher will collect the worksheet and check to see that each student circled the correct items.

Day 3: Worksheet

Curriculum Overview for Daily Activities: Day 4 Science Topic: Needs of a Plant Guiding Question: What does a plant need to grow? Materials: A cup of water; For each student: Plastic jewelry bag, 1 cotton ball, one soybean and a piece of pre-cut yarn for each student Activity: Students will create Soy Boy or Soy Girl necklaces. Students will soak their cotton ball in water and then place it in the small jewelry bag. The student will place their soybean in the cotton ball. The student will blow a puff of air in the bag and then seal it. Finally, the student will put the pre-cut piece of yarn through a hole punched at the top. Learning Outcomes: The student will further understand what helps a plant grow and survive. This activity will provide further reinforcement as to why each of these four things is important. The student will have their own plant necklace that will remind them of the four necessary things for plant growth. Assessment: The teacher will ask beforehand what four things are necessary for a plant to grow. The teacher will assess students based on the following discussion and their participation. The teacher will ask the students why each component is important to their soy necklace.

Curriculum Overview for Daily Activities: Day 5 Science Topic: Parts of a Plant Guiding Question: What are the parts of a plant? Materials: Large sheet of paper, a flower for each group, pins for the different plant parts, and a corkboard for each group Activity: The students will create a concept map about the parts of a plant. The students will be in groups of 2-3. Each group will get a whole flower taken from a pot and cleaned off. The groups will be instructed to analyze the flower and classify it into different parts, then pin each part on the corkboard. The teacher will write the plant parts on the board and the students will label each part. Each group will present to the class how they separated the items. After that, the students will stand in a circle and imagine that they are plants. Students’ feet are the equivalent to roots because without them we would fall over. Students’ stomach is equivalent to stem because that is where the nutrients are absorbed. Students’ hands are equivalent to leaves because our hands make food. Students’ heads are equivalent to the plants’ flowers. Learning Outcomes: The students will decide what plant parts are different and the teacher will prompt the students to explain why. The students will learn the functions of each plant part. The student will present their findings to the class, thus practicing presentation skills. Assessment: The teacher will evaluate whether students understand by walking around to each group and listening to the reasoning behind how they separated the parts. The teacher will also assess the students’ understanding by asking the students which body parts are equivalent to the plant parts during the last game.

Curriculum Overview for Daily Activities: Day 6 Science Topic: The Stem and Its Function Integrated Subject: ELA Guiding Question: What does the stem do? Materials: Straws for each student, flowers for each student, colored juice or water with food coloring, a cup for each student, tape. Activity: Students will attach a pre-cut paper flower to a straw and will place it in a cup of juice. Students will use the straw to understand how a stem functions. Students will record their observations in their Science journals. Learning Outcomes: Students understand how the stem transfers water through the plant with a visual representation. Students will also understand that the stem is necessary because it carries the nutrients for the plants’ survival. Assessment: The teacher will assess students’ understanding by reading their Science Journal. The teacher will also facilitate discussion by asking guiding questions before and after the students use their straws.

Curriculum Overview for Daily Activities: Day 7 Science Topic: Leaves, Leaves, and More Leaves! Integrated Subject: ELA Guiding Question: What do leaves do? Activity: From the plants that were planted on Day 3, students will cut off all the leaves. Students will be asked how and why this would affect the plants. Students will observe the plants over the next few days and record their observations in their Science Journal. Learning Outcomes: Students will learn that leaves are necessary to a plant’s survival. Students will learn the function of leaves. Students will learn what happens to a plant without leaves. Assessment: The teacher will facilitate discussion and assess class participation. The teacher will collect Science Journals and read the observations. The teacher will determine whether the students’ observations note why leaves are important to the survival of a plant.

Curriculum Overview for Daily Activities: Day 8 Science Topic: Edible & Non-Edible Plants Guiding Question: What plants do we eat? Materials: Slideshow of plant images, computer and projector, real and fake plants (edible and non-edible), “Plants that We Eat” chart, Pictures of plants from magazines and newspaper advertisements, glue, and paper Activity: Students will categorize plants and plant parts that are edible and non-edible. Students will watch a slide show on edible plant part images. As a group they will also use real and fake plants to decide what part of the plant is eaten and report back to the class their findings. The class will fill out a chart with lists of edible plants based on their part. Finally the class will use magazine and newspaper advertisements to create collages of edible and non-edible plants. Learning Outcome: Students will know, understand, and classify plants and plant parts based on whether the plant is eaten by humans. Assessment: Answers to class discussion will allow the teacher to gauge the students’ understanding of edible and non-edible plants. The students’ group presentation of plants will also allow the teacher to do an informal assessment. Finally the completed chart and collage of plant examples will be concrete materials that the teacher can grade for understanding.

Day 8: Worksheet

Plants That We Eat

Seeds Roots Stems

Leaves Flowers Fruits

Day 8: Worksheet Directions: Categorize and glue plant part pictures from magazines, advertisements, and clip art below.

We Eat We Do Not Eat

Curriculum Overview for Daily Activities: Day 9 Science Topic: Uses for Plants Integrated Subject: ELA Guiding Question: How do humans use plants? Materials: Why the Brown Bean was Blue, pg. 91 of plants Science Is…, science journals, whiteboard and chalk, computer, projector, and excel spreadsheet for graphing of responses Activity: Gather the class together for a story. Before reading the story have the class create a brainstormed list of ways that plants are used by humans. Some examples of plant uses are fibers for cloth, food, medicine, wood, fuel, paper, etc. Next read the story Why the Brown Bean was Blue to the class. Have the class create a chart in their science journal with 8 spaces for responses, next have the students list and illustrate ways that plants are used in the spaces. Students will share their lists with the class and create a chart that graphs the answers. Students will be able to determine which answers were most common and which were unique. Learning Outcome: Students will understand that plants are used in a variety of ways. They will be able to identify and list ways that plants are used in everyday life. Assessment: Students’ participation and contributions in discussion will allow for informal assessment of student understanding. The teacher will collect science journals and review the completed charts for explanations and illustrations.

Curriculum Overview for Daily Activities: Day 10 Science Topic: Plant Life Cycle Guiding Question: What is the plant life cycle? Materials: poster paper, pictures of plants at different stages in the life cycle, crayons, science journals, pencils Activity: The last day of the plant unit will be spent reviewing some of the major topics of plants. Students will create a life cycle poster for the hallway showing what they have learned. Students will color pictures of plants at different stages in the life cycle and post their pictures on the cycle in the hallway, create a diagram in their journal, and write a story about the plant’s life. Vocabulary and examples from previous days will be implemented in this activity to complete the life cycle of a plant. Students will be able to combine what they learned previously into the final lesson focused on all of the stages of life. Learning Outcome: Students will know and be able to identify the different stages of the plant life cycle. Students will be able to define, describe, and illustrate pictures of a plant at each stage. Students will also use the vocabulary from the previous lessons to explain their pictures and write a story about the plant’s life cycle. Assessment: The science journals will be collected and reviewed to ensure that students completed the plant life cycle diagram and story of a plant’s life. The hallway poster pictures will also provide the teacher with information on students’ understanding of the cycle.

Plant Growth Lesson Plan The following lesson will begin on Day 3 and will continue throughout the rest of the unit. Grade: 2 Integrated Subjects: Science and Mathematics NYS Common Core Learning Standards for Mathematics: !   2.MD.1 !   2.MD.2 !   2.MD.3 !   2.MD.4 !   2.MD.5 !   2.MD.9 !   2.MD.10 NYS Elementary Science Core Curriculum, Standard 4, The Living Environment, Performance Indicators: !   1.1b !   1.1c !   1.2a !   2.1a !   2.2a !   2.2b !   3.1b !   3.1c !   4.1a !   4.1b !   4.1c !   4.1d !   4.2a !   5.2a

Plant Growth Lesson Plan, Continued Overview: The learner will: !   discuss conditions suitable for the growth of plants. !   identify the major parts of a plant. !   plant seeds and care for the growing seedlings. !   record measurements and observations on a graph and in a

science log. !   explain how the love and care needed for plants is similar to

that needed by humans. Purpose: In this lesson, the students will gain respect for the beauty and value of plants and the natural environment. Students will learn how various conditions affect the growth of plants. They will also compare the love and care needed by plants to the love and care needed by people also. Students will also measure and observe the growth of their seedlings. Duration: Three Thirty-Minute Class Periods (Plus brief responsibilities over the following three weeks) Objectives: The learner will: !   discuss conditions suitable for the growth of plants. !   identify the major parts of a plant. !   plant seeds and care for the growing seedlings. !   record measurements and observations on a graph and in a

science log. !   explain how the love and care needed for plants is similar to

that needed by humans.

Plant Growth Lesson Plan, Continued Materials: !   Copies for each student of Worksheet: Parts of a Plant !   Biodegradable pots (2”x2”x2”) !   Potting soil—enough for each student and the teacher to fill

at least two pots each !   Zinnia seeds—enough for each student and the teacher to

plant at least two each !   Water !   Fertilizer !   Small plastic containers for water and water droppers !   Copy of graph for overhead projector or SmartBoard.

(Worksheet: Plant Growth) !   Ruler !   Measuring Tape !   Graph paper (1”x1” grids) !   Camera Instructional Procedure(s): Anticipatory Set: Invite a volunteer into the classroom who is knowledgeable about plants to talk to the class. The teacher should have six labeled plants (planted a few weeks in advance), with each plant grown under different conditions (no water, over watered, no sun, fertilized, non-fertilized and optimal). Have the volunteer talk to the class about his or her experiences with planting under optimal conditions as well as not-perfect conditions. The volunteer should attempt to communicate his or her love of caring for plants. Students will be given the lesson objectives and questions the day before in order to give them ample time to prepare for the volunteer.

Plant Growth Lesson Plan, Continued Day One (Day 3 of Unit): !   The volunteer explains the different ways in which each plant

on the table was cared for (sunlight, no water, too much water, fertilized, non-fertilized and optimal conditions). The volunteer explains to the students the proper way to care for plants. Discuss the variables (sun, water, soil, fertilizer) that contribute to healthy plants.

!   On a large sheet of paper the teacher writes students’ comments about what they learned from their guest.

!   On this and other days, have students take turns taking pictures of the events in the unit. Students who do not want to use a camera to take pictures, may instead write or draw what they observe.

Day Two (Day 4 of Unit): !   Read aloud the book From Seed to Plant by Gail Gibbons.

Teacher will use the book to describe in detail the parts of the plant (flower, leaf, stem, roots) and their functions.

!   Hold a class discussion about the basic needs of plants. The students should recall that water, sunlight, soil and fertilizer are important. Other answers that may be explored include love, care, respect, etc.

!   Give each student a copy of a flower to label (Worksheet: Parts of a Plant). Students fill in the blanks with the following words: flower, stem, leaf and roots.

Plant Growth Lesson Plan, Continued Day Three (Day 5 of Unit): !   Each student writes his or her name on two biodegradable

planting pots. !   The teacher calls students up in small groups to fill their pots

with soil (have soil in a large dishpan on top of newspaper or outside). Soil can be spooned into the pots until approximately ½ inch from the top of pot.

!   Students put one seed in each pot. Demonstrate pressing thumb in center of soil, creating a hole ½ inch deep. Put the seed in and cover with soil from the pot. Students follow the procedure while the teacher monitors for progress and accuracy.

!   Students will then use water droppers to measure out one ounce of water (approximately two full water droppers) and water each plant pot. (Keep the water in small plastic containers for easy accessibility.)

!   Add the appropriate amount of fertilizer according to the directions on the package.

!   Place the pots on a windowsill or other suitable area where sunlight is available.

Plant Growth Lesson Plan, Continued Following Days (may be brief sessions over several weeks) !   Prepare a science log for each student to record his/her

observations. Students start by writing their observations (either in writing or illustrations) of the seed planting. Have students record observations at least once every three days. They can record the date for each entry, how much water and fertilizer they add, what they see and measurements.

!   Students water and fertilize their plants as needed. !   Demonstrate how to make a bar graph and record growth

over time. Use the attached graph as a model (Worksheet: Plant Growth).

!   When the flower seedlings appear above the soil, the students will start measuring the height of the plant using metric rulers (every other day). Show them how to measure accurately and record their measurements on the graphs. Measurement of plant should begin at top of soil. Students will gently place the ruler in the pot at the top of the soil and measure the height of the plant. Height will be determined by the highest point of the plant above soil.

Assessment: !   Teacher may evaluate student participation in class

discussion. !   Assess student understanding of the parts of the plant through

the completion of the plant diagram (Attachment One: Parts of a Plant).

!   Monitor student comprehension and measuring skills through their work on the graph and in the science logs.

Plant Growth Lesson Plan, Continued Cross-Curriculum Extensions: Invite an elderly member of the community to speak to the class. Choose an individual who is an active volunteer in the community—especially someone who helps in a way related to gardening or the environment. Through the experience, students will gain appreciation for people who share their time, talent and interests. Ask the volunteer to speak about the importance of volunteering, why he or she volunteers, and why he or she chooses to volunteer in the particular area of interest. Differentiated Instruction: !   Students will be given the lesson objectives and questions the

day before the lesson begins in order to give them ample time to prepare for the volunteer.

!   Students may answer questions verbally instead of in written form.

!   Students will be paired with another student during observations to increase confidence and understanding.

!   Students who do not want to use a camera to take pictures on Day One, may instead write or draw what they observe.

!   There will be three different worksheets available for “Parts of a Plant:” one with a plant ready to be labeled, one with a plant ready to be labeled with a word bank, and one where the student must draw and label the plant.

!   When planting on Day Three, students will be paired with another student to assist with writing, planting, watering, etc.

!   Students will be paired with a partner when measurement begins. This will allow for teamwork and assistance if necessary.

Plant Growth Lesson Plan, Continued Gardner’s Multiple Intelligences Included in Lesson: !   Verbal—Having a discussion about the parts of the plant !   Visual—Observing a plant’s growth !   Logical—Measuring and recording the growth from seed to

plant and observing the changes each day !   Interpersonal—Questioning and discussing the growth of a

plant and the reasoning behind what it is doing !   Intrapersonal—journaling throughout the unit and lesson

regarding plants !   Naturalistic—planting and caring for a potted seed as it

transforms into a plant

Plant Growth Lesson Plan, Worksheet #1

Parts of a Plant

Directions: Please label the parts of a plant below.

Plant Growth Lesson Plan, Worksheet #2

Parts of a Plant

Directions: Please label the parts of a plant below using the following terms: roots, stem, leaves, flower.

Plant Growth Lesson Plan, Worksheet #3

Parts of a Plant

Directions: Please draw and label the parts of a plant below

Plant Growth Lesson Plan, Worksheet

Plant Growth

Use the following graph as an example for students’ graphs.

He

igh

t in

Inc

he

s

1 2 3 4 5 6 7 8 Day of Measurement

Plant Growth (inches/day)

Classroom Bibliography: !   The Tiny Seed: Big Book & Teaching Guide by Eric Carle !   Why the Brown Bean was Blue by Susan Pankey !   Banking on Seeds, Project Food, Land & People, 1998 !   From Seed to Plant by Gail Gibbons !   The Giving Tree by Shel Silverstein !   The Apple Pie Tree by Zoe Hall !   Be a Friend to Trees by Patricia Lauber !   Growing Vegetable Soup by Lois Ehlert !   Nature Upclose: A Dandelion's Life by John Himmelman !   One Child, One Seed: A South African Counting Book by

Kathryn Cave !   The Reason For a Flower by Ruth Heller !   Rookie Read-About Science, It Could Still Be a Tree by Allan

Fowler !   Russ and the Apple Tree Surprise by Janet Elizabeth Rickert;

photographs by Pete McGahan !   Seeds by Ken Robbins !   The Tree by Dana Lyons; illustrated by David Danioth !   Welcome Books, Trees to Paper by Inez Snyder !   The Amazing Apple Book by Paulette Bourgeois !   The Berenstain Bears Grow-It: Mother Nature Has Such a

Green Thumb by Stan Berenstain !   Carnivorous Plants by Cynthis Overbeck !   The Dandelion Seed by Cris Arbo !   The Escape of the Plant That Ate Dirty Socks by Nancy

McArthur !   Fairy Dusters and Blazing Stars: Exploring Wildflowers With

Children by Suzanne M. Samson !   Plants That Never Ever Bloom (World of Nature) by Ruth Heller !   The Magic School Bus Plants Seeds: A Book About How Living

Things Grow by Joanna Cole

Learning Centers: Center 1: Which direction do seeds grow? Materials : !   beans !   two wide-mouth jars, or clear containers !   a piece of blotting paper long enough to line the inside of

the jars !   paper towels Method : !   Soak the beans overnight in water. !   Place the blotting paper snugly around the inside of each jar. !   Stuff crumpled paper towel in the middle of the jars, then fill

them with water and wait until the paper towel absorbs as much of the water as it can.

!   Pour off the excess water. !   Push a few of the beans in different positions (horizontal,

diagonal, vertical) between the blotting paper and the glass in each jar. Keep them spaced apart and near the top of the jars.

!   Have students draw diagrams of the jars and the seeds and draw their predictions of how they think they will grow.

!   Keep the jars out of direct sunlight and watch the seeds grow. Water the paper towels quite regularly so the seeds will keep moist.

!   Once the seedlings have reached about an inch over the jars (about a week), lay one of the jars on its side.

!   Have students draw diagrams of the jars and the seeds and draw their predictions of how they think they will grow now.

!   In a few days have students draw what happens. The stems of the seedlings should have bent so they could continue to grow upwards. Who predicted correctly? Why did this happen? What may be some reasons?

Learning Centers: Center 2: Seed Sort Materials: !   a variety of seeds, ask students to bring some from home !   large pieces of paper !   markers Method: !   Give center a large number of seeds and ask students to

draw two circles on a piece of paper. !   Try to organize the seeds into two distinctive groups (i.e..

smooth and bumpy, long and round, fruits and vegetables, etc.).

!   No seed can be left over. !   Have each group share their categorization technique. !   Now draw another circle on the paper. !   Try organizing seeds into three distinctive groups. !   Have each group that goes to the center share their

categorization technique on a recording form at the center. !   As a challenge try even more groupings.

Learning Centers: Center 3: From Seed to Plant Materials: !   2 handouts entitled “Learning the Plant Life Cycle” (see next

two pages) Method: !   Have students cut out the images on the lines. !   Have students order the squares according to the plant life

cycle. !   Have them glue them down on the blank ”Learning the Plant

Life Cycle” sheet.

Learning the Plant Life Cycle (For Center 3):

Learning the Plant Life Cycle (For Center 3):

Learning Centers: Center 4: From a Plant’s Perspective Materials: !   Student journals !   Writing utensils !   A single potted plant Method: !   Have students silently look at the potted plant. !   Have students think about what it would be like to be a plant. !   Have students write or draw in their journal what they think it

would be like to be a plant. !   They can write or draw from the perspective of the plant if

they would like.

Learning Centers: Center 5: Measuring Plants Materials: !   Paperclips !   Clothespins !   Other items students can use to measure (non-standard) !   Measuring Tape !   Ruler !   Plants of differing heights !   Student journals !   Writing utensils Method: !   Have students silently look at the plants. !   Have students think about the similarities and differences of

the plants. !   Have students journal about these similarities and differences. !   Have students measure the heights of the different plants

using both standard and non-standard forms of measurement.

!   Have them record their data in their journal (similar to how they learned in Math)

!   Have students journal about their data.

Bulletin Boards:

http://tradingideas.typepad.com/.a/6a00d834524c1069e2011570d4ff0c970c-500wi

http://4.bp.blogspot.com/-6GLH-lOcQcc/T1w7P5wgu4I/AAAAAAAAAxg/ATA mbiGzAOg/s640/Plants+Full+BB.jpg

Bulletin Boards:

http://www.teachingphotos.co.uk/wp-content/uploads/2012/05/sci_plants1-1024x768.jpg

http://2.bp.blogspot.com/-qYBT4bmiUXY/UIv_ZtWixYI/AAAAAAAAFNY/nIqbm gtBsSo/s320/photo+2.JPG

Resources Available for this Unit: !   ESP Kit “From Seed to Plant” !   ESP Website (http://www.espsciencetime.org/teachers.cfm?

subpage=330643) !   ESP Traveling Seeds (http://schoolsites.schoolworld.com/

schools/ESP/student_life.cfm?subpage=295341) !   Brain Pop Jr. (http://www.brainpopjr.com/science/plants/) !   Science Kids (http://www.sciencekids.co.nz/plants.html) !   Jump Start (http://www.jumpstart.com/parents/resources/

science-resources) !   Botanical Record Breakers (http://waynesword.palomar.edu/

ww0601.htm) !   Natural Perspective: Plant Kingdom (http://

www.perspective.com/nature/plantae/index.html) !   Great Plant Escape (http://urbanext.illinois.edu/gpe/

index.cfm) !   Rochester Gardening (http://www.rochestergardening.com) !   KinderGarden (http://aggie-horticulture.tamu.edu/

kindergarden/kinder.htm) !   Home Horticulture (http://www.ipm.iastate.edu/ipm/

hortnews/) !   National Gardening Association (http://www.garden.org) !   Scholastic News

Referenced While Creating this Unit Plan: !   Claiborne County Schools’ STEM Kits (http://

web.claibornecountyschools.com/stem/files/2012/11/STEM-Kits-Lesson-Plan-2nd.pdf)

!   Education World (http://www.educationworld.com) !   ESP Kit “From Seed to Plant” at Paul Rd. School, Gates Chili

School District !   ESP Website (http://www.espsciencetime.org/teachers.cfm?

subpage) !   From Seed to Plant by Gail Gibbons !   Fun with the Plant Nutrient Team: Student Workbook by Greg

Cravens !   Just Add Water” Science Is… by Susan Bosak !   Picking Apart Plants (http://katho3.people.wm.edu/

plantunit.pdf) !   The Tiny Seed by Eric Carle !   Utah Education Network (http://www.uen.org/Lessonplan/

LPview?grade=1.) !   Why the Brown Bean was Blue by Susan Pankey

Please note: !   All images’ sources are referenced below the image