science module- how do plants live and grow_.1_merged
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!B,.$#?'
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Lettuce
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Bush Beans
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How does a plants life begin?
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Today, _____________________,
our lettuce plant looks like this.
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Today, ______________________,
our bush bean plant looks like this.
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When a seed starts to grow, it looks like this inside.
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How can you measure changes as a plant grows?Circle the measurement tool you decided to use
Our turnip plant is ___________ tall.
Our lettuce plant is ___________ tall.
Our bush bean plant is ___________ tall.
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What do plants need to grow?
Today, ________________
Plant 1 looks like this.
Plant 1 is ________ tall.
Today, ________________
Plant 2 looks like this.
Plant 2 is ________ tall.
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Today, ________________
Plant 3 looks like this.
Plant 3 is ________ tall.
Today, ________________
Plant 4 looks like this.
Plant 4 is ________ tall.
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Today, ________________
Plant 5 looks like this.
Plant 5 is ________ tall.
Today, ________________
Plant 6 looks like this.
Plant 6 is ________ tall.
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Today, ________________
Plant 1 looks like this.
Plant 1 is ________ tall.
Today, ________________
Plant 2 looks like this.
Plant 2 is ________ tall.
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Today, ________________
Plant 3 looks like this.
Plant 3 is ________ tall.
Today, ________________
Plant 4 looks like this.
Plant 4 is ________ tall.
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Today, ________________
Plant 5 looks like this.
Plant 5 is ________ tall.
Today, ________________
Plant 6 looks like this.
Plant 6 is ________ tall.
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Today, ________________
Plant 1 looks like this.
Plant 1 is ________ tall.
Today, ________________
Plant 2 looks like this.
Plant 2 is ________ tall.
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Today, ________________
Plant 3 looks like this.
Plant 3 is ________ tall.
Today, ________________
Plant 4 looks like this.
Plant 4 is ________ tall.
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Today, ________________Plant 5 looks like this.
Plant 5 is ________ tall.
Today, ________________Plant 6 looks like this.
Plant 6 is ________ tall.
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our turnip plant looks like this.
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tall today.
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Today, _____________________, our lettuce plant looks
like this.
Our lettuce plant is ____________ tall today.
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Today, ______________________,
our bush bean plant looks like this.
Our bush bean plant is _________ tall today.
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'9. Ask students how they could monitor
their plants to see what is working best.Prompt them to recognize that they could
measure their heights, using the methodsdeveloped yesterday. Reminding students of
their math lesson yesterday, prompt studentsto recognize that it would be useful to use the
same form of measurement for each plant so
that they can compare the growth of theplants easily. Facilitate selection of acommon unit for measurement of plant
height.
10. Have student volunteers measure each ofthe plants using the common unit, and have
the rest of the students record the date andthe measurement in their guided portfolio,
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pages 11-13. Then have the students draw a
picture of each plant and its conditions intheir guided portfolio, pages 11-13.
Thursday:
11. Select two students to water the sixplants as necessary. All plants should
receive the same amount of water except forthe plants that are receiving varying amounts
of water as the experimental treatment.
12. Have three students take measurementsof the plants using the selected common unit
and share the results with the class.
13. Have the students record thesemeasurements and the date and draw pictures
of each of the plants and their conditions intheir guided portfolio, pages 14-16.
Friday:
14. Have three students take measurementsof the plants using the selected common unit
and share the results with the class.
'
G[E'Have the students record thesemeasurements and the date and draw picturesof each of the plants and their conditions in
'
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their guided portfolio, pages 17-19.
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in how each of the plants has grown.Facilitate a discussion about how the
differences show what plants need to liveand grow. Ask students to identify these
needs.
17. Ask students what modifications theyshould make in how they are growing the
McGregors plants to help them grow better.
18. Have a students draw a picture showingwhat plants need on page 20 of their guided
portfolio.'
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+*=)0:'/"0)+;'>$==)-)/0$*0$"/'+0-*0)C$)+;')0%E'8/%@,>)'*'-,I-$%'="-'*++)++$/C'+0,>)/0'",0%".)+'=-".'0">*:U+'@)++"/E'P00*%2'*@@'+,##"-0$/C'.*0)-$*@+'R)ECE;'N"-T+2))0+;'0-*/+#*-)/%:'.*+0)-+;')0%ES'^$@@'$/'*@@'+)%0$"/+'"='02)'0).#@*0)E'`+)'*/'c'0"'$/>$%*0)'02)'+0)#+'"='02)'@)*-/$/C'%:%@)'02*0'N$@@'/"0'I)'>"/)'>,-$/C'02$+'%@*++'#)-$">E'1"'$/>$%*0)'N2*0':",'N$@@'>"'="-')*%2'+0)#'"='02)'
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teacher. discussion.
Time on task The student is frequently offtask and needs frequent
redirection in order to
accomplish assigned work.
The student is generally on
task, but needs ocassional
redirection to accomplish
assigned work in a timely
manner.
The student is
consistently on task and
accomplishes work in a
timely manner.
The student is
consistently on task and
completes work with
great detail and accuracy
in a timely manner.
Guided portfolio Five or more items in thestudents guided portfolio
are incomplete, illegible.Five or more observational
drawings or measurements
do not adequately reflect
the designated object.
Three or four items in the
students guided portfolio
are incomplete or illegible.Three or four observational
drawings or measurements
in the students guided
portfolio do not adequately
reflect the designated
object.
All but one or two of the
items in the students
guided portfolio arecomplete and legible.
All but one or two of the
students observational
drawings and
measurements reflect the
designated object.
The students
observational drawings
are frequently highlydetailed or labeled. All
but one or two of the
items in the students
guided portfolio are
complete and legible.
All but one or two of the
students observational
drawings and
measurements reflect the
designated object.
Communication and
explanation of results
When asked by the teacher
to verbally explain
observations during and
after investigations, the
student is often unable orunwilling .
When asked by the teacher
to verbally explain
observations during and
after investigations, the
student is able to tells whatthey observed but struggles
to develop explanations for
what occurred.
When asked by the
teacher to verbally
explain observations
during and after
investigations, thestudent is able to tell
what they observe and
develop basic
explanations for what
occurred.
When asked by the
teacher to verbally
explain observations
during and after
investigations, thestudent is able to tell
what they observe,
develop basic
explanations, and justify
their explanations,
linking observations to
concepts developed in
class.
-
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