Plants 2nd Grade

Inquiry Based Learning Unit

Author: Carl Bowlin Contributing Authors: Wendy Mayer, Julie Laing,

Connie Kinder LITES

Area 5 Learning Technology Center

"Photography provided by Alternative Nature Online Herbal www.altnature.com"

Unit Overview for PLANTS Description:

In this unit students will discover that plants are living things that come in many

varieties. They will discover a plant’s life cycle, parts, and types of plants in different

places. Students will also investigate the different uses for plants.

Rationale:

This unit works well with second graders. It supports the learner statements at

these levels in Science which are included in State Goal 12: Understand the fundamental

concepts, principles and interconnections of the life, physical, and earth/space sciences.

This unit focuses on science at a beginner’s level so the students are introduced to the

basic parts of plants and their uses. They will be able to do hands on exploration and

investigation of the plants.

Student Response:

Student response has been very positive. They have enjoyed using the non-fiction

trade books along with their science textbook to learn about plants, why they are

important to us and what we use them for. The students looked forward to doing hands

on experiments and exploration with plants and their products.

Integrated Curriculum and Instruction Design: Inquiry-Based Learning Authors: Carl Bowlin, Wendy Mayer, Julie Laing, Connie Kinder

Title: Plants Grade Level: 2

CONTEXTGoals/Standards: (#’S) CONTENT

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences.

• Standard A. Know and apply concepts that explain how living things function, adapt, and change.

• Standard B. Know and apply concepts that describe how living things function, adapt, and change.

o Identify and describe the component parts of living things and their major functions. (12.A.1a)

o Describe and compare characteristics of living things in relationship to their environments (12.B.1a)

State Goal 1: Read With understanding and fluency

• Standard A-Apply word analysis and vocabulary skills to

comprehend selections • Standard B-Apply reading

strategies to improve understanding and fluency

• 1C-Comprehend a broad range of reading materials.

Engaging the Learner

Show the “plant” PowerPoint that raises the question “What do all these pictures have in common?” After presenting the power point allow for time of reflection and answers. Present An Invitation ( or letter, if this is the first time presenting an IBL unit) that invites the children to study about plants so they will be able to plan a showcase event that will display their knowledge of what products and uses plants provide for us. The showcase will include: *Type of plant *Part of plant used *Product from plant *A creative display of product and plant.

Teaching and Learning Events* • Opening Activities-PowerPoint. Students read invitation and

ask questions based on opening activity and invitation. Introduce Semantic Features Chart that will continue throughout unit. (LP)

• Begin growing fast plants Connect two—vocabulary words from unit Growing plants project in From Seed to Plant by Gail Gibbons (optional project for “Fast Plants”. My Vocabulary List - use list throughout unit to track vocabulary words. (LP)

• QAR with Gail Gibbon’s book From Seed To Plant (LP) • Blue Violet number sense activity (LP) • Plants have many parts introduction. Complete parts of plant

recording sheet. (LP) • Introduction to each plant part has a special function. Writing

“I Think” statements about each plant part in “Plant Jobs” booklet (PLANTS: Science Works for Kids Series unit book –Evan-Moor 1988) (LP)

• Function of roots (LP) • Function of stems (LP)

Individual Student Assessments 1. Pretest and posttest on parts of a plant/flower. Draw and label

the parts of a plant/flower. 2. Pretest and posttest on the function/job of the parts of a plant. 3. Use connect two as an assessment at end of unit. 4. Post-test information from computer searching the dictionary

activity(do not use dictionary –word bank use at discretion of teacher)

Final Team Performance A Plant Showcase

After studying the many varieties of plants, plan a showcase of products that come from plants. At the showcase students will display and model the many different uses and products that come from the different parts of plants.

√() = outcome is assessed (Number refers to assessment)

©Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments

Click here to Download Complete Unit

Integrated Curriculum and Instruction Design: Inquiry-Based Learning Authors: Carl Bowlin, Wendy Mayer, Julie Laing, Connie Kinder

Title: Plants Grade Level: 2

CONTEXTGoals/Standards: (#’S) CONTENTState Goal 5-Use language arts to acquire, assess and communicate information. Standard A-Locate, organize, and use the information from various sources to answer questions, solve problems, and communicate ideas. Standard B- Analyze and evaluate information acquired from various sources. State Goal 6—Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Standard A-Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.

√() = outcome is assessed (Number refers to assessment)

©Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments

Final Team Performance

Engaging the Learner • Function of leaves (LP) • Computer dictionary research activity (LP) • Function of flower (LP) • Seed Poem reconstruction-“Seed, Sprout, Flower” by

Helen Moore (LP) • Reader’s Theatre—“Everybody’s Got a Job To Do”

(LP) • Lifecycle of a plant (LP) • “What makes up our lunch?” activity (Students look at

What makes up or lunch pictures to guess what lunch items came from what plant. **Answers are in What makes up our lunch PowerPoint. (LP)

• “The Great Plant Escape” web quest www.urbanext.uiuc.edu/gpe/gpe.html (LP)

• Environments plants grow in. Compare and contrast. How does environment affect the type of plant? (LP)

• Jigsaw information on peculiar plants (LP)

Teaching and Learning Events*

Individual Student Assessments

5. Compare and contrast our “Midwest” growing plant to another plant growing in another environment (desert, arctic, rainforest, sea side).

6. Draw the complete lifecycle of a plant. 7. Final Performance: Showcase and display the many

different uses and products that come from the different parts of plants.

An Invitation

The MCS Library staff would like to invite the Second Grade to plan a showcase event to display and model the many

different uses and products that come from plants.

We would like your showcase to include:

Type of plant Part of plant used Product from plant Interesting display of product

Thank you. We look forward to hearing back from you concerning this project.

MCS Librarian

How are all these pictures

ALIKE?

Do you know how these are all alike?

Plants (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 1

State Goal: 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Describe the life cycle of plants Teaching and Learning Event: Opening Activities Description and Detailed Sequence of Activities: Show the “plant” power point that raises the question “What do all these pictures have in common?”. After presenting the power point allow for time of reflection and answers. Present An Invitation ( or letter, if this is the first time presenting an IBL unit) that invites the children to study about plants so they will be able to plan a showcase event that will display their knowledge of what products and uses plants provide for us. The showcase will include:

• Type of plant • Part of plant used • Product from plant

Students raise beginning level questions about the content (plants). Record their responses on chart paper. Expect to see higher level questions as students learn more about plants.

Place students in groups and allow them to begin reading and searching through trade books.

As they are reading, have them take notes to semantic features chart. Children share information with each other and summarize for the class.

Time Line: One to two days Books: Equipment Name: Materials: “Plant” Power point, chart paper, trade books Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

An Invitation

The MCS Library staff would like to invite the Second Grade to plan a showcase event to display and model the many

different uses and products that come from plants.

We would like your showcase to include:

Type of plant Part of plant used Product from plant Interesting display of product

Thank you. We look forward to hearing back from you concerning this project.

MCS Librarian

Plants (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 2 (Reading Instruction Block)

State Goal 5: Read With understanding and fluency Standard

• 1A-Apply word analysis and vocabulary skills to comprehend selections • 1B-Apply reading strategies to improve understanding and fluency • 1C-Comprehend a broad range of reading materials

Teaching and Learning Event: Connect Two Description and Detailed Sequence of Activities:

• Students are given a list of “plant words” from plant trade books. • Students read word and decide what two words could go together and write

why they would go together. Time Line: 30 minutes Books: Equipment Name:

Materials: Connect -Two worksheet Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2)

Author(s): Carl Bowlin Wendy Mayer, Julie Laing, Connie Kinder

Lesson Plan Day 2

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Describe the life cycle of plants Teaching and Learning Event: Begin growing “fast plants”. Students begin recording observations and documenting the stages of growth of the plants they have planted. Students will draw and label the parts of a plant as this plant development occurs. Description and Detailed Sequence of Activities:

• Fast Plants are pre-ordered from Carolina Biological Supply Company 1-800-334-5551 www.fastplants.org ($53.95 per classroom kit)

*Student plant fast plant seeds according to directions sent with kit. *Students observe the fast plants daily and record changes in a plant journal. Time Line: 30 to 40 days for the full life cycle of the plant Books: Plant trade books used for unit Equipment Name: Growth light

Materials: Fast Plant Growth and Development Classroom Kit Resources - Web Sites: www.fastplants.org Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 2 (Optional choice)

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Describe the life cycle of plants Teaching and Learning Event: OPTIONAL Lesson for beginning to grow plants. If funds are not available to purchase “fast plants” use the “From Seed to Plant” project from Gail Gibbon’s book From Seed to Plant. Description and Detailed Sequence of Activities:

• Use a clean glass jar • Roll a piece of black construction paper and slide it into jar. • Fill jar with water • Wedge the bean seeds between the black paper and the glass. Put the jar in a

warm place. • In a few days the seeds will begin to sprout. Watch the roots grow down and

the shoots grow up. • Transplant your bean sprouts into a big clay pot. • Carefully remove the small plants from the glass jar. Place them in the soil,

covering them up to the base of their shoots. • Water them as needed. • Record the growth in a growth journal

Time Line: One day for plantings. Ongoing recording of plant growth. Books: From Seed to Plant by Gail Gibbons Equipment Name:

Materials: glass jars, black construction paper, bean seeds, water, clay pots, potting soil Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Plants (Grade 2)

Author(s): Carl Bowlin Wendy Mayer, Julie Laing, Connie Kinder

Lesson Plan Day 3

State Goal 1: Read with understanding and fluency Standard B. Apply reading strategies to improve understanding and fluency. Teaching and Learning Event: QAR Description and Detailed Sequence of Activities:

• Students pair read From Seed to Plant by Gail Gibbons. • Give questions to pairs to search for answers. • Have students record answers on post-its and bring answers to a chart when found. SAMPLE QUESTIONS: 1. What does a seed contain? 2. What do seeds grow in to? 3. Where do most seeds begin? 4. How many parts does a flower have? 5. Name the parts o a flower. 6. What is it called when pollen lands on the stigma? 7. What are some things that help flowers to be pollinated? 8. What protects the seeds? 9. How do seeds travel? 10. What three things does a seed need to sprout? 11. What do the leaves of a plant do? 12. What do the roots of a plant do? 13. What will grow when the buds of a plant open?

Time Line: 40 minutes Books: From Seed to Plant by Gail Gibbons Equipment Name: Materials: post-it notes, chart paper Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS Author(s): Carl Bowlin

Lesson Plan Day 4 (Math Block)

State Goal: 6—Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Standard A-Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. Teaching and Learning Event: Blue Violet Number Sense activity Description and Detailed Sequence of Activities: Discuss number sense. Tell students they could figure out where numbers would fit in a paragraph to make sense about what they are talking about. After some discussion and examples, give students the activity sheet to work out. Time Line: 20 minutes Books: Equipment Name:

Materials: Resources - Web Sites: http://www.museum.state.il.us/exhibits/symbols/flower.html http://www.ct-botanical-society.org/galleries/violasoro.html Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 5

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Determine how parts of plants help them survive. Teaching and Learning Event: Plants have many parts Description and Detailed Sequence of Activities:

• Display several flowering plants • Ask “What are these?” “How do you know they are plants?” “What parts do

the plants have?” • Record student comments of chart entitled “Plant Parts” • Divide the class into small groups • Give each group a small flowering plant and materials needed for exploration

and observation. • Gently remove the plant from the pot and lay it on newspaper. • Carefully brush away as much of the soil as possible. • Identify the parts • Students complete a recording sheet by drawing their plant and labeling the

parts. • Return to student and teacher questions. Answer some. Ask some.

Time Line: 40 minutes • Students begin working on final plant showcase.

Books: Unit trade books Equipment Name:

Materials: 1. small plants in bloom 2. a soft paintbrush 3. several sheets of newspaper 4. recording sheet Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: Author(s):

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 6

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Determine how parts of plants help them survive. Teaching and Learning Event: Each Part of a plant has a special function. Description and Detailed Sequence of Activities:

• Each student is given a “Plant Jobs” booklet for recording information. A reproducible booklet is available in Evan-Moor book “PLANTS” Science Works for Kids Series.

• Discuss parts of plants as a reminder to students. • Students record the “I think” portion of booklet writing what they think each

plants part’s function is. • After following lessons/investigations students record what they learned each

plant part’s job actually is. • Return to student and teacher questions. Answer some. Ask some.

Time Line: 40 minute for discussion/lesson. One to eight days for observation.

• Students work on final plant showcase. Books: PLANTS: Science Works for Kids Series unit book (Evan-Moor 1988) Equipment Name:

Materials: Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 7

State Goal 12: State Goal: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Determine how parts of plants help them survive. Teaching and Learning Event: Each Part of a plant has a special function (roots) Description and Detailed Sequence of Activities:

• Students are divided into small groups to investigate the function of roots as collectors of water for the plant.

• Question students about the importance of roots to the plant. Ask, “What might happen to a plant if it lost its roots? Why?”

• Using two identical plants, remove “plant 2” from its pot and shake of all the soil from its roots.

• Cut off the roots from “plant 2”. Repot it. • Record by drawing on a recording sheet what your plants 1 and 2 look like.

Label this “First Day” • Set both plants in a sunny location. Water as needed. • Observe the plants each day to see what changes occur. • After 5-8 days, draw a picture on your recording sheet of plants 1 and 2,

drawing what they look like at this point. Label this section “Last Day” • After the last day discuss the results of this experiment. Ask students to

explain what they observed and why they think it happened. • Be sure the students clearly understand that roots are needed to collect

water • Also discuss the roots other job—holding the plant in the ground. • Return to student and teacher questions. Answer some. Ask some.

Time Line: 40 minutes for cutting and repotting plant and discussion. Five to eight days for observation

• Students work on final plant showcase. Books: Equipment Name: Materials: two small identical plants (labeled on pot 1 and 2) Scissors,water, paper for drawing Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 8

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Determine how parts of plants help them survive. Teaching and Learning Event: Each Part of a plant has a special function (stems) Description and Detailed Sequence of Activities:

• This investigation will help student discover the function of stems as carriers of water for plants.

• Ask students to explain the job of stems in a plant. Record on a chart paper labeled “STEM”. Be sure all students have recorded their thoughts on the stem’s job in the “I Think” section of their “Plant Jobs” booklet.

• Use a white carnation and a stalk of celery with its top. • Add a few drops of food coloring to the water in 2 glasses. • Put the celery in one glass and the carnation in the other glass. • Draw the plants on a recording sheet as they look. • Set the glasses in the sunlight and leave them overnight. • Observe the plants on the next day. Record any changes. • Teacher uses a sharp knife to cut across each stem. Find and show students the

tubes that carry water up the stem. • Assist students in recording in their “Plant Job” booklets that I learned the

stem’s job is to carry water (and food) to other parts of the plant. • Also add that the stem helps hold the plant up. • Return to student and teacher questions. Answer some. Ask some. • Time Line: 2 days • Students work on final plant showcase.

Books: Equipment Name: Materials: 2 glasses of water Food coloring Fresh piece of celery with its top White carnation knife Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 9

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. o Standard A. Know and apply concepts that explain how living things function, adapt,

and change. o Determine how parts of plants help them survive. o Teaching and Learning Event: Each Part of a plant has a special function(leaves) Description and Detailed Sequence of Activities:

• Say, “We know that living things need food to grow. How do you think a plant gets its food?”

• Record student responses • Say, “Every part of a plant has a job. What part do you think could make the

plant food? How do you think this happens?” • Be sure students have recorded their “I Think” statement in their “Plant Jobs”

booklet. • It is impossible for student to observe directly the production of food by the

plant. Thus read appropriate parts from Straight from the Bear’s Mouth: The Story of Photosynthesis by Bill Ross (Atheneum Books for Young Readers, 1995) to help your students understand the importance of the leaves to a plant.

• After reading the book, ask the students what they learned for the story. Ask, “Why does a plant need the green part (chlorophyll)? What else does a green plant need in order to make food for a plant?”

• Have students record “I Learned” statements in their “Plant Jobs” booklet. • Show plant food formula:

Green leaves+air+water+sunlight=plant food Chlorophyll+carbon dioxide+water+sunlight=sugar

• Return to student and teacher questions. Answer some. Ask some. Time Line: 40 minutes

• Students work on final plant showcase. Books: Straight From the Bear’s Mouth:The Story of Photosynthesis by Bill Ross Atheneum Books for Young Readers, 1995 Equipment Name: Materials: Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS Author(s): Carl Bowlin

Lesson Plan Day 10 (Reading Block)

State Goal: State Goal 5-Use language arts to acquire, assess and communicate information. Standard A-Locate, organize, and use the information from various sources to answer questions, solve problems, and communicate ideas. Teaching and Learning Event: Computer dictionary research activity Description and Detailed Sequence of Activities:

• Students are given a research page with missing words. • Students read sentences with letter cue and information. • Students look at computer dictionary and go to appropriate letter to locate

needed word. • Return to student and teacher questions. Answer some. Ask some.

Time Line: 60 minutes Books: Equipment Name: portable computers or computer lab Materials: Dictionary worksheet, pencils Resources - Web Sites: http://www.enchantedlearning.com/Dictionary.html Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Les Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 11

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Determine how parts of plants help them survive. Teaching and Learning Event: Each Part of a plant has a special function (flower) Description and Detailed Sequence of Activities:

• This investigation is to discover the purpose of flowers on a plant. In your display of flowers to be used to stimulate discussion you may want to use some of the flowers shown in Gail Gibbon’s book From seed to Plant (tulips, daisy, rose, violet, buttercup, sunflower, zinnia)

• After displaying a bouquet of flowers guide students into a discussion of what “these” are.

• Be sure students have written an “I Think” statement about flowers in their “Plant Jobs” booklet.

• Read The Reason for a Flower by Ruth Heller (Grosset & Dunlap, 1983) • Ask students to explain what they learned about the job of flowers. • Record answers of chart • A sunflower or if possible a vegetable that has begun to form fruit from its

blossom would be a beneficial display. • From the Evan-Moor Plants unit book, make an overhead transparency of page

25 that shows a flower and the sequenced growth of the plant from seedling to fruit. Cut apart the small sequenced pictures and mix up.

• Show the pictures and ask students to help you put the pictures in order (seedling, flower, small fruit, larger fruit, whole fruit with exposed seeds)

• Discuss pollination • Help students record what they learned about flowers in their “Plant Job” booklets

(flowers make seeds that will grow into new plants). • Return to student and teacher questions. Answer some. Ask some.

Time Line: 40 minutes • Students work on final plant showcase.

Books: From Seed to Plant by Gail Gibbons; The Reason for a Flower by Ruth Heller; Flowers by Paul McEvoy Equipment Name: Materials: Variety of different live flowers or flowering plants Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 12 (Reading Instruction Block)

State Goal: State Goal 1: Read With understanding and fluency

• Standard A-Apply word analysis and vocabulary skills to comprehend selections • Standard B-Apply reading strategies to improve understanding and fluency • 1C-Comprehend a broad range of reading materials

Teaching and Learning Event: Poem reconstruction Description and Detailed Sequence of Activities:

• Use the poem Seed, Sprout, Flower by Helen H. Moore • Divide the poem into phrases • Copy each phrase on a sentence strip • Give a small group of students the entire poem • Students work together to reconstruct poem • Show poem on overhead foe students to check work • Read poem together • Return to student and teacher questions. Answer some. Ask some.

Time Line: 40 minutes Books: Equipment Name:

Materials: Poem, sentence strips Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 13 (Reading Instruction Block)

State Goal: State Goal 1: Read With understanding and fluency

• Standard A-Apply word analysis and vocabulary skills to comprehend selections • Standard B-Apply reading strategies to improve understanding and fluency • 1C-Comprehend a broad range of reading materials

Teaching and Learning Event: Reading and performing “Everybody’s Got A Job to Do”—a plant Reader’s Theatre by Carl Bowlin. Description and Detailed Sequence of Activities:

• Do this lesson after completing lessons on each individual plant part. • Children are put into groups of five readers • Read through selection together. • Assign individual reading parts • Groups practice for four days • On the fifth day, groups perform • Return to student and teacher questions. Answer some. Ask some.

Time Line: 30 minutes (Five days) Books: Equipment Name:

Materials: Everybody’s Got A Job To Do reader’s theatre. Each child has their own copy. Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2)

Author(s): Carl Bowlin Wendy Mayer, Julie Laing, Connie Kinder

Lesson Plan Day 14

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences.

Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Describe the life cycle of plants Teaching and Learning Event: Creating a life cycle “timeline” of plants Description and Detailed Sequence of Activities:

• Read The Seasons of Arnold’s Apple Tree by Gail Gibbons (Harcourt Brace Jovanovich, 1984)

• Have students describe the changes that happen in the story. • Have students divide paper into no less than four sections and draw and write

about the changes occurring in the plant in the story. • Using other trade books, draw a timeline/lifecycle drawing. • Return to student and teacher questions. Answer some. Ask some. • Time Line: 40 minutes • Students work on final plant showcase.

Books: The Seasons of Arnold’s Apple Tree; Growing Pumpkins by Melvin Berger; The Vegetable Garden by Melvin Berger; From Seed to Plan by Allan Fowler Equipment Name:

Materials: Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 15

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. o Standard A. Know and apply concepts that explain how living things function, adapt,

and change. o Evaluate ways in which plants are important. Teaching and Learning Event: “What makes up our lunch?” activity. Classifying edible and non-edible items as parts of plants. Description and Detailed Sequence of Activities:

• Bring in a lunch consisting of the following items: corn chips, peanut butter and jelly sandwich, apple juice, paper napkin, carrot and celery sticks, chocolate brownie. Place all the items on a wooden tray.

• Have students see if they can match pictures of printed pictures of plants from “what makes up our lunch” to each of the items in the lunch.

• After class discussion, show the correct answers using the “What makes up our lunch powerpoint”.

• Return to student and teacher questions. Answer some. Ask some. Time Line: 30-40 minutes

• Students work on final plant showcase. Books: Plants as Food by Paul McEvoy (Newbridge, 2002) Equipment Name: wooden tray

Materials: lunch items listed above, pictures of plants that items came from. Resources - Web Sites: www.hhmi.org/coolscience/vegquiz/partlist.html This site gives a listing of all plant parts, their functions and some examples of edible items from each. http://pan.tcnj.edu/Plants-unit/lesson9.htm http://pan.tcnj.edu/plant.htm http://www.enviro-explorers.com/wildflowers/importance_of_plants_and _plant_c.htm http://www.blueplanetbiomes.org/plants.htm Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 16

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences.

Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Determine how parts of plants help them survive. Teaching and Learning Event: “The Great Plant Escape” web quest. Description and Detailed Sequence of Activities:

• Using portable laptops or computer lab students will navigate through this web quest.

• Students should be in pairs to assist each other read and navigate through the site.

• Additional tech and reading support would be a valuable assistance. • Students will complete “Case 1” of this web quest. • Navigate through the web quest and identify parts of plants, what each plant

part does, and how plants grow. • Students will read information in web quest and answer quizzes. • Return to student and teacher questions. Answer some. Ask some.

Time Line: 90 minutes Books: Equipment Name: Portable laptops or computer lab

Materials: Resources - Web Sites: www.urbanext.uiuc.edu/gpe/gpe.html Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 17

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences.

Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Explain ways in which the environment determines which plants can survive Teaching and Learning Event: Environments plants grow in. How does environment affect the type of plant grown? Description and Detailed Sequence of Activities:

• Students are organized into groups and assigned an environment they will be responsible for creating a soil type of and planting a plant in. Groups will record plant’s growth and changes.

• Environments to be simulated: Arctic, desert, sea side, rainforest, and the Midwest.

• Students will plant identical plants in their type of environmental soil. Arctic—regular soil—but refrigerate plant

Desert—sandy soil, heat lamp Sea Side—Regular soil watered with salt water Rainforest—Terrarium made from an inverted soda bottle Midwest—Normal soil

• Groups will journal their plant. Record growth, and changes in plant (color, texture, life,…)

• Compare and Contrast sheet will be used as an assessment after students observe, journal, and share findings about plants in their environments.

• Return to student and teacher questions. Answer some. Ask some. Time Line: 60 minutes for discussion, soil preparation, and planting.

• Students work on final plant showcase. Books: Seashore Plants by Marilyn Woolley; Wetlands by Marcia Freeman; The Rain Forest by Christopher Cory; Cactuses by Lesley Pether Equipment Name: Materials: sand, heat lamp, soil, 2 liter soda bottle, salt, water, 5 identical green plants, planting pots. Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Title of Unit: PLANTS (Grade 2) Author(s): Carl Bowlin

Wendy Mayer, Julie Laing, Connie Kinder Lesson Plan Day 18

State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences.

Standard A. Know and apply concepts that explain how living things function, adapt, and change. o Explain ways in which the environment determines which plants can survive Teaching and Learning Event: Jigsaw information on peculiar plants and interesting plant vocabulary. Description and Detailed Sequence of Activities:

• Students will be assigned in work groups of 2 -3 people • Students will gather interesting/peculiar facts about plants. • Students will gather unfamiliar/interesting vocabulary words about plants. • Students will record their findings on post it notes. • Students and teacher then sort information and record on chart.

Time Line: 45 minutes

• Return to student and teacher questions. Answer some. Ask some. Books: Peculiar Plants by Nancy White; Life in the Grand Canyon by Kathy Page Barabas; The Rain Forest by Christopher Cory; Seashore Plants by Marilyn Woolley; What A Plant by Christine Latham Equipment Name:

Materials: post it notes, chart paper Resources - Web Sites: Resources – Software: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

Name________________________

What Are the Parts of Plants?

Explain below the job of each part of the plant. 1.______________________________________________2.______________________________________________3.______________________________________________4.______________________________________________5.______________________________________________6.______________________________________________

Name _________________________________________________________________________

Draw your plant in the box. Label your plant with these parts:

root stem leaf flower

What I learned: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Searching the Dictionary Assessment Checklist

Circulate around the room and ask students questions. If correct place an * under their student number and in question # row. If incorrect put a check mark in that square.

Questions Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. QUESTIONS:

1. Tell me a word that begins with “L” . It is the part of a plant that collects energy from the sun. 2. Tell me a word that begins with “R”. It is the part of a plant that is underground and gets water for the plant. 3. Tell me a word that begins with “S”. It is the part of a plant that gives its support. 4. Tell me a word that begins with “B”. It is the hard covering of a tree’s trunk . 5. Tell me a word that begins with “B”. It is a flying insect that is very important to plants for pollination. 6. Tell me a word that begins with “F”. It is the seed-making part of some plants. 7. Tell me a word that begins with “F”. It is the part of a plant that contains the seeds. 8. Tell me a word that begins with “E”. It is the name of a type of plant that does not lose its leaves during the cold season. 9. Tell me a word that begins with “T”. It is a plant that has leaves, roots, and a trunk. 10. Tell me a word that begins with “S”. It is the part of a plant that is inside the fruit.

Searching the Dictionary Test Read the sentences below and fill in the correct word with the letter hint.

1. This word begins with “L”. It is the part of a plant that collects energy from the sun.

________________________________ 2. This word begins with “R”. It is the part of a plant that is underground and gets water for the

plant.______________________ 3. This word begins with “S”. It is the part of a plant that gives support.

_____________________________________________ 4. This word begins with “B”. It is the hard covering of a tree’s

trunk._______________________________________________ 5. This word begins with “B”. It is a flying insect that is very important for

pollination._________________________________ 6. This word begins with “F”. It is the seed-making part of some plants.

_____________________________________________ 7. This word begins with “F”. It is the part of a plant that contains the

seeds.__________________________________________ 8. This word begins with “E”. It is the name of a type of plant that does not lose its leaves during

the cold season.___________________________________ 9. This word begins with “T”. It is a plant that has leaves, roots, and a

trunk.__________________________________________ 10. This word begins with “S”. It is the part of a plant that is inside the

fruit.___________________________________________

Plants in Different Environments

Alike

different

Final Plant Showcase

Now that you have studied about plants you are now able to plan a showcase event that will display your knowledge of what products and uses plants provide for us. Choose a product from your everyday life and prepare a showcase to display that item and what kind of plant the item originated from. The showcase will include: *A product from everyday life *Type of plant product came from (live or pictures) *Part of plant used *An interesting display of product You may use poster board, science display boards, or your choice of display material to create your final display.

Plant Showcase Rubric

Name: ___________________________ Date : ___________________________ Criteria Points 1 2 3

Product No product displayedPicture of product

displayed. Actual product

displayed. ____

Type of plant Type of plant not given.

Type of plant displayed by student hand

drawing.

Type of plant displayed with a picture or live

plant.

____

Part of plant used.

Part of plant used to make product is not

told.

Part of plant used to make plant is

told.

Part of plant used to make plant is

told and displayed.

____

Display Student has no visual display.

Student has a visual display.

Student presents showcase in a

creative display.____

____ Total----> ____ Teacher Comments:

Plants

Coaching Questions

1. How do parts of plants interact with the environment to meet their needs?

2. How does the environment affect the type of plants grown? 3. What is the importance of plants? 4. What is the life cycle of plants? 5. What are the functions of plant parts? 6. What products come from plants?

Essential Question

1. What are the fundamental concepts, principles, and interconnections of plants in life science?

Plants in Different Environments

Alike

different

roots protect water food carries stems absorb produce leaves flower sunlight support fruit seeds

___________________ and ______________________ are connected

because____________________________________________________.

____________________ and ____________________ are connected

because ____________________________________________________.

____________________ and ____________________ are connected

because ____________________________________________________.

____________________ and ____________________ are connected

because ____________________________________________________.

____________________ and ____________________ are connected

because ____________________________________________________.

Name_________________________________________________

Searching the Dictionary Use the Little Explorers picture dictionary to answer the following questions.

http://www.enchantedlearning.com/Dictionary.html

1. This word starts with an "L." It is the part of a plant that collects energy from sunlight. What is its name? _______________

2. This word starts with an "R." It is the part of plant that is underground and that gets water and other nutrients from the soil. What is its name? _______________

3. This word starts with an "R." It is the name of the tallest tree in the world. What is its name? _______________

4. This word starts with an "S." It is the part of a plant that provides its support. What is its name? _______________

5. This word starts with an "S." It is the name of the reproductive unit of some plants. These units grow into new plants. What are they called? _______________

6. This word starts with an "S." It is the name of a common plant that lives in the sea. What is its name? _______________

7. This word starts with a "B." It is the hard covering of a tree's trunk, branches, and roots. What is it called? _______________

8. This word starts with a "B." It is a flying insect that is very important to many plants because it pollinates

(fertilizes) its seeds as it flies from flower to flower eating nectar. What is this insect's name? _______________

9. This word starts with an "F." It is the seed-making part of some plants. What is its name? _______________

10. This word starts with an "F." It is the part of some plants that contains the seeds. It is often juicy and tasty. What is it? _______________

11. This word starts with an "F." It is the name of a large area of trees. What is it called? _______________

12. This word starts with an "F." It is a primitive green plant with lacy leaves. What is its name? _______________

13. This word starts with a "T." It is a plant that has leaves, roots, and a trunk. What is its name? _______________

14. This phrase starts with a "T." You can count these circular things to find out how old a tree is. What are they? _______________

15. This word starts with a "D." It is name of a type of plant that loses its leaves during the cold season. What is its name? _______________

16. This word starts with an "E." It is the name of a type of plant that does not lose its leaves during the cold season. What is its name? _______________

17. This word starts with a "G." It is a common flowering plant found all over the world. What is its name? _______________

18. This word starts with an "A." It is the seed of the oak tree. What is it called? _______________

19. This word starts with a "V." It is a type of plant that doesn't have a strong supporting stem. It grows on other objects or simply creeps along the ground. What is its name? _______________

20. This word starts with a "V." It is the name of a plant that eats insects. What is its name? _______________

What makes up our lunch?

Can you tell what plant makes something you can eat for lunch?

CORN

Apple

Peanut

Wheat

Grapes

Carrot

Celery

Cotton

Oak tree

Did those plants help create a tasty lunch?

Name __________________

The Blue Violet

4

1908

16, 583

¾

The Blue Violet is the

Illinois state flower. In 1907

they took a vote, __________

Illinois school children voted to

make the Blue Violet the state flower. It

was introduced as the state flower in

__________. It can grow to be _______ to

6 inches tall. The petals are _______

inches wide.

DAY # What I see happening with my plant.

Name: ____________________________________________________________________________________

Question/Answer Relationship (QAR)

Plants In the Book (Gathering Information)

In Your Head (Inference)

Right There:

1. What does a seed contain? 2. What do seeds grow in to? 3. Where do most seeds begin? 4. How many parts does a flower have? 5. What is it called when pollen lands on

the stigma?

Think and Search: 1. Name the parts of a flower. 2. What part of the flower must the pollen land on? 3. What are some things that help a flower to be

pollinated? 4. What three things does a seed need to sprout? 5. What do the roots of a plant do? 6. What protects the seed?

Author and You (Inference) 1. Why do you think plants grow upward? 2. Which came first the plant or the seed?

Why?

On Your Own

1. What have you successfully grown? 2. Do you think the size of a seed

determines the size of a plant?

A Plant Reader’s Theatre for 5 readers By Carl Bowlin

Reader 1—Just like all of you, I am made of many parts. Reader 2—All my parts have very important jobs to do to help me grow strong and healthy. Reader 3—Put us all together, no part can be missing, and you have a special, growing plant. Reader 1—Here are all the parts. Everyone is here, not even one is missing. I am the roots. Reader 2—I am the stem. Reader 3—I am the leaves Reader 4—I am the flower. Reader 5—I am the fruit. Reader 1—I am the roots. I grow under the ground. My job is to absorb water and minerals from the soil. ALL—That’s an important job, don’t you say. But roots have another job to do this special day. Reader 1—I also hold the plant firmly in the ground. Reader 2—I am the stem. I grow above the ground. I carry water and mineral from the roots up to the leaves in all the plant. ALL—That’s an important job, don’t you say. But the stem has another job to do this special day. Reader 2—I also hold the plant up strong and tall.

Reader 3—I am the leaves. I grow out from the strong tall stem. I use everything that’s brought to me and energy from the sun, to make food for the whole plant. ALL—That’s an important job, don’t you say. But leaves have another job to do this special day. Reader 3—My job is to do addition on this very fine day. Green leaves plus air plus water plus sun equals PLANT FOOD! All this adding together equals what botanist call…. ALL—PHOTOSYNTHESIS!! Reader 4—I am the flower. Many plants have flowers and I have a special job too. From me the plant makes fruit and brand new seeds. ALL—That’s an important job, don’t you say. But flowers have another job to do this special day. Reader 4—My other job is to be as beautiful as I can be, so I can attract a pollinator—a butterfly, bug or bee! Reader 5—I am the fruit. If you look you will see the same kind of seeds that made this growing plant are here inside of me. ALL—That’s an important job, don’t you say. But fruit has another job to do this special day. Reader 5—I protect the seeds growing inside of me. Some people spit seeds out after they take a bite of me!

Reader 1—So you see, we are all very important. Reader 2—For the growth and life of every plant. Reader 3—Each part so very much needed. Reader 4—Each one a job to do. Reader 5—To make for you, and all your friends. ALL—A healthy, special plant!!

SEED, SPROUT, FLOWER By Helen H. Moore

A seed is planted: First a sprout,

Then stem, And leaves, And buds come out.

Buds grow bigger Smelling sweet,

Bees and birds come ‘round to eat. Bees and birds

help flowers spread their new seeds on the garden bed…. A seed is planted.

Name of plant

Part of Plant Used

Product from plant

Unusual fact about your plant

(topics here)

Products That Come From Plants

Word Use in Text Article Page roots stems leaves flower fruit absorbs carries protects produce support seeds

PLANTS Bibliography

Newbridge Educational Publishing, New York, NY Busy as a Bee Melvin Berger 1-56784-126-0 Life in a Tree Melvin Berger 1-56784-338-7 An Apple a Day Melvin Berger 1-56784-036-1 The Vegetable Garden Melvin Berger 1-56784-049-3 Growing Pumpkins Melvin Berger 1-56784-043-4 Seeds Get Around Nancy White 1-56784-031-0 Peculiar Plants Nancy White 1-4007-3651-x Wetlands Marcia Freeman 1-56784-382-4 The Rain Forest Christopher Cory 1-56784-380-8 What Does A Garden Need? Judy Nayer 1-56784-485-5 All About Potatoes Stephen Currie 1-4007-3789-3 All From An Oak Tree Daniel Jacobs 1-58273-015-6 Life in the Grand Canyon Kathy Page Barabas 1-4007-3793-1 Farms Paul McEvoy 1-4007-3623-4 Flowers Paul McEvoy 1-4007-3183-6 Plants Paul McEvoy 1-4007-3181-x Plants as Food Paul McEvoy 1-4007-3182-8 Trees Paul McEvoy 1-4007-3198-4 Scholastic Inc. NewYork, NY Magic School Bus: Plants Seeds Joanna Cole 0-590-22296-1 Growing Vegetable Soup Lois Ehlert 0-590-45030-1 From Seed To Plant Gail Gibbons 0-590-63892-0 Sundance Publishing, Northborough, MA Seashore Plants Marilyn Woolley 0-7608-7631-2 Rainforests Meredith Costain 0-7608-4147-0 Children’s Press, New York, NY From Seed to Plant Allan Fowler 0-516-27307-8 Plants and Flowers Sally Hewitt 0-516-26341-2 Wright Group, Chicago, IL Seeds Grow Colin Walker 0-7802-0248-1 What A Plant! Chrstine Latham 0-7802-6043-0

National Geographic, Washington, D.C. Peanuts Pamela Graham 0-7922-8963-3 Atheneum Books For Young Readers, 1995 Staright From The Bears Mouth: The Story of Photosynthesis Bill Ross Grosset & Dunlap, 1983 The Reason For a Flower Ruth Heller Harcourt Brace Jovanovich, 1984 The Seasons of Arnold’s Apple Tree Gail Gibbons Web Sites www.hhmi.org/coolscience/vegquiz/partlist.html www.urbanext.uiuc.edu/gpe/gpe.html