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Lesson Title: Tulip Time: Studying Plants through the Investigation of Tulips By Nicole Johnson- Blue Springs School District Instructional Coach: Chris Gibler Description: This unit will engage students in the study of plants through the investigation of tulips over the course of a school year. Students will learn about bulbs in the fall and plant a tulip garden. An anticipation guide will be used in the fall to assess students background knowledge and address misconceptions. Students will observe the garden over the winter months and record their findings in a tulip journal. Once the tulips have emerged, the citizen science site, Journey North, will be notified and we will track this as the first sign of spring compared to the reported sightings across the country. Students will continue to record observations through the blooming stage of the flower and the flowers themselves will become the engagement piece of our study on plants in the spring. An Exit Slip will be given as another form of formative data during the study of plant parts to assess learning and guide instruction. The Kestrel weather unit will be used to record weather data during observation periods in the tulip journal. We will also use our GPS unit to record the location of the planted bulbs. The summative assessment will be a 2 session MAP- like assessment with a selected response session and a longer constructed response session. Grade level(s) 3 Essential questions : How do plants grow? What is the life cycle of a plant? What are the basic needs of plants? How do plants get food? What are the functions of the parts of a plant? How do plants transport materials?

G.L.E. Description

S1.2.C a. Identify the sun as the primary source of light & food energy on Earth.

S3.1.A a. Describe the basic needs of most plants.

S3.1.B a. Describe and sequence the stages in the life cycle of seed germination, growth and development, reproduction, and death of a flowering plant.

S3.1.D a. Identify the major organs (roots, stems, flowers, leaves) and their functions

S3.2.C a. Illustrate the path of water & nutrients as they move through the transport of a plant.

S4.2.A a. Identify sunlight as the primary source of energy plants use to produce their own food.

S7.1.A a. Pose questions about objects, organisms, & events in the environment.

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Featured Scott Foresman Resources:

Scott Foresman Student Textbook Grade 3- Pages 1-32

Scott Foresman Leveled Reader : Plants and How They Grow.

Scott Foresman Directed Inquiry: How are plants alike and different? p.4 and Guided Inquiry: How fast do different kinds of seeds germinate? p. 26-27

Harcourt- Parts of a Flower lab activity Featured picture books: * Denotes read-aloud books.

How Tulips Grow- Joanne Mattern

* The Reason for a Flower- Ruth Heller

*Watch Tulips Grow- Kristen Rajczak

Seeds, Bulbs, Plants & Flowers- Helen Orme

* Living Sunlight: How Plants bring the Earth to Life- Molly Bang

* Jack’s Garden- Henry Cole

Catching Sunlight: A book about Leaves- Susan Blackaby

Plant Plumbing: A book about Roots and Stems- Susan Blackaby Time needed This unit will take place over the course of one school year, starting with the Engagement and planting in the fall, observation over the winter months, and elaborate in the spring with an in depth study of plants. Academic vocabulary words (with definitions)

Bulb an underground bud that sends down roots and consists of a very short stem covered with leafy scales or layers, that functions as food storage during dormancy

Dormant Inactive state of growth in which metabolism is slowed

Flower The seed-producing, reproductive part of a plant

Fruit The edible plant structure of a mature ovary of a flowering plant

System Parts of an organism that work together

Seedlings Young plants that are grown from a seed

Pollination Process of moving pollen to seed-making part of plant

Germinate To cause to grow or sprout

Seed Leaf A leaf of the embryo of a seed plant, which upon germination either remains in the seed or emerges, enlarges, and becomes green.

Photosynthesis The food making process of green plants requiring sunlight, carbon dioxide and water, in which oxygen is released.

Transportation Act of moving materials from one place to another

Depth of knowledge level: DOK levels 1-3 are used and labeled throughout this unit in the 5 E’s of instruction. Materials needed:, Tulip Journals, Owl Chart, Anticipation Guide, Exit Slip, Think-Pair-Share Sheet, Summative assessment, tulip bulbs, shovels, tall grass plants, radish plants, hand lenses, radish seeds, pinto bean seeds, corn seeds, sunflower seeds, plastic cups, paper plates, waxed paper, paper towels, masking tape, water, metric Materials needed continued: rulers, Kestrel, GPS unit, scissors, grass seed, potting soil, apples, strawberries, Science journal, pony beads, pipe cleaners

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Day 1 - Fall (Engage & Explore- DOK 2) The engagement of this unit will take place in the fall. Students will have completed a study of the process skills and tools of inquiry. Students will be placed in groups and given a mystery object (tulip bulb), magnifying glass, and an O-W-L chart. Students will observe and record their observations and their wonderings. After a period of observation, students will be given a bulb that is halved and will further observe the mystery object to make new inferences. **Flowers Anticipation Guide is given for pre-assessment Teacher will read aloud the book, Jack’s Garden. Students will be asked to record thinking on a post-it during the read aloud to record any inferences they’ve made about the identity of the mystery object. After reading, inferences will be placed on a poster or whiteboard and the teacher will share the inferences. Teacher will confirm that the mystery object is a tulip bulb. Day 2- ( Engage & Explain- DOK 2-3) Read aloud, When will Spring reach your Hometown?, which explains the Journey North project. Pass out Journey North Tulip journals and explain that we are going to explore how climate and seasons affect the growth of tulips planted in a tulip garden. Read, The Microclimate Challenge: Exploring Garden Sites. Students will discuss and decide the best location for a microclimate test garden on the school grounds. Results will be shared and voted on by the class. Each team will have to explain and justify to the class the reasoning behind their suggested location. (Explore- DOK 3) Students will work together to come up with another question to test tulip growth and will use the “What if…..Digging Deeper Deeper withTulips” sheet in their journal. Students and teacher will plant the Journey North garden together (controlled garden) and microclimate test garden. A student experimental garden will be planted in which student groups can test their self-posed questions. Ongoing: January- March ( Explore- DOK 2-3) Each Friday, from planting to emergence, students will be given the chance to observe and record any signs of growth in the gardens. They will record atmospheric conditions in the gardens using data from the Kestrel unit. In January, students will predict when they think the first buds will emerge and the first signs of spring will be observed. These predictions will be displayed as data in a class graph. In February the class will check the Journey North site daily for signs of spring from other citizen scientists. Once reported sightings have been posted, students will track the sightings on a map in their journals. The weekly report, Reading Reports from Citizen Scientists: My Thoughts, will be completed each Friday and monitored for student understanding and misconceptions.

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Daily observations of the gardens will begin towards the end of February. Once the first buds appear students will report the sighting to Journey North online. Students will track this sighting on their map with other sightings around the country. The spring section of the journal will be used as students will record data on the tulip plants (height, number of leaves, etc.) for both the Journey North garden and microclimate test garden. This data will be reported to Journey North. Students will self-monitor their own testable garden as well. **Spring Tulips: What Do They Need to Grow? Formative assessment given. Day 1- Spring Engage- DOK 1: Activate schema about how plants grow and relate it to the tulip study. Facilitate a discussion on why it would be important for a farmer to know how fast different seeds germinate. Explore- DOK 2: Do the guided inquiry lab activity: How Fast do Different Seeds Germinate in SF book. Students will observe and describe how the different seeds look and predict which seeds will germinate faster in their science journal. Explain- DOK 3: Students will explain why they keep their towel moist. (seeds need water to germinate) in their journal for teacher review (checkpoint in lab.) Evaluate- DOK 3: One week later, each team will meet to interpret data and describe the results of the experiment. Each team will need to report their conclusions to the class. Extend- DOK 3: Plant grass seeds in cups to be used in a later lesson. Observe the germination process and record data on plant growth over the next week. Day 2- Spring Engage: Watch the video clip, Plant Parts, on www.brainpopjr.com. Ask students to list and group some plants they see every day. Explore-DOK 2: Students will follow the lab procedures on page 4 of SF textbook for the lab, How are Plants alike and Different? Explain-DOK 3: Students will explain the difference in the location of the plant stems in class discussion. Explore- DOK 3: Students will do a Think-Pair-Share activity with a partner using the SF leveled reader, Plants and how they Grow. Evaluate-DOK 2: **Formative assessment: Think-Pair-Share sheet. Extend-DOK 2: Students will draw another plant of their choice and label the roots, stems, leaves, flowers, and seeds. Day 3- Spring Engage: Read the book, The Reason for a Flower. Display fruit with seeds. Ask students which comes first- the flower or the fruit? Discuss and clear up any misconceptions. A fruit is a ripened ovary of the flower. Explore-DOK 1: Clip the mature flowers at the base of the stem from the tulip garden so that each child has their own flower. Students will follow the directions for the Flower

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Lab activity and make sketches of their flower. After a period of exploration, students will be given a diagram of the parts of a flower and will label their sketches. Elaborate and Evaluate-DOK 3: Students will be given the assignment to construct a 3D model of a flower at home using any materials of their choice. Day 4- Spring Engage & Explore- DOK 3: Show students cups with previously planted germinating grass seeds. Explain that both cups of grass were planted on the same day, and have been taken outside during the school day, but that one cup has been placed in a room next to a window, and the other will be left in an interior room without sunlight. Tell students you want them to think about the difference in plant color between the 2 cups of grass during the lesson. Ask students how the sun affects all life on earth. Write down their answers on the board. As the teacher reads the book, Living Sunlight: How Plants Bring the Earth to Life, students will touch their nose when they hear one of their posted answers in the text. After reading the story, discuss the answers previously given. How accurate were they? Address misconceptions. Add any examples from the book that were not shared by students. Explore and explain- DOK 3: Students will use the school netbooks to research more about photosynthesis. They will take notes in their science journal. Students will be asked to view the video clip at www.brainpop.com on photosynthesis and at least 2 other sites. They must record the web address in their notes. Evaluate- DOK 3: Students will be given tent signs on cardstock to be worn like a necklace displaying the words : sunlight, oxygen, carbon dioxide, sugar (glucose) and will role play to act out the process of photosynthesis. Give the Anticipation Guide assessment again. Extend-DOK 1: Students will make a memory tool with pipe cleaners and beads to remember how photosynthesis works. This will be done as a class. Summative Assessment: End of Unit Test with Performance Task Misconceptions

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Misconceptions will be monitored and addressed throughout the lessons and formative assessments. Some common misconceptions are that all plants come from a seed, that a flower is food source for insects, that food for a plant comes from the soil, that plants need soil to grow, and that the main purpose of a fruit is for human consumption. Safety For safety purposes, the teacher will halve the tulip bulbs used as the mystery objects. Students will plant in small groups with help of the teacher and parent volunteer when using shovels while the rest of the class is working on a nature activity for management and safety purposes. Hand washing will be important after handling bulbs, seeds, and flowers. Ask students about any allergies before doing the plant and seed lab activities. Reading comprehensive strategies Students will make text to self, and text to text connections in most engagement activities. Students will infer each time they observe clues and combine that with their schema (mystery object, function of plant parts. Questioning will be used throughout the lessons in the I wonder section of O-W-L chart, and through the experimental garden. Students will determine importance when they do the Think-Pair-Share activity, and take notes in their journals. Synthesizing will be used in the before and after sections of the Anticipation Guide and in journal questions and explanations. General suggestions for students and teachers Students and teachers need to be prepared for unforeseen circumstances, such as late spring blooming, interruptions to scheduled science time, and problems in the germination process due to interference from animals or humans. Bibliography Internet sites used in lesson plans and documents www.amazon.com- Book images www.journeynorth.com – Tulip Garden www.brainpop.com and www.brainpopjr.com- Video Clips www. schools.nashua.edu/middle/7-2/literacy/Units/Think-Pair-Share.doc- T-P-S sheet

Journal Articles:

Davis, D. (2005). Tracking Through the Tulips. Science and Children, April/May, 28-31.

Ashbrook, P. (2009). The Early Years: Planting Before Winter, Science and Children,

September, 19-20.

Royce, C. (2009.) Teaching Through Trade Books: Flower Power. Science and

Children, Summer, 14-16.

Dr. Mary Haskins and Betty Ruckman- Rockhurst University- Making a “Memory Tool”

to Understand how Plants Make Food and Use Food

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Dr. Pat Lucido- Rockhurst University- Flower parts lesson adapted from lab Flower Lab

activity

Ansberry, K. and Morgan, E. Picture Perfect Science Lessons. NSTA Press, 2010.

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Name ______________________

Flowers Anticipation Guide

Use the chart below to record your schema about tulips BEFORE and AFTER reading the

books, Jack’s Garden, and The Reason for a Flower.

BEFORE AFTER

1. Where does a tulip come from? 1. Where does a tulip come from?

___________________________ ___________________________

2. Draw a flower and label the different 2. Draw a flower and label the different

parts in the box below. parts in the box below.

3. Do plants make their own food? ______ 3. Do plants make their own food? _____

4. What do flowers do for a plant? 4. What do flowers do for a plant?

_____________________________________ ____________________________________

______________________________________ ____________________________________

______________________________________ ____________________________________

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Think-Pair-Share

Name _______________________

Title “ _______________________”

Think

Write three interesting or new bits of information you discovered in your reading.

1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

Pair

Discuss your ideas with a partner. Put a star next to any ideas you had that your partner did as

well. Now in the lines below, if your partner had different ideas copy his/her ideas in these lines,

you might not fill in all three spaces. .

1. __________________________________________________________________________

2. __________________________________________________________________________

4. _________________________________________________________________________

Share

Review all of your ideas and circle the one you think is most important. One of you will

share this idea with the whole group.

Write down one question the group asked when you were finished sharing.

___________________________________________________________________________

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Name __________________________

What are 3 things you’ve learned about plants so far?

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

What are 3 things that you still have questions about?

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

What else do you want to learn about plants?

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

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Name_____________________________

Plant Unit Test

1. Which statement best describes what the Sun does for Earth?

o the sun warms the earth

o the sun makes seasons

o the sun is the main source of light and energy for Earth

o the sun is responsible for making plants

2. Which of the following are basic needs of plants?

o food, water, shelter

o water, food, soil

o water, soil, sunshine

o sun, water, carbon dioxide

3. What is the process in which plants take in water from the soil, energy from the sun,

and carbon dioxide from the atmosphere, to make food called?

o Photosynthesis

o Germination

o Reproduction

o Pollination

4. Where is food for the plant made?

o Stems

o Flowers

o Leaves

Session 1 Page 1

Go On

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5. Which part of the plant transports water and minerals to all parts of the plant and

supports the plant?

o Leaves

o Stems

o Roots

o Flowers

6. Which part of the plant is responsible for anchoring the plant and absorbing water and

nutrients from the soil?

o Stems

o Leaves

o Roots

o Flowers

7. Think about the tulips that we planted, grew, and observed. Use the boxes below to

draw and label the stages in the tulips’ life cycle.

________ ________ ________ _______

Page 2 Session 1

STOP

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Plant Factory: You’re Fired!

Choose one of the parts of a plant: Roots, Stem, Leaves or Flower. Pretend that

you are this plant part and that you work in the Plant Factory. The factory is

having money problems and is going to have to fire workers. You need to write a

letter to the factory board of directors (our class) telling them why you are

important and why you should not be fired. You need to include the following in

your letter to the factory:

1. ldentify the name of your plant part and where you are located in plant factory.

2. Describe how you interact with the other plant parts to transport materials.

3. Describe the job of your plant part in the plant factory.

4. Tell the plant factory why you are important and why they should not fire you.

You need to tell the plant factory what could happen to it if they fired you.

You will present your letter to the board of directors (our class). You also need to

create a poster of the factory (plant) that is labeled with your location.

Student Name: Total Score:

Name and location of plant part 1 2 3 4 5

Description of how you interact in the plant to

transport materials (water, nutrients, glucose)

1 2 3 4 5

Description of your job in the plant factory 1 2 3 4 5

Why you should not be fired 1 2 3 4 5

What will happen if you are fired 1 2 3 4 5

Presentation to committee (class) 1 2 3 4 5

Spelling and Punctuation 1 2 3 4 5

Visual Aid 1 2 3 4 5

Session 2 Page 1