Lesson Title: Plants and How they Grow: (How Does Your Garden Grow?)

By: Shandra Mitchell

Instructional Coach: Billie Bell

Description: The students will develop a clear understanding of the main parts of a plant and how these parts function. They will also learn how plants can be classified and how new plants form. The students will investigate what plants need in order to grow. Students will also become an active field observer. They will occasionally observe plants on the school campus. They will record their observations in their plant journal.

Students will understand the structural response and adaptations that allow plants to survive in an environment. They will make prediction and develop questions throughout the process of the field journal experience. They will also report their findings to the budburst website.

Grade Level(s): 3rd

Essential questions: How do plant parts contribute to its growth and development?

Student learner objective – connections to the GLE’s-

1. TLW: infer that the sun is the main source of light and food energy for all living things (1.2.C.a) (1.2; 1.4; 1.6; 4.1) DOK 2.

2. TLW: demonstrate through words or pictorial illustrations the basic needs of plants and what would occur if one of those needs were not met. (3.1A.a) (1.2; 1.3; 1.6; 3.1) DOK 2.

3. TLW: describe and explain parts of a plant and how they help the plant survive. (3.1.D.a) ( 1.6; 2.3; 3.5) DOK 2.

4. TLW: investigate and use illustrations to demonstrate the path water and nutrients take to move through the transport system of a plant (3.2.C.a) ( 1.2; 1.3; 1.4) DOK-2 5. TLW: identify and compare the physical structures of a variety of plants (3.1.D.a) DOK-2

6.TLW: identify the relationships between the physical structures of plants and the function of those structures (3.1.D.c) DOK-3

7.TLW: Make observations using simple tools and equipment (7.1.B.b) DOK 3

Featured Scott Foresman’s textbook: Scott Foresman 2008 – Life Science Chapter 1; Lesson 1 pgs. (1-22)

Featured Picture Books 1. The Plant Book by: Billie Bell2. How plants grow: Scotts Foresman Leveled Reader: Beginning, Intermediate,

Advanced.

Time needed: This lesson will take several class periods. Suggested scheduling as follows: 45 minute class sessions

Ongoing: Indirect 7 month occasional plant observations on and around the school campus

Assessment: Formative: Before the lesson is introduced students will complete an

anticipation guide as a formative assessment/pre-test. Students will be formally assessed throughout the lesson. Students will draw, create and or summarize what they are learning in their science notebooks/journal. Students will make plant observations, complete a plant booklet, and inquiry based activities with plants. The work done in their journals will be assessed to make sure proper understandings are there as well as checking for misconceptions. This will help to guide the development for the ongoing field experience on the school campus.

Summative: Students will be given a summative assessment from Exam View, a district science assessment on plants. Students will also report field experience findings to the budburst website. They may also have an opportunity to create a presentation board based on their own plant /field experiment for the Science Fair in the spring.

:

Academic vocabulary words (with definitions):

Plant – a living organism that make its own food, also called a producer Animal – a living organism typically cannot make its own food Root – the part of a plant that grows under- ground and absorbs water and other

nutrients from the soil Stem – the main part of a plant where leaves and flowers grow and supports the plant Leaf – the part of a plant that makes the food through a process called photosynthesis Seedling – a young plant Germination –when a seed begins to grow shoots or roots Air – the invisible mixture of gases around you. Water – a colorless liquid that falls like rain, that fills the oceans, lakes and rivers Soil – earth from which a plant grows

Depth of knowledge level: 1, 2, & 3

Materials needed: Copy of plant booklet OWL chart (see attached) Anticipation guide Observation guide ( budburst) Science journals (see attached – print for each day of the experiment) Lab coats, Safety goggles, Hands lens, Microscope lettuce, cabbage (prominent leaves) celery (stems) radish, carrots (roots) broccoli

(flowers) tomato, apple (fruit) celery, carnation, and other plants made available ( plant parts) Tooth picks or unfolded paper clips and masking tape. seeds Lima, pinto, kidney bean water paper cup sandwich bags medicine dropper paper towels GPS Kestrel

Lesson Narrative: Engage Before the lesson is introduced students will complete an anticipation guide as a formative assessment/pre-test. After which there will be a teacher-directed class

discussion about the topic, “Plants and How They Grow”. The class will create an OWL chart and then listen to a read aloud to confirm understandings and or misconceptions on their anticipation guide. (Students will read “The Plant Book” By: Billie Bell) DOK 2

Day 2 Explore Students will observe different types of seeds to complete an observation sheet about them. They will observe the same seed dry and water-logged. They will also choose seeds to plant and observe to see which seeds germinate the

quickest. DOK 1

*Students will also make observations of plants and their transport system. (Using celery, carnation, and other plants made available) DOK 2

*Students will also dissect plants to observe their parts (roots, stem, leaves, flower (if necessary) and petiole, with the use of hand lenses and a microscope. They will draw

and label their observation in their plant journal. DOK 2

Day 3 Explain Students will record explanations in their plant journal about what they have learned so far about plant growth and the function of each part. DOK 2 (Student will check their explanations with the use of a criteria list about each part of a plant and the function of each part).

Day 4 Elaborate: Teacher will hold class and group discussion about what has been learned. This is also a time where teacher and students may clear up any misconception they may have had prior to the lesson.

Differentiated Instruction: In order to reach all learners, strategies to meet student’s individual needs will be customized. Students will be grouped to think- pair-share. Each group will complete an activity to report to the entire group. All students will organize information discussed into their science notebooks.DOK 2

Beginning level: Samples of produce will be brought for students to identify and record in their science journals. Samples include lettuce, cabbage (prominent leaves) celery (stems) radish, carrots (roots) broccoli (flowers) tomato, apple (fruit) Students will be asked to complete sentences for each sample. This (These) _______ is (are) part of a plant.

Intermediate level: Students will label the produce and identify plant parts they recognize. (roots, stems, flowers, fruit) Students will create, label flags, using toothpicks or unfolded paper clips and masking tape.

Advanced level: Students will research and write down two favorite recipes for a dish containing plants (vegetable and or fruit).

*Using leveled readers, each group will have a question to research and then report back to the group 1)What are some uses of plants?; 2)What do plants need to grow? ); 3) What are some special adaptations of plants?

Extend (Field experience): The teacher will identify 6-8 areas around the school campus for students to observe different plant habitats. Students will be paired to utilize the GPS system to look for the native plant’s habitat in a designated area of study. Photo representation of what the habitat might looks like will also be provided as additional help. Once the students identified the correct area of study, there will be a clue to direct them to the next plant. Students will also record weather information using Kestrel at each location. Weather data will be discussed and Information collected will be put into an organizational table. DOK 3 http://neoninc.org/budburst/educators/pdf/PBB_intheneighborhood.pdf After the field experience, the teacher will facilitate a discussion on the native plants observed. Students will draw and complete a native plant field guide for plants observed. As a class, one native plant (deciduous trees, shrubs, and wildflowers) will be identified to occasionally observe on the school campus. The information about this native plant will be recorded and uploaded onto the budburst website. www.budburst.org Students will also get a chance to choose a tree or a shrub of their own. Students will become a Bud Burst Buddy and watch for changes in a plant all year long using the journal pages. Students will print out these pages to be placed into their science notebooks They will report what they see to let scientists know how their plant is doing and enter the information on line. DOK 3 http://neoninc.org/budburst/buddies/meetaplant.php

Day 6 Evaluate: Students will be formally assessed throughout the lesson. The work done in their journals will be assessed to make sure proper understandings are there as well as checking for misconceptions. The teacher will use the field experience to assess students along with bud burst buddy journaling. Students will also be given a summative assessment from Exam View, a district science assessment on plants. Students may also complete a poster board presentation to be evaluated in the Science Fair. DOK 3

Misconceptions: 1) Plants breathe. 2) Plants need soil in order to live. 3) Plants get nutrients they require directly from water, others, from air. 4) Plants get food from the ground. 5) Dirt and soil is the same thing. 6) A seed won’t sprout without sunlight.

Safety: Students will wear goggles and lab coats while conducting experiments and observations. Students will be reminded to wash hands after handing plants. A check for

allergies will be done in advanced. Students will be wear gloves for field experience when observing plants on school campus. Threatening weather will determine field observations on the school campus. Safety guidelines specific to the area where you of studying

Reading comprehension strategies: Connections –students will be able to make connections to other text and through field

experiments Synthesis –students will be able to gather new schema and develop a deeper meaning

from their reading and class experiments. Questions- students will be able to develop questions through read aloud and class / field

experience

General suggestions for students and teachers:

Encourage students to research and investigate other possible plant experiments. Encourage lab safety and check for allergies when using certain types of plants. Tag plants identified in field experience for future observations Make sure to report information to budburst website Keep an accurate field observation. Make sure every journal entry is dated.

Bibliography: E-curriculum Center School DistrictExploring the Native Plant World, developed by the Lady Bird Johnson Wildflower Center in Austin, Texas.Scotts Foresman Science 2008-Life Science

Anticipation Guide

What Do I Know About Plants?

If you think the answer is true put a smiley face. If you think the answer is false put a

sad face.

Before After

_______ 1) Plants are living things. _______

_______ 2) Plants need food to stay alive. _______

_______ 3) Plants make their own food. _______

_______ 4) Seeds need sunlight to grow. _______

_______ 5) Dirt and soil are the same thing. _______

_______ 6) Plants don’t move. _______

E-curriculum- Center School District website

OWL Chart: Plants and How They GrowO – What do we

observe?W – What we

wonder…L – What we

learned!

My

Plant

Book

Name: ____________________________Room #: ___________School: ___________________________

Plant Parts

There are many kinds of plants. Plants come in many sizes, shapes and colors.

Plants are living things. Three main characteristics of plants are growth, development, and reproduction.

Plants have specialized parts that help them survive in their environment.

Most plants have roots, stems, leaves, and flowers. Each plant part has a special function or job.Plants need the help of the sun’s energy to make food. Plants take in carbon dioxide and gives off oxygen.Without plants, there would be no living things on earth.

RootsThe roots of plants are used to draw up water and other nutrients from the soil. Roots also help hold plants in the ground.

Draw a picture of plant roots in the space below. Label your picture. Explain why plants need roots.

Stem

The stems of plants are used to hold the plant up and to carry water to other parts of the plant.

Draw a picture of a stem in the space below.Label your picture. Explain why plants need stems.

Leaf

A leaf is the part of the plant where food (sugar) is made.

Draw a picture of a leaf in the space below.Label your picture. Explain why plants need leaves.

Flower

A flower is found on an adult plant. It is very helpful because the flower is the part of the plant that produces seeds. New plants can grow from the seeds. This is called reproduction.

Draw a picture of a flower in the space below.Label your picture. Explain the function of a flower.

My Plant Investigation

Investigation #1: Wet Seeds (Seed Parts)

Directions:

1. Soak three seeds (kidney seed) in water over night.2. Observe, compare, and record your observation of the wet

seeds to the dry seed.3. Draw and label each part of the seed in your science

notebook.4. Write the function of each part.

Dry Seed Observation Wet Seed observation

Wet Seeds

Activity #2Directions:

1. Fold a paper towel so that it fits inside a plastic sandwich bag. (Write your name on the bottom of the bag with a permanent marker).2. Place 3 bean seeds (Lima, pinto, kidney bean) in the center of the paper towel.3. Squeeze about three medicine droppers full of water onto the seeds.4. Place the seed near a lighted area.

5. Observe and record your observation for two weeks in your science note book.

6. Add more water as needed.

Wet Observation:Date: ____________ Name: _____________Time: ____________ Weather: ___________

Seed Observation Chart

Day 1 Placed seeds in baggieDay 2 Observation:

Day 3 Observation:

Day 4 Observation:

Day 5 Observation:

Day 6 Observation:

Day 7 Observation:

Write a summary of your seed observation in the box below. Draw and label the parts of your plant.

Which seed germinated first? Explain why you think that seed germinated first.

____________________________________________________________________________________________________________________________________________________________________

Activity Rubric Name______________________________________Investigate: How fast do different kinds of seeds germinate? Chapter1 pgs. 26-27 Scoring Criteria 1 2 3 4 Student followed instructions to completethis activity.

1 2 3 4

Student placed three bean seeds into their baggie.Student put seeds in each part of thetowel, wet the towel, and put it in asafe place.

Student observed how the seedsChanged in one week.

Student collected data about how theseeds grew.

Scoring Key4 points correct, complete, detailed3 points partially correct, complete, detailed2 points partially correct, partially complete, lacks some detail1 point incorrect or incomplete, needs assistance

© Pearson Education, Inc.

Plant InvestigationDate: _____________ Name: _________________Time: ____________ Weather: _______________

Activity #3 Seed Germination

Problem: What seed will germinate first, a corn seed or a Lima seed?

Hypothesis: __________________________________________________________________________________________________________Materials: 2 Styrofoam cups, soil, water, 3 corn seeds, three Lima seedsProcedure:

1. Fill two cups with ¾ of soil.

2. Label one cup A and the other cup B . Also write the name of each type of seed on the cup.

3. Place three corn seeds in cup A and 3 Lima seed in cup B . 4. Add 50 mL of water to each cup. 5. Set each cup in a sunny area in the room. 6. Set up an observation chart in your science notebook. 7. Keep a daily record of your observation. 8. Write a summary of your observation.

Seed Germination Observation ChartDay 1 Planted Seeds.

Day 2 Observation

Day 3 Observation

Day 4 Observation

Day 5 Observation

Day 6 Observation

Day 7 Observation

Results:

Conclusion: Did your results agree with your hypothesis? Explain:____________________________________________________________________________________________________________________________________________________________________________________________________________________Future: If you repeated this investigation again, what would you change?

Write a story short about your special plant.LOL:

Activity Rubric Name______________________________________Investigate: Plant Investigation Scoring Criteria 1 2 3 4

Student followed instructions to completethis activity.

1 2 3 4

Student filled two cups with ¾ soil.Student labeled one cup A. the other cup B. and wrote the name of each type of seed on the cup.

Student placed three corn seeds in cup A and 3 Lima seed in cup B.Add 50 mL of water to each cup.

Students placed in a sunny are to observe how the seedschanged for one week.

Student collected data about how theseeds grew.

Scoring Key4 points correct, complete, detailed3 points partially correct, complete, detailed2 points partially correct, partially complete, lacks some detail1 point incorrect or incomplete, needs assistance

© Pearson Education, Inc.

Center School District

Grade Level Expectation Scoring Guide

Grade: 3 (3rd Quarter) Content Area: Science - Life Cycles of Plants

Standard Code: SC 3 – Characteristics and Interactions of Living Organisms

Grade Level Expectation: The students will describe the basic needs for plant survival, recognize the sun as the primary source of light and food energy, and identify the major organs as they illustrate and trace the path of water and nutrients as they move through the transport system of a plant. Students will recognize that plants progress through life cycles and stages of development, and they will describe and sequence the life cycle of a flowering plant identifying and comparing similarities and differences of their offspring.

EEXCEEDS

Students can describe, recognize, identify, illustrate and trace, investigate, compare, and record data for the following:

basic needs for plant survival (i.e., air, water, light, nutrients, temperature). the sun is the primary source of light and food energy. major plant organs (i.e., roots, stems, flowers, leaves). path of water and nutrients as they move through the transport system of a plant. plant life cycle of seed germination, growth, and development, reproduction, and death. stages in the life cycle of a flowering plant. similarities and differences between plants and their offspring.

MMEETS

Students can describe, recognize, identify, compare, illustrate and trace:

basic needs for plant survival (i.e., air, water, light, nutrients, temperature). the sun is the primary source of light and food energy. major plant organs (i.e., roots, stems, flowers, leaves). path of water and nutrients as they move through the transport system of a plant. plant life cycle of seed germination, growth, and development, reproduction, and death. stages in the life cycle of a flowering plant. similarities and differences between plants and their offspring.

WWORKINGTOWARD

Students can describe, recognize, and identify basic needs for plant survival (i.e., air, water, light, nutrients, temperature). the sun is the primary source of light and food energy. major plant organs (i.e., roots, stems, flowers, leaves). path of water and nutrients as they move through the transport system of a plant. plant life cycle of seed germination, growth, and development, reproduction, and death. stages in the life cycle of a flowering plant. similarities and differences between plants and their offspring.

NNOT

MEETING

Students can recognize and identify (but not describe)

basic needs for plant survival (i.e., air, water, light, nutrients, temperature). the sun is the primary source of light and food energy. major plant organs (i.e., roots, stems, flowers, leaves). path of water and nutrients as they move through the transport system of a plant. plant life cycle of seed germination, growth, and development, reproduction, and death. stages in the life cycle of a flowering plant. similarities and differences between plants and their offspring.

Elementary Science DepartmentBillie Bell K-6 Science Coach Center School District April 2009

Assessment Book Chapter 1 Test 1 Pre/Post Test Name____________________Chapter 1 Testhttp://www.pearsonsuccessnet.com/snpapp/iText/documents/sfscience/ancillaries/2008/g3/0-328-33394-8/001-

004.pdf

Name _____________________________Chapter 1 TestRead each question and choose the best answer. Then fill in the circle next to the correct answer.

1. Choose the word that belongs in the sentence.have long narrow leaves and do not have woodystems._ Trees_ Grasses_ Flowers_ Evergreens

2. What kind of tree grows cones to make seeds?_ spring_ summer_ deciduous_ coniferous

3. Choose the word that belongs in the sentence.Tubes that carry water and minerals from the roots toother parts of the plant are in the ._ leaf_ stem_ thorn_ flower

4.What structures help keep a cactus from losing too muchwater?_ tubers_ thorns_ woody stems_ stems with a thick, waxy covering

© Pearson Education, Inc.

2 Chapter 1 Test Assessment BookName___________________________________ Chapter 1 Test5.Which seed part stores food for the seed?_ the fruit_ the flower_ the seed leaf_ the seed coat_ In the forest, Jan picked burs off her pants and droppedthem.

6.What did she do by dropping burs?_ She pollinated a plant._ She did nothing important._ She left food for the forest animals._ She helped to scatter a plant’s seeds.

7.Look at the illustration below.

What is the bee doing to the flower?_ pollinating it_ eating its fruit_ germinating it_ scattering its seeds

© Pearson Education, Inc.

Assessment Book Chapter 1 Test 3

Name___________________________ Chapter 1 Test8. Many plants that lived long ago are extinct. How doscientists know about these plants?_ They grow plant fossils._ They found plant fossils._ They grow plants like them in space._ They found living plants that are like them.

9. Look at the object shown in the illustration below.How was this object formed?_ A plant grew in rock._ A plant was pressed into a rock._ A plant grew in wood. The wood became rock._ A plant was pressed into mud. The mud became rock. 10.Scientists have learned many interesting things aboutplants that lived long ago. What is one difference betweenearly plants and those of today?_ Early plants had more fruit._ Early plants had more seeds._ Early plants did not have leaves._ Early plants did not have flowers.

© Pearson Education, Inc.

4 Chapter 1 Test Assessment Book

Name __________________________Chapter 1 Test

11. When a seed starts to grow into a new plant, what is itdoing?_ pollinating_ germinating_ growing leaves_ creating seedlings

Write the answers to the questions on the lines.

12. How do plants get food? (2 points)

________________________________________________________

13. How do plants get water? (2 points)

________________________________________________________

14. Write the answer to the question on a separate sheet ofpaper._ Jacob knows that the different parts of a plant help theplant to live and grow. He decides to put two of the sametype of plant in his garden. Both plants get the sameamount of water. Jacob covers one plant with a cardboardbox. Soon the covered plant appears weak and unhealthy.Explain why covering the plant with the box prevents itfrom growing.(4 points)

Answer key: Chapter 1 Unit test

© Pearson Education, Inc.

Assessment: Answer Key Chapter 1 Test 1 Pre/Post Test Name____________________Chapter 1 Test

Read each question and choose the best answer. Then fill in the circle next to the correct answer.

1. Choose the word that belongs in the sentence.have long narrow leaves and do not have woodystems._ Trees_ Grasses_ Flowers_ Evergreens

2. What kind of tree grows cones to make seeds?_ spring_ summer_ deciduous_ coniferous

3. Choose the word that belongs in the sentence.Tubes that carry water and minerals from the roots toother parts of the plant are in the ._ leaf_ stem_ thorn_ flower

4.What structures help keep a cactus from losing too muchwater?_ tubers_ thorns_ woody stems_ stems with a thick, waxy covering

© Pearson Education, Inc.

2 Chapter 1 Test Assessment BookName___________________________________ Chapter 1 Test5.Which seed part stores food for the seed?_ the fruit_ the flower_ the seed leaf_ the seed coat_ In the forest, Jan picked burs off her pants and droppedthem.

6.What did she do by dropping burs?_ She pollinated a plant._ She did nothing important._ She left food for the forest animals._ She helped to scatter a plant’s seeds.

7.Look at the illustration below.

What is the bee doing to the flower?_ pollinating it_ eating its fruit_ germinating it_ scattering its seeds

© Pearson Education, Inc.

Assessment Book Chapter 1 Test 3

Name___________________________ Chapter 1 Test8. Many plants that lived long ago are extinct. How doscientists know about these plants?_ They grow plant fossils._ They found plant fossils._ They grow plants like them in space._ They found living plants that are like them.

9. Look at the object shown in the illustration below.How was this object formed?_ A plant grew in rock._ A plant was pressed into a rock._ A plant grew in wood. The wood became rock._ A plant was pressed into mud. The mud became rock. 10.Scientists have learned many interesting things aboutplants that lived long ago. What is one difference betweenearly plants and those of today?_ Early plants had more fruit._ Early plants had more seeds._ Early plants did not have leaves._ Early plants did not have flowers.

© Pearson Education, Inc.

4 Chapter 1 Test Assessment Book

Name __________________________Chapter 1 Test

11. When a seed starts to grow into a new plant, what is itdoing?_ pollinating_ germinating_ growing leaves_ creating seedlings

Write the answers to the questions on the lines.

12. How do plants get food? (2 points) The leaves of the plants use sunlight, carbon dioxide, and water to make food.

13. How do plants get water? (2 points) The roots get water from the soil.

14. Write the answer to the question on a separate sheet ofpaper._ Jacob knows that the different parts of a plant help theplant to live and grow. He decides to put two of the sametype of plant in his garden. Both plants get the sameamount of water. Jacob covers one plant with a cardboardbox. Soon the covered plant appears weak and unhealthy.Explain why covering the plant with the box prevents itfrom growing.(4 points)

Answer key: Chapter 1 Unit test http://www.pearsonsuccessnet.com/iText/documents/sfscience/ancillaries/2008/g3/0-328-33394-8/001-004a.pdf