TRANSDISCIPLINARY UNIT PLAN
Designer(s)/Teachers: Laurie Robben, Carolyn Sackstein, Karrie Martineau, Charill PierceSubject(s): / Botany
Unit Plan Title: / Let’s Grow!
Subject Area(s): / Science, Social Studies, Math, Language Arts, Media, Art
Grade/Level: / 2
Time Required: / 4-6 weeks
LMC Use Dates and other / 3rd trimester. Includes computer lab, in-class and media center use dates.
Content Standards:
Science
Grade Level Standards
2.2: Plants change their forms as part of their life cycles.
1. Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycle.
2. Roots, stems, leaves, flowers and seed are structures that develop during different stages of the plant's life cycle.
3. Seeds contain the beginning of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape.
4. Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development.
5. A plant's seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height, number of leaves, etc.
6. Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow towards sunlight.
7. Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction.
8. Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries or nuts that contain the seeds that can grow into new plants.
9. Some seeds fall to the ground and germinate close to the parent plant while other seeds are carried (dispersed) by wind, animals, or water to places far away. The structure of the seed is related to the way it is dispersed.
Grade-Level Expectations
2.2: Plants change their forms as part of life cycles.
Students should be able to:
1. Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass).
2. Use magnifiers to observe and diagram the parts of a flower.
3. Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant's life cycle.
4. Record observations and make conclusions about the sequence of stages in a flowering plant's life cycle.
5. Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals.
6. Conduct a fair test to explore factors that affect seed germination and plant growth.
Inquiry Standards: Core Scientific Inquiry, Literacy, and Numeracy
A INQ.1: Make observations and ask questions about objects, organisms, and the environment.
A INQ.2: Use senses and simple measuring tools to collect data.
A INQ.3: Make predictions based on observed patterns.
A INQ.4: Read, write, listen and speak about observations of the natural world.
A INQ.5: Seek information in books, magazines, and pictures.
A INQ.6: Present information in words, and drawings.
A INQ.7: Use standard tools to measure and describe physical properties such as weight, length and temperature.
A INQ.8: Use nonstandard measures to estimate and compare the sizes of objects.
A INQ.9: Count, order and sort objects by their properties.
A INQ.10: Represent information in bar graphs.
Writing
Craft and Structure
4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Text Types and Purposes
1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because and also) to connect opinion and reasons, and provide a concluding statement or section.
2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
3. Write narratives in which they recount a well-elaborated event or short sequence of events, and feelings, use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing
5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Social Studies
1.5 Describe the interaction of humans and the environment.
7. Identify the changes humans have made in one’s town or neighborhood and how they affect the environment.
8. Explain how physical systems (weather and climate) affect people and their lives.
1.6 Describe the interaction of humans and the environment.
9. Compare and contrast the differences between rural, suburban, and urban areas.
1.10 Explain how limited resources influence economic decisions.
15. Identify the resources needed to fulfill wants and needs.
16. Compare and contrast resources that are made, learned, built, or grown.
1.11 Know how different economic systems organize resources.
17. Compare and contrast producers and consumers.
18. Discuss how a variety of goods are produced.
2.1 Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recording and text).
1. Gather information with teacher support using reference materials and electronic media.
2.4 Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.
4. Present basic information about past or present events, people and/or places.
5. Ask for clarification and explanation on social studies topics.
Math
Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tolls such as rules, yardsticks, meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Represent and interpret data
9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Art
Media, Techniques, and Processes
9. Create prints from objects found in nature or manmade objects.
Elements and Principles
2. Compares and contrasts styles of art in reference to the design element used by various artists (e.g., Henry Matisse to Pablo Picasso).
3. Creates a composition demonstrating one’s own skill using line, shape, color, texture, and pattern.
Media
2.3: Communicate: Students interpret, evaluate and communicate using digital and visual media.
1.In a collaborative group, use a variety of technologies to produce a presentation for a curriculum area.
* Take daily digital pictures to record a changing phenomenon (ex: growth of daffodil).
Enduring Understanding
Living things are an important part of our environment.
Essential Question
How is everything interconnected?
Science: How does one living thing rely on another?
Writing: How can we use poetry to express our relationship to the world around us?
Social Studies: How do we interact with the environment?
Math: How can our math tools help us examine the world around us?
Art: How is the environment represented in art?
Media: How can I use technology to communicate information?
Determine acceptable evidence of understanding
Students will create a photostory demonstrating the growth of their plant.
Learning Experiences
1. Pre-Assessment: What do you already know about plants? Students label parts of a plant.
Students and teacher work together to complete K part of KWL chart. Brainstorm and chart what students already know about what is required to grow plants such as temperature, light, water, and quality of soil. Record on class chart. Based on teacher read-alouds, students will identify what is important to grow plants. Teacher may want to consider consulting media specialist for additional nonfiction materials to support plant life cycles. Teach may want to consider as an alternative pre-assessment option, having students virtually label the parts of a plant using http://www.neok12.com/diagram/Plants-01.htm
Lesson Outline:
Before starting the unit, post Enduring Understanding and Essential Questions in classroom.
1. Students will engage in observations of multiple varieties of seeds noting differences in size, color, and shape. Home: Students do a seed survey at home. How many different kinds of seed or seed products can they find? (e.g., oats, peas, beans, coffee, etc). Students will compare and contrast bean seeds.
2. Students observe a bean more closely. Students observe a dry bean for color, shape, texture, odor, and size. Next, students will soak the bean and predict what changes will occur overnight. Students will compare and contrast the changes in the bean.
3. Introduce germination and the basic steps of the inquiry process (hypothesis, problem statement, control group, variables, procedure, conclusion). Have the class develop three or four hypothesis having to do with germination. Students set up their science journals for observation.
4. Students will pick 2 different kinds of bean seeds (e.g., lima, kidney, pea, pinto) to observe daily over the next couple of weeks. Students will plant seeds giving care to environmental conditions such as temperature, amount of light, amount of water and type of soil. Students engage in a 10-day trial where they are recording their observations on the development/progress of their plants. Teacher highlights the plant life cycle as the seeds begin to grow (beginning of a new plant (embryo); seedling; cotyledons; leaves; flower; fruit).
5. Discuss the various stages in the life cycle of a plant.
6. Students observe a mature bean plant more closely. Teacher introduces the concept that the adult plant will continue the cycle.
7. Students will understand that seeds can travel in many different ways such as wind, animals, or water. Students will understand that plants collect sunlight and air to make its food.
8. Students will compare and contrast germination of seeds in various locations such as dropping to the ground, agriculture/farming, etc. Teacher has students harvest their seeds and monitor progress over time.
Performance Task
As a final project, students will create and present a photostory demonstrating the growth of their plant. This may take the form of a poster, book, digital book, or other digital vehicle. Students can choose format for their final presentation.
Plan for information, media and technology (See Checklist of Integrated Technologies)
Computer lab/mobile lab
Smartboard
Digital Camera
Document camera
Scanner
iPhoto
iMovie
Plan for Resources (Print and Non-Print)
Print Resources
Bean and Plant by Christine and Barrie Watts; The Forest by David Bellamy; Your First Garden by Marc Brown; Mysteries and Marvels of Plan Life by Barbara Cork; The Reason for a Flower by Ruth Heller; Plants and Flowers by Brian Holley; In My Garden by Hell and Kelly Oechsli; Looking at Plants by David Suzuki; Flowers, Fruits and Seeds by Jerome Wexler; Popcorn Plants by Kathleen Kudlinski; Grow It Again by Elizabeth Macleod; Growing House Plants by Tracy Nelson Maurer.
Teacher Resources
STC Plant Growth and Development Teacher’s Guide.
Technology
http://www.neok12.com/Plants.htm
http://www.schooltube.com/video/7ef63fe536015231930c/Needs-of-a-Plant-sonfor-kids
http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html
http://video.nationalgeographic.com/video/player/kids/green-kids/plants-kids.html
http://www.slowmation.com (search examples for life cycle of a plant)
http://www.discoveryeducation.com (sign in, click ‘My Content’, go to ‘My District’)
http://www.brainpopjr.com/artsandtechnology/art/takingphotos/ (‘Taking Photos’)
Plan for Literacy
· See Greenwich Literacy Team Unit Plan for Content Area Literacy
Plan assessment (attach rubric/examples of student work)
Plan assessment that puts the learning objectives in operational terms. Build rubrics that identify what students must do or create to show evidence of understanding of each objective.
PROCEDURE (Steps in the task – based on lesson plan w/responsibilities) Example below:
Media Specialist will: / Classroom teacher will support: / Art teacher will:
* provide cameras and basic instruction of use. / * seed observation. / * provide examples of well-known plant representation.
* provide access and instruction to printers. / * 10-day growth trial. / * guide students through their own representation of plant life (e.g. bean mosaic, watercolor, etc.)
* provide nonfiction materials. / * collection and distribution of experiment materials.
* provide access to computer/mobile lab. / * completion of science journal.
* introduction to germination.
* introduction to plant life cycle.
* evaluate student learning.