Unit 1: Plants Jan
Grade 1
Unit 1
Plants and Soil
Writers:
Lisa Swinson
Judy McDonald
Mary Scott
I. Grade Level: 1
II. Unit Title: Plants and Soil
III. Unit Length: 4-5 Weeks
IV. Major Unit Goal/Learning Outcome:
The learner will conduct investigations and make observations to build an understanding of the needs of a variety of plants.
V. Objective Chart and RBT Tags
Unit Title: Plants and Soil / Number of Weeks: 4-5 weeksNumber / Competency or Objective / RBT Tag
1.01 / Investigate the needs of a variety of different plants:
Air
Water
Light
Space / A2
1.03 / Observe the ways in which humans are similar to other organisms. / B2
1.04 / Identify local environments that support the needs of common North Carolina plants. / B2
1.05 / Discuss the wide variety of living things on Earth. / B2
3.03 / Classify solids according to their properties:
Color
Texture
Shape / B3
VI. ELD/EC: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
VII. Materials and Equipment
Lesson 1:
o leaf
o science notebook for each student
o pencil
o non-standard units of measurement (paper clips, linking cubes), Optional: United Streaming Video: Sorting and Grouping
Lesson 2:
o potting soil
o 7-3 ½” small pots or 7-8 ounce Styrofoam cups
o 1-2” pot or 1-3 ounce cup
o 1 gallon sized storage bag, cardboard box (shoe box sized)
o labels
o science notebooks (one per student)
Lesson 3:
o Toothpick
o paper plate
o potting soil (put in 3 oz bathroom cup or baggie prior to lesson)
o soil samples from outside or home (students collect prior to lesson)
o Seeds such as sugar peas.
Lesson 4:
o seeds (garden peas, beans, or grass seeds)
o potting soil
o 3 ½ “ pot or 8 oz Styrofoam cup one per child
o permanent marker
o craft sticks, pencils
Lesson 5:
o camera (highly recommended but students may draw pictures if one is not available)
o science notebook (1 per student)
Lesson 6:
o Camera
o science notebook ( one per class)
Lesson 7:
o “Flowers, Leaves, Stems, Roots”
o science notebook (1 per student)
o graphic organizer (on transparency or large poster for student replication)
o magazines
o scissors
o glue or drawing supplies
Lesson 8:
o Tops and Bottoms by Janet Stevens
(A synopsis of the story is provided in the lesson if the book is not available.)
o Root vegetable(s) such as carrots with root hairs, and green stems and leaves.
o Leaves such as spinach or lettuce.
o A potted plant with a well developed root system such as Spider plant (airplane plant), Table fern, Peace Lilly, Dracaenas (You will pull the plant from the pot to show the roots. Be sure to pull the plant from the container before showing the class the roots to make sure it has a well developed root system that will hold the dirt in place.) Teachers may choose to grow a plant in water to avoid stressing it. Plants that grow well in water are Philodendrons, Peace Lilly, Sweet Potatoes, Ivy.
o Science Notebooks
o United Streaming Video: The Blue Dragon: Roots and Fruits (This is a good follow-up to the activity.
Lesson 9:
o index cards,
o stapler,
o additional baggies,
o bulletin board,
o hula hoops or large circles of paper or string for extension)
o science notebook
VIII. Big Ideas: Systems, Order and Organizations
IX. Unit Notes:
o Books and websites are great introductions to lessons.
o Investigations should be set up ahead of time.
o The teacher should try investigations before students do them.
o The lessons are designed for maximum student participation.
o Make sure that you have established cooperative learning roles for students such as: errand monitor, time keeper, recorder, presenter, and leader. You may refer to this website (or do a search for cooperative learning roles) for role responsibilities:
§ http://www.readwritethink.org/lesson_images/lesson277/cooperative.pdf
Before teaching this unit, make sure that all the materials are prepared. One of the resources listed in the unit is United Streaming. This is an on-line multimedia resource. Schools must purchase a subscription in order to use. If your school does not have a subscription, please substitute resources from your school’s library or other on-line resources such as www.teachertube.com, www.teachersdomain.org, www.pbs.org/teachers/, www.nationalgeographic.com,
From United Streaming www.unitedstreaming.com, the following videos are included in the lessons:
Sorting and Grouping
The Blue Dragon: Roots and Fruits
The Importance of Plants
(Retrieved 2/22/08)
Each lesson’s title is the essential question that students should be able to answer at the end of the lesson. It may be helpful to introduce and close your lesson with the essential question.
This unit looks at parts of plants (flower, stem, leaf, and roots), needs (air, water, light, space, soil) and connections to their environments and other living things. Although there is no direct objective that states that students need to know the parts of plants, it is an integral part of teaching this unit.
In order for students to understand the needs of plants, they must be able to first identify plants. A plant is an organism that contains a stem, leaf, root and sometimes a flower. The flower produces seeds. The stem supports the plant and carries food and water to the other parts. The leaf makes food for the plant. The roots hold the plant in the ground and absorb water and minerals from the ground.
Plants need air, water, light and space in order for them to be healthy and grow properly. If a plant is deprived of one of its essential needs its growth may be stunted or it will die. Some, not all, plants need soil.
Soil is a natural resource that is composed of many living and non-living components. There are different types of soils and different plants have adapted to each type.
· Flower: the part of a plant that generates fruit or seeds, often marked by a distinctive color or fragrance; blossom.
· Root: The part of a plant that usually grows underground, absorbs water and nutrients and attaches the plant to the soil
· Stem: The part of the plant that is usually above ground from which branches, leaves, flowers or fruits may arise
· Leaf: Green, flat part of a plant that grows from the stem or branch and produces food
· Seed: The small part of a flowering plant that is capable of growing into a new plant
· Petal: One of the separate leaves that form the outer part of a flower head
· Organism: A living thing
Resources
Tops and Bottoms by Janet Stevens
The following books are not included in the unit lessons. However, you may use them throughout the lesson as you see fit.
§ The Tiny Seed by Eric Carle
§ Life Cycle of an Apple by Angela Royston
§ The Reason for a Flower by Ruth Heller
§ Plant Stems and Roots by David M. Schwartz
§ The Magic School Bus Plants Seeds
§ How Do Apples Grow? by Betsy Maestro
§ Seeds and Seedlings by Elanin Pascoe
§ From Seed to Plant by Gail Gibbons
§ http://teacher.scholastic.com/products/statehomepages/nc/797462_SCI_NC_G1_001-112.pdf Resource created by North Carolina teachers offering non-fiction trade books and targeted science instructional support to increase students’ reading skills and standards-based science knowledge.
X. Global Content: 21st Century Skills
NC SCS Grade
/ 21st Century Skills / ActivityCommunication Skills
Conveying thought or opinions effectively / On-going
3.03 / When presenting information, distinguishing between relevant and irrelevant information / Lesson 1
3.03
1.03 / Explaining a concept to others / Lesson 1
Lesson 7
1.04
1.04 / Interviewing others or being interviewed / Lesson 5 horticulturist
Lesson 6 presentation
Computer Knowledge
Using word-processing and database programs
1.04
1.03 / Developing visual aides for presentations / Lesson 6 presentation
Lesson 7
1.01 / Using a computer for communication / Lesson 4 graphing
1.04 / Learning new software programs / Lesson 6 Power-Point
Employability Skills
Assuming responsibility for own learning / On-going
1.04 / Persisting until job is completed / Lesson 3
1.01 / Working independently / Lesson 2
1.04 / Developing career interest/goals / Lesson 5 horticulturist
Responding to criticism or questions / On-going
Information-retrieval Skills
1.04
1.03 / Searching for information via the computer / Lesson 3 Engage
Lesson 7
1.04
1.03 / Searching for print information / Lesson 6 presentation
Lesson 7
1.04 / Searching for information using community members / Lesson 5 Elaboration
Language Skills - Reading
Following written directions
Identifying cause and effect relationships
1.04
1.03 / Summarizing main points after reading / Lesson 6 presentation
Lesson 7
1.04
1.03 / Locating and choosing appropriate reference materials / Lesson 6 presentation
Lesson 7
Reading for personal learning
Language Skill - Writing
Using language accurately / On going
1.01
1.05 / Organizing and relating ideas when writing / Lesson 2 commercial
Lesson 8
1.04 / Proofing and Editing / Lesson 6
1.04
1.03 / Synthesizing information from several sources / Lesson 6 presentation
Lesson 7
1.04
1.03 / Documenting sources / Lesson 6 presentation
Lesson 7
1.01
1.04 / Developing an outline / Lesson 2 commercial
Lesson 6 presentation
Writing to persuade or justify a position
Creating memos, letters, other forms of correspondence
Teamwork
Taking initiative
1.04
1.03 / Working on a team / Lesson 6 presentation
Lesson 7
Thinking/Problem-Solving Skills
Identifying key problems or questions / on-going
Evaluating results / on-going
Developing strategies to address problems
1.03 / Developing an action plan or timeline / Lesson 7
Lesson 1: What is inquiry?
Objective:
3.03 Classify solids according to their properties: color, texture, shape
Materials:
o leaf
o science notebook for each student
o pencil
o non-standard units of measurement (paper clips, linking cubes), Optional: United Streaming Video: Sorting and Grouping
Concepts students will learn: Students will learn how to use their senses to make observations and record data.
Engage: Show United Streaming Video Sorting and Grouping. This video illustrates how students explore likes and differences to help them understand sorting and classifying objects. If you do not have access to this video, you may use pattern blocks to demonstrate sorting by size, color, shape and texture.
Explore: Students bring in a leaf from home or the playground. Model how students observe their leaf and record data that describes their leaf in a Science Notebook. Explain to students that good scientists observe and record data. As a whole group activity, students place their leaves in a pile and give their description to a neighbor. The student reads their description to their neighbor and the neighbor tries to find the leaf. Students will soon discover that their descriptions need more detail and accuracy.
Explain: Discuss what types of descriptive words are missing: using the five senses. Ask, “What could you use to measure your leaf” (non-standard units: paper clips, linking cubes)? Students will get their descriptions back from their neighbor and add more detail. Students again exchange notebooks and their neighbor tries again.
Elaborate: Having children ask questions and investigate to find the answers is an important part of developing scientific inquiry skills. Refer to the “Thinking Like a Scientist” chart and use it with the students for any science lesson. Write in your question(s) for each lesson. Be sure to share students’ results with the class. (“Thinking Like a Scientist” chart can be found below.)
Evaluate: notebook entries, student questioning
Rubric:
The following three-point rubric may be adapted to your county’s grading scale to evaluate students’ work during these lessons.
• 3 points: Students were highly engaged in class discussions; were able to demonstrate a clear understanding of the vocabulary and give correct examples appropriate to the lesson
• 2 points: Students participated in class discussions; were able to demonstrate a basic understanding of the vocabulary and give mostly correct examples; drew pictures that were somewhat appropriate to the lesson.
• 1 point: Students participated minimally in class discussions; were unable to demonstrate a basic understanding of the vocabulary and could not give examples of lesson. Pictures were incomplete and/or did not clearly identify lesson objectives.
Thinking Like a Scientist
What do you want to find out? / 2. Do an experiment:
Think of a way you can answer your question by doing an experiment or test.
3. Record data.
Write down what you find out as you do your test. / 4. Think, write and share.
Think about what you have learned from your test, write it down and share it.
Adapted from Science and Children, February 2000.
Lesson 2: What do plants need to grow?
Note: This lesson is on-going throughout the unit.
Objective:
1.01 Investigate the needs of a variety of different plants: air, water, light, space
Concepts students will learn: Students will view the changes in plants when denied their basic needs.
Process Skills:
· Recording
· Measuring
· Observing
· Communicating
Materials:
o potting soil
o 7-3 ½” small pots or 7-8 ounce Styrofoam cups
o 1-2” pot or 1-3 ounce cup
o 1 gallon sized storage bag, cardboard box (shoe box sized)
o labels
o science notebooks (one per student)
Prior to the lesson, the teacher should obtain eight identical plants such as Pansies, Salvia, Coleus or any annual bedding plant. These can be purchased at any local nursery or department store with a nursery. Plant seven of the plants in 3 ½” (or 8 ounce up) pots and one in a 2” (or 3 ounce cup) pot. Label plants as follow:
§ Water
§ No water
§ Light
§ No light
§ Space
§ No space (This is the plant in the 2” pot or 3 ounce cup.)
§ Air
§ No air
Engage: Discuss and list on the board what students think a plant needs for survival. After students respond, explain that we will investigate whether plants need air, water, light and space to survive.
Explore: Note: Experimental plants are the plants that are being manipulated. Control plants are the plants that are not being manipulated. Place the plant labeled no water next to the plant that says water. Do not water the plant labeled no water, water the control plant regularly. Put a cardboard box over the plant labeled no light allowing no light to seep inside. Place the plant labeled light next to it. Water both plants regularly. Place the plant labeled no space next to the plant labeled space. Water both plants regularly. Place the plant labeled “no air” in a zip lock bag and remove as much air as possible. Place the plant labeled air beside it. Water both regularly.