CURRICULUM GUIDE FOR
New Plants
(Based on the Foss Science Kit)
Additional resources can be found on Wallingford’s W drive
Wallingford Public Schools
First Grade
Science
Approved by Science Management Team January 8, 2008.
Based on the K-5 Science Scope and Sequence approved by the Wallingford Board of
Education February 25, 2008.
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Table of Contents
Unit Design
Unit Summary
Stage 1: Standards/Goals
3
3
Stage one identifies the desired results of the unit including the
related state science content standards and expected
performances, enduring understandings, essential questions,
knowledge and skills. What should students understand, know, and
be able to do?
The knowledge and skills in this section have been extracted
from Wallingford’s K-5 Science Scope and Sequence.
Stage 2: Determine Acceptable Evidence
8
Stage two identifies the acceptable evidence that students have
acquired the understandings, knowledge, and skills identified in
stage one. How will we know if students have achieved the desired
results and met the content standards? How will we know that
students really understand?
Stage 3: Lesson Activities
10
What will need to be taught and coached, and how should it best
be taught, in light of the performance goals in stage one? How
will we make learning both engaging and effective, given the goals
(stage 1) and needed evidence (stage 2)? Stage 3 helps teachers
plan learning experiences that align with stage one and enables
students to be successful in stage two. Lesson activities are
suggested, however, teachers are encouraged to customize this
stage to their own students, maintaining alignment with stages one
and two.
Literature Resources
29
These literature resources have been purchased to supplement the kit and are
housed in each elementary school library.
Materials List
30
This list identifies the list of materials found in the kit. In many cases, the original
kit material list has been modified from the manufacturers list.
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UNIT SUMMARY
The New Plants unit provides experiences that heighten students’ awareness of the diversity of life in
the plant kingdom. Students care for plants to learn what they need to grow and develop. They observe
the structures of flowering plants and discover ways to propagate new plants. Students will
investigate, observe and describe changes that occur as plants grow, and organize their observations on
a calendar and in a journal.
STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired results of
the unit including the related state science content standards and expected performances, enduring
understandings, essential questions, knowledge and skills.
Enduring Understandings
Essential Questions
Insights earned from exploring generalizations via the
essential questions (Students will understand THAT…)
K-12 enduring understandings are those understandings
that should be developed over time, they are not expected
to be mastered over one unit or one year.
Overarching Enduring Understandings:
• Science is the method of observation and
investigation used to understand our world.
(K-12)
• Inquiry is the integration of process skills, the
application of scientific content, and critical
thinking to solve problems. (K-12)
Unit Specific Enduring Understandings:
• Living things have certain characteristics that
distinguish them from nonliving things,
including growth, movement, reproduction
and response to stimuli.
• Plants need air (carbon dioxide), water and
sunlight to survive.
• Various tools can be used to measure,
describe and compare different objects and
organisms.
• The life cycles of flowering plans include
seed germination, growth, flowering,
pollination and seed dispersal.
Inquiry used to explore generalizations
•
•
•
•
•
•
•
•
•
•
New Plants
How is inquiry used to investigate the answers
to questions we pose?
What do all living things have in common?
How are living things different?
What causes living and nonliving things to
change?
How are plants similar/different?
How and why are plants important to us?
In what conditions do plants grow best?
Where do plants come from?
Why do plants have flowers?
Where can you find seeds?
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Knowledge and Skills
What students are expected to know and be able to do
The knowledge and skills in this section have been extracted from Wallingford’s
K-5 Science Scope and Sequence.
Knowledge
K1. Describe the structure and function of the main plant structures. (roots, stem, leaves, flower, bud
and seed)
K2. Investigate how the plant stems grow towards light and root systems grow towards water.
K3. Explain that plants use sunlight to make their own food (photosynthesis).
K4. Describe the properties of different leaves. (color, shape, texture, size, etc.)
K5. Categorize plants in our daily life by their use. (food, decoration, medicine, herbs, and other
uses)
K6. Compare and contrast different seed properties. (color, shape, texture, size, etc.)
K7. Investigate different environmental variables on seed germination and the growth of plants
(amount of light, amount of water, temperature, etc.)
K8. Understand the role of the flower (plant life cycle) and how their structure (color, shape) is
related to their function (attract pollinators).
K9. Discover that new plants can be grown by planting seeds, bulbs, rooting and mature cuttings in
water.
K10. Compare change over time in different kinds of seeds and plants using a science notebook.
K11. Describe characteristics that distinguish living form non-living things (growth, movement,
reproduction and response to stimuli).
K12. Explain that plants need carbon dioxide, water and sunlight to survive.
Skills
S1.
S2.
S3.
S4.
S5.
S6.
S7.
Generate appropriate questions such as “why did…?” I wonder…?
Observe and describe commonalities and differences among objects.
Sort and classify objects based on two observable properties.
Predict what might happen.
Design an investigation to help answer a testable question.
Conduct simple investigations.
Employ simple equipment and measuring tools, such as:
• Thermometer
• Rulers/Number lines/Yard Sticks
• Non-standard measuring devices
S8. Demonstrate safe use of materials.
S9. Organize appropriate and accurate measurements and observations using:
• Graphic organizers
• Picture and bar graphs
• Illustrations and diagrams
• Journaling
S10. Draw conclusions based on data, observations and findings.
S11. Communicate results or information in an appropriate manner using:
• Pictures, oral reports, journals
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Content Standard(s)
Generalizations about what students should know and be able to do.
CSDE Content Standards
(CSDE Science Framework 2004)
CSDE Primary Expected Performances
(CSDE Science Framework 2004)
Heredity and Evolution – What processes are
responsible for life’s unity and diversity?
A6. Describe characteristics that distinguish living
from nonliving things.
K.2 - Many different kinds of living things
inhabit the Earth.
Living things have certain characteristics that
distinguish them from nonliving things, including
growth, movement, reproduction and response to
stimuli.
A13. Describe the different structures plants have for
obtaining water and sunlight.
Structure and Function – How are organisms
structured to ensure efficiency and survival?
1.2 - Living things have different structures and
behaviors that allow them to meet their basic
needs.
♦ Animals need air, water and food to survive.
♦ Plants need air, water and sunlight to survive.
Science and Technology in Society – How do science
and technology affect the quality of our lives?
1.4 - The properties of materials and organisms
can be described more accurately through the
use of standard measuring units.
A17. Estimate, measure and compare the sizes and
weights of different objects and organisms using
standard and nonstandard measuring tools.
♦ Various tools can be used to measure, describe
and compare different objects and organisms.
Structure and Function – How are organisms
structured to ensure efficiency and survival?
2.2 - Plants change their forms as part of their
life cycles.
The life cycles of flowering plants include seed
germination, growth, flowering, pollination and seed
dispersal.
A19. Describe the life cycles of flowering plants as
they grow from seeds, proceed through maturation and
produce new seeds. (Introduce this concept –
reinforced in 3rd grade)
A20. Explore and describe the effects of light and
water on seed germination and plant growth.
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A INQ 1 Make observations and ask questions about
objects, organisms and the environment.
Scientific Inquiry
A INQ 2 Use senses and simple measuring tools to
collect data.
A INQ 3
patterns.
Make predictions based on observed
A INQ 4 Read, write, listen and speak about
observations of the natural world.
Scientific Literacy
A INQ 5
pictures.
Seek information in books, magazines and
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.
Scientific Numeracy
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.
Common Misconceptions Children Have
By identifying misconceptions early, teachers can design appropriate lessons to address and change student
misconceptions.
• Plants drink water through their leaves.
• The only things that move around are living things.
• Children tend to think that plants eat “food” to grow. Plant “food” is a misnomer
because mineral nutrients are not really food for plants. Plants make their own food
from carbon dioxide, water and the sun’s energy in a process called photosynthesis.
• Children tend to think that flowers are for decoration only.
• Not all plants are land organisms. For example seagrasses are in shallow ocean water.
• Children think that nuts and berries are not fruits. They really are!
• A common student misconception is that plants photosynthesize during the day and
conduct cellular respiration only at night. Cellular respiration occurs continuously in
plants, not just at night.
• Most cultivated flower, vegetable, and lawn grass seeds are not dormant because they
will germinate promptly when given environmental conditions required for
germination. Such seeds are quiescent. Dormant seeds will not germinate even when
given environmental conditions needed for germination.
• Contrary to textbook life cycle diagrams, fruits sometimes develop without pollination
and fertilization, termed parthenocarpy. It is of substantial economic importance
because of the popularity of seedless fruits such as bananas and pineapples.
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• Seedless grapes in supermarkets are not seedless because they are sprayed with the plant
hormone gibberellic acid. They are genetically seedless. Gibberellic acid is applied to
increase the size of the seedless grapes.
• A misconception is that plants obtain their energy directly from the sun. Actually, the
sun’s energy is needed for photosynthesis. Photosynthesis produces sugar that the
plants break down in a process called cellular respiration that converts sugar to energy.
• Plants produce oxygen for our benefit; it’s actually a byproduct they produce through the
process of photosynthesis.
• Student’s think that plants, fungi, and seeds are not living.
• Student’s think that plants “breath” in carbon dioxide and “drink” water.
• Student’s think that plants get food from their roots. Actually, plants make their own
food through photosynthesis.
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STAGE 2 – DETERMINE ACCEPTABLE EVIDENCE
How will we know if students have achieved the desired results and met the content standards? How
will we know that students really understand? Stage two identifies the acceptable evidence that
students have acquired the understandings, knowledge, and skills identified in stage one.
Performance Task(s)
Other Evidence
Authentic application in new context to evaluate student
achievement of desired results designed according to
GRASPS. (Goal, Role, Audience, Setting Performance, Standards)
Other methods to evaluate student achievement of
desired results.
* Additional assessment ideas have also been included in stage 3 – Lesson Activities.
Quick Write Prompt Ideas
1. Where have you seen plants?
2. When you see something, how do you know it is a plant?
3. What do all living things need to survive?
4. How can you make new plants?
5. Observe your Brassica plant. What has changed since the last time you observed
your plant?
6. Work with a partner. Compare your plants. How are the Brassica plants the
same? How are they different?
7. Look at a lawn. Draw a picture and describe what you see.
8. Many seeds are used for food. Name some seeds that we eat.
9. How can you make a new plant from an old plant if you don’t have seeds?
10. Choose a new plant which we have grown. Write a report about this plant.
Draw and describe the stages of growth for this new plant. Be sure to label the
plant parts.
11. Farmer John planted 5 shiny blue seeds in his garden. All of a sudden…
Performance Task 1- Weeds are all around the playground. The children can’t play on the
swings or run around the blacktop without tripping on weeds. You have a few tools to use: a
5 gallon bucket, scissors, sand, vinegar. List and describe 4 ways that we can kill the weeds?
Assess Objectives: K2, K7
Performance Task 2- A farmer is having trouble growing the corn on his farm. The first field
of corn plants started to grow and then just died. He needs your help before he plants the next
field. Write and explain 4 things that you know about plants that you can tell the farmer to help
this corn grow corn cobs. Draw and label a healthy corn plant.
Assess Objectives: K1, K3, K7, K9, K12
Performance Task 3- You were selected to grow a garden at your school.
plants that can be for food, for beauty and for other reasons.
Start by going to Home Depot for supplies.
1. Write up a shopping list for supplies
2. What seeds will you plant? Describe them.
3. Draw your farm in 3 pictures: setup, planting and growing
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Assess Objectives: K5, K6, K10
Performance Task 4 -Flowers are beautiful and are everywhere. There are many different
colors shapes and sizes of flowers located all over the world. A citizen from Antarctica has
come to your school to visit for the week and one of his questions is about flowers. He wants to
know how a flower’s life cycle works and why are flowers important to people and insects.
Assess Objectives: K8
Notebook Prompt
Draw or describe how plants are used in your life.
Use a science notebook journal prompt after reading a related science story to have students
draw or describe other ways they use plants in their life.
Go to http://www.pfaf.org/leaflets/other_uses.php to see thousands of uses for plants. Many
First graders could be familiar with food, clothing, shelter, medicinal, aesthetic, fencing, mulch,
furniture, paper, pencil, (vegetable) oil, musical instruments.
Science Notebooks – Using Plants
Score If the student…
Gives a variety of examples of how plants are used by people
4
Gives three examples, other than the main example in the story,
3
2
1
of how plants are used by people.
Gives two examples, other than the main example in the story, of
how plants are used by people.
Gives one example or cannot provide his or her own good
example of how plants are used by people
Other assessments can be found integrated into Stage 3 – Lesson Ideas. Those
assessments were developed in collaboration with FOSS, SMERC and Washington
State. Many of these assessments have been modified to a 1,2,3,4 point rubric.
The original assessments can be found at:
http://www.esd112.org/smerc/assessments/New_Plants.pdf
A copy of this document can also be found on the W drive.
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STAGE 3 – LESSON ACTIVITIES
What will need to be taught and coached, and how should it best be taught, in light of the
performance goals in stage one? How will we make learning both engaging and effective, given the
goals (stage 1) and needed evidence (stage 2)? Stage 3 helps teachers plan learning experiences that
align with stage one and enables students to be successful in stage two. Lesson activities are
suggested, however, teachers are encouraged to customize these activities, maintaining alignment
with stages one and two.
The suggested lesson activities are not sequenced in any particular order. Teachers may select which
lesson activities will best meet the needs of their students and the unit objectives. Each lesson activity
is coded with the corresponding knowledge (K) and/or skill (S) objectives that are found in stage one.
Investigation 1
Lesson: FOSS Investigation 1: Brassica Seeds, Part 1 (Introducing Recording)
Materials needed: Lamp Support Frame, planting tray, soil, Brassica seeds, labels, markers,
cups with holes, rectangular basin, plastic spoons
Suggested time: 30 – 45 minutes for planting, watering and journaling.
Students will examine two Brassica seeds and plant them following the Foss lesson
guide. Students will begin their journals with the initial stages of planting.
Note: Remember to assemble the lamp support frame prior to class starting.
Knowledge and Skills: K6, K7, K10, S1, S4, S8, S11
Reference Information: Foss New Plants Teacher Guide Investigation 1 pages 1-12.
Pre – Assessment & Post - Assessment:
The pre- assessment will be used for
comparison in Investigation4, part 1.
Directions: To assess student understanding about plants, plan a short session before beginning
the unit. Distribute a blank piece of paper to each student. Show students how to fold
the paper in half to make two pages. Ask students to think of a plant they have recently
seen at home or outside. Have them draw the plant on one half of the paper and label
any parts that they know. On the other half of the sheet, have students write (or dictate)
how new plants are started. Students will do this again in the summative assessment at
the end of the module, providing written work for comparison.
Science Notebook – Knowledge about Plants
Score If the student…
Has detailed and accurate drawing with a number of plant parts
4
3
labeled; can name many ways in which new plants can be started.
Has 4 plant parts labeled; can name at least two ways plants can
start to grow.
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2
1
Has 2 or 3 plant parts labeled; can name at least one way plants
can start to grow.
Has not added much complexity to drawing and few plant parts;
is not sure how plants are started.
Lesson: FOSS Investigation 1: Brassica Seeds, Part 2 (planting Brassica)
Materials needed: Lamp Support Frame, plants in trays, journals
Suggested time: 30 minutes
Students will respond to: What do you observe in your Brassica planters? How many days
has it been since you planted your Brassica seeds? What has changed since the last time
you observed your planter? What words are used to describe baby plants? (looking
for - seedlings or sprouts) Where do the leaves grow? Are they all the same?
Knowledge and Skills: K1, K2, K3, K10, S1, S7, S9
Reference Information: Foss New Plants Teacher Guide Investigation 1 pages 13-22
Assessment Idea: Use teacher observation to determine students’ understanding of what plants
need to grow. Plan a 30 second interview with each student as they plant the Brassica
seeds.
Teacher Observation – Needs of Plants
Score If the student…
9 Can identify what plants need to grow: water, air, nutrients, and
-
light
Can’t identify the things a plant needs to grow.
OPTIONAL Lesson: Adjusting the lamp height (can be done at any time Brassica is
growing)
Materials needed: Lamp Support Frame, plants in trays
Suggested time: 5 minutes
Students will observe that the plants are starting to touch the lamp. Students will respond
to: Why are the plants touching the lamp? What should we do to help our plants
continue to grow?
Knowledge and Skills: K2, K3, K7, S1, S4, S7, S8
Reference Information: Foss New Plants Teacher Guide Investigation 1 page 12
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Lesson: FOSS Investigation 1: Brassica Seeds, Part 3 (when flowers arrive)
Materials needed: Lamp Support Frame, plants in trays, journals
Suggested time: 30 minutes
Students will respond to: Where do the flowers grow? Where do the seed pods grow? Are
all of the Brassica plants the same size? Why do you think this is the case? What
questions do you have about your plant?
Knowledge and Skills: K1, K7, K8, K10, S1, S4, S7, S9, S10, S11
Reference Information: Foss New Plants Teacher Guide Investigation 1 pages 23-30
ASSESSMENT IDEAS:
Knowledge and Skills: K1, K4, S11
Reference Information:
Foss New Plants Teacher Guide Investigation 1, worksheet Brassica
A and worksheet Brassica B
Assessment Ideas: Use the following series of three assessment tasks and four student sheets
to assess students after the Brassica plants have completed their life cycle. Use student
sheet no. 4 called Brassica A or no. 5 called Brassica B (A includes a word list, B does
not.)
Student Sheets – Brassica A or B
Score If the student…
Correctly labels seven to eight parts of the plant.
4
Correctly labels five to six parts of the plant.
3
Correctly labels four parts of the plant.
2
Correctly labels three or fewer parts of the plant.
1
Investigation 1: Brassica Seeds
Part 3: Observing Brassica Growth
Use student sheet no. 5 called Brassica B.
marks as directed on the student sheet.
Read aloud the riddles below and have students put
Riddle 1 – I get water and minerals from the soil. I hold the plant in the soil. What am
I? Put a red X on me. (Roots)
Riddle 2 – Some people say that I act like a straw. I hold the plant up toward the sun.
What am I? Color me blue.
(Stem)
Riddle 3 – I capture sunlight and make food for the plant. What am I? Circle me with
blue crayon.
(Leaves)
Riddle 4 – Bees help me pollinate. I am colorful and hold pollen. What am I? Color
me red.
(Flower)
Riddle 5 – A new plant will grow from me. What am I? Draw a blue arrow that points
to me.
(Seed)
Riddle 6 – I hold the seeds. What am I? Circle me with a red crayon.
(Seedpod)
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Student Sheet – Brassica B Riddles
Score If the student…
Correctly answers 6 riddles.
4
Correctly answers 4 to 5 riddles.
3
Correctly answers 3 riddles.
2
Correctly answers 2 to 1 riddles.
1
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Assessment Idea:
Investigation 1: Brassica Seeds
Part 3: Observing Brassica Growth
Use student sheets called Brassica Life Cycle and Brassica Picture Cards. Have students cut
apart the six picture cards. Then have them glue the pictures on the Brassica Life Cycle sheet
to show the life cycle of the plant. (Students may want to cut more closely around each
illustration before gluing them on the final sheet.
Student Sheet – Brassica Life Cycle
Score If the student…
Can place all the pictures in the correct order to create the life
4
3
2
1
cycle of a Brassica plant and describe the life cycle.
Can place all the pictures in the correct order to create the life
cycle of a Brassica plant.
Places at least half of the picture in the correct order.
Randomly places the pictures on the life-cycle sheet.
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Investigation 2
Lesson: FOSS Investigation 2: Part 1 (Lawn)
Materials needed: planting tray, soil, Alfalfa seeds, Rye grass seeds, labels, markers, cups
with holes, rectangular basin, plastic spoons, Worksheet Growing a Lawn, worksheet
Plant Picture
Suggested time: 30 -45 minutes for initial planting
Students will compare and contrast the two types of seeds. Students will plant their
lawns following Foss New Plants Teacher Guide Investigation 2 pages 8-14.
Students will respond to: What has to be done to care for a lawn?
Knowledge and Skills: K6, K7, K9, K12, S1, S2, S3, S4, S8
Reference Information: Worksheet Growing a Lawn, worksheet Plant Picture
Alternative: Grass people a Lucky the Leprechaun template can be found on Wallingford’s W
drive. Use this to decorate your cups as a leprechaun who will grow “grass hair”.
Assessment Idea: Use science notebooks and the prompt below to assess student understanding
about what plants need to grow. Student answered a similar question in Investigation 1.
Compare student performance from pre-assessment and look for improvement.
Teacher Observation – Needs of Plants
Score If the student…
9 Can identify what plants need to grow: water, air, nutrients, and
-
light
Can’t identify the things a plant needs to grow.
Lesson: FOSS Investigation 2, Part 2 (Mowing the Lawn)
Materials needed: “lawns”, Worksheet Growing a Lawn, worksheet Plant Picture
Suggested time: 2 or 3 sessions of 20 – 30 minutes each
Students will observe and mow their lawns.
Students will respond to: What happened to the alfalfa plants when you cut them?
What happened to the rye grass? Are all of the lawn plants the same size? Why did
you think that is the case? What kind of plant would be best for a lawn? Why? What
questions do you have about your lawn plants?
Knowledge and Skills: K2, K4, K7, K10, K12, S1, S2, S4, S7, S8, S10
Reference Information: Foss New Plants Teacher Guide Investigation 2 pages 15-19.
Assessment Idea: Use student sheet called Growing and Mowing a Lawn. Have students cut
out the pictures on the student sheet and paste them on a separate piece of writing paper
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or construction paper. Have them write a few words on the back to describe or explain
what happened to each plant after it was cut.
Directions: Have students cut out the pictures on the Growing and Mowing a Lawn student
sheet and glue them on a separate sheet of paper. Have them write a few words to
describe or explain what happened to each plant after it was cut.
Student Sheet – Growing and Mowing a Lawn
Score If the student…
Uses evidence/observations to explain that the grass grows back,
4
3
2
1
but the alfalfa does not when the leaves have been cut off.
Correctly sequences 6 mowing the lawn pictures.
Explains that the grass grows back but the alfalfa does not after
the leaves have been cut off. Correctly sequences 6 mowing the
lawn pictures.
Partial description. Correctly sequences most pictures.
Is unable to describe what happens or explain why.
not sequenced correctly.
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Pictures are
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We recommend that you chose at least one of these optional lessons
from Investigation 2
OPTIONAL Lesson: Grow wheat
Materials needed: twisted paper towel pieces, cups, water, straws, wheat seeds, pencil.
Suggested time: 30 minutes
Students will plant wheat seeds into the straws. They will illustrate the planting in the
initial and observational stages throughout the 2-3 weeks. The students will measure
and graph the heights of their wheat plants.
Students will respond to: What parts of a plant do you see and how do you know?
Compare the lawn rye seed growth to the wheat seed growth. Did all the wheat plants
grow in the same direction? Why did that happen?
Knowledge and Skills: K1, K2 , K6, K7, K9, K10, K12, S1, S2, S4, S7
Reference Information: Foss Teacher Guide Investigation 2 Part 3 pgs. 21-28
Assessment Idea: Use teacher observation and 30 second interview to assess identification of
plant parts and why roots grow down and leaves grow up.
Teacher Observation – Plant Parts
Score If the student…
Knows that:
4
3
2
1
a) roots grow down
b) roots soak up water for the plant
c) stems/leaves grow up
d) leaves grow to catch sunlight for making food
e) adds further detail about plant parts and/or functions.
Must include a and c and one more bullet
Two bullets
One bullet
OPTIONAL Lesson: Grow plants in the dark
Materials needed: Seeds that the students select, a dark area, water, soil, trays or cups, a well
lit area
Suggested time: 2-3 weeks
Students will prepare the planting of a seed. One seedling will be left in natural light
and the other will be placed in a dark area. Once a seedling appears the students will
place their plants in a dark area (i.e. closet, drawer, under a cardboard box, etc.)
Students will periodically check on their plants to see how they are growing and record
their observations in their science journals.
Students will respond to: What did you notice about both of the plantings? What was
different about the planting? What do you think happened? If you made predictions,
were you right? Why or why not? What do you think happened?
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Knowledge and Skills: K3, K7, K9, K10, K12, S1, S2, S4, S5, S6, S10, S11
Reference Information: Foss Teacher Guide Investigation 2 pg. 30
OPTIONAL Lesson: Grow Oat
Materials needed: twisted paper towel pieces, cups, water, straws, oat seeds, pencil.
Suggested time: 30 minutes
Students will plant oat seeds into the straws. They will illustrate the planting in the
initial and observational stages throughout the 2-3 weeks. The students will measure
and graph the heights of their oat plants.
Students will respond to: What parts of a plant do you see and how do you know?
Compare the lawn rye seed growth to the oat seed growth. Did all the oat plants grow in
the same direction? Why did that happen?
Knowledge and Skills: K1, K2 , K6, K7, K9, K10, K12, S1, S2, S4, S7
Reference Information: Foss Teacher Guide Investigation 2 Part 3 pg. 30
Lesson: Sprouting a root from Kidney beans
Materials needed: kidney beans, paper towels, zip- lock bags, stapler (s), tape, bean journal
Time to Prepare: 30 minutes. The teacher will put the folded wet paper towel in the zip lock
bag. The teacher will then staple the zip-lock bags 1-2 inches from the bottom above
the paper towel where the bean will rest. Make sure that the beans can touch the paper
towel and absorb the water to saturate the beans. Tape to window and should sprout in 1
week. Make a bean shaped journal. Cut seed apart after 10 days and finish journal.
Suggested time: first lesson 30 minutes, second lesson 10 minutes
Students will respond to: What parts of a plant do you see growing and how do you know?
What direction did they grow? What would grow next?
Knowledge and Skills: K1, K2, K7, K9, K12, S1, S4, S6
Reference Information: Foss Teacher Guide Investigation 2 Part 3 pg. 31
AIMS Primarily Plants – teacher guide pages 4 and 14
AIMS Primarily Plants – teacher guide mini book from pages 17 - 20
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Investigation 3
Lesson: Stems, Investigation 3 part 1
Materials needed: Foss worksheet - Letter to Parents asks families to send in plants, plastic
cup with holes, labels, scissors, plants for cuttings, water.
Suggested time: 45 minutes and two 30 minute follow up lessons over 3 weeks
Students will work with a part of a plant (a stem, a leaf or a stem and leaf). They put the
parts into water and observe them over a period of time. Students draw and describe in
words what they observe.
Students will respond to: How can we make a new plant from an old one? What type of
cut works best to continue growth? Where are new leaves forming? What should we
do with the cuttings after they have lots of roots?
Knowledge and Skills: K1, K2, K9, K10, S1, S2, S4, S5, S6, S9, S11
Reference Information: Foss New Plants Teacher Guide Investigation 3 pages 8 13
Use the student sheet called Stem Cuttings.
How can we make a new plant from an old one?
Student Sheet – Stem Cuttings
Score If the student…
Makes an accurate drawing of his or her plant with labels;
4
3
2
1
includes the date; writes a good observation.
Makes a reasonably accurate drawing of his or her plant; includes
the date; writes a good observation.
Makes a drawing with little detail; includes the date; writes a few
words that describe the plant.
Puts little effort into drawing the picture; doesn’t include the date;
Writes a word or nothing
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OPTIONAL Lesson: Stems, Investigation 3, part 3 Spuds
Materials needed: planting cups, soil, white potatoes (suggestion: ask families for donations
of potatoes that are growing eyes OR get potatoes and keep them in light for two weeks)
Time to Prepare: 5 minutes after obtaining potatoes
Suggested time: 45 minutes and two 30 minute follow up lessons over 3 weeks
Teacher will cut and divide white potatoes (modified stems) into pieces and plant them in
soil.
Students will respond to: Where do potatoes come from? Is this potato alive? Why
do potatoes have eyes?
Knowledge and Skills: K1, K2, K5, K9, K10, K11, S1, S9
Reference Information: Potato eyes are not for seeing: they are buds. Foss New Plants
Teacher Guide Investigation 3 pages 19 –26
AIMS Primarily Plants – teacher guide pages 80, 81, 83
Use teacher observation and 30 second interviews to assess students. Ask students to compare
the different plants they have been growing and talk about how the different parts are alike and
how they are different.
Investigation 3: Stems
Score If the student…
Compares the different plants grown in the classroom and gives
4
3
2
1
detailed explanation of how plants have many of the same
structures, but can look very different.
Compares the different plants grown in the classroom and gives a
general explanation of how plants have many of the same
structures, but can look very different.
Compares only two of the different plants grown in the classroom
and notes how plants have many of the same structures, but can
look very different.
Compares two plants with little to no details.
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Investigation 4
We recommend that you in investigation 4, you choose part 1 or part 2
Lesson: Bulbs and Roots, Investigation 4 part 1
Materials needed: bulb (garlic or onion), cups, lids, cotton, worksheet Growing Plants
Suggested time: 35 – 40 minutes for initial lesson, periodic 10 minute mini lessons over two
weeks
Students will plant bulb or clove in a cup with cotton on the bottom. The cotton will be
damp and covered with the lid with two holes. Students will journal their bulb growth
over the period of two to three weeks. Students will measure height of plant in standard
or non standard units.
Students will respond to: What are these objects? Do they come from plants? What
part of the plant are they? Do you think we can get a new plant to grow from this?
What can we do to get this to grow into a new plant? What can we look for to know if
the plant is growing successfully?
Knowledge and Skills: K2, K5, K7, K9, K10, S1, S4, S7, S9
Reference Information: worksheet Growing Plants. Foss New Plants Teacher Guide
Investigation 4 pages 7- 12
Lesson: Bulbs and Roots, Investigation 4 part 2
Materials needed: root (carrot or radish) you can have 1 for the entire class in a large clear
container, soil, knives.
Suggested time: 45 minutes
“We will be making new plants from old plants.” Follow the teacher manual depending
on the root you use. Students will journal their root growth over the period of two to
three weeks.
Students will respond to: What are these objects? Do they come from plants? What
part of the plant are they? Do you think we can get a new plant to grow from this?
What can we do to get this to grow into a new plant? What can we look for to know if
the plant is growing successfully?
Knowledge and Skills: K1, K2, K9, K10, S1, S2, S4, S8
Reference Information: Foss Teacher Manual Investigation 4 Part 2 pgs. 13-19
Pre – Assessment & Post - Assessment:
to the pre-assessment.
Investigation 1)
Administer the post-assessment and compare
(additional directions can be found in item 4 on page of
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Directions: To assess student understanding about plants, plan a short session before beginning
the unit. Distribute a blank piece of paper to each student. Show students how to fold
the paper in half to make two pages. Ask students to think of a plant they have recently
seen at home or outside. Have them draw the plant on one half of the paper and label
any parts that they know. On the other half of the sheet, have students write (or dictate)
how new plants are started. Students will do this again in the summative assessment at
the end of the module, providing written work for comparison.
Science Notebook – Knowledge about Plants
Score If the student…
Has detailed and accurate drawing with a number of plant parts
4
3
2
1
labeled; can name many ways in which new plants can be started.
Has 4 plant parts labeled; can name at least two ways plants can
start to grow.
Has 2 or 3 plant parts labeled; can name at least one way plants
can start to grow.
Has not added much complexity to drawing and few plant parts;
is not sure how plants are started.
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LITERATURE RESOURCES
These literature resources have been purchased to supplement the kit and are housed in each
elementary school library.
Guided Reading Sets (6 copies in each school)
In Grandma’s Garden, Susan McCloskey
Read Aloud (1 copy per school)
Planting a Rainbow, Lois Ehlert
The Tiny Seed, Eric Carle
From Seed to Plant, Gail Gibbons
From Seed to Sunflower, Dr. Gerald Legg
How Do Apples Grow?, Betsy Maestro
How a Seed Grows, Helene J. Jordan
Alphabet Garden, Laura Jane Coats
Life Cycles of a Sunflower, Angela Royston
Life Cycle of a Bean, Angela Royston
Life Cycle of an Apple, Angela Royston
The Apple Pie Tree, Zoe Hall
Waiting for Wings, Lois Ehlert
Big Books (1 copy per school)
Growing Vegetable Soup, Lois Ehlert
Vegetable Garden, Douglas Florian
The Carrot Seed, Ruth Krauss
Related Materials that May Be Found in Your Library
Read Alouds
All About Seeds, Melvin Berger
An Apple A Day, Melvin Berger
Pick Me An Apple, Shelly Rotner
Seed To Tree, Shelly Rotner
I Am A Seed, Jean Marzollo
Apples, Melvin and Gilda Berger
Pumpkin, Melvin and Gilda Berger
Guided Reading Leveled Books
How To Grow A Plant
Plant Journal
Vegetable Garden
Growing Carrots And Radishes
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Materials List
New Plants – Grade 1
December 2007
(Based on the Foss Kit)
Expendable Materials
1 Garlic bulb
1 bag cotton balls
70 3 oz plastic cups w/2 holes
50 9oz wide mouth cups
50 Cup lids w/ 2 holes
1 pk. labels
1 roll paper towels
1 bottle fertilizer
1 pk. alfalfa seed
1 pk. Brassica seed
1 pk. oats
1 pk Rye Grass seed
1 pk wheat seed
500 clear jumbo straws
30 sandwich bags
60 kidney beans
1 2 gallon bag potting soil
1 8qt bag of vermiculite
Reusable Materials
FOSS New Plants Teachers Guide
Video tape
4 class calendars
25- ½ liter plastic containers
4 dishpans
1 bottle brush
2 planter trays
8 small spoons
20 vials w/ caps
AIMS Primarily Plants – teacher guide
1 Curriculum Guide
25 student plant journals (revised)
3 fluorescent, lamp bulbs 18”
1 lamp fixture with chains for hanging
Lamp frame made from PVC pipe:
8 short pipes (14”)(2 with hooks)
4 long pipes (20.5”)
8 corners
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