4th
What Plants Need
Lesson for Unit: Fall – Inquiry Lesson
Topic: Students will observe what happens when plants receive what they need to
survive and grow.
Duration: This lesson will span two 30-minute class periods.
Purpose: Students will gain a better understanding of the four basic needs that
plants have. Those needs are air, water, nutrients/soil and sunlight. In addition,
students will plant soybeans in plastic bags to witness plant growth.
Materials: Five small plants, labels, watering can/pitcher, chart paper, plastic bags,
soybeans, paper towels, tape, rulers, plant sequencing cards, PowerPoint
presentation “What Plants Need,” Seed to Plant by Gail Gibbons, black sharpie, and
How Do Beans Grow Worksheet.
Standards/Benchmarks:
S.IP.01.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.01.12 Generate questions based on observations.
S.IP.01.13 Plan and conduct simple investigations.
S.IP.01.15 Make accurate measurements with appropriate (non-standard)
units for the measurement tool.
S.IA.01.12 Share ideas about science through purposeful conversation.
S.IA.01.13 Communicate and present findings of observations.
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need
air, water, and food. Plants also require light. Plants and animals use food as a
source of energy and as a source of building material for growth and repair.
L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals
begin life and develop into adults, reproduce, and eventually die. The details of this
life cycle are different for different organisms.
Objectives:
SWBAT develop a basic understanding of a plant’s needs.
SWBAT record observations about plants and their growth.
SWBAT identify a plant’s life cycle.
SWBAT communicate findings/observations about growth of a soybean.
SWBAT predict plant growth dependent on a plant’s needs.
SWBAT measure the growth of a bean plant using a ruler.
Assessment of Objectives: Students will be assessed informally through
participation in class discussions and class activities. Students will also complete
the life cycle of a plant sequencing on their own.
Problem or Puzzling Situation:
Do you think we can grow a seed into a plant in indoors since we know that in fall
most plants and some trees become dormant? What do you think plants need to
grow?
Input:
1. Begin by showing students “What Plants Need” PowerPoint presentation.
2. Ask students what they think might happen if a plant does not receive one of the
four elements.
3. Remind students that some plants and trees go into dormancy in fall and winter.
Dormancy is period of rest where no photosynthesis or food making occurs. This
depends on the type of plant and trees. Some trees, like pine trees, continue to grow
despite the cold weather. Let’s discuss further what would happen to plants if they
were missing one of the four elements to life.
4. Write answers on chart called, “Our Plants are Missing Something.” The chart
should look something like below.
Elements
No Air
No Water
No
Soil/Nutrients
No Sun
All 5 included
Predict
Actual Day 2
Actual Day 5
Actual Day 7
5. Tell students we will see what happens when a plant does not receive air, water,
sunlight or nutrients.
6. As children watch, display five plants around classroom. Label each plant
accordingly.
7. Place plant labeled No Sunlight in cabinet.
8. Place plant labeled No Water on back counter.
9. Place plant labeled No Air in clear plastic bag.
10. Remove soil from plant labeled No Nutrients/Soil and place on back counter.
11. Place plant that receives all elements by windows. This plant should be labeled
Sunlight, Water, Air and Nutrients/Soil.
12. Tell students that during calendar time in two days, five days, and seven days
we will observe the plants and describe changes that are occurring.
13. During calendar time of days two, five and seven look at plants with class, and
have students describe changes occurring in plants. Take photos as well for
documentation and write descriptions on the “Our Plants are Missing Something”
chart.
14. To close lesson, ask students what they learned about plants today.
Day 2
1. Read from Seed to Plant by Gail Gibbons.
2. Review with students what four things are essential to plant growth.
3. Tell students that they will grow beans in plastic bags as an experiment.
4. Have beans in plastic bags with moist paper towel and stapled 1/3 from bottom.
Show students the bags with beans.
5. Predict what beans will need if they want to grow roots and stems.
6. Pass out bags to students. Have them write their names on the bags with a black
sharpie.
7. Tell students half of the bags will be taped to the classroom window and half of
students’ bags will be taped to the hallway window, and the teacher will do that this
afternoon. The teacher will be responsible for watering the plants as needed.
8. Every three days have students describe changes to their beans. Continue this for
two weeks. Fill out worksheet “How Do Beans Grow” with students’ observations.
9. To close the second part of the lesson, have students place in order the life cycle of
plant sequencing cards and glue on worksheet.
10. After two weeks, students may take the bean sprouts home to continue growth.
Metacognition Questions: The following questions should be asked when students
are discussing their observations of their bags.
1. Can we predict what will happen to bags of beans if placed not near a window?
2. How is the life cycle of a plant similar to the life cycle of an apple seed?
3. If your bag of beans is not growing, what should you do?
Checking for Understanding: The teacher will use class discussions, group
discussions, metacognition questions, and sequencing of plant cycle to assess
students’ understanding of plants’ needs and growth cycles.
Guided Practice: The “How Do Beans Grow” worksheet will be filled out according
to students’ observations and discussions. In addition, the teacher will aid in the
sequencing of the plant’s life cycle cards.
Closure: The first day of the lesson students will be asked what they learned about
plants. The second day of the lesson students will be asked to sequence a plant’s life
cycle.
Independent Practice/Assessment: By asking students the metacognition
questions, the teacher will conduct informal assessments about plants’ needs and
life cycles. Each student will do the sequencing of a plant’s life cycle independently.
Adaptation/Diversification: Those students that like science and nature will enjoy
this hands on lesson. Those that learn visually will excel in making observations
about their bags of beans. Since there is no reading involved in the lesson, learners
of all reading abilities will feel successful. Those students who have prior
experiences with plants will excel in their observations and class discussions. Those
that don’t have prior experience growing plants will enjoy the novelty of growing
beans in a plastic bag. Students who are active will like to check on their bean’s
growth each day.
Lesson adapted and modified from GotDirtWisconsin.org website
and the Green Education Foundation website.