Third Grade
Goal One
Plant Growth and
Adaptations
Writers:
Debra Hall
Danielle McCaslin
1
I:
Grade Level Three/Unit Number: 1
II:
Unit Title: Plant Growth and Adaptations
III:
Unit Length: Nine Weeks
IV: Major Unit Goals/Learning Objectives:
The learner will be able to:
 List and explain the functions of the parts of a seed
 List and describe the parts of a plant
 Observe and analyze the conditions which influence plant growth
 Observe and describe the plant life cycle
 Explain how pollination occurs
 Describe how environmental factors affect how many seeds are
produced
 Observe, investigate, and share ways to germinate seeds
V:
VI:
Objectives Included:
Number
Objective
1.01
Observe and measure how the quantities and
qualities of nutrients, light, and water in the
environment affect plant growth.
1.02
Observe and describe how environmental
conditions determine how well plants survive
and grow in a particular environment.
1.03
Investigate and describe how plants pass
through distinct stages in their life cycle
including growth, survival, and reproduction.
1.04
Explain why the number of seeds a plant
produces depends on variables such as light,
water, nutrients and pollination.
1.05
Observe and discuss how bees pollinate
flowers
1.06
Observe, describe and record properties of
germinating seeds.
RBT Tag
B5
B3
B4
B1
B1
A2
NC English Language Proficiency (ELP) Standard 4 (2008) – for
Limited English Proficient students (LEP)
2
English Language Learners communicate information, ideas,
and concepts necessary for academic success in the content area of
science.
VII:
Vocabulary:
Seed, seed coat, properties, cotyledon, embryo, roots, stem, leaves,
gravity, sprout, germination, photosynthesis, reproduce, tuber,
pollination, flower, taproot, fibrous root, stamen, pistil, ovary, fruit,
fertilize, pollen, pollen baskets, bees, petals, seedling, sunlight, air,
water, soil, nutrients
VIII: Materials Needed:
See Appendix
LEP Modification: It is recommended that you provide a realia shelf in
the classroom. Place items to be used in each lesson on it, and label the
item; for example, hand lens, hand trowel. Leave the items there for the
duration of the unit.
IX:
Big Ideas:
Content Standard A: Science as Inquiry
 Abilities necessary to do scientific inquiry
 Understanding about scientific inquiry
Content Standard C: Life Science
 The characteristics of organisms
 Life cycles of organisms
 Organisms and environments
Content Standard F: Science in Personal and Social Perspectives
 Characteristics and changes in populations
 Types of resources
 Changes in environments
 Science and technology in local challenges
X:
Unit Notes:
3
Notes to Teacher:
 A book or a video is a great lead in for a lesson.
 Experiments need to be set up ahead of time.
 Examples need to be tried by the teacher before doing it with the
students.
 Examples of a finished product need to be put together ahead of
time.
 Materials can be modified and changed as necessary.
 Be sure you have all rules in place before an experiment begins.
 This unit is designed to be interactive and fun.
 Some lessons will take several weeks to notice changes in seed
and/or plant growth. Other initial lessons may be started as others
are being observed.
 Lessons may have time variations depending on individual
seed/plant growth.
Unit Overview:
Plants grow from seeds. Seeds contain three parts; the seed coat,
which protects the cotyledon (food source) and the embryo (tiny
plant). The germinating seed develops into different parts.
Each part has its own function and is important to the plant. The
stem transports water and nutrients and also provides support to the
plant, the roots take in nutrients from the soil and maintain stability,
and the leaves manufacture food through photosynthesis. Plants rely
on sunlight, water, air, and soil to grow. Plants can survive in certain
environmental conditions. When the seeds are in the soil the plants
cannot use the energy from the sun so they must depend on the
cotyledon to provide them with energy they need in order to grow.
Once the seeds begin to grow above ground the plants develop
into flowers. The flower has four main parts, and each have a
particular function. On a flower the petals attract pollinators, stamens
produce pollen, the pistil produces the egg, and sepals protect the
flower buds. Flowers are important to humans because about onethird of the total human diet is derived directly or indirectly from
pollinated plants. Honeybees and other insects transport pollen to
and from plants which allows plants to reproduce.
Resources and Children’s Books:
From Acorn to Oak Tree
From Seed to Plant
4
Jan Kottke
Gail Gibbons
The Magic School Bus Gets Planted
Plant Life
The Reason for a Flower
How a Seed Grows
www.pz.harvard.edu/vt
Lenore Notkin
Peter Riley
Ruth Heller
Helene J. Jordan
*Check with your media specialist or the local library for additional
books on plants to be used as additional supplemental materials.
XI:
Global Content:
NC SCS
Grade
All Objectives
1.01, 1.02
1.02, 1.06
1.04, 1.05
1.04, 1.05
All Objectives
All Objectives
All Objectives
1.04, 1.05
All Objectives
1.04, 1.05
21st Century Skills
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant
and irrelevant information
Explaining a concept to others
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
database programs
Developing visual aides for
presentations
Using a computer for
communication
Learning new software programs
Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or
questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
5
Activity
All Lessons
Lesson 6
Lesson 4
Lesson 10
Lesson 10
All Lessons
All Lessons
All Lessons
Lesson 10
All Lessons
Lesson 10
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
1.03, 1.06
community members
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing
appropriate reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas
when writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving
Skills
Identifying key problems or
questions
Evaluating results
Developing strategies to address
problems
Developing an action plan or
timeline
6
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
Lessons 2, 3, 4
Lessons and Objectives:
Lesson One: Seeking Out Seeds
Lesson Two: Bean-y Babies
Lesson Three: Sprouting Radish Seeds
Lesson Four: Growing Up
Lesson Five: Seed Race
Lesson Six: What’s the Missing Link?
Lesson Seven: Getting the Dirt on Tubers
Lesson Eight: Rooting Around
Lesson Nine: Flower Power
Lesson Ten: Power of Pollination
7
1.06
1.03, 1.06
1.03, 1.06
1.02, 1.06
1.06
1.01, 1.02
1.03
1.03
1.03
1.04, 1.05
Lesson One: Seeking Out Seeds
Objectives:
1.06 Observe, describe, and record properties of germinating seeds
LEP Objectives: Student will be able to:
 tell about the color, size, shape, and texture of seeds.
 record the information in their data chart
Essential Question: What are the properties of seeds?
Time: One 60-minute period
Content Blast:
Seeds can be found in a variety of places such as in flowers, in trees, or on
the ground. Seeds have a variety of properties such as, size, shape,
color, and texture. They store food for young plants and are protected by a
seed coat. Seed production is dependent upon the type of plant and the
size of the seed. Seeds need moisture, light, air, and warm temperatures
in order to grow. Seeds travel in a variety of ways.
Materials:
Per Student:
Hand lens
Ruler
Radish Seed
Corn
Bean
Grass
Glue/Tape
LEP Modification: Create a realia shelf for the LEP students and display
and label all items to be used in the unit to help build background, for
example: hand lens, radish seed, pine cone, and bean.
Process Skills: Classify, Observe, Communicate, Predict, Infer
8
Preparation:
Create a data table and assign seeds to each sample number ahead of
time by gluing a sample below each label in column one. For example,
corn = Seed 1, radish = Seed 2, etc. Be sure not to tell students the names
of the seeds. This will prevent students from mislabeling the samples
during the investigation.
Engage:
Take a ten minute nature walk around your school to observe plants. Ask
the students how they think the plants got there. Have the students provide
evidence for their ideas, i.e. pine cones on the ground. Gather the
evidence that students find in order to observe more closely in the
classroom.
Explore:
 Have students discuss the samples that they found outside. Ask
questions that would lead to the discovery that the samples are
seeds.
 Provide students with a variety of seeds such as corn, beans, grass,
and radish, without telling them the names of each seed. (If these
seeds are not available others may be substituted.)
 Students will observe each of the four types of seeds using a hand
lens and a ruler. They will record their observations in a data table
like the one below. Students can either glue or tape the seed
samples below the labels in column one of the data table. The data
table should be glued into their science notebooks.
Seeds
Size
Shape
Color
Seed 1
Seed 2
9
Texture
Other
Seed 3
Seed 4
Explain:
Have students discuss their findings with the following guiding questions:
1.
2.
3.
4.
How many different colors and shapes of seeds did you find?
What are the properties of seeds?
What did you observe about the properties of the seeds?
Did you notice any similarities or differences between the four seed
samples?
LEP Modification: Remind LEP students what properties and data charts are and have them work with
a partner to complete the chart. For the Venn diagram below, have students write the word “same” in the
area where the two circles intersect, and/or have them lightly shade the area with a colored pencil.
Elaborate:
Students will create a Venn diagram like the sample below that will
compare the samples that they collected outside to one of the samples that
were provided by the teacher.
10
Pine Cone
Corn
Evaluate:
Make sure that students have completely filled in all areas of the data table
by identifying the properties color, size, shape, and texture. To extend
student thinking, encourage them to discover other ways of observing other
properties, i.e. floating vs. sinking, magnetism, mass.
LEP Modification: If students will be observing for other properties, be
sure that the LEP student understands what those properties are
(magnetism, floating, sinking, mass).
Additional Resources:
www.urbanext.uiuc.edu/gpe/index.html
11
Lesson Two: Bean-y Babies
Objectives:
1.03 Investigate and describe how plants pass through stages in their life
cycle including growth, survival, and reproduction
1.06 Observe, describe, and record properties of germinating seeds
LEP Objective: The student will be able to:
 Label the parts of a seed.
Essential Question: What is inside a seed?
Time: two 45-minute periods
Content Blast:
Seeds are made up of two main parts, the embryo or the baby plant and
the cotyledon, which is the food source. The seed coat protects these
parts. As the seed grows the embryo will become the roots, stems, and
leaves of the plant.
Materials:
Per Student:
Hand lens
Ruler
Soaked Lima Beans (at least two per student)
Soaked Green String Beans
Water
Paper Towels
LEP Modification: Add a string bean and lima bean to the realia shelf,
and label them.
Per Class:
Container for soaking beans
Process Skills: Communicate, Classify, Predict, Infer, Measure, Observe
12
Preparation:
Bean seeds (lima and green string) should be soaked overnight prior to
completing this lesson. Teacher should soak double the amount of seeds
to ensure that all students will have a seed that shows all of the seed parts.
Engage:
Ask the students about the properties of the dry bean seeds from the
previous lesson. Pose the question, “What do you think the bean seed
would look like if it was soaked in water overnight?” Teacher can compare
when students remain in the bathtub too long to the outcome of the seeds
being soaked.
Explore:
 Each student will receive a wet bean seed on a paper towel. The
students will use a hand lens and a ruler to observe and record the
properties of the soaked bean seed in their science notebook.
 The teacher will pose the question, “Do you think that this seed looks
the same on the inside as it does on the outside?” Allow students 510 minutes to investigate the inside of the seed using the tools
provided.
 Once all students have had an opportunity to open their seeds, have
them share their discoveries with the class. This should lead to a
discussion of the seed parts including, seed coat, embryo (baby
plant), and cotyledon (white part). If all students were not able to
identify these three parts, give them another soaked seed and have
them try the successful student suggested method for dissection.
 When all students have seeds that show the parts, they should draw
and label their dissected seeds in their science notebooks.
LEP Modification: This activity meets the needs of LEP students
if the three parts of a seed are clearly posted. If the correct
spellings are not posted, then accept invented spellings.
13
Sample Diagram
Explain:
The students will engage in a discussion by answering the following guiding
questions:
1.
2.
3.
4.
What changes did you notice between the dry and wet seeds?
What did the seed look like in the inside?
How many parts were in the seed?
What do you think is the purpose of each part?
This should lead to a discussion of them seeing a baby plant inside the
seed. Discuss what a baby needs to grow. Answers should be food,
water, and protection. Ask students where they think this baby plant is
getting these things. Once they have identified the white, fleshy part as the
food source then present the vocabulary words for each part (embryo, seed
coat, cotyledon).
LEP Modification: Novice and Intermediate LEP students will not be
able to participate fully in the discussion, but may be called upon to give
one word answers if pictures are available to assist them. New
vocabulary words should be displayed and pronunciation should be
practiced.
Elaborate:
The students will be given a soaked green string bean seed in order to
compare the major parts of the seed that were found in the lima bean seed.
They should recognize that the beans contain the same parts. Students
14
will draw and label the parts of the green string bean seed in their science
notebooks.
LEP Modification: This activity meets the needs of LEP students if the
three parts of a seed are clearly posted. If the correct spellings are not
posted, then accept invented spellings.
Evaluate:
Students should be able to identify the three parts of a seed using the
appropriate vocabulary as well as the function of each part in their science
notebooks.
LEP Modification: Novice and Intermediate students may be able to
identify the parts receptively, but not expressively. It may count as a
correct response if the teacher asks the students to point to the seed parts
and the student is able to do so.
15
Lesson Three: Sprouting Radish Seeds
Objectives:
1.03 Investigate and describe how plants pass through stages in their life
cycle including growth, survival, and reproduction
1.06 Observe, describe, and record properties of germinating seeds
LEP Objectives: Students will be able to:
 tell what a seed needs to grow.
 write about how to plant seeds.
Essential Question: What does a seed need to grow?
Time: initial lesson – one 60 minute period, daily observational follow-ups
of ten minutes each for nine days
Content Blast:
Seeds germinate when they have water, sunlight, and oxygen. Usually the
root emerges first. This helps the plant absorb water. Next, the stem and
leaves will come out. The leaves will turn green and begin to produce their
own food through the process of photosynthesis.
Materials:
Per Student Group:
10 Radish seeds
Quart-sized sealable bag
Soil
Water
Ruler
LEP Modification: Add a bag of soil and sealable bag to the realia shelf,
and label them.
Per Class:
From Seed to Plant by Gail Gibbons
Radishes
Process Skills: Observe, Communicate, Predict
16
Preparation:
The teacher should soak the radish seeds in water overnight prior to
teaching this lesson.
Engage:
Read the book From Seed to Plant by Gail Gibbons. This book is great
introduction to what a seed needs in order to grow. After reading the book
the teacher will show the students some radish seeds and some full grown
radishes. Have a discussion about how they think the radish goes from
seed to plant.
Explore:
 Show students the soaked seeds. Compare them to the dry radish
seeds that they observed in Lesson 1.
 Divide the students into pairs. Give them the soaked seeds, one
plastic bag, and one small cup of soil.
 Have students place about an inch of soil in the bottom of the bag.
 Put the seeds in the soil.
 Add water, but make sure students don’t drown the seeds. Add
just enough to moisten the soil.
 Leave the bag partially open to allow air inside and to keep some
moisture in the bag.
 Put the bags in one spot in the classroom. Ask the students about
the light source. Have the students observe and record their
observations for five days including qualitative data (color and
shape) and quantitative data (height in centimeters, number of
leaves, etc).
Day 1
Day 3
Day 5
measurement
Labeled
illustration of
plant
17
Day 7
Day 9
Explain:
Ask the students the following questions:
1. What happened to the seeds?
2. Did any seeds grow differently than others?
3. Why were they different?
Students will draw the seed and the plant and write a detailed paragraph
about what the seed needed in order to grow.
LEP Modification: Novice and Intermediate level students may use
one word or simple phrases to describe what the seed needed to grow.
They will need support from a partner and a word bank displayed, as
well as, a diagram to support successful completion of this activity.
Elaborate:
Discuss what would happen if the sprouts were moved into a garden.
LEP Modification: Novice and Intermediate LEP students may have
difficulty with oral expression, allow students to illustrate what they think
will happen next or work with a partner to create a written product.
Evaluate:
Check the students’ notebooks for accuracy of what a seed needs in order
to grow. Ask students to pretend that they are going to be in charge of
planting their own garden. Have them write about what they would need to
consider when planting. Students should include information about light,
water, soil, and air in their explanations without being prompted.
LEP Modification: Novice and Intermediate LEP students may draw
pictures with labels or make a list. They may need picture support or
assistance from a partner to complete this evaluation.
Additional Resources:
Seeds and Seedlings: Nature Close-Up by Elaine Pascoe
How a Seed Grows by Helene J. Jorda
18
Lesson Four: Growing Up
Objectives:
1.02 Observe and describe how environmental conditions determine how
well plants survive and grow in a particular environment
1.06 Observe, describe, and record properties of germinating seeds
LEP Objectives: Students will be able to:
 illustrate the direction of stem and root growth.
 Explain the direction of stem and root growth
Essential Question: How does gravity affect germination?
Time: initial lesson - one 45 minute period, ten minute follow-ups daily for
one week
Content Blast:
Plants are attracted to light and therefore, they grow towards it. This is
called phototropism. Seeds are affected by gravity and when they
germinate this causes roots to grow down towards the center of the earth.
This is called gravitropism. Regardless of how a plant is positioned, the
roots will always grow downward and the stem will always grow upward.
Materials:
Per Student:
Two soaked lima bean seeds
Water
Paper Towels
Clear plastic cup
Per class:
Window ledge with sunlight
Large plastic bowl or container
Pictures of various plants, i.e. flowers, trees, bushes
Process Skills: Classify, Communicate, Predict, Infer, Measure, Observe
Preparation:
The teacher should soak the lima bean seeds in water overnight prior to
completing this lesson.
19
Engage:
Show students pictures of a variety of plants, i.e. trees, flowers, bushes,
cacti, etc. Ask students what they notice about how the plants are growing.
Then ask them why they think that is happening.
Explore:
 Give the students a wet paper towel and two soaked seeds each.
Have them mold the paper towel around the inside edges of the cup.
Crumple up a second, dry paper towel and place it down inside the
wet paper towel. Poke the seeds down the sides of the cup between
the wet paper towel and the cup, so that they are visible from the
outside of the cup. Place the cup in a sunny window and observe
daily. You will need to keep the wet paper towel moist.
 Once the seeds begin to sprout students will illustrate the upward
growing stem and the downward growing root. Have the students
make predictions about what would happen if they turned the cup on
its side. Record these predictions in the science notebooks.
Continue to observe the changes each day for the next few days and
record what is seen.
LEP Modification: It is important LEP students need to understand the
following terms: stem, sprout, upward, downward, and gravity. Display a
plant poster. Novice and Intermediate LEP students may use pictures,
single words, or phrases to make predictions, and should work with a
partner.
Explain:
Students will use the information from their science notebooks to create a
flow chart detailing what has happened to their seeds each day.
LEP Modification: Pair LEP students with a partner to complete the
flow chart. Have a word box posted on chart paper or the whiteboard.
20
Sample Flow Chart:
Day 1
Day 3
Day 5
Day 7
Sketch
Sketch
Sketch
Sketch
Explanation:
Explanation:
Explanation:
Explanation:
Ask students to use the data that was collected to answer the following
questions:
1. How did the plants grow in the beginning?
2. What changes did you observe when the cup was laid on its side?
LEP Modification: Novice and Intermediate students can use a word or
phrase to complete this activity. The following words should be clearly
posted to support writing: upward, downward, sprout, stem, gravity.
Elaborate:
Have the students turn the cups upside down to see if their theories hold
true. Note: Holes may need to be poked in the bottoms of the cups to allow
air to circulate. Record the results in science notebooks.
LEP Modification: LEP students should work with a partner to help
them record in their science notebooks. Novice and Intermediate
students should be able to use single words or phrases.
21
Evaluate:
Use the flow chart to check for student understanding of the concept that
stems grow upward and roots grow downward regardless of direction.
LEP Modification: Teacher may accept single words or phrases to
show students’ understanding. Teacher may also assess Novice and
Intermediate students receptively, for example:
1. Point to the stem.
2. Is it growing up (pointing up) or down (pointing down)?
3. Point to the roots.
4. Are they growing up (pointing up) or down (pointing down)?
Extend: (Optional)
Discuss how plants grow towards light. Design an investigation to
demonstrate this process. (Phototropism)
Additional Resources:
Science & Children Magazine April/May 2005 “Plants on the Move”
22
Lesson Five: Seed Race
Objective:
1.06 Observe describe and record properties of germinating seeds
LEP Objectives: Student will be able to:
 create a timeline on seed germination.
 explain their timeline on seed germination to a partner.
Essential Question: Do seeds germinate at the same rate?
Time: initial lesson – one 45-minute period, 5-10 minute daily follow-ups for
ten days
Content Blast:
See Content Blast for Lesson Three.
Materials:
Per Student Group:
Quart-sized sealable bag
Paper towel
Double-sided tape
Plastic spoon
Water
5 Plastic Cups
Marker
Per Class:
One bag of homemade 16-bean soup mix
Process Skills: Communicate, Classify, Predict, Observe
Engage:
Ask students if all seeds germinate at the same rate? Have a discussion
about what might make seeds germinate differently.
LEP Modification: If the words “germinate” and “seedling” have not
been used up to this point, LEP students will need to learn them and
their definitions now. Novice and Intermediate level students will not be
able to participate in an oral discussion about germination rate, but they
may be able to illustrate different germination rates.
23
Explore:
LEP Modification: LEP students should do this activity with a
partner in order to complete it successfully.
 Students will receive a scoop of bean soup seed mix. They should
sort the beans into homogeneous groups.
 They should then make predictions about which of the groups they
think will germinate the fastest including reasons why they think that
way.
 Students will take one group of seeds and place four seeds in a line,
evenly spaced on a piece of double-sided tape. They will stick this
piece of tape inside the bag, horizontally towards the bottom of the
bag and label it as Sample 1. It should be taped so that the beans
are against the side of the bag and can be seen from the outside the
bag.
 Students will repeat the previous step with a different kind of bean
seed until they have horizontal rows of tape labeled inside the bag
from the bottom to the top. (Note: Teachers can decide how many
kinds of beans they would like each group to test.)
Sample 4
Sample 3
Sample 2
Sample 1
 They will then place a soaking wet paper towel flat inside the bag
behind the taped bean seeds.
 Students will then tape the bags to a window that will receive ample
amounts of sunlight. If you do not have a window in your room you
could use a lamp as a light source. Have students create a
germination checklist like the one below and check off when each
seed type begins to germinate. Observe daily until all seed types
have begun germinating.
24
Germination Checklist
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Sample 1
Sample 2
Sample 3
Sample 4
Explain:
1. What did you observe as your seeds germinated?
2. How long did it take for the first seedling to appear?
LEP Modification: Explanation for LEP students could be: Tell me
about your seeds and how they were growing. Acceptable explanations
may include: illustrations, one word answers, or phrases.
Elaborate:
When the seedlings have grown transplant them to a garden outside and
observe the changes as they continue to grow.
Evaluate:
Students will create a timeline to show when each of the bean seeds began
to germinate.
LEP Modification: Novice and Intermediate LEP students’ evaluation
may include an alternative assessment, such as: arranging pictures in the
proper sequence to demonstrate germination; pointing to the pictures in
the correct order to demonstrate germination; or giving one word answers
to tell the order of germination.
25
Lesson Six: What’s the Missing Link?
Objectives:
1.01 Observe and measure how the quantities and qualities of nutrients,
light, and water in the environment affect plant growth
1.02 Observe and describe how environmental conditions determine how
well plants survive and grow in a particular environment
LEP Objectives: Student will be able to:
 tell the four things necessary for plants to grow well.
 record data on plant growth.
Essential Question: What do plants need to grow?
Time: initial lesson - one 60-minute period, 5-minute daily observations and
watering of plants for two weeks, 10-minute recording of observations on
days 1, 3, 5, etc.
Content Blast:
Plants need sunlight, air, water, and soil to grow. Plants use the light
from the sun to turn carbon dioxide and water into food. If a plant does not
receive what it needs in order to grow then the plant will die or not grow
properly.
Materials:
Per Student Group:
5 containers for planting (ex. yogurt, milk, cardboard juice box)
seeds (bean or radish)
soil
plastic bag
water
cardboard box (optional)
Per Class:
Live plant
Dead plant
Process Skills: Observe, Communicate, Predict, Infer, Measure
26
Engage:
Show the students a vibrant, healthy plant and a dead plant. Ask the
students to make observations about each of the plants using a Venn
diagram. Discuss the differences between the two plants and the reasons
for them. Lead the students to a discussion of the necessities for plant
growth including light, water, air, and soil.
Explore:
Ask students what would happen if one of the necessities was left out when
planting. Give each group five containers for planting. Explain that they
will be investigating the outcomes of omitting each variable by creating five
different plant environments.
LEP Modification: Doing this activity in groups for this whole lesson is
an excellent way for an LEP student to participate and understand. It
would be important to label each container: “no air”, “no water”, etc.
Procedure:
 Each group will fill four cups with soil leaving one empty.
 Plant 3-4 of the same type of seed in each cup, including the empty
one. (The empty cup will have just the seeds laying in it.)
 Students should water each of cups at this time.
 Label each cup. i.e. Container A, Container B, Container C,
Container D, Container E. Each plant will represent the omission of
one variable.
 Place Container A inside a plastic bag and tie it shut. This will be the
“no air” group.
 Place Container B in a dark place or cover with a cardboard box.
This will be the “no light” group.
 Place Container C on the counter and do not water from here on out.
This will be the “no water” group.
 Place Container D on the counter. This will be the “no soil” group.
 Container E will receive all necessities for plant growth.
 Water each plant daily except for the “no water” group.
 Students will observe and monitor each plant on alternate days.
They should measure the tallest plant in order to observe growth
patterns in each condition, make visual observations, and draw a
diagram of the measured plant. Students should continue to observe
the same plant in the cup each time. This will be recorded in a data
27
table like the one below in their science notebooks. You should
reproduce this data table for each container.
Container A - variable “no air”
Height
Observations
Diagram
Day 1
Day 3
Day 5
Day 7
Day 9
Day 11
Explain:
Discuss with students what the plants need in order to grow. Discuss the
observations that they made about their own plants and compare to the
other groups. Have students draw conclusions about which plants grew
the best and why they feel that happened.
LEP Modification: Novice and Intermediate LEP students may be able
to participate in the discussion in a limited manner using one word or a
short phrase.
Elaborate:
Have students graph the measurement results for each container in order
to compare which plants grew the tallest. They could also compile their
data into a class bar graph using the Day 11 measurement data. This will
include all five variable groups and all classroom groups.
28
Plant Growth Comparison
Group 1
Group 2
Group 3
Group 4
Height
10
8
6
4
2
0
Container A Container B Container C Container D Container E
Variable Containers
LEP Modification: Compiling the class information into a bar graph is
helpful for LEP students because it would be very interactive. The
reading and writing of the data will be directly related to their experience,
and the experiences of all of their classmates.
Evaluate:
Use the science notebook entries to check for understanding of the
importance of having light, air, water, and soil in order to achieve optimal
plant growth. Use the data tables in each notebook entry to check for
accuracy in measuring length.
29
Lesson Seven: Exploring the World of Tubers
Objectives:
1.03 Investigate and describe how plants pass through distinct stages in
their life cycle including growth, survival, and reproduction.
LEP Objectives: The student will be able to:
 tell how a tuber reproduces
 record data about tuber reproduction
Essential Question: How does a tuber reproduce?
Time: two 45-minute periods
Content Blast:
Tubers are growths on the underground portions of the stems. There are
two main classifications of tubers. There are stem tubers and root tubers.
Potatoes are a great example of stem tubers. The potato is not the root of
the plant even though it grows underground. It is considered the stem.
Tubers are sometimes grouped in with flowering bulbs.
Materials:
Per Student Pair:
One Potato
Tape Measure
Balance Scale
Per Class:
Large Garden Pot
Soil
Water
Hand Shovel
LEP Modification: Add the following items to the realia shelf for this
lesson: tape measure, balance scale, hand shovel/trowel, tuber (potato),
and be sure to label them.
Process Skills: Observe, Communicate, Predict, Measure, Infer
30
Preparation:
Note to teacher: Potatoes do not grow quickly. If you would like for your
students to see a growing potato plant right away, you may need to contact
the North Carolina Agriculture Extension to request a developed plant.
Engage:
Have the students play the game “Hot Potato” by sitting in a circle and
quickly passing the potato around the room with music playing. The goal of
the game is to for the students to not have the potato in their hands when
the music stops playing. If they are holding the potato when the music
stops then they are eliminated. The last person left is the winner.
After students have played the game, then have a discussion about what
they felt on the potato as they were passing it.
Explore
 Give each student pair a potato to observe. Have them measure the
circumference, length, and find the mass of the potato. They will
record these measurements in a data table like the one below.
My Potato
Quantitative
Qualitative
Length
Color
Mass
Texture
Circumference
Shape
Number of Eyes
Other
31
 The teacher will cut each potato in half for the students to observe the
inside of the potato. Ask students what they notice about the inside
 of the potato. How is it the same or different from the inside of the
seeds that were observed in lesson two? Students should observe
that there is not an embryo or cotyledon inside the potato. Ask them
how the potato reproduces without these parts. Discuss the
possibility of planting the potato halves.
 Students should write a prediction about what they think will happen
when they plant their potato.
 Have students plant the potato halves in one large class garden pot.
Students need to be sure that the eye is pointed upward when
planting.
Explain:
Ask the students the following discussion questions:
1. How many eyes were on your potato?
2. What do you think might grow from the eyes?
3. Will the plant have leaves and flowers?
4. If the potato is underground then where are the roots?
LEP Modification: The LEP student should remain with his/her partner
from the Explore activity to complete this activity.
Elaborate:
Note: The planted potato halves will take at least 70-90 days to harvest
more potatoes. However, plants will emerge before then.
Students should observe the planted potato halves weekly to note any
changes in the pot.
Students can also place a potato in a dark closet for two weeks to see what
will happen to the potato.
Evaluate:
Teachers should use the data table in the science notebook to check for
observations of the properties of a tuber. Use the student predictions to
check for understanding of how a tuber reproduces.
32
LEP Modification: Novice and Intermediate LEP students’ evaluation
may include an alternative assessment, such as: arranging pictures in
the proper sequence to demonstrate tuber reproduction; pointing to
the pictures in the correct order to how tubers reproduce; or giving
one word answers to tell about tuber reproduction.
Additional Resources:
www.gardengatemagazine.com/extras/52potatoplanting.php
33
Lesson Eight: Rooting Around
Objectives:
1.03 Investigate and describe how plants pass through distinct stages in
their life cycle including growth, survival, and reproduction
LEP Objectives: The student will be able to:
 name the two types of root systems.
 give at least one purpose for roots.
Essential Question: What are roots?
Time: one 45-minute period
Content Blast:
Roots are important to plants. They help anchor the plant and they also
absorb nutrients and water. There are two different types of root systems,
fibrous roots and tap roots. Fibrous roots are threadlike and grow
outward and are easy to pull. Examples include grass and clovers. Tap
roots are a straight, elongated root that grows vertically downward and is
more difficult to pull. Examples of those include carrots, dandelions, and
radishes. When a seed begins to grow the roots always begin to grow first.
Materials:
Per Class:
Examples of various tap roots (dandelion, kudzu, carrots, turnips, radishes)
Examples of various fibrous roots (grass, ferns, clover, marigolds)
LEP Modification: Since the yucca (cassava root) is very familiar to 90%
of the LEP students, it might be a good idea to use it in this lesson.
Per Student:
Hand lens
Process Skills: Observe, Communicate, Predict, Classify, Measure
Engage:
Take students outside and have them pull up small patches of grass and
small patches of weeds. Ask them which was easier to pull out of the
ground and why they think that. They should mention something about the
roots during this discussion. Have them shake the dirt off of the roots and
34
bring the pulled grass and weed samples back inside with them for
observation.
Explore:
 Give students a variety of the samples. They will then classify the
root samples into two groups, fibrous roots and taproots.
 Have students complete a Venn diagram like the sample one below.
They should include examples, properties, and functions of the two
root systems.
LEP Modification: For the Venn diagram below, have students
write the word “same” in the area where the two circles intersect,
and/or have them lightly shade the area with a colored pencil.
Fibrous Roots
Taproots
Carrots
Grass
Marigolds
Threadlike
Anchors the
plant
Long
Provides
Nutrition
Stringy
Radishes
Narrow
Water
Short
Explain:
Have students discuss the following questions:
1.
2.
3.
4.
5.
Why do plants have roots?
What are the two types of root systems?
Why would it be good to have one or the other?
What do you think are the two main purposes of roots?
Why do you think there are two root systems?
35
Thick
LEP Modification: Novice and Intermediate level students may have
difficulty participating in discussions. Accept Yes/No or one-word
answers or gestures for the Explain and Elaborate parts of the lesson
from Entering level students.
Elaborate:
Students will choose one example from the fibrous root system, and one
example from the taproot system. They will measure and compare the
differences in root lengths and discuss how these differences affect the
plant.
Evaluate:
Check the Venn diagram for understanding of the two types of roots
systems and the purpose of roots.
36
Lesson Nine: Flower Power
Objectives:
1.03 Investigate and describe how plants pass through distinct stages in
their life cycles including growth, survival, and reproduction
LEP Objectives: The student will be able to:
 Name the four parts of a flower.
 Tell the flower parts’ functions.
 Explain the flower life cycle to a partner.
Essential Question: What is the purpose of a flower?
Time: two 45-minute periods
Content Blast:
Plants have flowers to make seeds and reproduce. The flower contains
the reproductive parts. The colors of a flower attract birds and bees for
pollination. The pollen from the stamen (male) lands on the stigma
(female) and fertilizes the flower. In the ovary the pollen grain develops
into seeds. The ovary develops into a fruit that protects the seed.
Materials:
Per Student Group:
flower samples (i.e. day lilies, irises, tulips, or daffodils)
scissors
hand lens
“Parts of a Flower” diagram
LEP Modification: Have pictures of the flowers for this lesson on the
realia shelf, and label them. Have a “Parts of a Flower” diagram/poster on
the shelf, too.
Process Skills: Observe, Communicate, Predict, Measure
Engage:
Show the students a flower and ask them what it does.
37
Explore:
LEP Modification: Utilizing groups in an interactive exercise
to do the recording, the labeling, and the dissection part of
the lesson is extremely helpful to LEP students to support
their learning and building of background knowledge. LEP
students will need extensive support or modifications (accept
fewer details) to write the detailed description.
Day One:
Give each student group a flower. Allow them to record observations about
color, size, and shape in a data table. They will also draw a picture of the
top and side views of their flowers. Each student will then write a detailed
description of their flower including qualitative and quantitative data.
Day Two:
Provide students with the “Parts of a Flower” diagram. Have them use the
diagram to locate the parts on their flowers. Each student group will
dissect their flower in order to draw, count, and record qualitative properties
of each plant part as well as identify the function of each part.
38
 The students should identify the stem and its function.
 The students should then remove the parts of a flower in the following
order: sepals, petals, stamens (identify pollen), pistils, and then split
the pistil to see the ovary.
 After removing each part, students should record their observations in
the data table.
Drawing
Quantitative
Qualitative
Observations Observations
Sepals
Petals
Stamens
Pistil
Explain:
39
Function
Discuss that the flower is the reproductive part of the plant. Most flowers
have four parts; the sepals, petals, stamens, and pistils. The flower’s basic
function is to produce seeds.
Elaborate:
Students can use other flowers that may or may not contain all of the
reproductive parts in order to draw conclusions about how those plants
reproduce.
Evaluate:
Students will record conclusions in their science notebooks and the teacher
will use observational assessments from group discussions in order to
check for understanding of the functions of flower parts.
LEP Modification: The Explain and Evaluate sections of this lesson may
require alternatives to discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or
one-word answers.
40
Lesson Ten: Power of Pollination
Objectives:
1.04 Explain why the number of seeds a plant produces depends on
variables such as light, water, nutrients and pollination
1.05 Observe and discuss how bees pollinate flowers
LEP Objectives: The student will be able to:
 show how bees transfer pollen
 name other ways pollen can be transferred
Essential Question: How do bees pollinate flowers?
Time: one 45-minute period
Content Blast:
Bees have large, hairy back legs. Spaced between the hairs are pollen
baskets. When a bee initially lands on a flower, pollen from the stamen
(male part) is trapped in the baskets and carried from flower to flower as
the bee searches for food. When the bee lands on another flower it
brushes off the pollen on the pistil (female part) and therefore pollinates
the flower.
Materials:
Per Student:
freeze dried honey bee glued to a toothpick* (these can be purchased
through a science supply store or a local beekeeper)
Per Student Group:
cornmeal
two paper plates
LEP Modification: Add a jar of honey and cornmeal/pollen to the realia
shelf, and label them.
*If you are not able to obtain honey bees, pipe cleaners may be substituted
by forming them into a ball.
Process skills: Observe, Communicate, Predict, Infer
41
Preparation:
Prior to this lesson the teacher must glue the honey bees onto toothpicks.
This can be done using a hot glue gun. This process may take some time.
Engage:
Refer to Lesson Nine: Flower Power and ask students to predict how they
think the pollen is transferred from the stamen to the pistil especially on
flowers that do not contain both the stamen and the pistil.
Explore:
Give each student a honey bee toothpick. Give each student group two
plates, one with cornmeal and one that is empty. Allow students time to
explore how to transfer the cornmeal from the first plate to the second
plate.
Explain:
Discuss how the honey bees’ hairy legs were able to grasp the cornmeal
(pollen) and deposit some on the clean plate (pistil). Discuss how this is
similar to what happens with flowers.
Elaborate:
Have students research other ways that flowers pollinate. (i.e. wind,
animals, people)
Students can also research bees and why they are so important to our food
supply.
LEP Modification: It will be necessary for the LEP students to do this
section of the lesson with a partner and/or reduced vocabulary and
picture book.
Evaluate:
Performance Assessment: Interview students and have them use the tools
from the lesson to demonstrate how pollen is transferred between flowers.
LEP Modification: For Novice and Intermediate LEP students,
demonstration is the best form of assessment. Other alternatives might
include: ordering pictures in an array; receptive assessments, such as
pointing to parts named by the teacher; answering Yes/No questions;
labeling, or one-word answers.
42
Multiple Choice Questions:
Objective 1.01
1.
Sally started growing a plant from a bulb. Each day she made sure
the plant was receiving light, water, milk, and air. Which of the
following was not a necessity for the plant?
A.
light
B.
water
C.
milk
D.
air
2.
What is not required for a seed to begin to grow?
A.
stored water
B.
stored nutrients
C.
sunlight
D.
appropriate temperature
Objective 1.02
3.
Cactus plants grow best in environments that are
A.
hot and dry
B.
hot and wet
C.
cold and dry
D.
cold and wet
4.
Donald put his plant on the windowsill inside his kitchen. Over time,
the plant started to bend towards the window. What most likely
caused Donald’s plant to bend?
A.
the plant was stimulated by the sun
B.
the plant was stimulated by the air
C.
the plant wanted to be outside
D.
the plant just happened to turn that way
Objective 1.03
5.
A plant’s life begins with
A.
the root
B.
the formation of leaves
C.
the seed
D.
the stem
43
6.
Which part of the plant makes seeds?
A.
root
B.
flower
C.
stem
D.
leaf
7.
Which of the following illustrates the plant life cycle in the correct
order?
A.
roots, flowers, stems, seeds, leaves, fruits
B.
leaves, seeds, flowers, roots, fruits, stems
C.
seeds, roots, stems, leaves, flowers, fruits
D.
fruits, flowers, leaves, roots, stems, seeds
Objective 1.04
8.
The number of seeds a plant produces depends on
A.
the number of seeds planted
B.
pollination
C.
people
D.
the kind of plant it is
9.
What happens to plants that receive less water than others?
A.
they grow faster
B.
they are bigger
C
they grow slower than others
D.
they produce more flowers
Objective 1.05
10. Plants can be pollinated by
A.
soil
B.
bees
C
watering them
D.
seeds
11.
To fertilize a seed, pollen must travel from
A.
the sepal to the petals
B.
the seed to the leaves
C.
the stamen to the pistil
D.
the roots to the stem
Objective 1.06
44
12.
The seed coat covers
A.
the inside of a seed
B.
the outer layer of a seed
C.
the roots of a plant
D.
the stem of a plant
13.
In what structures are plant embryos found?
A.
seeds
B.
leaves
C.
sepals
D.
petals
What are the three parts of a seed?
A.
root, stem, flower
B.
pistil, stamen, anther
C.
stem, embryo, cone
D.
seed coat, embryo, cotyledon
14.
45
Multiple Choice Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
C
C
A
A
C
B
C
B
C
B
C
A
A
D
46
LEP MODIFIED MULTIPLE CHOICE QUESTIONS
LEP Modification: The teacher should also shorten the test so that the
LEP student does not have as many questions to answer. This can be
done quickly and easily by using a highlighter to circle the question
numbers that the teacher wants the LEP student to answer.
Multiple Choice Questions:
Objective 1.01
1.
What 3 things does a plant need to grow?
A.
light, weeds, moon
B.
water, light, air
C.
milk, light, weeds
2.
What does a seed need to begin to grow?
A.
stored water, sun, weeds
B.
stored nutrients, moon, water
C.
water, nutrients, and the right temperature
Objective 1.02
3.
Cactus plants grow best in places that are
A.
hot and dry
B.
hot and wet
C.
cold and dry
4.
What makes a house plant grow toward the window?
A.
the sun made the plant grow that way
B.
the air made the plant grow that way
C.
the plant just turned that way
Objective 1.03
5.
A plant’s life begins with
A.
the root
B.
the seed
C.
the stem
47
6.
Which part of the plant makes seeds?
A.
root
B.
flower
C.
stem
7.
What is the correct plant life cycle (1st, 2nd, 3rd, 4th, 5th, 6th)?
A.
roots, flowers, stems, seeds, leaves, fruits
B.
leaves, seeds, flowers, roots, fruits, stems
C.
seeds, roots, stems, leaves, flowers, fruits
Objective 1.04
8.
The number of seeds a plant makes is because of
A.
the number of seeds planted
B.
pollination
C.
people
9.
What if a plant gets less water than another plant?
A.
it grows faster
B.
it is bigger
C
it grows slower than others
Objective 1.05
10. Plants can be pollinated by
A.
soil
B.
bees
C
watering them
11.
To fertilize a seed, pollen must travel from
A.
the sepal to the petals
B.
the seed to the leaves
C.
the stamen to the pistil
Objective 1.06
12. The seed coat covers
A. the inside of a seed
B. the outer layer of a seed
C. the roots of a plant
48
13.
Where are plant embryos found?
A.
seeds
B.
leaves
C.
sepals
14.
What are the three parts of a seed?
A.
pistil, stamen, anther
B.
stem, embryo, cone
C.
seed coat, embryo, cotyledon
49
ANSWER KEY FOR LEP MODIFIED TEST
Multiple Choice Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
B
C
A
A
B
B
C
B
C
B
C
A
A
C
50
Appendix – Master Materials
(Check individual lessons to see if materials are per class, per group, etc.)
Lesson 1
o Hand lens
o Ruler
o Radish Seed
o Corn
o Bean
o Grass
o Glue/Tape
Lesson 2
o Hand lens
o Ruler
o Soaked Lima Beans (at least two per student)
o Soaked Green String Beans
o Water
o Paper Towels
o Container for soaking beans
Lesson 3
o 10 Radish seeds
o Quart-sized sealable bag
o Soil
o Water
o Ruler
o From Seed to Plant by Gail Gibbons
o Radishes
Lesson 4
o Two soaked lima bean seeds
o Water
o Paper Towels
o Clear plastic cup
o Window ledge with sunlight
o Large plastic bowl or container
o Pictures of various plants, i.e. flowers, trees, bushes
51
Lesson 5
o Quart-sized sealable bag
o Paper towel
o Double-sided tape
o Plastic spoon
o Water
o 5 Plastic Cups
o Marker
o One bag of homemade 16-bean soup mix
Lesson 6
o 5 containers for planting (ex. yogurt, milk, cardboard juice box)
o seeds (bean or radish)
o soil
o plastic bag
o water
o cardboard box (optional)
o Live plant
o Dead plant
Lesson 7
o One Potato
o Tape Measure
o Balance Scale
o Large Garden Pot
o Soil
o Water
o Hand Shovel
Lesson 8
o Examples of various tap roots (dandelion, kudzu, carrots, turnips,
radishes)
o Examples of various fibrous roots (grass, ferns, clover, marigolds)
o Hand lens
Lesson 9
o flower samples (i.e. day lilies, irises, tulips, or daffodils)
o scissors
o hand lens
o “Parts of a Flower” diagram
52
Lesson 10
o freeze dried honey bee glued to a toothpick* (these can be purchased
through a science supply store or a local beekeeper)
o cornmeal
o two paper plates
*If you are not able to obtain honey bees, pipe cleaners may be substituted
by forming them into a ball.
53