Academic Standard 1-2
1-2:
Topic: Plants
The student will demonstrate an understanding of the special characteristics and
needs of plants that allow them to survive in their own distinct environments.
(Life Science)
Key Concepts:
basic needs of plants: air, water, nutrients, space, and light
major structures of plants: stems, root, leaves, flowers, fruits, and seeds
plant characteristics: edible parts, physical traits,
life cycle: germination, growth, and the production of flowers and seeds
distinct environment
Indicators
1-2.1 Recall the basic needs of plants (including air, water, nutrients, space, and light) for
energy and growth.
Taxonomy Level: 1.2-A Remember Factual Knowledge
Previous/future knowledge: In kindergarten (K-2.1), students recognized what organisms
needed to stay alive. This is a foundational concept that students will develop further in future
grades. In 2nd grade (2-2.1), students will focus on the needs of animals. Students will take this
information and expand their knowledge of basic needs of plants in 3rd grade (3-2).
It is essential for students to know that plants need air, water, nutrients, adequate space, and
light to grow and be healthy. While developing this knowledge, it is important to give students
experiences with different kinds of plants.
The following is background information for the teacher and is to be used to expand your
content knowledge as you prepare to instruct your students. It is not necessarily information you
would teach to first graders.
Air
Plants need air to make the food and provide the energy they need. Plants get air
through pores in their leaves.
Water
Water is needed to produce the food and move food to the different parts of the
plant. Too much water or too little water can cause a plant to die.
Nutrients
Nutrients are materials plants get from the soil to have optimum growth. Many
nutrients are found in the soil but we use fertilizer to keep the soil supplied with
all the nutrients plants need. Just as with water, too much or too little fertilizer
can cause a plant to die.
Space
All plants need to have room to grow. The part of the plant that is above the
ground needs space so leaves can expand and carry out the job of making food.
The roots below the ground also need plenty of room to grow to be able to absorb
water and nutrients. If a plant is growing in too small of a space the roots will get
crowded and the plant will not be able to grow to its fullest potential.
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Academic Standard 1-2
Light
Topic: Plants
Plants need light to survive. The leaves of plants use energy from sunlight or
from indoor lights to create the plant’s food so they can grow. This is called
photosynthesis. Plants grown indoors need bright or indirect light.
It is not essential for you to go beyond the five basic needs listed at this time.
Assessment Guidelines:
The objective of this indicator is to recall that plants have basic needs for growth and energy;
therefore, the primary focus of assessment should be to retrieve this information, about plant
needs and how it relates to plant growth and giving the plant energy, from memory. However,
appropriate assessments should also require students to recognize the basic needs of plants
through drawings, symbols, or words.
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Academic Standard 1-2
Topic: Plants
1-2.2 Illustrate the major structures of plants (including stems, root, leaves, flowers,
fruits, and seeds).
Taxonomy Level: 2.2-A Understand Factual Knowledge
Previous/future knowledge: This is the first time that students have been introduced to the
structures of plants. Students will not specifically study plants again until 6th grade (6-2) the
student will demonstrate an understanding of structures, processes, and responses of plants that
allow them to survive and reproduce.
It is essential for students to understand the major structures of plants. The major structures
that students need to know are:
Stems
Carry water and nutrients from the roots to the leaves and hold the leaves up to
the sun. All stems have certain things in common. They support leaves and
flowers, and help leaves reach open places.
Roots
Take in water and holds the plant in the soil.
Leaves
Make food.
Flowers
Make seeds.
Fruits
Contain and protect the seeds. The fruit can be hard or soft, big or small, but it
must have seeds in it to qualify as a fruit.
Seeds
Contain the new plant.
It is not essential for you to go beyond the stems, roots, leaves, flowers, fruits, and seeds at this
time. Students will take this information and expand their knowledge of plant structure in 3rd
grade (3-2).
Assessment Guidelines:
The objective of this indicator is to illustrate major structures of plants; therefore, the primary
focus of assessment should be to give examples of or use illustrations to show aspects of these
structures. However, appropriate assessments should also require students to recall information
about plant structures from a picture or drawing.
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Academic Standard 1-2
Topic: Plants
1-2.3 Classify plants according to their characteristics (including what specific type of
environment they live in, whether they have edible parts, and what particular kinds
of physical traits they have).
Taxonomy Level: 2.3-B Understand Conceptual Knowledge
Previous/future knowledge: This is the first time that students have been introduced to these
characteristics of plants. Students will not specifically study plants again until 6th grade (6-2) the
student will demonstrate an understanding of structures, processes, and responses of plants that
allow them to survive and reproduce.
It is essential for students to know that each plant has a specific environment they call home,
that some plants have parts we can eat, and that some plants have physical traits that make them
unique from other plants.
Environment The surroundings of living things: the air, water, plants, animals, and Earth. Each
plant has a particular environment where they thrive. For example, a cactus likes
hot, dry environments. It would not survive outdoors in an environment that had
snow most of the time.
Edible parts
The part of the plant you can eat. Some examples of plant parts that can be eaten
are:
 Stems: asparagus, celery, onions
 Roots: carrots, beets, radishes, yams, turnips
 Leaves: lettuce, spinach, cabbage
 Flowers: broccoli, cauliflower, artichokes
 Fruit: tomatoes, peaches, pumpkins, apples, oranges, cucumbers
 Seeds: wheat, rice, corn, beans, peas, nuts
Physical traits Something that makes one plant different from another. Examples of physical
traits are the shape of leaves, the color of flowers, spines on a cactus, thorns on a
rose or the stalk of celery.
It is not essential for students to know every plant that can be found. Select plants and plant
parts from some of the examples listed above in this indicator.
Assessment Guidelines:
The objective of this indicator is to classify plants according to their characteristics; therefore,
the primary focus of assessment should be to determine whether a plant belongs to a category.
However, appropriate assessments should also require students to recognize the specific
environment where a plant lives; identify an edible and a nonedible plant; illustrate using
pictures or words an environment where a plant would thrive.
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Academic Standard 1-2
Topic: Plants
1-2.4 Summarize the life cycle of plants (including germination, growth, and the
production of flowers and seeds).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/future knowledge: In kindergarten (K-2.5), students recognized that organisms go
through changes of growth called life cycles. This is a foundational concept that students will
develop further in 3rd grade (3-2.1) when students illustrate the life cycles of seed plants and
various animals and summarize how they grow and are adapted to conditions within their
habitats and in 6th grade (6-2.5) when students summarize each process in the life cycle of
flowering plants (including germination, plant development, fertilization, and seed production).
It is essential for students to know that plants have life cycles with distinct stages. A plant's life
cycle describes the stages it goes through during its life or how it germinates, grows, flowers,
and seeds. The four parts of a life cycle students need to know at this grade level are:
Germination The process in which a plant begins to sprout or grow from the seed
Growth
The process of increasing in size and developing from a seedling to a mature plant
Flowers
The part of the plant that makes seeds. Flowers have to receive pollen to make
seeds. Most flowers have special characteristics such as color or scent, which
usually attract different insects. Insects carry this pollen from flower to flower.
Seeds
The seed is what most plants grow from. It contains the “baby” plant and the
food it will need to grow. The seed is usually covered with a protective covering.
It is not essential for students to go beyond this level of knowledge at this time.
Assessment Guidelines:
The objective of this indicator is to summarize the stages of plant growth and development;
therefore, the primary focus of assessment should be to generalize should be to generalize the
parts in the life cycles. However, appropriate assessments should also require students to
illustrate life cycles of plants using words, pictures, or diagrams; or classify by sequencing the
stages of growth.
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Academic Standard 1-2
Topic: Plants
1-2.5 Explain how distinct environments throughout the world support the life of
different types of plants.
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: This is the first time that students have been introduced to distinct
environments and the concept that they support different types of plants. It is a foundational
concept that will be developed further in 3rd grade (3-2.3) when students recall the characteristics
of an organism’s habitat that allow the organism to survive there and in 4th grade (4-2.2) when
students explain how the characteristics of distinct environments (including swamps, rivers and
streams, tropical rain forests, deserts, and the polar regions) influence the variety of organisms in
each.
It is essential for students to know that plants require air, water, nutrients, space, and light. In
indicator 1-2.3 environments was defined. However, a distinct environment is a special
surrounding that supports the life of different plants. Plants can survive only in environments in
which their needs can be met. The world has many different distinct environments that support
varied types of plants.
One example of a distinct environment is the desert. The desert has plants with physical
adaptations that often have a special water storage system. Other plants may have especially long
roots to reach as much water as possible. Cacti (the plural form of cactus) are one of the bestknown desert plants. Cacti are designed to store water from one rainfall to the next.
Another example of a distinct environment that is nearby is the schoolyard. There are plants
living in the shade, in a crack in the sidewalk or parking lot, where the soil is wet or the
environment is always sunny.
It is not essential for students to study all distinct environments (biomes) but a study of more
than one distinct environment is needed to completely cover the indicator. Students should
understand this indicator (explain) as a cause (characteristics of distinct environments) and the
effect this cause has on the types of plant (surviving there).
Assessment Guidelines:
The objective of this indicator is to explain the effects a distinct environment on the type of
plants found there; therefore, the primary focus of assessment should be to construct cause and
effect models of the various ways that the types of plants are affected by the distinct
environments. However, appropriate assessments should also require students to recall that
plants can only thrive where their needs can be met; or exemplify environments and list the
conditions that support plants; identify a plant that would live in a distinct environment; or
summarize the characteristics of an environment and the types of plants growing there.
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Academic Standard 1-2
Topic: Plants
1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers,
and seeds) that help them to survive in their own distinct environments.
Taxonomy Level: 1.1-A Remember Factual Knowledge
Previous/future knowledge: Students have previously been introduced to distinct environments
and the concept that they support different types of plants (1-2.5) and the major structures of
plants (1-2.2). Students will further develop this concept in 3rd grade (3-2.1) “Illustrate the life
cycles of seed plants and various animals, and summarize how they grow and are adapted to
conditions within their habitats” and in 6th grade (6-2.4) “Summarize the basic functions of the
structures of a flowering plant for defense, survival, and reproduction”.
It is essential for students to know the major structures of plants as identified in indicator 1-2.2
but it is also essential for students to know there are specific characteristics of the major
structures that help plants to survive in their own distinct environment. Characteristics of plants
that students should know are:
Types of stems
The stem is a very important plant structure that assists plants in surviving in
their own distinct environment. The stem is used to position the leaves in the
sunlight. It is used to put the flowers into a correct (usually visible) position
to attract pollinators like bees. The stem must be able to support the weight of
some perching insects and withstand winds without breaking. Plants that
have fruits must be able to support the weight of the fruit. Some desert plants
store water in their stem for many months in order to survive in their distinct
environment.
There are two types of stems:
 Woody (for example, tree trunks, or shrubs). Woody stems provide
support and protection for the plant and are hard and tough.
 Not woody (for example, most flowering plants). This stem is very
soft, delicate and can bend.
It is not essential for students to use the terminology found in this paragraph, as this is
information provided for the teacher. There are different types of stems but at this grade level
we will focus on woody stems, which are a tree trunk or shrubs, and herbaceous stems, which
are plant stems that have little or no woody tissue, which is a tulip or most annual flowering
plants (you have to plant them each year). In cold climates, herbaceous plants die back to their
roots every year. For example, perennials (they return each year without re-planting) such as
chrysanthemums and tulips grow new leaves and stems every spring. In tropical climates, the
above ground parts of both woody and herbaceous plants can grow throughout the year.
Types of roots
The root functions to hold the plant in place and absorb nutrients and water
from the soil.
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Academic Standard 1-2
Topic: Plants
Two types of roots are:
 Taproots have a root system in plants characterized by one root longer
than the other roots. This long root is used to assist the plant to
survive by reaching far underground to find water. Taproots make a
plant hard to pull from the ground because of how far they can reach.
Examples of taproots are dandelions, radishes, beets, and carrots.
This is an example of a taproot

Fibrous roots grow on plants where no root grows larger than any
other. Grasses are an example of plants with a fibrous root system.
Some plants have roots that grow close to the soil so they can quickly
get water and nutrients and survive in their distinct environment.
This is an example of a fibrous root
It is not essential for students to be introduced tubers or propagation to students at this grade
level.
Types of leaves
The leaves of plants exhibit far more variation in shape than stems and roots.
Leaf shape, size, and patterns are all features of leaves. The many variations
in leaves provide for better survival in specific habitats. For example, thick
leaves minimize water loss, waxy leaves allow water to run off so it does not
sit on the leaf and cause it to rot and narrow leaves lose less water than broad
leaves. All of these characteristics allow plants to survive in their distinct
environments.
Types of flowers
The flower is the most obvious part of some plants. The flowers main
purpose is to make sure it attracts (mostly) insects so it can produce more
seed and survive in its distinct environment. It uses its color and scent to
attract (mostly) insects.
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Academic Standard 1-2
Types of seeds
Topic: Plants
There are many types of seeds and plants use different types of seed dispersal
methods to survive in distinct environments. Some are transported in the fur
of animals while others are transported by the wind. Many different birds eat
seeds and then dispose of them many miles away thru their body waste. Other
characteristics of seeds that help them to survive in their own distinct
environments are their ability to withstand high or low temperatures or the
ability to grow in different types of soil.
Assessment Guidelines:
One objective of this indicator is to identify characteristics of plants that help them survive in
their environments; therefore, the primary focus of assessment should be to recognize structures
of plants that help them survive. However, appropriate assessments should also require students
to recall the function of plant parts; or recognize drawings or diagrams of plant parts and
whether they would survive in the environment.
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Academic Standard 1-2
Topic: Plants
Supporting Content Web Sites
BBC
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml
This website simulates plant growth by allowing the student to water the plant to see growth. It
also gives a diagram of the major structures of the plants.
1-2.1; 1-2.2
University of Illinois Extension
http://www.urbanext.uiuc.edu/gpe/case1/c1f.html
This site identifies the parts of edible plants and their traits while providing activities for use in
the classroom. This site could be navigated by students with minimal teacher guidance.
1-2.3
Living Things: Families
http://sln.fi.edu/tfi/units/life/classify/classify.html
Teachers can visit this site for information to help answer student questions regarding plant
classification, characteristics and physical traits.
1-2.3
Note: Some information is too advanced for students; appropriate for teacher background
information.
University of Illinois Extension
http://www.urbanext.uiuc.edu/gpe/
This site takes students through the life cycle of plants as well as the identifying the parts of
plants. Teacher guidance is required for navigation and understanding.
1-2.2; 1-2.4
Blue Planet Biomes
http://www.blueplanetbiomes.org/plants.htm
Pictures of plants in various regions can be found on this site. Students can view the pictures and
make determinations about plants and their specific environments. This site will require teacher
guidance and explanation but the pictures and environments are worth the time.
1-2.5
Note: Some information is too advanced for students; appropriate for teacher background
information.
Plants and Our Environment
http://library.thinkquest.org/3715/
This site is for teachers who need to brush up on their understanding of plant characteristics and
their environments. There are good links that give basic information.
1-2.6
Note: Some information is too advanced for students; appropriate for teacher background
information.
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Academic Standard 1-2
Topic: Plants
What are Adaptations?
http://www.fairchildgarden.org/EduProfDev/What_are_adaptations.html
This site is for teachers to brush up on their knowledge of characteristics of plants. This site
provides examples and illustrations of plants with specific adaptations.
1-2.6
Note: Some information is too advanced for students; appropriate for teacher background
information.
Suggested Literature
Blackaby, Susan. (2003). Plant plumbing: a book about roots and stems. Minnesota: Picture
Window Books.
ISBN: 1-40480-109-X
Lexile Level:
Reading Level: 2.5
This book provides illustrations of what stems do, the structures of stems and how stems and
roots help plants survive.
1-2.2
Saunders-Smith, Gail. (1998). Stems. Missouri: Pebble Books.
ISBN: 1-56065-772-3
Lexile Level: 280
Reading Level: 1.9
This book describes the different stems and roots of flowers.
1-2.2
Royston, Angela. (1999). Flowers, fruits and seeds. Chicago: Heinemann Library.
ISBN: 1-57572-822-2
Lexile Level:
Reading Level: 4.2
This book introduces flowers, fruits and seeds through illustrations to show how plants
reproduce.
1-2.2
Sekido, Isamu. (1993). Fruits, roots, and fungi: plants we eat. Minnesota: Lerner Publications.
ISBN: 0-8225-2902-5
Lexile Level:
Reading Level: 4.3
This book uses illustrations to show edible parts of plants.
1-2.3
Saudners-Smith, Gail. (1988). Seeds. Minnesota: Captsone Press.
ISBN: 1-56065-771-5
Lexile Level: 240
Reading Level
This book uses simple photographs to depict the types of flower seeds, how they travel and grow.
1-2.4
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Academic Standard 1-2
Topic: Plants
Ganeri, Anita. (2005). Plant life cycles. Chicago: Heinemann Library.
ISBN: 1-40345-896-0
Lexile Level:
Reading Level: 1.7
This book examines the patterns of the life cycles of plants beginning with seeds and bulbs.
1-2.4
Spilsbury, Louise. (2006). Where do plants grow? Chicago: Heinemann.
ISBN: 1-40347-362-5
Lexile Level:
Reading Level: 3.2
This book examines various habitats around the world for plants.
1-2.5
Branigan, Carrie. (2006). All kinds of plants. Minnesota: Smart Apple Media.
ISBN: 1-58340-610-7
Lexile Level:
Reading Level: 2.0
This book provides illustrations of plants, plant varieties, and physical characteristics.
1-2.6
Suggested Data Streaming Video
How Plants Grow
ETV Streamline
This video discusses plant parts such as stems, leaves and roots. This video addresses plant
habitats and adaptation that allow plants to grow in various locations.
Entire Video 0:00 – 19:00
1-2.2; 1-2.3; 1-2.4; 1-2.5; 1-2.6
Plant Habitats Around the World
ETV Streamline
This video shows various types of plants in different biome locations such as the rainforest and
desert. The video discusses the basics needs of plants and the adaptations that plants make in
order to survive.
Entire Video 0:00 – 22:00
1-2.1; 1-2.5
Plant Parts We Eat: Leaves and Flowers
ETV Streamline
This video segment does a very good job of explaining the parts of plants that are edible
including, almonds, apples, carrots and artichokes.
Plant Parts: Roots, Stems, Leaves, Flowers, Fruit and Seeds 0:00 – 1:36
1-2.2; 1-2.3
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Academic Standard 1-2
Topic: Plants
Plant Lifecycles
ETV Streamline
This video shows the germination and pollination processes as well as the lifecycle of several
plants.
Entire Video 0:00 – 20:00
1-2.4
Debbie Greenthumb: Where Plants Come From
ETV Streamline
These video segments discuss how seeds are produced. The second segment discusses how
flowers are produced.
Where do seeds come from? 8:19 – 9:11
Plant Reproduction: Flower Parts and Pollen 9:11 - 11:35
1-2.4
Desert Habitats
ETV Streamline
This video segment discusses how plants can survive in the desert due to its stems, roots, leaves
and flowers.
What is a Habitat 0:00 – 0:36
What is a Desert 0:36 – 2:24
Plants Survive in the Desert 8:28 – 10:52
1-2.5, 1-2.6
Career Connections
Botanist
A botanist studies a wide range of living organisms from the smallest plant like bacteria to the
largest living things - the giant sequoia trees. Botanists know about plant parts and how plants
survive in various habitats.
Environmentalist
An environmentalist is someone who works to protect the environment from human destruction
or industrial pollution. These individuals must understand the needs and characteristics of plant
environments.
Horticulturist (Gardner)
A horticulturist studies a wide range of living organisms from the smallest plant like bacteria to
the largest living things - the giant sequoia trees. Horticulturists know what plants need to
survive and can identify various plant life cycles. Many horticulturists work for golf courses,
resorts or own their own landscaping businesses
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