Life Cycle of Plants

A 499 Mini Unit

By: Margaret Brownell

Table of Contents: Table of Contents...........................Pg. 1 Introduction................................Pg. 2 Learning Styles.............................Pg. 3 Blooms Taxonomy...........................Pg. 3 Pre-Assessment..............................Pg. 4 Lesson One- Basic Needs.....................Pg. 5-8 Lesson Two- Parts of a Plant................Pg.9-15 Lesson Three-Plant Life Cycle...............Pg.16-18 Post Assessment.............................Pg.19-21

Introduction:
This mini unit was designed for use in a second grade classroom as it follows the Michigan Grand Level Content Expectations. The unit was written with the expectation that each of the lessons would be hands on and minds on in order to encourage the student s active engagement within the material. It is my intention that the students begin to see how important the subject material is to us and how we interact with it in our daily lives. This will foster a sense of responsibility and purposefulness that with provide text to self and text to world connections. The unit begins with a pre-assessment in order to garner an understanding of the students knowledge of the content and proceeds from there. There are a total of three lessons present within this mini-unit; however more may be incorporated if one wishes. The unit concludes with a post-assessment to wrap up the material.

Learning Styles Learning styles are addressed throughout this mini unit. The chart below shows the lessons in which each different style is taken into account. Linguistic/ IntraLogical Visual Physical InterMusical Verbal Personal Personal
Lesson One Lesson Two Lesson Three

X X X X X X X

X X X

X X

Blooms Taxonomy Each lesson addresses various levels of blooms. In the chart below is a depiction of the lessons in which each is used. Knowledge Comprehension Lesson X X
One Lesson Two Lesson Three

Application Analysis Synthesis Evaluate X X X X X X X

X X

X X

Name

Date

Directions: This is a pre-assessment to help me understand what you know about our subject area. This will not be graded and you will not be marked down for what you do not know. I ask you only to take your time and complete the organizer with everything you know about plants.

PLANTS

Lesson # 1 Basic Needs Subject Area Science I. Standard: L.OL.02.14 Identify the needs of plants Objective/Target:(i.e. I can statements) I can identify the basic needs of all living organisms. I can describe what a plant needs to survive. I can discuss how a plant gets what it needs to survive. Anticipatory Set: The teacher will begin this mini unit by discussing with students the information found on their circle maps and what the data means for the class. The data will dictate where we begin as a group. Input: Anticipatory Set- The teacher will begin this mini unit by discussing with students the information found on their circle maps and what the data means for the class. The data will dictate where we begin as a group. After this brief discussion the group will discuss what things people need to survive. They will then compare these things to what a plant needs to survive. These will be added to a poster on plant needs. As a class the students will watch a video that depicts what a plant needs to survive. The students should view the video more than once and join in on the second or third times. (This chant will be hung up in the room so students can refer to it throughout the unit) The teacher will then ask students what they missed if any that must be added to the poster. They will discuss as a group why a plant needs all of these things and what they do for the plant or allow it to do. The students will then be split into groups of four or five and instructed to come up with some form of movement, skit, or dance to pair with the song. They will performe this in front of the class after ten or fifteen minutes of time to prepare. Closure- The students will fill out exit cards with their name and the five essential elements that a plant needs to survive. They will write out how the skit helped them. (If they dont think it did that is okay) Thinking Levels: 1. Knowledge- Recall what a plant needs to survive 2. Comprehension- Discuss what these essentials allow the plant to do

II.

III.

IV.

3. Application- Demonstrate understanding through performance 4. Synthesis- Student performance will allow for reorganization and processing of understanding. Learning Styles or Multiple Intelligences: 1. 2. 3. 4. Musical- The song and chant shared Interpersonal- Whole class discussions and group work to perform Physical- Students must create a movement or skit to go with the song Linguistic- The lyrics of the song, posters, and graphics work with words

Accommodations: Remediation- Those that struggle will have the aid of their group to work with. Extensions- Highly motivated students may lead their group and take a bigger role in performance.

Differentiated instruction strategies: N/A for this lesson

Methods: Discussion Video Share Group work Readers Theatre performance

Materials: Video clip on what plants need found at: http://www.youtube.com/watch?v=OQT6piZOX7c Plant Needs poster Song/Chant Lyrics Poster V. Modeling: The teacher will model some examples of movements to pair with the song lyrics during a performance. Checking for Understanding: Brief periods of discussion will show me whether or not students are following. The performance and exit cards will also do the same.

VI.

VII.

Guided Practice N/A Independent Practice: N/A Closure: The students will fill out exit cards with their name and the five essential elements that a plant needs to survive. They will write out how the skit helped them. (If they dont think it did that is okay) Assessment: The performance will show me if students remembered all of the basic needs of a plant. The exit cards will do the same, but on an individual level and give the students a chance to process the activity.

VIII.

IX.

X.

References Kindergarten, Harry. (2011). The Needs of a Plant (song for kids). Video retrieved from: http://www.youtube.com/watch?v=OQT6piZOX7c

Lesson # 2 Parts of a Plant Subject Area Science I. Standard: L.HE. 02.13 Identify characteristics of plants (for example: leaf, shape, flower type, color, size) that are passed on from parents to young. Objective/Target:(i.e. I can statements) I can identify the parts or characteristics of a plant. I can explain how a plants shape or size allows for survival. I can observe and discuss inherited traits passed to young. Anticipatory Set: To begin this lesson the teacher will show students a picture of her mother. She will ask them if they think she looks like her. This will begin a discussion of what the students feel they took from their parents. Input: To begin this lesson the teacher will show students a picture of her mother. She will ask them if they think she looks like her. This will begin a discussion of what the students feel they took from their parents. A discussion will follow on how we get our traits. Students will relate this to the fact that all living things inherit traits from their parents. They may include also how animal young get traits from their parents and the names that follow. (Dogpuppy, cat-kitty etc.) Students will be told that a baby plant is called a seedling and that they too take traits from their parents. The students will form pairs and be given sets of pictures. They must match the adult plant to its young. After a brief period of time for play and discussion the group will come back together. Each group will share one pair they made and justify why they chose them to go together. After each group has gone the teacher will give the students the correct pairs so they make check themselves. Closure- The teacher will wrap the lesson by asking students what specific vocabulary means. (Such as inherit, trait, seedling, so on.) The teacher will then collect the matching cards and ask students to prepare for the following activities.

II.

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Thinking Levels: 1. Knowledge- Know that young inherits traits from their parents. 2. Comprehension- Discuss how animals, plants, and people receive traits as well as what things are passed down. 3. Application- The matching game will put the discussion and theory into practice. 4. Analyzing Students must examine the pictures and distinguish between characteristics to match pairs. 5. Evaluate- Students must defend their matches with evidence and support from our discussions. Learning Styles or Multiple Intelligences: Visual- The use of pictures will appeal to visual learners. Verbal- The discussion and justification will appeal to those who prefer to use words to learn. Physical- The students must use their hands to match the pairs and physically manipulate the pictures. Interpersonal- The students must work in pairs and groups to complete the task. Logical- Learners must justify and reason.

Accommodations: Remediation: Students who struggle will have whole group and partner support. Extension: Highly motivated students that quickly breeze through the matching will be asked to come up with animal or plant matches that they know of until the group comes back together.

Methods and Materials: Methods used for this lesson are: group work, whole class discussion, and lecture. Materials needed are sets of five pairs of seedlings and their respective adult matches.

V.

Modeling: The teacher will model how to find correct pairs and explain that there are five sets of pictures to match together. Checking for Understanding: After discussing what traits we take from our parents we will relate that to what plants take from their parents. Questions asked will revolve around specific

XI.

characteristics that are passed down in animals and then in plants. Students playing the game will show me how well they can relate the discussion to real life and if more explanation is necessary. The justification of pairs will do the same. XII. Guided Practice: The teacher will model how to find correct pairs and explain that there are five sets of pictures to match together. The students will work together to complete this. Independent Practice: N/A for this lesson Closure: The teacher will wrap the lesson by asking students what specific vocabulary means. (Such as inherit, trait, seedling, so on.) The teacher will then collect the matching cards and ask students to prepare for the following activities.

XIII.

XIV.

XV. Assessment: The teacher will assess student understanding by their ability to complete the correct matches and justify their pairs.

Images Used for Lesson Two:

References Images taken from: https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1280&bih=655&q=pla nt+seedlings&oq=plant+seedlings&gs_l=img.3..0j0i5l2j0i24l2.4717.7457.0.8053.15.15.0.0.0.0.101.1399. 13j2.15.0.cpsugrccpqgame..0.0...1.1.7.img.6UvWgHwDPsU

Lesson # 3 Life Cycle of Plants Subject Area Science

I.

Standard: L.OL.02.22 Describe the life cycle of familiar flowering plants including the following stages: seed, plant, flower, and fruit. Objective/Target:(i.e. I can statements) I can provide the steps of a plant life cycle. I can describe the different characteristics of each stage. I can create a visual representation of a life cycle. Anticipatory Set: To gain student attention the teacher will show students a list of the alphabet and ask students to fill in anything they know about plants. The teacher will fill this out with the class and hang it up for as long as necessary. Input: Task analysis: Anticipatory set - To gain student attention the teacher will show students a list of the alphabet and ask students to fill in anything they know about plants. The teacher will fill this out with the class and hang it up for as long as necessary. After filling out the Plant Alphabet chart the teacher will ask students if they remember the term used to describe a baby plant. (Seedling) The teacher will then let students know that this is just one step in a plants life, and that to get to the end pictures we looked at in the previous lesson a plant must go through a series of stages. The teacher will show a short brainpopjr video that focuses on the stages in a plants life cycle. The class may view this video more than once if necessary. After will be a brief discussion on the stages. The teacher will model a short skit activity for students to act out the motions of a plant life cycle. As a group they will act out these steps multiple times to get down the stages. The teacher will then tell the students that they are to pick a plant and that they are individually going to complete picture diagrams of their plants life cycle. These may be hung up around the room for the remainder of the plant unit.

II.

III.

IV.

Closure- to close this lesson the teacher will ask students to share their dioramas and explain the steps to the class. The class may interject if they believe the student completed the life cycle correctly or not. Applause for each student is necessary if they share.

Thinking Levels: Knowledge: The students can recall the steps in the life cycle. Comprehension: The students can describe and discuss what occurs in each of the various stages. Application: The students can demonstrate the stages through reader s theatre. Evaluation: The students can chose a specific plant and create a diagram to display.

Learning Styles or Multiple Intelligences: Visual: The students will be using pictures to create a life cycle diagram. Verbal: The brainpop video as well as the discussions will appeal to those who prefer words. Physical: The readers theatre activity will help those who prefer to use their bodies to learn. Intrapersonal: The students will individually create diagrams.

Accommodations: Remediation: Struggling students will have the teacher at their disposal as they complete their diagrams. The remainder of the class is done in whole group setting to give them peer support. Extension: Highly motivated students may draw a more in depth plant diagram per their time allowance.

Methods and Materials: Methods used during this lesson are: Discussion and Lecture, art integration, and readers theatre. The materials necessary are the brainpop video on the life cycle, (http://www.brainpopjr.com/science/plants/plantlifecycle/preview.weml) as well as markers, strips of paper, and other necessary art supplies to complete the dioramas.

V.

Modeling: The teacher will briefly model the short skit for students to act out. The teacher will also model how to create the diagram for the students. Checking for Understanding: After watching the video the teacher will lead a brief discussion on the stages in a life cycle. The students will go through a short skit to help them remember the stages and what a plant needs to grow. Guided Practice: During this lesson the students will grow through a short skit repeatedly to show the steps of the life cycle. Independent Practice: The students will individually complete picture diagrams of a life cycle of a plant. Various books on plant life may be set up around the room for students to browse through.

XV.

XVI.

XVII.

XVIII. Closure: Closure- to close this lesson the teacher will ask students to share their dioramas and explain the steps to the class. The class may interject if they believe the student completed the life cycle correctly or not. Applause for each student is necessary if they share. Closure- to close this lesson the teacher will ask students to share their dioramas and explain the steps to the class. The class may interject if they believe the student completed the life cycle correctly or not. Applause for each student is necessary if they share. XVIV. Assessment: The teacher will assess student understanding through the completion of the diagram. See also checking for understanding.

Post Assessment: Name Part One: Multiple Choice Five Points Each Directions: Match the seedling to its parent plant on the following page. Justify why you paired the two together. Each number will pair with one letter. Date

1.

2.

3.

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B.

C.

Remember each number will correspond with one letter. Write the letter that matches the number on the space provided, and then justify your match. 1.

2.

3.

Part Two: Labeling Ten Points Total Directions: Please label each of the parts of the life cycle and provide pictures to show the various stages. Include the basic elements needed for growth and survival. A Plants Life Cycle

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