By Aisling Kennedy & Regina Caughey 2nd Grade

Heading o o o o o Title: Plants Subject/Course: Science nit To!ic: Plant "i#ersity Grade: 2 "esigner$s%: Aisling Kennedy & Regina Caughey

NYS Standards: o o o o o o o o o &' &' &' &' &' &' &' &' &' ()* 2)* 2)2 ,)* *)* *)2 ,)* -)* -)2 b a a+b a+b+c+d b a b a a

Understandings: Students will understand that o The !hysical structures o. a #ariety o. !lants include: seeds+ lea#es+ ste/s+ .lo0ers+ and roots o Plants ha#e a li.e cycle that includes s!routing1 de#elo!ing roots+ ste/s+ lea#es+ and .lo0ers1 re!roducing1 and e#entually dying o Plants re!roduce .ro/ seeds+ bulbs+ and cuttings o Plants re2uire air+ 0ater+ light+ soil and nutrients to li#e and thri#e o Plants3 basic li.e .unctions are to gro0+ ta4e in nutrients and re!roduce o Plants res!ond to shi.ts in their en#iron/ent 0hen the accessibility o. basic needs are changed such as /o#e/ent to0ards a light source+ seasonal change+ ger/ination and .or/ation Essential Questions: o Are !lants ali#e5 o 6o0 can 0e identi.y and co/!are the !hysical structures o. a #ariety o. !lant !arts5 o 6o0 can 0e obser#e !lant li.e cycles and li.e s!ans5 o 6o0 do !lants re!roduce5 o 7hat do !lants need to sur#i#e5 7hy5

7hat are the basic .unctions o. !lants5 7hy do !lants need nutrients5 6o0 do !lants res!ond to changes in their en#iron/ent5 6o0 can 0e obser#e and describe ho0 !lants gro0 and change in !redictable 0ays5 o 7hy do so/e !lants change color 0ith the season5 o 7hy do so/e !lants re/ain year long5 o 6o0 do !lants hel! us5 o o o o Objectives/Goals: o Students 0ill be able to 8 "escribe the !hysical structures o. a #ariety o. !lant !arts 9usti.y the !hysical !lant structure3s !ur!ose Co/!are and contrast the di..erent stages o. !lant li.e cycles and li.e s!ans :n#estigate ho0 !lants re!roduce ;or/ulate 0or4able hy!otheses 0hen eli/inating one o. the basic needs o. !lants 9usti.y the changes that occur in !lants in res!onse to a shi.t in en#iron/ent ;or/ulate their o0n hy!othesis Co/!ose detailed obser#ations o. their indi#idual !lant li.e cycle ssess!ent Evidence: o :n.or/al obser#ations o. class and grou! discussions o Science journal 0riting and re.lections based on indi#idual !lant gro0th o Con.erence 0ith students to assess their understandings o Conduct e<!eri/ents 0ith testable hy!othesis o Test on the !arts and .unctions o. the !lant+ li.e cycles/s!ans o. !lants+ ho0 !lants re!roduce+ basic needs and li.e .unctions o. !lants+ ho0 !lants res!ond to outside sti/uli o Grou! !resentations on di..erent !lants gro0n throughout the unit "earning #lan o $: As an introduction to the unit students 0ill be as4ed 0hat they 4no0 about !lants+ and 0hat they 0ould li4e to

4no0) =nce all in!ut has been gi#en+ students 0ill be gi#en a brie. introduction to the unit and their unit long !roject $!lanting and caring .or a seed% 0ill be e<!lained) $K7& Chart% o H: The students 0ill be hoo4ed on the hands on e<!erience o. !lanting and 0ill 0ant to care .or and hel! their !lant .lourish) Their interest 0ill be held by continually ha#ing the students interact 0ith hands on e<!eri/ents and labs+ and continual obser#ation o. their indi#idual !lants) o E: Students 0ill ha#e the e<!erience o. .ollo0ing a !lant through its li.e cycle as 0ell as obser#ing the changes o. !lants in nature) Students 0ill create and test their o0n hy!othesis) o %: As 0ell as /a4ing their o0n daily obser#ations in their science journals+ students 0ill be gi#en !ro/!t 2uestions t0ice a 0ee4 0here they 0ill ha#e to thin4 and re.lect inde!endently be.ore discussing in grou!s) o E: Students 0ill e<hibit their understanding by !resenting $in grou!s% their !lants li.e and ho0 they hel!ed their !lant sur#i#e) $;our di..erent seeds !lanted in the class+ .our di..erent grou!s+ chosen based on 0hat seed the students chose to !lant% Unit Sco&e ' Se(uence: o Calendar attached on the ne<t !age "esson #lans: o &esson * > Parts o. A Plant o &esson 2 > Plant &i.e Cycles o &esson ( > Basic ?eeds o. Plants o &esson , > Seed Introduction and Sorting o &esson - > Seasonal Changes: Autu/n &ea#es

)i**erentiated "esson #lan + ?a/e: Regina Caughey Grade/Subject Area: Second Grade/Science & 'nglish &anguage Arts

,-&e o* Setting: This lesson !lan is to be used in a ?e0 @or4 City Public School) :t is a second grade+ 'S& tea/ teaching classroo/ that is co/!rised o. .orty students) The /ajority o. the students in the classroo/ are on a lo0 to /oderate le#el .or second grade+ and se#eral students contain :'P3s) Shroo2 & Ro#ena are t0o girls 0ho ca/e later in the school year) Their !ri/ary language is Albanian+ ho0e#er+ Shroo2 can s!ea4 so/e 'nglish+ 0hile Ro#ena can s!ea4 #irtually no 'nglish) Also+ Gianna is a #ery intelligent young lady 0ho is hea#ily /edicated+ due to bi !olar disorder) The school is located in both a residential and co//ercial area o. the Bron<+ /ore s!eci.ically right o.. the Aosholu Par40ay) "ate o. &esson: ?o#e/ber 2B+ 2B** +. #U%#OSE: 7hat 7hat 7hat 7hat 7hat do roots do5 does the ste/ do5 do lea#es do5 do .lo0ers do5 do seeds and .ruit do5

/. 0O1 2U" %Y: Root: a part of the body of a plant that grows downward into the soil, anchoring the plant and absorbing nutrients and moisture Stem: a part of the main body of a plant that grows in the opposite direction of the root, and supports the leaf, flower, or fruit Leaf: a part of a plant that is connected to the stem, and makes food for the plant from the water and minerals in the soil, the sunlight, and air

 3. SKILLS

surrounding the plant Flower: the blossom of a plant that creates pollen, which helps to create new plants, seeds, and fruit Seed: contains the beginning of a new plant Fruit: the edible part of a plant that develops from a flower and protects/stores seeds to create new plants &abeling '<!laining Co/!aring 7riting &istening S!ea4ing

3. O24E1,50ES: As a result o. this lesson the students 0ill be able to: demonstrate their ability to label the different parts of a plant demonstrate their ability to explain the importance of each part of a plant demonstrate their ability to listen to multiple instructions. demonstrate their ability to use appropriate detail and reasoning. demonstrate their ability to participate in grand conversation with their fellow peers. 5. NEW YORK STATE STANDARDS '&A Standards o Standard *: &anguage .or :n.or/ation and nderstanding Students 0ill read+ 0rite+ listen+ and s!ea4 .or in.or/ation and understanding) As listeners and readers+ students 0ill collect data+ .acts+ and ideas+ disco#er relationshi!s+ conce!ts+ and generaliCations1 and use 4no0ledge generated .ro/ oral+ 0ritten+ and electronically !roduced te<ts) As s!ea4ers and 0riters+ they 0ill use oral and 0ritten language to ac2uire+ inter!ret+ a!!ly+ and trans/it in.or/ation) o Standard 2: &anguage .or &iterary Res!onse and '<!ression Students 0ill read and listen to oral+ 0ritten+ and electronically !roduced te<ts and !er.or/ances .ro/ A/erican and 0orld literature1 relate te<ts and !er.or/ances to their o0n li#es1 and de#elo! an understanding o. the di#erse social+ historical+ and cultural di/ensions the te<ts and !er.or/ances re!resent) As s!ea4ers and 0riters+ students 0ill use

Science o

oral and 0ritten language that .ollo0s the acce!ted con#entions o. the 'nglish language .or sel.De<!ression and artistic creation) Standard (: &anguage .or Critical Analysis and '#aluation Students 0ill read+ 0rite+ listen+ and s!ea4 .or critical analysis and e#aluation) As listeners and readers+ students 0ill analyCe e<!eriences+ ideas+ in.or/ation+ and issues !resented by others using a #ariety o. established criteria) As s!ea4ers and 0riters+ they 0ill !resent+ in oral and 0ritten language and .ro/ a #ariety o. !ers!ecti#es+ their o!inions and judg/ents on e<!eriences+ ideas+ in.or/ation and issues) Standard ,: &anguage .or Social :nteraction Students 0ill read+ 0rite+ listen+ and s!ea4 .or social interaction) Students 0ill use oral and 0ritten language .or e..ecti#e social co//unication 0ith a 0ide #ariety o. !eo!le) As readers and listeners+ they 0ill use the social co//unications o. others to enrich their understanding o. !eo!le and their #ie0s) Standards &' ()*b > :denti.y and co/!are the !hysical structures o. a #ariety o. !lant !arts $seeds+ lea#es+ ste/s+ .lo0ers+ roots%

6. #%E7 SSESS8EN,: The students have been introduced to the unit on Plants with a !" chart. The class participated in a class discussion about what they already knew about plants from their other classes, or in life, and filled in the column of the !" chart. The class then explored plants by participating in a hands#on activity, where each student planted a seed into their own box of soil. $ext, the students discussed what they wanted to learn about plants, now having planted a seed of their own. This lesson will address the parts of a plant, and will allow students to recall what they did in the seed planting activity to the vocabulary of the unit. This lesson connects experience to content and helps the students further discover what plants are all about. 9. "ESSON #%ESEN, ,5ON: SET-INDUCTION T%I$ #P&I'#S%&'( o Teacher will activate student)s prior knowledge by having them first think about and try to remember what they did in the seed planting activity, and the !" chart. !hat do you know about plants* !hat did you do in your seed planting activity* !hat do you want to know about plants* o Students will pair with a student next to them.

 o Share

+ne student will talk first and answer the three ,uestions. The student who listened first, will then be doing the talking, and will answer the three ,uestions.

Teacher will observe the conversations going on with partners, and choose who will share what their partners talked about. -epending on time, one to two groups will share what they talked about. Teacher will take out the !" chart and explain to the students that today)s lesson will be focusing on parts of a plant. o Teacher will encourage students to remember what they did in the seed planting activity so they can apply that to the activity today. Teacher will discuss with the class the agenda for the lesson so if they ever get lost during the activity, and do not know what to do next they can always refer back to this chart, to see what their next step is. o Teacher will briefly summari.e the schedule for the day. Students will /ideo # 0rainP+P 1omplete the checklist for the Parts of a Plant worksheet with a partner Share/-iscussion 'ead &loud2 Parts of a Plant Poem PROCEDURE

Eideo o Teacher 0ill introduce 0hat the #ideo is about+ and re/ind the students to !ay attention to the #ideo+ so they can use that in.or/ation to .ill out their 0or4sheet a.ter) Grou! 7or4 o Teacher 0ill e<!lain to the students that they 0ill be 0or4ing on a handout+ and each grou! $lions+ tigers+ bears% 0ill recei#e their o0n 0or4sheet to co/!lete) o The teacher 0ill assign !artners in each grou! to 0or4 on the sheets together) 'ach student 0ill ha#e to co/!lete their o0n 0or4sheet+ but can .ill out the sheet together 0ith their !artner+ and learn .ro/ one another to ans0er the 2uestions+ and .ill in the blan4s) =nce the sheet is co/!leted they 0ill discuss ho0 they 0ill !resent their 0or4sheet to the class) o =nce they ha#e been gi#en enough ti/e to .ill in the 0or4sheet+ one grou! o. !artners 0ill be chosen .ro/ each grou! $lions+ tigers+ bears% to !resent ho0 their !artner and the/ co/!leted the 0or4sheet)

o The teacher 0ill e<!lain to the students that he/she 0ill decide 0hat grou! o. !airs 0ill !resent) # The teacher 0ill go o#er the directions 0ith the students+ and then allo0 the/ to 0or4 on the sheet 0ith their !artner) # Teacher 0ill /onitor/ in.or/ally assess all the grou!s by 0al4ing around the roo/+ and obser#ing the students 0or4 0ith their !artners) # The teacher 0ill !ull grou!s o. students 0ho are ha#ing di..iculty to the /eeting area to 4ee! the/ on tas4) Share/"iscussion o Teacher 0ill choose three grou!s o. !airs to !resent their 0or4+ !ic4ing one .ro/ each o. the le#eled grou!s) o Students 0ill !artici!ate in a grand con#ersation about 0hat they learned through the #ideo and the 0or4sheet) o Teacher 0ill !ro/!t the discussion 0ith 2uestions that address the !ur!ose o. the lesson) 7hat do roots do5 7hat does the ste/ do5 7hat do lea#es do5 7hat do .lo0ers do5 7hat do seeds and .ruit do5 CLOSURE - Read Aloud: Parts of a Plant Poe/ # # The teacher will hand out a poem to the students, and they will participate in a 3popcorn4 reading of the poem. The teacher will choose the first student to read, and then that student chooses the next, until the entire poem is read. The teacher will introduce the follow#up assignment, which is for the students to write their own poem about plants. The students will go home and pick a flower they found on their way home, or in their house and write a poem about it. The students will be allowed to use this poem as a guide for how to write their own poem.

:. 8 ,E%5

"S NEE)E): FParts o. a Plant $&o0%G $*-% FParts o. a Plant $Aediu/%G $*-% FParts o. a Plant $6igh%G $*-% Student Checklist (30) Parts of a Plant Poem 5678 S9&'T0+&'1hart paper 568

-ry#(rase 0oard -ry#(rase 9arkers : 'ed, 0lue, 0lack 568 Pencils, pens, and markers 5assortment8

;. <O""O$7U# 1,505,Y or SS5GN8EN, # As a .ollo0Du! acti#ity the students 0ill be as4ed to 0rite their o0n !oe/ about !lants) The students 0ill go ho/e and !ic4 a .lo0er they .ound on their 0ay ho/e+ or in their house and 0rite a !oe/ about it) The students 0ill be allo0ed to use the !oe/ read in class as a guide .or ho0 to 0rite !oe/s) # This assign/ent .orces the students to re#ie0 0hat they ha#e learned+ and a!!ly that using their creati#ity to 0rite their o0n !oe/) +=. E0 "U ,5ON/ SSESS8EN, # The students 0ill be assessed/e#aluated by the Student 6andout sheets they hand in at the end o. the lesson+ as 0ell as+ the !oe/ co/!leted .or ho/e0or4) The teacher 0ill /a4e corrections on the student3s 0or4 and !ro#ide ideas and suggestions .or i/!ro#e/ent) $Parts o. a Plant 7or4sheet% # The teacher 0ill continue to assess the students during the ti/e they s!end 0or4ing on the acti#ity and !ro#ide assistance to any students ha#ing di..iculties) # The teacher 0ill !er.or/ in.or/al obser#ations o. the students during discussion+ and hel! 4ee! the students on tas4 during discussion ti/e) ++. )5<<E%EN,5 ,E) Aulti!le :ntelligences # Aulti!le learning styles are .ound in our lesson+ there.ore+ 'S& students can easily learn 0hat the !arts o. a !lant are and the i/!ortance o. each) 7or4sheets can be translated into their !ri/ary language and the !oe/ & #ideo can be inter!reted by a !ara!ro.essional $i. a#ailable%) Students 0ho do not ha#e a strong bac4ground in science+ or are not on grade le#el+ can be !aired 0ith higher achie#ing students throughout the classroo/) ;or the #isual learners+ the use o. the BrainP=P #ideo allo0s students to #isualiCe 0hat is being taught+ as 0ell as+ relate the #ideo to the #ocabulary o. the unit) ;or the auditory learners+ the !oe/ 0ill be read out loud and the teacher 0ill use a techni2ue called Ftal4 and chal4G in 0hich the teacher 0rites notes on the board and reads the 0ords that she is 0riting out loud so the students could gras! the conce!t e#en better) BrainPo! is al0ays .un .or students to 0atch+ and the ani/ated #oices o. Annie and

Aoby really engage the auditory learners) ;or the 4inesthetic learners+ the students are as4ed to color the !lant+ 0hich allo0s the students to !hysically color/dra0 the di..erent !arts o. the !lant+ rather then just being gi#en a !icture 0ith the 0ords attached to each !art) ;or the inter!ersonal learners+ the students 0ill be sitting in one large grou! listening to the !oe/ read aloud+ as 0ell as+ 0atching the #ideo) The students /ust 0or4 together to discuss 0hat they belie#e are the ans0ers to the 7or4sheet 2uestions) This allo0s the children to learn .ro/ one another and as4 2uestions to each other i. they beco/e con.used at any ti/e) The students 0ill also !artici!ate in Thin4DPairDShare+ 0hich allo0s the/ to use their s4ills to teach their class/ates and learn .ro/ their !oint o. #ie0)

Tier by Students Acade/ic &e#el o ;or the grou! 0or4+ the students 0ill be co/!leting a 0or4sheet on the Parts o. a Plant) Since /y class is di#ided into three le#els+ lo0 $lions%+ /ediu/ $tigers%+ and high $bears%+ : !ro#ided each grou! $lions+ tigers+ bears% 0ith their o0n 0or4sheet that is di..erentiated to their le#el) The lo0 le#el grou! 0ould be gi#en a 0or4sheet that re2uires the/ to label the !lant by .illing in the blan4 using the Eocab Bo<) This 0or4sheet !ro#ides the /ost su!!ort .or the students) The /ediu/ le#el grou! 0ould be gi#en a 0or4sheet that !ro#ides less su!!ort) This grou! 0ill be as4ed to label the di..erent !arts o. a !lant+ and e<!lain the .unction o. each) The high le#el grou! 0ould be gi#en the least su!!ort+ and as4ed to dra0 a !lant the/sel#es+ label the !lant+ and e<!lain 0hat they learned) Since this is the high grou!+ then you e<!ect the/ to be able to e<!lain not only the di..erent !arts but also the .unction o. each) +/. %ESOU%1ES ?e0 @or4 City KDH Science > Sco!e & Se2uence Parts of a Plant $Eideo% BrainP=P 9r) htt!://000)brain!o!jr)co//science/!lants/!artso.a!lant/ Parts of a Plant $Poe/% htt!://000)tooter,4ids)co//classroo//s!ringI!oetry)ht/ Su!er Teacher 7or4sheets htt!://000)su!erteacher0or4sheets)co//!lantD0or4sheets)ht/l )i**erentiated "esson #lan /

?a/e: Regina Caughey

Grade/Subject Area: Second Grade/Science & 'nglish &anguage Arts

/. #U%#OSE: 6o0 does a seed gro05 7hat ha!!ens a.ter the seed s!routs5 7hat is an adult !lant li4e5 6o0 do seeds s!read to ne0 !laces5 /. 0O1 2U" %Y: "i*e 1-cle: sho0s ho0 a li#ing thing gro0s and changes during its li.e 3. SKILLS '<!laining Co/!aring 7riting &istening S!ea4ing

3. O24E1,50ES: As a result o. this lesson the students 0ill be able to: demonstrate their ability to understand how plants go through a cycle in order to grow from seeds into adult plants demonstrate their ability to explain how a seed grows de/onstrate their ability to e<!lain 0hat ha!!ens a.ter the seed s!routs demonstrate their ability to compare a baby plant to an adult plant demonstrate their ability to explain how seeds spread to new places 5. NEW YORK STATE STANDARDS '&A Standards o Standard *: &anguage .or :n.or/ation and nderstanding Students 0ill read+ 0rite+ listen+ and s!ea4 .or in.or/ation and understanding) As listeners and readers+ students 0ill collect data+ .acts+ and ideas+ disco#er relationshi!s+ conce!ts+ and generaliCations1 and use 4no0ledge generated .ro/ oral+ 0ritten+ and electronically !roduced te<ts) As s!ea4ers and 0riters+ they 0ill use oral and 0ritten language to ac2uire+ inter!ret+ a!!ly+ and trans/it in.or/ation) o Standard 2: &anguage .or &iterary Res!onse and '<!ression

Science o

Students 0ill read and listen to oral+ 0ritten+ and electronically !roduced te<ts and !er.or/ances .ro/ A/erican and 0orld literature1 relate te<ts and !er.or/ances to their o0n li#es1 and de#elo! an understanding o. the di#erse social+ historical+ and cultural di/ensions the te<ts and !er.or/ances re!resent) As s!ea4ers and 0riters+ students 0ill use oral and 0ritten language that .ollo0s the acce!ted con#entions o. the 'nglish language .or sel.De<!ression and artistic creation) Standard (: &anguage .or Critical Analysis and '#aluation Students 0ill read+ 0rite+ listen+ and s!ea4 .or critical analysis and e#aluation) As listeners and readers+ students 0ill analyCe e<!eriences+ ideas+ in.or/ation+ and issues !resented by others using a #ariety o. established criteria) As s!ea4ers and 0riters+ they 0ill !resent+ in oral and 0ritten language and .ro/ a #ariety o. !ers!ecti#es+ their o!inions and judg/ents on e<!eriences+ ideas+ in.or/ation and issues) Standard ,: &anguage .or Social :nteraction Students 0ill read+ 0rite+ listen+ and s!ea4 .or social interaction) Students 0ill use oral and 0ritten language .or e..ecti#e social co//unication 0ith a 0ide #ariety o. !eo!le) As readers and listeners+ they 0ill use the social co//unications o. others to enrich their understanding o. !eo!le and their #ie0s) Standards &' ,)*a+b+c+d > =bser#e !lant li.e cycles and li.e s!ans

6. #%E7 SSESS8EN,: The students have been introduced to the unit on Plants with a !" chart. The class filled in the ; ! column of the !" chart. The class then explored plants by participating in a hands#on activity, where each student planted a seed into their own box of soil. The students also have background knowledge on the parts of the plant, and the functions of each part. This lesson will address the life cycle of plants, and will allow students to recall what they did in the seed planting activity to the vocabulary of the unit. This lesson connects experience to content and helps the students further discover what plants are all about.

"ESSON #%ESEN, ,5ON: SET-INDUCTION

 'ead#&loud # The Seasons of Arnolds Apple Tree by <ail <ibbons o In order to engage the students in plant life cycles, the teacher will read this book aloud to the students. o The teacher will prompt the students with ,uestions throughout the read aloud to keep them engaged and focused on the story being read. o The teacher will introduce the lesson on life cycles, and explain to the students the video and activity they will do today. PROCEDURE

Eideo o Teacher 0ill introduce 0hat the #ideo is about+ and re/ind the students to !ay attention to the #ideo+ so they can use that in.or/ation to create a ti/eline) The class 0ill .irst 0atch the .ullDlength BrainP=P #ideo) Then the teacher 0ill re!lay the #ideo and sto! it each ti/e a ne0 2uestion is !ro!osed by Annie or Aoby) Guided Practice o The teacher 0ill e<!lain to the students that they 0ill create their o0n ti/eline that illustrates the li.e cycle o. a !lant) A.ter the class has 0atched the entire #ideo+ the students 0ill ta4e out a !iece o. !a!er and di#ide it into .our s2uares) o =n the .ront o. the !a!er the students 0ill dra0 the .our li.e cycles o. !lants in the .our bo<es) =n the bac4 o. the !a!er+ the students 0ill e<!lain in 0riting 0hat each ste! o. the li.e cycle is and 0hat ha!!ens in each) o The teacher 0ill sto! the #ideo a.ter each ti/e Annie and Aoby !ro!ose a 2uestion+ and allo0 the students ti/e to dra0 0hat that ste! 0as+ and then e<!lain in 0ords on the bac4) o The teacher 0ill continue 0ith this until the #ideo is .inished) The teacher 0ill then as4 the students to 0or4 inde!endently on their ti/elines+ and .inish dra0ing each cycle+ as 0ell as+ adding to their e<!lanation o. each ste!) ;inally students 0ill color in their li.e cycle ti/eline) The teacher 0ill go o#er the directions 0ith the students+ and then allo0 the/ to 0or4 on their ti/elines inde!endently) Teacher 0ill /onitor/ in.or/ally assess all the students by 0al4ing around the roo/+ and obser#ing the/ 0or4 on their ti/elines) The teacher 0ill !ull grou!s o. students 0ho

are ha#ing di..iculty to the /eeting area to 4ee! the/ on tas4) Share/"iscussion o Teacher 0ill choose /ulti!le students 0ho really e<celled on their ti/elines to !resent to the class 0hat they did+ so the students ha#e an e<a/!le o. e<e/!lary 0or4) o Students 0ill !artici!ate in a grand con#ersation about 0hat they learned through the #ideo and the creation o. the ti/elines) o Teacher 0ill !ro/!t the discussion 0ith 2uestions that address the !ur!ose o. the lesson) 6o0 does a seed gro05 7hat ha!!ens a.ter the seed s!routs5 7hat is an adult !lant li4e5 6o0 do seeds s!read to ne0 !laces5 CLOSURE :ntroduce ;ollo0D ! Assign/ent # The teacher will explain to the students that they will have to write an entry in to their science =ournals that connects the students to the activity that was =ust taught. The students will have to write an answer to the following ,uestion2 3!hat would happen if one step was taken out of the plant life cycle* 1ould the life cycle of the plant continue*4 The students will use the information they learned from this lesson, as well as, past lessons. to answer the two ,uestions.

:. 8 ,E%5 "S NEE)E): The Seasons of rnold!s ""le Tree by Gail Gibbons $6arcourt Brace Jovanovich, 1984) S9&'T0+&' "oose#leaf 5678 1hart paper 568 -ry#(rase 0oard -ry#(rase 9arkers : 'ed, 0lue, 0lack 568 Pencils, pens, and markers 5assortment8 ;. <O""O$7U# 1,505,Y or SS5GN8EN, The students 0ill ha#e a ta4e ho/e assign/ent .ollo0ing the lesson) They 0ill be assigned a 2uestion to be co/!leted .or ho/e0or4 in entry .or/+ using su!!ort .ro/ the /aterials they gathered in class during the lesson) The students 0ill be as4ed to 0rite a short res!onse ans0ering t0o 2uestions relating to the Plant &i.e Cycle) The students 0ill

use 0hat they ha#e learned in class+ and construct their o0n o!inion on the i/!ortance o. the !lant li.e cycles) This assign/ent .orces the students to re#ie0 0hat they ha#e learned+ and a!!ly that by using the sheets gi#en to the/ in class to .or/ and su!!ort their o0n o!inion in a res!onse)

+=. E0 "U ,5ON/ SSESS8EN, # The students 0ill be assessed/e#aluated by the ti/eline sheets they hand in at the end o. the lesson+ as 0ell as+ the res!onse co/!leted .or ho/e0or4) The teacher 0ill /a4e corrections on the student3s 0or4 and !ro#ide ideas and suggestions .or i/!ro#e/ent) # The teacher 0ill continue to assess the students during the ti/e they s!end 0or4ing on the acti#ity and !ro#ide assistance to any students ha#ing di..iculties) # The teacher 0ill !er.or/ in.or/al obser#ations o. the students during discussion+ and hel! 4ee! the students on tas4 during discussion ti/e) ++. )5<<E%EN,5 ,E) Aulti!le :ntelligences # Aulti!le learning styles are .ound in our lesson+ there.ore+ 'S& students can easily learn the i/!ortance o. the !lant li.e cycles) 7or4sheets can be translated into their !ri/ary language and the read aloud can be inter!reted by a !ara!ro.essional $i. a#ailable%) Students 0ho do not ha#e a strong bac4ground in science+ or are not on grade le#el+ can be !aired 0ith higher achie#ing students throughout the classroo/) ;or the #isual learners+ the use o. the !ictures on the chart !a!er 0ith 0ords+ allo0 students to #isualiCe 0hat is being taught+ as 0ell as+ relate those 0ords to the !ictures) The !osterDboards used throughout the lesson can be used as an aid .or the students to constantly loo4 bac4 at+ and understand 0hat is going on) ;or the auditory learners+ the boo4 0ill be read out loud and the teacher 0ill use a techni2ue called Ftal4 and chal4G in 0hich the teacher 0rites notes on the board and reads the 0ords that she is 0riting out loud so the students could gras! the conce!t e#en better) ;or the 4inesthetic learners+ the use o. the ti/eline acti#ity hel!s to 4ee! the/ acti#ely engaged+ and a0are o. 0hat they are learning+ since they are !hysically dra0ing out each ste!+ coloring it+ and e<!laining it) This allo0s the/ to connect the teaching !oint to the acti#ity because they ha#e !artici!ated in an authentic learning e<!erience)

;or the inter!ersonal learners+ the students 0ill be sitting in one large grou! listening to the !assage read aloud) The students 0ill !artici!ate in a grand con#ersation at the end o. the lesson) This allo0s the children to learn .ro/ one another and as4 2uestions to each other i. they beco/e con.used at any ti/e)

Tier by Students Acade/ic &e#el o :n order to di..erentiate by le#el+ the teacher 0ill use in.or/al assess/ent 0hile the students are co/!leting the acti#ity+ and !ull students 0ho are struggling+ to .or/ s/all grou!s that you can gather at the /eeting area to go o#er the acti#ity and clear any con.usion that the students are e<!eriencing) o The teacher 0ill .or/ as /any s/all grou!s as needed+ de!ending on ho0 /uch ti/e is le.t in the acti#ity+ and ho0 /any students need e<tra hel!) +/. %ESOU%1ES ?e0 @or4 City KDH Science > Sco!e & Se2uence Plant Life C#cle$ BrainP=P 9r) htt!://000)brain!o!jr)co//science/!lants/!artso.a!lant/

)i**erentiated "esson #lan > "esson Plan2 0asic $eeds of Plants <rade/Sub=ect2 >nd <rade/ Science

ur!o"e2 Students will be introduced to the basic need of plants #o$a%ular&2 a. Sunlight2 light that shines from the sun that is re,uired by plants for the photosynthesis process b. Soil2 the mineral and organic material on the surface of the earth c. !ater2 li,uid that is absorbed through plant roots to help it grow d. &ir2 mixture of gases that make up the atmosphere around us. Plants take in carbon dioxide and return oxygen in the air O%'e$ti(e"2

Student will be able to2 Identify key elements needed for plant growth %ypothesi.e the effect of removing necessary elements (xperiment and observe the effect on a seed when ideal environmental conditions are removed

NYS Lear)i)* Sta)dard": "( ?.?b2 -escribe the basic needs of plants2 "ight, air, water, soil re+A""e""me)t: Students have studied and identified the physical structures of plants and gained an understanding of the life cycles and spans of plants. nowing that a plant begins as a seed as well as the parts of the seed that help the plant develop, students will now begin to hypothesi.e the necessary elements for plant growth. Le""o) re"e)tatio) Set+I)du$tio): Students will be asked, 3!hat are some things that you need to grow*4 The difference between needs and wants will also be established to help the kids think about accurate responses. The class will discuss the responses and the teacher will record the responses on a t#chart on the white board. The teacher will then pose the ,uestion, 3!hat do seeds need to grow*4 and the responses will be recorded. "astly, students will be asked to think about, 3!hat happens if the basic needs are removed*4

ro$edure: -

Today we will be investigating what a seed needs from its environment in order to grow. $ow that we know where a plant begins 5as a seed8, 31an it grow where we left it*4 3!hat did we decide our seeds need to grow*4 : Sunlight, air, water, food !e are going to be scientists and find out what happens when we remove different elements the plant needs to see if it is something it actually needs to survive. In predetermined groups, students will create different environmental conditions for their beans to test the conditions2 o &ll variables 5soil, water, sunlight, air8 o $o soil o $o water o $o light 5place in brown paper bag, put in closet8 o $o air 5closed .iploc bag8

+nce all the conditions are established, students will be asked to make hypotheses about each of the different conditions on the worksheet provided. Students can illustrate or write sentences to describe what they think will happen. ,lo"ure: Students will return to gathering and discuss what they think will happen in each environment. @or example, 3!hat do you think will happen to the seed if it doesn)t get any water*4 The Aiploc bags will be observed the following week and students will make observations and compare their hypotheses.

-aterial" a)d Re"our$e" D D D D D D D lima bean seeds soil water brown paper bag 5or black construction paper8 clear plastic cups for each seed Aiploc bags !orksheet

Follow u! a$ti(it& a)d Re"our$e" The seeds will be checked the following week and observed by the students. The students will then make observations to compare to their hypotheses. Students will be asked to find similarities and differences. 'eturn to the comparison between plant needs and human needs to finish discussion. Students can play a game 5during computer time or at home8 using the knowledge they ac,uired about plant needs2 http2//www.scholastic.com/play/root.htm http2//www.bbc.co.uk/schools/scienceclips/ages/BCD/plantsCgrow.shtml E(aluatio).A""e""me)t Students will be observed throughout the lesson to gauge their understanding of the basic needs of plants as well as to assess their ability to hypothesi.e appropriately. The worksheets provided will be graded and will show if the student is able to identify the basic needs of plants, make hypotheses and observations. Differe)tiatio) a)d A$$ommodatio)" Students will be able to draw or write sentences explaining what they think will happen to the bean in the various conditions. Students will be working in predetermined groups to ensure that each group is comprised of both high and low students working alongside one another. /isual learners will have the ability to actually 3plant4 the seed in the

various conditions and then see the effects the following week. There will also be movement in the lesson from gathering to groups and back to gathering that will allow the students to get some kinesthetic learners to get some energy out and help them to remain focused. Students will have the ability to work and discuss in groups as well as complete the worksheet independently facilitating both the interpersonal and intrapersonal learners to an extent.

)i**erentiated "esson #lan 3 "esson #lan: Seed :ntroduction and Sorting Grade/Subject: 2nd Grade/Science #ur&ose: To learn the !ro!erties 0hich identi.ies di..erent ty!e o. seeds and introduce ho0 seeds tra#el and create ne0 !lants in di..erent locations) 0ocabular-: seeds+ beans+ !ro!erties Objectives: Students 0ill be able to:

D D

identify properties of different seeds and beans classify sample using a key

NYS "earning Standards: &' ()*b: :denti.y ad co/!are the !hysical structures o. a #ariety o. !lant !arts &' ,)* a+ b+ d: =bser#e that !lants re!roduce .ro/: seeds+ bulbs and cutting &' -)2a: =bser#e that !lants res!ond to changes in their en#iron/ent #re7 ssess!ent: Students ha#e !re#ious been as4ed to classi.y ite/s based on their !ro!erties) Additionally+ students ha#e be as4ed ans0er true and .alse 2uestions inde!endently .or a si/ilar acti#ity) "esson #resentation e. Set+I)du$tio) Students 0ill be sho0n a jar o. assorted seeds/beans) They 0ill be as4ed to describe 0hat is in the jar) 7hat are these ite/s5 > Ta4e res!onses Classi.y 0ith+ FAre they seeds5 Beans5 Can they gro05G Continue class discussion and e<!lain to student that they 0ill be thin4ing li4e scientist to hel! identi.y these Fite/s)G f. ro$edure Students 0ill be gi#en the F7hat do 0e thin4 about seeds5G sheet to inde!endently /a4e so/e educated guesses or !redictions about so/e seed .acts) The state/ents 0ill be read allo0ed and !aced .or students) 7hen the students are done+ the ans0ers 0ill be tallied and discussed as a grou!)

The ne<t acti#ity in#ol#es identi.ying the beans using a 4ey !ro#ided) ;irst 0e 0ill /a4e a chart by .olding the !a!er to /a4e bo<es that 0e can label to hel! us once 0e ha#e identi.ied the bean) Students 0ill 0or4 in !redeter/ined !airs based on ability) 'ach grou! 0ill get a set o. beans+ a sheet o. construction !a!er+ glue and a 4ey) Students 0ill identi.y the beans using the 4ey and glue their bean to the labeled area on the construction !a!er)

*. ,lo"ure As a 0hole grou!+ 0e 0ill discuss the sorting acti#ity) Sa/!le 2uestions include: F7hat 0as the /ost di..icult !art5 'asiest5G F7hich bean 0as so interesting5 7hy5G F7hy do you thin4 the !ur!ose o. this acti#ity 0as5 7hy is it i/!ortant5G &astly+ the teacher 0ill read The Tiny Seed by 'ric Carle) This 0ill hel! the teacher to introduce the conce!t o. seed /obility and .unction) 8aterials and %esources D D D D D D 1onstruction paper <lue !orksheets The Tiny Seed by (ric 1arle &ssortment of beans2 lentils, yellow and green peas, lima beans, black beans, kidney beans, pinto, red, cranberry, pink, northern Ears

<ollow u& activit- and %esources A.ter reading The Tiny Seed by 'ric Carle+ students 0ill be introduced to the conce!t o. ho0 seeds tra#el and create ne0 !lants) The .ollo0 u! lessons 0ill address seeds tra#eling through #arious /odes and 0ill be su!!le/ented 0ith an acti#ity on the nature 0al4) Additionally+ students 0ill be dissecting seeds to e<a/ine the !arts Evaluation/ ssess!ent Students 0ill be in.or/al obser#ed throughout the sorting acti#ity to see i. they are able to .ollo0 through a series o. 2uestions+ 0or4 collaborati#ely and establish conclusions) The students thought !rocess and gro0th 0ill be e<a/ined 0hen the F7hat do 0e thin4 about seeds5G sheet is re!eated a.ter the seeds lessons to see i. they ha#e gained so/e #aluable 4no0ledge)

)i**erentiation and

cco!!odations

Students 0ill be 0or4ing in !redeter/ined !air to ensure that each !air is co/!rised o. both high and lo0 students 0or4ing alongside one

another) Eisual learners 0ill ha#e the ability to see the seeds+ and use the 0or4sheets) There 0ill also be /o#e/ent in the lesson .ro/ gathering to grou!s and bac4 to gathering that 0ill allo0 the students to get so/e 4inesthetic learners to get so/e energy out and hel! the/ to re/ain .ocused) Tactile learners 0ill bene.it .ro/ .eeling the seeds+ !hysically /o#ing the/ along the 2uestion sheet and gluing the/ to the !a!er) Auditory learners 0ill bene.it .ro/ hearing the state/ents read allo0ed by the teachers and the discussions bet0een their !eers) Students 0ill ha#e the ability to 0or4 and discuss in grou!s as 0ell as co/!lete the 0or4sheet inde!endently .acilitating both the inter!ersonal and intra!ersonal learners to an e<tent)

$ame CCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

-ate CCCCCCCCCCCCCCCC

!hat do we think about seeds* "irections: Read each state/ent) "ecide 0hich ans0er is true or .alse) T ; T ; T ; T ; *) All !lants !roduce seeds) 2) Seeds ha#e three !arts) () The outside co#ering is called the seed coat) ,) The seed coat cannot !rotect the seed .ro/

disease) T ; T ; T ; T ; -) The baby !lant is called the seedling) J) Seeds need sunlight and 0ater to gro0) K) 7ater causes a seed to e<!and) H) Ger/ination is 0hen the e/bryo starts to gro0 seed)

inside the T ; T ;

L) :. a seed does not ha#e a .ood su!!ly it 0ill die) *B) So/e seeds can 0ait t0o thousand years

be.ore they begin to gro0)

Name //////////////////////////////

Date /////////

2ean 5denti*ication ?e-irections2 Sort your beans according to the kind. Fse the bean key to find the name of each bean based on you observations. !hen you identify a bean, glue it to your construction paper and label it.
*) A) :s your bean round5 :. yes+ go to 2) B) :s your bean beanDsha!ed5 :. yes+ go to ,) 2) A) "oes your bean ha#e a .lat side and a round side5 :. yes+ go to () B) "oes your bean ha#e t0o .lat sides5 :. yes+ it is a lentil) () A) :s your bean green5 :. yes+ it is a green !ea) 0. Is your bean yellow* If yes, it is a yellow pea. ,) A) :s your bean one color5 :. yes+ go to -) B) :s your bean /ore than one color5 :. yes+ go to **) -) A) "oes your bean ha#e .lat sides5 :. yes+ go to J) B) "oes your bean ha#e rounded sides5 :. yes+ go to K) J) A) :s your bean longer than 2B//5 :. yes+ it is a li/a bean) B) :s your bean shorter than 2B//5 :. yes+ it is a s/all li/a bean) B. &. Is your bean shorter than ?? mm* If yes, go to D. B) :s your bean longer than ** //5 :. yes+ go to L) D. &. Is your bean white* If yes, it is a small northern bean. B) :s your bean blac45 :. yes+ it is a blac4 bean) L) A) :s your bean shorter than *J//5 :. yes+ go to *B) B) :s your bean longer than *J//5 :. yes+ it is a 4idney bean) *B) A) :s your bean 0hite5 :. yes+ it is a large northern bean) B) :s your bean dar4 red5 :. yes+ it is a red bean) C) :s your bean !in4ish tan5 :. yes+ it is a !in4 bean)

**) A) "oes your bean ha#e stri!es and s!ots5 :. yes+ go to *2) B) "oes your bean ha#e one blac4 circle5 :. yes+ it is a blac4D eyed !ea) *2) A) :s your bean tan and bro0n5 :. yes+ it is a !into bean) B) :s your bean tan and dar4 red5 :. yes+ it is a cranberry bean) )i**erentiated "esson #lan @ &esson Plan: Autu/n &ea#es Grade/Subject: 2nd Grade/Science

#ur&ose: Students 0ill obser#e autu/n lea#es and learn 0hy the lea#es change colors 0ith seasonal changes) 0ocabular-: Pigment2 substance produced by living things that are a color due to selective color absorption Photosynthesis2 process plants use to transform sunlight into energy 5glucose8 using chlorophyll 1hlorophyll2 pigment in plants that reflects green light which absorbing blue and red light 1arotenoids2 pigment that reflects yellow, orange and brown light &nthocyanins2 pigment that reflects red, purple and pink light

Objectives: Students 0ill be able to: D D D define a pigment identify the pigments in leaves explain why the leaves turn different colors in the fall

NYS "earning Standards: &' -)2a: =bser#e that !lants res!ond to changes in their en#iron/ent #re7 ssess!ent: +n last week)s nature walk, students were each given Aiploc bags to collect leaves of various shapes, si.es and colors. In the classroom, they worked in

groups to classify their leaves using different properties. !e also used a leave guide to identify some of the different trees the leaves we collected came from. "esson #resentation 0. Set+I)du$tio) Students will be asked, 3!hat do we do when the seasons change from summer to fall*4 and we will discuss the responses. Students will then be asked, 3!hat changes do you notice in our environment*4 &fter our observational discussion, the students will be asked, 3!hy do leaves change color*4 These reasons will be noted on the board. i. ro$edure Today 0e 0ill be learning 0hy the lea#es change color in the .all) 7e all /ade a list o. 0hy 0e thin4 this ha!!ens) ?o0+ let3s learn the science behind itM 7e learned about ho0 !lants gro0 and 0hat they need to /a4e .ood) 7e learned about a !rocess that hel!s !lants /a4e glucose+ a ty!e o. sugar+ 0hich is !lant .ood by ta4ing in sunlight+ 0ater and carbon dio<ide) o !hat is the name of this process* :Photosynthesis o !hat is the name of the pigment that helps leaves to make sugars through the process of photosynthesis* :1hlorophyll Kno0ing that chloro!hyll is a !ig/ent that hel!s lea#es ta4e on its green color and /a4e sugars) o !hat is a pigment* # any substance that absorbs light, the color of the pigment coming from the the wavelengths of light reflected 7e are going to 0atch a Brain!o! #ideo $Autu/n &ea#es% to learn 0hy lea#es change color) 7e 0ill .ind out about so/e o. the other !ig/ents that are in lea#es that so/eti/es 0e see and so/eti/es 0e don3t) A$hat *actors o* autu!n cause changes in our leavesBC The teacher 0ill 0rite carotenoids and anthocyanins on the board) The teacher 0ill !ronounce the 0ords and ha#e the students re!eat the 0ords) =ur .irst job is to identi.y 0hich !ig/ents /a4e 0hich colors) As4 students to recall 0hat they learned .ro/ the #ideo) =nce identi.ied+ students thin4D!airDshare 0ith their neighbor) They 0ill each !ic4 lea#es .ro/ their collection and hel! identi.y 0hich !ig/ent they are seeing in their lea.) Eolunteers 0ill co/e to the 0hite board and !lace their lea. in the right grou! on the board and orally e<!lain 0hy) '. ,lo"ure

Students 0ill each create a boo4let .ro/ the 0or4sheet !ro#ided) The boo4let allo0s student to color lea#es based on the !ig/ent !resent on the gi#en !age) "e!ending on their ability student 0ill dra0/color their lea.+ and then identi.y the !ig/ent !resent) 8aterials and %esources D D D D D D 0rainpop "eaves from nature walk !hite boards and markers !orksheet packet Scissors 1rayons

<ollow u& activit- and %esources A .ollo0 u! acti#ity 0ill obser#e the #arious !ig/ents !resent in green lea#es through a lea. chro/atogra!hy e<!eri/ent that uses rubbing alcohol and co..ee .ilters) Evaluation/ ssess!ent Students 0ill be in.or/ally assessed throughout the class discussion and .or/ally assessed u!on co/!leting their lea. boo4let by correctly identi.ying the !ig/ents and their .unction) )i**erentiation and cco!!odations

Eisual learners 0ill bene.it .ro/ 0atching the #ideo+ seeing the 4ey 0ords identi.ied on the s/art board+ obser#ing the colors o. the lea#es and co/!leting the lea. boo4let) Auditory learners can beco/e engaged in the #ideo and the grou! discussion as each student orally e<!lains 0hy the lea. is a certain color as 0ell as learn di..icult 0ords through re!etition) Kinesthetic or tactile learners 0ill !ro.it .ro/ touching the lea#es+ /o#ing their bodies to the 0hite board to !hysically !lace their lea. in the correct category as 0ell as coloring their lea. boo4 and identi.y the correct !ig/ent) Acco//odations 0ill be /ade 0hen the students are creating their lea. boo4s) The lo0er students 0ill be !ro#ided 0ith a !ro/!ted !ac4et $;ill in the blan4 sentences+ lea. outline dra0n% 0hereas the higher students 0ill be e<!ected to do /ore inde!endent 0or4 $dra0 their o0n lea#es+ 0rite .ull and co/!lete sentences%) &o0er students 0ill bene.it .ro/ the color codes that are !osted 0ith the !ig/ent na/es in each category)

ssess!ent: o Summative &ssessment 1ulminating Pro=ect : 'esearch on a specific plant with a group Pro=ect ; Presentation ;inal Project

To conclude our unit on Plants+ students 0ill 0or4 on a !roject+ .ocusing on a certain ty!e o. !lant+ and 0ill choose ho0 they 0ill !resent their !lant to the class) Students 0ill 0or4 in a grou! 0ith 2 to ( other students+ and all /e/bers are e<!ected to do the sa/e a/ount o. 0or4) The grou! 0ill .irst choose a s!eci.ic !lant to research on+ and then decide ho0 they 0ill !resent their !lant) The !roject and the !resentation /ust include the .ollo0ing ele/ents about your !lant: o 7hat are the !hysical structures o. your !lant5 $:nclude: seeds+ lea#es+ ste/s+ .lo0ers+ and roots > "ra0 and label your !lant% o "escribe the li.e cycle o. your !lant) o 7hat does your !lant re!roduce .ro/5 o 7hat does your !lant ?''" in order to li#e and thri#e5 o 7hat are your !lants basic li.e .unctions5 o 6o0 does your !lant res!ond to shi.ts in their en#iron/ent5 $Ao#e/ent to0ards a light source+ seasonal change+ ger/ination and .or/ation% Students can choose .ro/ one o. the .ollo0ing 0ays to !resent their !lant to the class) Research Pa!er Poster "iagra/ Aa4e a S4it

Grou!s 0ill !re!are an H /inute !resentation+ in 0hich+ A&& students are e<!ected to !artici!ate in !resenting the /aterial to the class) The grou! /ust address the .ollo0ing ele/ents in their !resentation: "escribe 0hat !lant you chose and 0hy5 6o0 are you !resenting your !lant5 $Pa!er+ !oster+ diagra/+ s4it% 7hat you learned about your !lant5 $!hysical structure+ li.e cycle+ 0hat they are re!roduced .ro/+ basic necessities+ res!onse to shi.ts in the en#iron/ent% Students 0ill be e#aluated based on the .ollo0ing rubric+ and should use this rubric to guide their 0or4) I)ter)et Re"our$e": o <reat Plant (scape http2//urbanext.illinois.edu/gpe/index.cfm o http2//www.scholastic.com/play/root.htm o http2//www.bbc.co.uk/schools/scienceclips/ages/BCD/plantsCgrow.shtml Literar& Re"our$e" o & Seed is Sleepy by -iana %utts &ston and Sylvia "ong o +h say can you Seed* by 0onnie !orth o @rom Seed to Plant by <ail <ibbons o -ig and SowG %ow do plants grow* by Eanice "obb o Seeds by Eohn @arndon o %ow -o Plants <row* by "ouise and 'ichard Spilsbury o 9ake it <row by 9elinda "illy o !hy -o "eaves 1hange 1olor* 0y 0etsy 9aestro o & Tree Is a Plant by 1lyde 'obert 0ulla o !hat is a Plant* by 0obbie alman o The "ife +f Plants by 1laire "lewellyn o (ye !onder2 Plant by @leur Star o %ow a Seed <rows by %elene E. Eordan o S((- S+I" SF$ by 1ris Peterson o The 9agic School 0us2 Plants Seeds by Patricia 'elf o ids -iscover2 Trees by Stella Sands o The Tiny Seed by (ric 1arle