FOSS New Plants Unit Plan

Transcription

1 FOSS New Plants Unit Plan Desired Results BVSD Standard(s)/Grade Level Expectations First Grade Science GLE2. Offspring (new plants) have characteristics that are similar to but not exactly like their parents characteristics. * GLE3. An organism is a living thing that has physical characteristics to help it survive* First Grade Language Arts GLE1. Multiple strategies develop and expand oral vocabulary GLE2. Verbal and nonverbal language is used to express and receive information GLE3. Exploring the writing process develops ideas for writing texts that carry meaning Unit Essential Questions 1. In what ways do offspring resemble their parents?* 2. How are new plants like the existing plants they came from?* 3. What does a plant need to live? 4. How do the needs of plants and animals differ?* 5. What helps a specific plant or animal survive?* Students will know Diversity or variation exists within populations of living organisms, for example, different Brassica plants may be taller or shorter or have different numbers of flowers.* Plants and animals are alive Plants need water, air, nutrients and light to grow. Animals need water, air, food (nutrients) and shelter to grow and survive. * From First Grade Curriculum Essentials Students will be able to a) Use evidence to analyze similarities and differences between parents and offspring in a variety of organisms including both plants and animals (humans)* b) Analyze and interpret data regarding the similarities and differences between parents and offspring of plants* c) Question peers about evidence used in developing ideas about similarities and differences between parents and offspring of plants* d) Interpret information about plants and animals represented in pictures, illustrations, and simple charts* e) Analyze and interpret data about the needs of plants* f) Use direct observations and other evidence to support ideas concerning physical characteristics that help plants and animals survive* g) Predict the outcome for an organism if a need is removed. h) Conduct investigations safely in the classroom and garden i) Describe the basic needs of plants. j) Express questions, predictions, and data using simple sentences in a science notebook. k) Use pictures within informational text to predict and check to confirm or reject those predictions. l) Describe what a calendar is used for. 1

2 Language Objectives Use comparative words such as taller, shorter, more flowers, fewer flowers when describing differences between plants. Share a connection or prior experience that they have with plants. Use the words parent and offspring to indicate the relationship between plants. Use the words plant, soil, seed, light, water to describe the needs of plants. Use words related to table of contents and keeping a science notebook (notebook, page, table of contents) Create a list of words that describe a plant. Point to plants, soil, leaves when prompted. Label parts of a plant using a word bank and pictures. Select a book, and use it to support their understanding of plants. Connect the words for plants, etc while they are touching/experiencing them. Use descriptive words to describe plants. Use words related to the use of calendars in context ( calendar, date, day, month, year) Use visual cues (picture of plant) to predict what the needs of plants are. Draw a picture to represent the words parent and offspring Follow oral directions for planting seeds. Contribute to a class discussion about how the parts of a plant help it survive. Express a question and a prediction about plants. Complete a sentence frame expressing a prediction. Complete a glossary entry Complete a Venn diagram using words from the word wall Read from a script with a partner Complete sentence frames for claims and evidence Academic vocabulary Investigation 1 Air Alive/Living Brassica Calendar Claims Evidence Fertilizer Flower Glossary Label Leaves Notebook Nutrient Observe Offspring Parent Plant Pollen Record Root Seed Seed-Pod Seedling Soil Stem Sunlight Table of Contents Vial Water 2

3 Investigation 2 Alfalfa Blade Change Container Different Lawn Rye Grass Shelter Similarities Assessment Evidence Pre/post assessment Science notebook entries Informal observation and discussion Materials and Resources Materials Science notebooks for students Large, class model science notebook FOSS New Plants kit Additional picture books related to plants and to parents and offspring 3

4 FOSS New Plants: Investigation 1 Session Content Objectives Language Objectives 1 Pre- assessment Visit school yard or garden Point to plants outside when prompted 2 Set- up Kit inventory Introduce science notebooks Create Table of Contents Review safety Practice vocabulary 3 Introducing calendars Discuss plants Post large, class calendar and find date Paste calendars in science notebooks Add words to word wall 4 Introducing Brassica and needs of plants Show picture of Brassica Discuss new plants, parents and offspring Read What Do Plants Need? Students will be able to conduct investigations safely in the classroom and garden. Students will be introduced to and will practice academic vocabulary (calendar, pen, Brassica seeds, planter cup, basin, tray, lamp, lamp frame, plant fertilizer, plant, leaf, stem, soil, sunlight). Students will be able to describe what a calendar is used for. Students will know that plants need water, air, nutrients and light to grow. Students will be able to use the words parent and offspring to describe the relationship between existing plants and new plants. Students will use pictures within informational text to predict and check to confirm or reject those predictions. Use words related to table of contents and keeping a science notebook (notebook, page, table of contents) Share a connection or prior experience that they have with plants Use descriptive words to describe plants Use words related to the use of calendars in context (calendar, date, day, month, year) Use the words plant, soil, seed, light, water Use visual cues (picture of plant) to predict what the needs of plants are. Draw a picture to represent the words parent and offspring 4

5 5 Planting the Brassica Plant seeds Make calendar entry 6 Parts of plants Create large labeled plant picture as a class Students individually complete Student Sheet Brassica A Students match parts of plants with descriptions of how that part helps the plant survive 7 Focus Question and Prediction Teacher models writing a focus question and prediction Students write focus questions and predictions in their notebooks 8 Emergence of seedlings Observe seedlings Teacher models drawing and labeling observations Students record observations in notebooks Students will review what plants need as they plant their seeds. Students will review what a calendar is for. Students will know the names for parts of a plant. (This is foundational to describing differences and similarities between plants.) Students will develop ideas concerning physical characteristics that help plants survive. Express questions, predictions, and data using simple sentences in a science notebook. Students will record observations accurately using pictures and words Students will know that diversity or variation exists within populations of living organisms, for example, different Brassica plants may be taller or shorter or have different numbers of flowers. (this idea is introduced) Use the words plant, soil, seed, light, water Use words related to the use of calendars (calendar, date, day, month, year) Follow oral directions for planting seeds Label parts of a plant using a word bank and pictures Contribute to a class discussion about how the parts of a plant help it survive Express a question and a prediction about plants Complete a sentence frame expressing a prediction Use comparative words such as taller, shorter, when describing differences between Brassica plants Create a list of words that describe a plant 5

6 9 Leaf growth Observe plants Teacher models drawing and labeling observations Students record observations in notebooks 10 Flower growth Observe plants Teacher models drawing and labeling observations Students record observations in notebooks 11 Cross pollination Pollinate flowers 12 Appearance of Seed Pods Observe plants Teacher models drawing and labeling observations Students record observations in notebooks Students will record observations accurately using pictures and words. Students will know that diversity or variation exists within populations of living organisms, for example, different Brassica plants may be taller or shorter or have different numbers of flowers. Use evidence to analyze similarities and differences between parents and offspring. Students will record observations accurately using pictures and words. Students will know that diversity or variation exists within populations of living organisms, for example, different Brassica plants may be taller or shorter or have different numbers of flowers. Use evidence to analyze similarities and differences between parents and offspring. Use comparative words such as taller, shorter, more leaves, fewer leaves when describing differences between Brassica plants Use comparative words such as taller, shorter, more flowers, fewer flowers when describing differences between Brassica plants Students will learn about pollination. Complete a glossary entry for pollen Students will record observations Use comparative words such as accurately using pictures and words. larger, smaller, more seed Students will know that diversity or pods, fewer seed pods when variation exists within populations of describing differences between living organisms. Brassica plants Students will use evidence to analyze similarities and differences between parents and offspring. 6

7 13 Predicting what will happen if one of a plant s needs are removed 14 Comparing parents and offspring Review focus question Complete Venn diagrams 15 Claims and evidence Teacher models claims and evidence Student writes claims and evidence 16 Comparing plants within the class Review parent and offspring Discuss observations Read a script Claims and evidence Students will predict the outcome for an organism if a need is removed. Students will analyze and interpret data regarding the similarities and differences between parents and offspring of plants. Students will use evidence to analyze similarities and differences between parents and offspring in a variety of organisms. Students will question peers about evidence used in developing ideas about similarities and differences between parents and offspring of plants. Students will know that diversity or variation exists within populations of living organisms, for example, different Brassica plants may be taller or shorter or have different numbers of flowers. Express a prediction. Complete a sentence frame expressing a prediction Complete a Venn diagram using words from the word wall Complete sentence frames for claims and evidence Read from a script with a partner Complete sentence frames for claims and evidence 7

8 FOSS New Plants Investigation 1 Session 1.1: Set- up [30 minutes] Materials needed Papers to copy and cut Students will need Document camera/lcd projector New Plants Pre/Post Assessment Pencil 1. Pre- assessment While students are seated at their desks, tell them that will be beginning a new unit. Let them know that the exact same assessment will be given at the end of the unit in order to see how much they learned. Pass out the pre- assessment and make sure that student names are on the papers. 2. Teacher Instructions Make sure that you are all on the first page which has a plant drawn on it. Point to the first word on the list next to the plant: This word is flower. Trace the line with your finger from the word flower to the part of the plant that looks like a flower. [Demonstrate with your finger using the document camera] I m going to read each word aloud to you and I want you to guess which part of the plant I am naming. When I say the names, take your pencil and draw a line from the word I read to the part of the plant you think it is- just like with the flower. - Leaf (remember, draw a line from the 2 nd word, LEAF, to where you see a leaf on the drawing) - Root - Seed pod - Stem And remember, it s ok if you don t know what some of the words mean or where they are on the plant. I just want to see what you know already about plants. When you have finished this part, please turn your paper over to the second page. It has 3 pictures on it. Now I am going to read you some names of parts of plants with special jobs [demonstrate by pointing to the pictures with your finger under the document camera while reading]. I want everyone to point at the same picture on their own page just like me and say the names aloud with me. Leaf- point, say and look at the picture of the leaf. Root- point, say and look at the picture of the root. Stem- point, say and look at the picture of the root. Now I will read some of the special jobs and I want you to draw a line to the part of the plant you think does this. - Gets the water from the soil (which of the pictures that we just pointed to and said do you think gets the water from the soil- draw a line from that part to where I am pointing). 8

9 - - Carries water to leaves, and carries food to roots (which picture of the plant part do you think does this? Draw a line to that plant part) Makes food from sunlight 3. Introduction to plants After students are finished with the pre- assessment, discuss plants. Explain that a plant is a type of living thing, and that a common example of a plant is tree. There are many different types of plants. Go outside, and challenge the students to find as many plants as they can. If they struggle, remind them that grass is a plant. 9

10 New Plants Pre/Post Test Name: Draw a line from the name of the part of the plant to the plant part on the picture. Flower Leaf Root Seed pod Stem What kind of plant do you think this is? 10

11 Draw a line from the name of the part of the plant to the description of how that part of the plant helps the plant survive. How it helps the plant survive Plant part Gets water from the soil Leaf Carries water to leaves, and carries food to roots Root Makes food from sunlight Stem 11

12 Complete the following sentences with words from the word bank at the bottom of the page. Your teacher will read this out loud for you first. 1. If you take a from a parent plant and (seed / flower) put it in soil with water, it will grow. 2. The new plant is called the of the (offspring/ flower) parent. 12

13 Match the parent with its offspring by drawing a line between them. 13

14 Look at this parent and offspring pair. Write one thing (word or phrase) that is the same between this parent and its offspring. Write one thing (word or phrase) that is different between this parent and its offspring. 14

15 Session 1.2: Set- up [30-35 minutes] Materials needed Papers to copy and cut Students will need Calendar Soil basin Lamp frame Table of Contents* Science notebooks Pen/Marker Tray Plant Glossary* Glue Seeds Lamp Fertilizer Pencil Planter cups Words * Scaffolded documents: these can be distributed to students in various ways. You can use the more scaffolded documents at the beginning of the year or use various ones throughout the year depending on students reading/writing levels. 1. Conduct Kit Inventory with students. Call students to the rug. One at a time, hold up each item for the kit inventory. Ask students: Where have you seen something like this before? Does anyone know the word used for this item? What do you think we are going to do with this item? Put these words and pictures/items on the word wall. 2. Model and set up science notebooks Tell students, All scientists record their thinking, observation and data in order to share with other people. Use an example notebook to model putting their names on the outside of the notebook. Number the pages at the bottom and explain the use of a Table of Contents. Glue the Table of Contents into the first or second page of the science notebook. Model for students how to make an entry in the Table of Contents with the corresponding page number. The first entry will be the Glossary, which will be pasted on the last page of the notebook. Turn your notebook upside down so that you can still read it form left to right. Write in page numbers starting from this back page towards the front, and after every page number, put the letter G for Glossary. This allows students to continue to add new vocabulary as the investigation proceeds, but does not interfere with their other work (and helps distinguish glossary pages from work pages). If the pages are all numbered, they would end up with numbers at the top going backwards (with G) and numbers at the bottom going forwards. Ask students why it would be important to have a glossary. Explain that we want to keep track of new words just like on the word wall in case we forget (this should be identical to the word wall) and make sure to put the correct page number in the Table of Contents. 3. Set up Science Notebooks Have students return to their desks. Give each student a notebook and either write their names on the notebooks or ask them to write their names in their notebooks and number the pages. 4. Science Notebook Entry: Table of Contents Have a student pass out Table of Contents sheet and have each student glue the Table of Contents student sheet into their notebooks. 5. Science Notebook Entry: Glossary 15

16 Have a student hand out the Glossary and have students turn their notebooks upside down so that they are still reading it from left to right, and glue the Glossary student sheet into their notebook. Have students add page numbers and the letter G at the bottom of these pages, workings towards the middle. Have students add Glossary to the Table of Contents with the page number. Have students copy the words from the word wall into their glossary and draw a picture for each one. They should have: calendar, seeds, planters/planter cups, soil, tray, lamp, plant, fertilizer, water, light. 6. Review Safety in the Classroom (FOSS Teacher Guide Page 17) 7. Visit the garden or school yard Introduce and practice vocabulary about plants ( plant, leaf, stem, soil, sunlight ). 16

17 Table of Contents: Table of Contents: Glossary Pg. Glossary Pg. Brassica calendar Pg. Brassica calendar Pg. What do plants need? Pg. What do plants need? Pg. Brassica plant parts Pg. Brassica plant parts Pg. Matching plant parts Pg. Matching plant parts Pg. Focus Question Pg. Focus Question Pg. Prediction Pg. Prediction Pg. Brassica Observation 1 Pg. Brassica Observation 1 Pg. Brassica Observation 2 Pg. Brassica Observation 2 Pg. Brassica Observation 3 Pg. Brassica Observation 3 Pg. Brassica Observation 4 Pg. Brassica Observation 4 Pg. Prediction Pg. Prediction Pg. Venn Diagram- Parents/Offspring Pg. Venn Diagram- Parents/Offspring Pg. Claims and Evidence Pg. Claims and Evidence Pg. 17

18 Table of Contents: Table of Contents: Glossary Pg. Glossary Pg. Brassica calendar Pg. Brassica calendar Pg. What do plants need? Pg. What do plants need? Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Pg. Brassica observation 1 Pg. Brassica observation 1 Pg. Pg. Pg. Pg. Pg. Pg. Pg. Prediction Pg. Prediction Pg. Diagram Pg. Diagram Pg. Claims and Evidence Pg. Claims and Evidence Pg. 18

19 Glossary Glossary calendar Draw a picture: tray Draw a picture: Copy the word: Copy the word: Brassica Draw a picture: lamp Draw a picture: Copy the word: Copy the word: planter cup Draw a picture: plant Draw a picture: Copy the word: Copy the word: 19

20 alive Draw a picture: parent Draw a picture: Copy the word: Copy the word: bud Draw a picture: offspring Draw a picture: Copy the word: Copy the word: change Draw a picture: dead Draw a picture: Copy the word: Copy the word: 20

21 water Draw a picture: germination Draw a picture: Copy the word: Copy the word: fertilizer Draw a picture: grow Draw a picture: Copy the word: Copy the word: flower Draw a picture: leaf Draw a picture: Copy the word: Copy the word: 21

22 light Draw a picture: root Draw a picture: Copy the word: Copy the word: nutrients Draw a picture: seed Draw a picture: Copy the word: Copy the word: pollen Draw a picture: seedling Draw a picture: Copy the word: Copy the word: 22

23 seedpod Draw a picture: stem Draw a picture: Copy the word: Copy the word: soil Draw a picture: similar Draw a picture: Copy the word: Copy the word: sprout Draw a picture: different Draw a picture: Copy the word: Copy the word: 23

24 Glossary Glossary Word Picture Word Picture 24

25 Session 1.3: Introducing Calendars [15-20 minutes] Materials needed Papers to copy and cut Students will need Calendar Calendar* Science notebooks Pen/Marker Glue Document Camera/LCD Projector Pencil * Scaffolded documents: these can be distributed to students in various ways. You can add the dates into the calendar at the beginning of the year or have students put in the dates depending on their level. 1. Discuss plants If you have not visited the garden or school yard yet, do so now. Introduce and practice vocabulary about plants ( plant, leaf, stem, soil, sunlight ). Call students to the rug. Discuss what they know about plants. Ask a series of questions, allowing time for several students to respond to each one. Do you remember when we looked at plants outside? Can you describe a plant that you saw? When you see something, how do you know if it is a plant? Are plants alive? How do you know? Do all plants look alike? How are they the same and different? Where do plants come from? How can you get new plants? Do you think new plants will look like their parents? Why or why not? 2. Introduce the class calendar Post the large laminated calendar where students can see it clearly. Find today s date. Tell students For the next several weeks we will be growing some plants. We will use this class calendar AND you each will have your own calendar in your science notebooks to record interesting and important things that happen. Calendars help us remember when things happened and how many days it takes for things to happen. 3. Students put calendars in notebooks Have students return to their desks. Have students get out their science notebooks and paste calendars into student notebooks. Model for students using the document camera how to make an entry in the Table of Contents labeled Calendar. Have students make a Table of Contents entry labeled Calendar. Have students paste the calendars into their notebooks on the first available page. Have the students fill in the dates on the calendar or give them a scaffolded calendar*. Make sure they put the page number of the Calendar in the Table of Contents. 4. Word wall update If any new words came up in discussing the plants outside or the calendar, add those words to the word wall. Have students add any new words to their Glossary. 25

26 Calendar of Brassica Growth Name: Monday Tuesday Wednesday Thursday Friday Saturday Sunday 26

27 Session 1.4: Introducing Brassica [30-35 minutes] Materials needed Papers to copy and cut Students will need Calendar Pen/Marker Chart paper/chalkboard Picture of Brassica plant What Do Plants Need Book Blank paper & removable tape What Do Plants Need*? Science notebooks Glue Pencil * Scaffolded documents: these can be distributed to students in various ways. You can use the more scaffolded documents at the beginning of the year or use various ones throughout the students depending on their reading/writing levels. Prior to this session, use blank paper and removable tape to cover- up the words in the story What Do Plants Need? in the FOSS Science Stories Big Book 1. Introduce the Brassica plant Call students to the rug. Show them the picture of the Brassica plant. Tell students, This is a picture of a plant called a Brassica. How do you think we could get new Brassica plants? If we took seeds from the Brassica plant in this picture, and we planted them, what do you think would happen? Do you think the new Brassica plants that grew from the seeds would look like the plant in this picture? Why or why not? Do you think all Brassica plants look exactly alike? 2. Introduce concept of parent and offspring Introduce the scenario for investigation and the idea of parent and offspring Tell students We have some seeds that were collected from the plant in this picture. The plant in the picture is the parent of these seeds. We are going to plant these seeds and observe them as they grow into new plants. The new plants will be what we call the offspring of this parent plant. 3. Word wall update Add the words parent and offspring to the word wall. 4. Introduce planting Tell the students that they will plant some seeds and watch what happens for several weeks. Caution them that the seeds they will plant are tiny, so it is important to handle them very carefully. Pass around the vial containing several seeds for the students to see. 5. Read What Do Plants Need? Tell the students that before planting the seeds, they need to think about what plants need to grow. You will be reading a story called What Do Plants Need?, but before you start, show them the pictures in the story and see if they can predict what each page is about. With each page, ask What do you think this page is about? 27

28 From this picture, what do you think is something that plants need? Read the story and chart what plants need on the white board or chart paper. 6. Students list needs of plants in science notebooks Have students return to their desks. Have students get out their science notebooks. Model for students how to make an entry in the Table of Contents labeled What Do Plants Need and have students add this entry to their Table of Contents. Have students make a notebook entry labeled What Do Plants Need * on the next available page. Have students list what plants need on this page using your example as a model and if your students need extra support, use the scaffolded document. 7. Word wall update Have students write the words parent and offspring into their Glossary with pictures. 28

29 Brassica Plant 29

30 What Do Plants Need? Plants need. What Do Plants Need? Plants need. to grow. to grow. 30

31 What Do Plants Need? Plants need. What Do Plants Need? Plants need. to grow. to grow. 31

32 Session 1.5: Planting Brassica [30-35 minutes] Materials needed Papers to copy and cut Students will need Calendar Pen/Marker Seeds Planter cups ½ Liter container Soil basin Tray Labels Water Lamp frame Newspaper Paper towels Lamp Science notebooks Glue Pencil Prior to this session, assemble the lamp support. 1. Demonstrate planting procedure Call students to the rug. Hold up one of the planter cups with two holes in the bottom. Tell students that each one will plant two of the tiny seeds in his or her own cup. Model the planting procedure. a. Scoop up a heaping cup full of soil. Level off the soil so that it is even with the top of the cup. b. Tamp down the soil gently. c. Place two seeds on top of the soil. d. Cover the seeds with a tiny bit of soil and press down slightly. e. Place the cup on a half sheet of paper towel to catch any water that escapes from the bottom of the cup. Add one vial of water to the cup. 2. Start by labeling the cups Send students to their tables. Assign GETTERs for each group of four. Let the GETTERs get a planter cup and a label for each student in their group. Ask students to label their cups with their name so they will be able to find it later. Tell them to use a pencil to write their name on the label before peeling it off the protective backing. Then let them stick their labels high up on the outside of their cups. 3. Prepare soil in cups Lay down newspapers in two locations spaced well apart and set the basins of soil on them. Call two groups at a time to fill their cups with soil. Encourage them to work quickly, so that the next group can get soil. They can tamp down their soil back at their seats. As soon as the last student has filled a cup, pick up the basins of soil and put them away. 4. Distribute seeds Hold up a cup of seeds and a piece of paper towel. Suggest that the GETTER carefully pour the tiny Brassica seeds onto the paper towel so that each person can pick up his or her two seeds more easily. Call the GETTERs to get a cup of seeds and a paper towel. 5. Cover the seeds When everyone has pressed two seeds onto the surface of the soil, get out the basin of soil again and ask the GETTERs to get a small amount of soil in the empty seed cup so that students can put a tiny amount of soil over the seeds. 32

33 6. Water the seeds Remind students that in the story What Do Plants Need they learned that plants need water. Have the GETTERs get a ½ liter container of water and a vial for the group, and half a paper towel for each student. Remind students to put their planter cup on a piece of paper towel before adding one vial of water. Ask GETTERs to return the water as soon as all the planters have been watered. 7. Put cups in the tray. Call students, group by group, to put their planter cups in the class tray. As students bring their planters to the tray, check to see that there are no seeds on top of the soil. If you see uncovered seeds, gently move them to the center of the cup and push them into the soil. 8. Discuss light requirements Call students to the light source. Remind students that in the story What Do Plants Need they learned that plants need light. Tell them that to make sure that the Brassica plants get light, they will be put under a lamp assembly. Position the light source on a table or counter near an electric outlet. Turn on the lights and slide the tray into place under the light. Show students how the distance from the planters to the light can be adjusted, using chains and hooks. 9. Describe the future watering procedure Tell students that watering will be accomplished by pouring water into the tray rather than into the individual cups. Water will be added when there is no standing water in the tray. (You may want to wait to discuss the next part of the procedure when your plants first need water.) At that time, a ½ liter of water, enriched with four drops of liquid plant fertilizer, should be added. The fertilizer provides nutrients that the plants need to grow. Explain that plants usually get nutrients from the soil, but the potting soil may not have enough nutrients so the fertilizer will provide the necessary nutrients. It is not necessary to add fertilized water to the tray at the time of planting. This will be done in a day or two. Discuss a plan to ensure that the water around the plants is monitored every day. The responsibility for watering the plants should rotate from group to group. 10. Make a calendar entry Have students mark their calendars in their science notebooks to indicate the day that they planted their Brassica seeds. Mark the Brassica planting date on your class calendar as well. Have students get out their science notebooks and mark the date of planting in their calendars. They may want to draw planting the seeds on this date in their calendar. 11. Prepare some reserves After class, set up a planter cup for any absent students and three or four reserves. Put these into the tray with the rest. If a student s planter fails to produce a sprout, simply transfer the student s label from the failed planter onto one of the reserves. 12. Potential Extension 33

34 If you have extra time and supplies, you could demonstrate what plants need by planting extra plants and taking away one variable from each extra plant. For example, to show that plants need carbon dioxide (air) you could cover one plant with a plastic bag or wrap to eliminate gas exchange. You also could leave one plant out of the water bin to show that plants need water to live. Additionally you could not use fertilizer for one plant to demonstrate that plants need nutrients. And lastly, you could put a plant in a closet, without light, to demonstrate that plants need light to grown. This is also very tricky because seeds will germinate without light, and they may even grow faster in the dark in search of light, but they will be very spindly and eventually die from lack of light. 34

35

36

37 Session 1.6: Learning about the Parts of Plants [30-45 minutes- can be split into 2 sessions] Materials needed Papers to copy and cut Students will need Index cards labeled with plant parts with arrows Enlarged Brassica photo Tape or magnets Brassica Plant Parts Plant part and function cards 1 complete set per student Matching plant parts with what they do 4 half- sheet copies per student Science notebooks Glue Pencil 1. Discuss plant parts Call students to the rug. Attach the picture of the Brassica plant to the white board or easel. Give out the index cards labeled with plant parts to a few students. Read aloud with the students the plant parts on the index cards and discuss. As you discuss them, ask the students to stick the appropriate label and arrow onto the picture. If you have a live plant in the classroom, have students identify the parts of the plant. 2. Update the word wall Add the words roots, stems and leaves to the word wall. 3. Students label plant parts in notebooks Ask students to move to their seats and get out their science notebooks. Have students paste Brassica Plant Parts into their science notebooks. Model for students how to make an entry in the Table of Contents labeled Brassica Plant Parts and have students add this entry to their Table of Contents, remember to add the corresponding page number. Ask them to draw lines or arrows from the words to the parts of the plant. Circulate around to the tables to ensure students are labeling their plants accurately. 4. Discuss how the parts of a plant help it survive Call students back to the rug. Refer to the picture of the Brassica plant on the white board or easel as you discuss each part of the plant and what it does. Let s look at the roots of the plant. What do you think the roots do to help the plant survive? Roots help the plant by anchoring it in the soil. Roots also help the plant by getting water from the soil. Do you think that all plants would have the same kind of roots? What kind of roots do you think a plant would have in a desert, where the water is buried deep underground? Let s look at the stem of the plant. What do you think the stem does to help the plant survive? The stem helps the plant by holding it up. The stem also helps the plant by carrying things from the roots to the leaves and from the leaves to the roots. 35

38 What do you think the stem carries from the roots to the leaves? Why do you think that? The stem carries water from the roots to the leaves. The stem also carries food from the leaves to the roots. Let s look at the leaves of the plant. What do you think the leaves do to help the plant survive? Leaves use sunlight and air to make food. Plants make their own food, but they need to have sunlight and air and water in order to make it. Let s look at the flowers of the plant. What do you think the flowers do to help the plant survive? Flowers have a special job, which is to make seeds. Why are seeds important to a plant? Seeds will grow into the plant s offspring. 5. Model matching plant parts Tape or glue enlarged matching sheets to the white board or chart. Model for the students how to glue in the pictures of plant parts while saying the names aloud. Ask for volunteers and give each one the descriptions with pictures of the plant functions. Have each student discuss what the function is of the plant part and glue it in the box below the plant part. 6. Students match plant parts with functions Have students return to their desks. Give each student a set of Plant Part and Function cards that have been pre- cut and a Matching Plant Parts With What They Do sheet. Before gluing, have students update their Table of Contents by writing in Matching Plant Parts With What They Do and the corresponding page number. Now ask students to glue 4 copies of the Matching Plant Parts With What They Do sheet into their notebooks and then glue the cards with the plant parts in the top boxes of each sheet. Have students match the description of what the plant part does and glue those in the bottom box. You may want to have students place them without gluing them first so you can check their work before they glue them down. 7. Students update their glossary Have students add the words root, stems and leaves to their glossary. 36

39 Brassica Plant Parts Brassica Plant Parts Flower Flower Leaf Leaf Root Root Seed pod Seed pod Stem Stem 37

40 Leaf Stem Root 38

41 Flower Seed Pod 39

42 Leaf Makes food from sunlight Stem Carries water to leaves Carries food to roots Root Gets water from soil Anchors plant in soil Flower Makes seeds Plant Parts and Function Cards 40

43 Matching Plant Parts with What They Do Glue the plant part here. Matching Plant Parts with What They Do Glue the plant part here. Glue the description of how this part of the plant helps the plant survive here. Glue the description of how this part of the plant helps the plant survive here. 41

44 Session 1.7: Focus Question and Prediction [20 minutes] Materials needed Papers to copy and cut Students will need Chart paper Focus Question* Science notebooks Pen/Marker Prediction* Glue Document Camera/LCD Projector Pencil * Scaffolded documents: these can be distributed to students in various ways. You can use the more scaffolded documents at the beginning of the year or use various ones throughout the year depending on students reading/writing levels. 1. Discuss Focus Questions Have students stay at their desks with their science notebooks out. On chart paper, model writing the focus question for the investigation. Start by writing the words Focus question on the chart paper at the top. If students have been introduced to the process of science, you may want to review that with them. Tell the students, When scientists investigate things, they typically have a question in mind. A good scientific focus question should be something we can investigate with the materials we have. It should also be a question that can t be answered just yes or no. The focus question we are going to investigate is How are new plants (offspring) both the same and different from their parents? Write the focus question on the chart paper. Model for students how to make an entry in the Table of Contents labeled Focus Question and put the corresponding page number [use the Document Camera if you have one]. 2. Students write focus question in notebooks Have students make a new entry in the science notebooks labeled Focus Question on the next available page. Depending on the students writing skills, you may want them to either paste this question from scaffolded* slips of paper or copy the question into their notebooks. 3. Discuss Predictions Call students to the rug. On chart paper, model writing the prediction for the investigation. Start by writing the word Prediction on the chart paper at the top. Discuss with the students, What is a prediction? When scientists make predictions, they say what they think is going to happen in an investigation. But they don t just guess. They also state the reason why they think something is going to happen. What predictions do you have about how the new Brassica plants will look both the same and different from their parent? How do you think they will look the same? Why? How do you think they will look different? Why? Do you think they will have all the same kinds of parts? Will they be the same color? Will they be the same size? Write two predictions on the chart paper that includes both the I think and the because parts. One should be a prediction of a similarity, and the other should 42

45 a prediction about a difference. Example: I think both the parent plant and the offspring plant will look green, because all plants are green. I think the offspring will be smaller than the parent because human children are smaller than their parents. 4. Students generate predictions orally Ask students what their predictions are. Prompt them to add a because statement if they leave that out. 5. Students write focus question in notebooks Have students return to their seats and make a new entry in the science notebooks labeled Prediction. Depending on the students writing skills, you may want them to copy one of your predictions, complete a scaffolded* sentence frame with I think.because, or draw what they predict and label drawings. Have students add Prediction to their Table of Contents and write the corresponding page number. 43

46 Focus Question How are offspring both the same and different from their parents? Focus Question How are offspring both the same and different from their parents? Focus Question How are offspring both the same and different from their parents? Focus Question How are offspring both the same and different from their parents? Focus Question How are offspring both the same and different from their parents? Focus Question How are offspring both the same and different from their parents? Focus Question How are offspring both the same and different from their parents? Focus Question How are offspring both the same and different from their parents? 44

47 Focus Question Focus Question How are How are both the same and different from their both the same and different from their?? Focus Question How are Focus Question How are both the same and different from their both the same and different from their?? 45

48 Focus Question Focus Question How are How are both the both the and and from their? from their? 46

49 Prediction Prediction I think the offspring will have a different I think the offspring will have a different than the parent because than the parent because.. 47

50 Prediction Prediction I think both the parent and the offspring I think both the parent and the offspring will will because because.. 48

51 Prediction Prediction I think I think because because.. 49

52 ~It may take 2-3 days for seedlings to sprout. During these days, you can begin Investigation 2 Session 1.8: Emergence of Seedlings [20 minutes] Materials needed Papers to copy and cut Students will need Student planter Chart paper Pen/Marker Copy of enlarged Brassica Observation Calendar Brassica Observation Science notebooks Glue Pencil 1. Discuss observations of seedlings On the day that plants have emerged in all of the cups, have students observe their planters. Gather students at the rug to discuss what they have noticed. Ask, What did you observe in your Brassica planters? What colors do you see on your Brassica plants? What do we call new plants that come from a parent plant? (offspring) What words are used to describe the new plants? (sprouts, seedlings) Are all of the Brassica plants the same size? Why do you think that this is the case? How are the seedlings the same and different from their parent? 2. Update the word wall While students are telling you what they have noticed, add the words offspring, seedling and sprout to the wordwall. 3. Model Brassica Observation Explain that scientists keep drawings and descriptions about the plants they study. Draw a copy of the student sheet called Brassica Observation on chart paper. Label it Brassica Observation 1 at the top of the page. Model drawing and labeling what you observe. Ask students to help you observe as you draw: How many sprouts are in the cup? What color are the sprouts? How big should I draw the sprouts? How many days has it been since we planted the seeds? Is there anything else I should add to my drawing? Captions are an important part of the recording process. Model this process using students suggestions. Be sure to include in your observation the number of days that have elapsed since planting. Before sending students to their desks, ask them what steps you have forgotten to do (update class calendar and table of contents). 4. Update class calendar and table of contents 50

53 Make an entry in the class calendar that seedlings sprouted. Also, model in your teacher notebook by gluing the Brassica Observation 1 and updating the Table of Contents and putting the corresponding page number. Remove or erase your model drawing before students make their own recording so they will look at the actual plant. 5. Students draw their own Brassica Observations Have students return to their desks. Give each student a blank Brassica Observation student sheet and have them glue it in their science notebooks. Have students add Brassica Observation 1 to their Table of Contents and the corresponding page number. Have the students retrieve their planter and make an entry in their Brassica Observation 1. The entry should include a drawing, the number of days that have elapsed since planting, and a caption or comment related to the observation. 6. Students update their glossary and calendar Students should add the words offspring, seedling, leaves, stem and sprout from the word wall into their Glossary. They also should make an entry in their calendar that seedling sprouted and possibly draw a picture. 51

54 Brassica Observation Days since planting: Brassica Observation Days since planting: A change I observe in my Brassica is A change I observe in my Brassica is 52

55 ~It may take up to a week for leaves to grow. During these days you can work on Investigation 2 or other activities. Session 1.9: Leaf Growth [20 minutes] Materials needed Papers to copy and cut Students will need Student planter Chart paper Pen/Marker Copy of enlarged Brassica Observation Calendar Brassica Observation Science notebooks Glue Pencil 1. Discuss observations of seedlings When all the planters have new leaf growth, gather students at the rug for a group discussion of what they have noticed. You may want to ask questions from the list below. What has changed since the last time you observed your planter? What colors do you see on your Brassica plants? Where do the leaves grow? Are they all the same? What do you suppose leaves do for the plant? (They capture light and use it to make food) Do all of the Brassica plants have the same numbers of leaves? Why do you think that this is the case? How are the offspring plants the same and different from their parent? 2. Update word wall Add any new words that are not already on the word wall that may have come up in this new observation. 3. Model drawing and labeling what you observe. Draw a copy of the student sheet called Brassica Observation on chart paper. Label it Brassica Observation 2 at the top of the page. Model drawing and labeling what you observe. Ask students to help you observe as you draw. Write down an example caption or comments. Before sending students to their desks, ask them what you have forgotten to do (update the class calendar). 4. Update class calendar Make an entry in the class calendar that leaves have grown on your plant. Remember to model in your teacher notebook by gluing in the Brassica Observation 2. Also update the Table of Contents and put in the corresponding page number. 5. Students draw their own Brassica Observations Have students return to their desks. Give each student a blank Brassica Observation student sheet and have them glue it in their science notebooks. Have students add Brassica Observation 2 to their Table of Contents and the corresponding page number. Have the students retrieve their planter and make 53

56 an entry in their journals. The entry should include a drawing, the number of days that have elapsed since planting, and a caption or comment related to the observation. 6. Students update their glossary and calendar. If any new words came up during the observations as a group and were added to the word wall, remind students to enter those words into their glossary as well. Also, have students update their calendar with the appropriate date for leaf growth and possibly draw a picture. 54

57 Brassica Observation Days since planting: Brassica Observation Days since planting: A change I observe in my Brassica is A change I observe in my Brassica is 55

58 ~It may take up to 5-7 days from leaf growth for flowers to fully appear. During these days you can work on Investigation 2 or other activities. Session 1.10: Flower Growth [20 minutes] Materials needed Papers to copy and cut Students will need Student planter Chart paper Pen/Marker Copy of enlarged Brassica Observation Calendar Brassica Observation Science notebooks Glue Pencil 1. When all the planters have at least one flower or a majority of the planters have a flower, gather students at the rug for a group discussion of what they have noticed. You may want to ask questions from the list below. What has changed since the last time you observed your planter? From where do the flowers grow? Are they all the same? How many flowers are on the plant? What color are the flowers? How many petals does a flower have? What do you suppose flowers do for the plant? What questions do you have about your Brassica plants? How are the offspring plants the same and different from their parent in terms of their flowers? 2. Update word wall Add the word flower to the word wall if it is not already there. 3. Model drawing and labeling what you observe. Draw a copy of the student sheet called Brassica Observation on chart paper. Label it Brassica Observation 3 at the top of the page. Model drawing and labeling what you observe. Ask students to help you observe as you draw. The entry should include a drawing, the number of days that have elapsed since planting, and a caption or comment related to the observation. Write down a caption or comment, using the possible prompt, A new thing that happened to my Brassica was. 4. Update class calendar Make an entry in the class calendar that flowers have grown on your plant. Also, model in your teacher notebook by gluing the Brassica Observation 3 and updating your Table of Contents and putting the corresponding page number. 5. Students draw their own Brassica Observations Have students return to their desks. Give each student a blank Brassica Observation student sheet and have them glue it in their science notebooks. Have students add Brassica Observation 3 to their Table of Contents and the corresponding page number. Have the students retrieve their planter and make 56