Third Grade

Goal One

Plant Growth and Adaptations

Writers:

Debra HallDanielle McCaslin

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I: Grade Level Three/Unit Number:1

II: Unit Title: Plant Growth and Adaptations

III: Unit Length: Nine Weeks

IV: Major Unit Goals/Learning Objectives:The learner will be able to:

List and explain the functions of the parts of a seed List and describe the parts of a plant Observe and analyze the conditions which influence plant growth Observe and describe the plant life cycle Explain how pollination occurs Describe how environmental factors affect how many seeds are

produced Observe, investigate, and share ways to germinate seeds

V: Objectives Included: Number Objective RBT Tag

1.01 Observe and measure how the quantities and qualities of nutrients, light, and water in the environment affect plant growth.

B5

1.02 Observe and describe how environmental conditions determine how well plants survive and grow in a particular environment.

B3

1.03 Investigate and describe how plants pass through distinct stages in their life cycle including growth, survival, and reproduction.

B4

1.04 Explain why the number of seeds a plant produces depends on variables such as light, water, nutrients and pollination.

B1

1.05 Observe and discuss how bees pollinate flowers

B1

1.06 Observe, describe and record properties of germinating seeds.

A2

VI: NC English Language Proficiency (ELP) Standard 4 (2008) – for Limited English Proficient students (LEP)

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English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

VII: Vocabulary:Seed, seed coat, properties, cotyledon, embryo, roots, stem, leaves, gravity, sprout, germination, photosynthesis, reproduce, tuber, pollination, flower, taproot, fibrous root, stamen, pistil, ovary, fruit, fertilize, pollen, pollen baskets, bees, petals, seedling, sunlight, air, water, soil, nutrients

VIII: Materials Needed:See Appendix

IX: Big Ideas:Content Standard A: Science as Inquiry

Abilities necessary to do scientific inquiry Understanding about scientific inquiry

Content Standard C: Life Science The characteristics of organisms Life cycles of organisms Organisms and environments

Content Standard F: Science in Personal and Social Perspectives Characteristics and changes in populations Types of resources Changes in environments Science and technology in local challenges

X: Unit Notes:

Notes to Teacher:

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LEP Modification: It is recommended that you provide a realia shelf in the classroom. Place items to be used in each lesson on it, and label the item; for example, hand lens, hand trowel. Leave the items there for the duration of the unit.

A book or a video is a great lead in for a lesson. Experiments need to be set up ahead of time. Examples need to be tried by the teacher before doing it with the

students. Examples of a finished product need to be put together ahead of

time. Materials can be modified and changed as necessary. Be sure you have all rules in place before an experiment begins. This unit is designed to be interactive and fun. Some lessons will take several weeks to notice changes in seed

and/or plant growth. Other initial lessons may be started as others are being observed.

Lessons may have time variations depending on individual seed/plant growth.

Unit Overview:Plants grow from seeds. Seeds contain three parts; the seed coat, which protects the cotyledon (food source) and the embryo (tiny plant). The germinating seed develops into different parts. Each part has its own function and is important to the plant. The stem transports water and nutrients and also provides support to the plant, the roots take in nutrients from the soil and maintain stability, and the leaves manufacture food through photosynthesis. Plants rely on sunlight, water, air, and soil to grow. Plants can survive in certain environmental conditions. When the seeds are in the soil the plants cannot use the energy from the sun so they must depend on the cotyledon to provide them with energy they need in order to grow. Once the seeds begin to grow above ground the plants develop into flowers. The flower has four main parts, and each have a particular function. On a flower the petals attract pollinators, stamens produce pollen, the pistil produces the egg, and sepals protect the flower buds. Flowers are important to humans because about one-third of the total human diet is derived directly or indirectly from pollinated plants. Honeybees and other insects transport pollen to and from plants which allows plants to reproduce.

Resources and Children’s Books:From Acorn to Oak Tree Jan KottkeFrom Seed to Plant Gail GibbonsThe Magic School Bus Gets Planted Lenore Notkin

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Plant Life Peter RileyThe Reason for a Flower Ruth HellerHow a Seed Grows Helene J. Jordanwww.pz.harvard.edu/vt

*Check with your media specialist or the local library for additional books on plants to be used as additional supplemental materials.

XI: Global Content:

NC SCS Grade

21st Century Skills Activity

Communication SkillsAll Objectives Conveying thought or opinions

effectivelyAll Lessons

1.01, 1.02 When presenting information, distinguishing between relevant and irrelevant information

Lesson 6

1.02, 1.06 Explaining a concept to others Lesson 41.04, 1.05 Interviewing others or being

interviewedLesson 10

Computer KnowledgeUsing word-processing and database programs

1.04, 1.05 Developing visual aides for presentations

Lesson 10

Using a computer for communicationLearning new software programs

Employability SkillsAll Objectives Assuming responsibility for own

learningAll Lessons

All Objectives Persisting until job is completed All LessonsAll Objectives Working independently All Lessons

1.04, 1.05 Developing career interest/goals Lesson 10All Objectives Responding to criticism or

questionsAll Lessons

Information-retrieval SkillsSearching for information via the computerSearching for print information

1.04, 1.05 Searching for information using community members

Lesson 10

Language Skills - Reading

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All Objectives Following written directions All LessonsAll Objectives Identifying cause and effect

relationshipsAll Lessons

All Objectives Summarizing main points after reading

All Lessons

All Objectives Locating and choosing appropriate reference materials

All Lessons

All Objectives Reading for personal learning All LessonsLanguage Skill - Writing

All Objectives Using language accurately All LessonsAll Objectives Organizing and relating ideas

when writingAll Lessons

All Objectives Proofing and Editing All LessonsAll Objectives Synthesizing information from

several sourcesAll Lessons

Documenting sourcesDeveloping an outlineWriting to persuade or justify a position

All Objectives Creating memos, letters, other forms of correspondence

All Lessons

TeamworkAll Objectives Taking initiative All LessonsAll Objectives Working on a team All Lessons

Thinking/Problem-Solving Skills

All Objectives Identifying key problems or questions

All Lessons

All Objectives Evaluating results All LessonsAll Objectives Developing strategies to address

problemsAll Lessons

1.03, 1.06 Developing an action plan or timeline

Lessons 2, 3, 4

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Lessons and Objectives:Lesson One: Seeking Out Seeds 1.06Lesson Two: Bean-y Babies 1.03, 1.06Lesson Three: Sprouting Radish Seeds 1.03, 1.06Lesson Four: Growing Up 1.02, 1.06Lesson Five: Seed Race 1.06Lesson Six: What’s the Missing Link? 1.01, 1.02Lesson Seven: Getting the Dirt on Tubers 1.03Lesson Eight: Rooting Around 1.03Lesson Nine: Flower Power 1.03Lesson Ten: Power of Pollination 1.04, 1.05

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Lesson One: Seeking Out Seeds

Objectives:1.06 Observe, describe, and record properties of germinating seeds

Essential Question: What are the properties of seeds?

Time: One 60-minute period

Content Blast: Seeds can be found in a variety of places such as in flowers, in trees, or on the ground. Seeds have a variety of properties such as, size, shape, color, and texture. They store food for young plants and are protected by a seed coat. Seed production is dependent upon the type of plant and the size of the seed. Seeds need moisture, light, air, and warm temperatures in order to grow. Seeds travel in a variety of ways.

Materials:Per Student:Hand lensRulerRadish SeedCornBeanGrassGlue/Tape

Process Skills: Classify, Observe, Communicate, Predict, Infer

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LEP Objectives: Student will be able to: tell about the color, size, shape, and texture of seeds. record the information in their data chart

LEP Modification: Create a realia shelf for the LEP students and display and label all items to be used in the unit to help build background, for example: hand lens, radish seed, pine cone, and bean.

Preparation:Create a data table and assign seeds to each sample number ahead of time by gluing a sample below each label in column one. For example, corn = Seed 1, radish = Seed 2, etc. Be sure not to tell students the names of the seeds. This will prevent students from mislabeling the samples during the investigation.

Engage: Take a ten minute nature walk around your school to observe plants. Ask the students how they think the plants got there. Have the students provide evidence for their ideas, i.e. pine cones on the ground. Gather the evidence that students find in order to observe more closely in the classroom.

Explore: Have students discuss the samples that they found outside. Ask

questions that would lead to the discovery that the samples are seeds.

Provide students with a variety of seeds such as corn, beans, grass, and radish, without telling them the names of each seed. (If these seeds are not available others may be substituted.)

Students will observe each of the four types of seeds using a hand lens and a ruler. They will record their observations in a data table like the one below. Students can either glue or tape the seed samples below the labels in column one of the data table. The data table should be glued into their science notebooks.

Seeds Size Shape Color Texture Other

Seed 1

Seed 2

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Seed 3

Seed 4

Explain:Have students discuss their findings with the following guiding questions:

1. How many different colors and shapes of seeds did you find?2. What are the properties of seeds?3. What did you observe about the properties of the seeds?4. Did you notice any similarities or differences between the four seed samples?

Elaborate:Students will create a Venn diagram like the sample below that will compare the samples that they collected outside to one of the samples that were provided by the teacher.

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LEP Modification: Remind LEP students what properties and data charts are and have them work with a partner to complete the chart. For the Venn diagram below, have students write the word “same” in the area where the two circles intersect, and/or have them lightly shade the area with a colored pencil.

Evaluate:Make sure that students have completely filled in all areas of the data table by identifying the properties color, size, shape, and texture. To extend student thinking, encourage them to discover other ways of observing other properties, i.e. floating vs. sinking, magnetism, mass.

Additional Resources:www.urbanext.uiuc.edu/gpe/index.html

Pine Cone

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Corn

LEP Modification: If students will be observing for other properties, be sure that the LEP student understands what those properties are (magnetism, floating, sinking, mass).

Lesson Two: Bean-y Babies

Objectives:1.03 Investigate and describe how plants pass through stages in their life

cycle including growth, survival, and reproduction1.06 Observe, describe, and record properties of germinating seeds

Essential Question: What is inside a seed?

Time: two 45-minute periods

Content Blast: Seeds are made up of two main parts, the embryo or the baby plant and the cotyledon, which is the food source. The seed coat protects these parts. As the seed grows the embryo will become the roots, stems, and leaves of the plant.

Materials:Per Student:Hand lensRulerSoaked Lima Beans (at least two per student)Soaked Green String BeansWaterPaper Towels

Per Class:Container for soaking beans

Process Skills: Communicate, Classify, Predict, Infer, Measure, Observe

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LEP Objective: The student will be able to: Label the parts of a seed.

LEP Modification: Add a string bean and lima bean to the realia shelf, and label them.

Preparation:Bean seeds (lima and green string) should be soaked overnight prior to completing this lesson. Teacher should soak double the amount of seeds to ensure that all students will have a seed that shows all of the seed parts.

Engage:Ask the students about the properties of the dry bean seeds from the previous lesson. Pose the question, “What do you think the bean seed would look like if it was soaked in water overnight?” Teacher can compare when students remain in the bathtub too long to the outcome of the seeds being soaked.

Explore: Each student will receive a wet bean seed on a paper towel. The

students will use a hand lens and a ruler to observe and record the properties of the soaked bean seed in their science notebook.

The teacher will pose the question, “Do you think that this seed looks the same on the inside as it does on the outside?” Allow students 5-10 minutes to investigate the inside of the seed using the tools provided.

Once all students have had an opportunity to open their seeds, have them share their discoveries with the class. This should lead to a discussion of the seed parts including, seed coat, embryo (baby plant), and cotyledon (white part). If all students were not able to identify these three parts, give them another soaked seed and have them try the successful student suggested method for dissection.

When all students have seeds that show the parts, they should draw and label their dissected seeds in their science notebooks.

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LEP Modification: This activity meets the needs of LEP students if the three parts of a seed are clearly posted. If the correct spellings are not posted, then accept invented spellings.

Sample Diagram

Explain:The students will engage in a discussion by answering the following guiding questions:

1. What changes did you notice between the dry and wet seeds?2. What did the seed look like in the inside?3. How many parts were in the seed?4. What do you think is the purpose of each part?

This should lead to a discussion of them seeing a baby plant inside the seed. Discuss what a baby needs to grow. Answers should be food, water, and protection. Ask students where they think this baby plant is getting these things. Once they have identified the white, fleshy part as the food source then present the vocabulary words for each part (embryo, seed coat, cotyledon).

Elaborate:The students will be given a soaked green string bean seed in order to compare the major parts of the seed that were found in the lima bean seed. They should recognize that the beans contain the same parts. Students

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LEP Modification: Novice and Intermediate LEP students will not be able to participate fully in the discussion, but may be called upon to give one word answers if pictures are available to assist them. New vocabulary words should be displayed and pronunciation should be practiced.

will draw and label the parts of the green string bean seed in their science notebooks.

Evaluate:Students should be able to identify the three parts of a seed using the appropriate vocabulary as well as the function of each part in their science notebooks.

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LEP Modification: Novice and Intermediate students may be able to identify the parts receptively, but not expressively. It may count as a correct response if the teacher asks the students to point to the seed parts and the student is able to do so.

LEP Modification: This activity meets the needs of LEP students if the three parts of a seed are clearly posted. If the correct spellings are not posted, then accept invented spellings.

Lesson Three: Sprouting Radish Seeds

Objectives: 1.03 Investigate and describe how plants pass through stages in their life

cycle including growth, survival, and reproduction1.06 Observe, describe, and record properties of germinating seeds

Essential Question: What does a seed need to grow?

Time: initial lesson – one 60 minute period, daily observational follow-ups of ten minutes each for nine days

Content Blast:Seeds germinate when they have water, sunlight, and oxygen. Usually the root emerges first. This helps the plant absorb water. Next, the stem and leaves will come out. The leaves will turn green and begin to produce their own food through the process of photosynthesis.

Materials: Per Student Group:10 Radish seedsQuart-sized sealable bagSoilWaterRuler

Per Class:From Seed to Plant by Gail GibbonsRadishes

Process Skills: Observe, Communicate, Predict

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LEP Objectives: Students will be able to: tell what a seed needs to grow. write about how to plant seeds.

LEP Modification: Add a bag of soil and sealable bag to the realia shelf, and label them.

Preparation:The teacher should soak the radish seeds in water overnight prior to teaching this lesson.

Engage: Read the book From Seed to Plant by Gail Gibbons. This book is great introduction to what a seed needs in order to grow. After reading the book the teacher will show the students some radish seeds and some full grown radishes. Have a discussion about how they think the radish goes from seed to plant.

Explore: Show students the soaked seeds. Compare them to the dry radish

seeds that they observed in Lesson 1. Divide the students into pairs. Give them the soaked seeds, one

plastic bag, and one small cup of soil. Have students place about an inch of soil in the bottom of the bag. Put the seeds in the soil. Add water, but make sure students don’t drown the seeds. Add

just enough to moisten the soil. Leave the bag partially open to allow air inside and to keep some

moisture in the bag. Put the bags in one spot in the classroom. Ask the students about

the light source. Have the students observe and record their observations for five days including qualitative data (color and shape) and quantitative data (height in centimeters, number of leaves, etc).

Day 1 Day 3 Day 5 Day 7 Day 9

measurement

Labeled illustration of

plant

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Explain:Ask the students the following questions:

1. What happened to the seeds?2. Did any seeds grow differently than others?3. Why were they different?

Students will draw the seed and the plant and write a detailed paragraph about what the seed needed in order to grow.

Elaborate:Discuss what would happen if the sprouts were moved into a garden.

Evaluate:Check the students’ notebooks for accuracy of what a seed needs in order to grow. Ask students to pretend that they are going to be in charge of planting their own garden. Have them write about what they would need to consider when planting. Students should include information about light, water, soil, and air in their explanations without being prompted.

Additional Resources:Seeds and Seedlings: Nature Close-Up by Elaine PascoeHow a Seed Grows by Helene J. Jorda

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LEP Modification: Novice and Intermediate level students may use one word or simple phrases to describe what the seed needed to grow. They will need support from a partner and a word bank displayed, as well as, a diagram to support successful completion of this activity.

LEP Modification: Novice and Intermediate LEP students may have difficulty with oral expression, allow students to illustrate what they think will happen next or work with a partner to create a written product.

LEP Modification: Novice and Intermediate LEP students may draw pictures with labels or make a list. They may need picture support or assistance from a partner to complete this evaluation.

Lesson Four: Growing Up

Objectives:1.02 Observe and describe how environmental conditions determine how

well plants survive and grow in a particular environment1.06 Observe, describe, and record properties of germinating seeds

Essential Question: How does gravity affect germination?

Time: initial lesson - one 45 minute period, ten minute follow-ups daily for one week

Content Blast:Plants are attracted to light and therefore, they grow towards it. This is called phototropism. Seeds are affected by gravity and when they germinate this causes roots to grow down towards the center of the earth. This is called gravitropism. Regardless of how a plant is positioned, the roots will always grow downward and the stem will always grow upward.

Materials:Per Student:Two soaked lima bean seedsWaterPaper TowelsClear plastic cup

Per class:Window ledge with sunlightLarge plastic bowl or containerPictures of various plants, i.e. flowers, trees, bushes

Process Skills: Classify, Communicate, Predict, Infer, Measure, Observe

Preparation:The teacher should soak the lima bean seeds in water overnight prior to completing this lesson.

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LEP Objectives: Students will be able to: illustrate the direction of stem and root growth. Explain the direction of stem and root growth

Engage:Show students pictures of a variety of plants, i.e. trees, flowers, bushes, cacti, etc. Ask students what they notice about how the plants are growing. Then ask them why they think that is happening.

Explore: Give the students a wet paper towel and two soaked seeds each.

Have them mold the paper towel around the inside edges of the cup. Crumple up a second, dry paper towel and place it down inside the wet paper towel. Poke the seeds down the sides of the cup between the wet paper towel and the cup, so that they are visible from the outside of the cup. Place the cup in a sunny window and observe daily. You will need to keep the wet paper towel moist.

Once the seeds begin to sprout students will illustrate the upward growing stem and the downward growing root. Have the students make predictions about what would happen if they turned the cup on its side. Record these predictions in the science notebooks. Continue to observe the changes each day for the next few days and record what is seen.

Explain:Students will use the information from their science notebooks to create a flow chart detailing what has happened to their seeds each day.

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LEP Modification: Pair LEP students with a partner to complete the flow chart. Have a word box posted on chart paper or the whiteboard.

LEP Modification: It is important LEP students need to understand the following terms: stem, sprout, upward, downward, and gravity. Display a plant poster. Novice and Intermediate LEP students may use pictures, single words, or phrases to make predictions, and should work with apartner.

Sample Flow Chart:

Ask students to use the data that was collected to answer the following questions:

1. How did the plants grow in the beginning?2. What changes did you observe when the cup was laid on its side?

Elaborate:Have the students turn the cups upside down to see if their theories hold true. Note: Holes may need to be poked in the bottoms of the cups to allow air to circulate. Record the results in science notebooks.

Day 1 Day 3 Day 5 Day 7

Explanation: Explanation: Explanation:Explanation:

Sketch SketchSketchSketch

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LEP Modification: LEP students should work with a partner to help them record in their science notebooks. Novice and Intermediate students should be able to use single words or phrases.

LEP Modification: Novice and Intermediate students can use a word or phrase to complete this activity. The following words should be clearly posted to support writing: upward, downward, sprout, stem, gravity.

Evaluate:Use the flow chart to check for student understanding of the concept that stems grow upward and roots grow downward regardless of direction.

Extend: (Optional)Discuss how plants grow towards light. Design an investigation to demonstrate this process. (Phototropism)

Additional Resources:Science & Children Magazine April/May 2005 “Plants on the Move”

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LEP Modification: Teacher may accept single words or phrases to show students’ understanding. Teacher may also assess Novice and Intermediate students receptively, for example:

1. Point to the stem.2. Is it growing up (pointing up) or down (pointing down)?3. Point to the roots.4. Are they growing up (pointing up) or down (pointing down)?

Lesson Five: Seed Race

Objective: 1.06 Observe describe and record properties of germinating seeds

Essential Question: Do seeds germinate at the same rate?

Time: initial lesson – one 45-minute period, 5-10 minute daily follow-ups for ten days

Content Blast:See Content Blast for Lesson Three.

Materials: Per Student Group:Quart-sized sealable bagPaper towelDouble-sided tape Plastic spoonWater5 Plastic CupsMarker

Per Class:One bag of homemade 16-bean soup mixProcess Skills: Communicate, Classify, Predict, Observe

Engage:Ask students if all seeds germinate at the same rate? Have a discussion about what might make seeds germinate differently.

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LEP Objectives: Student will be able to: create a timeline on seed germination. explain their timeline on seed germination to a partner.

LEP Modification: If the words “germinate” and “seedling” have not been used up to this point, LEP students will need to learn them and their definitions now. Novice and Intermediate level students will not be able to participate in an oral discussion about germination rate, but theymay be able to illustrate different germination rates.

Explore:

Students will receive a scoop of bean soup seed mix. They should sort the beans into homogeneous groups.

They should then make predictions about which of the groups they think will germinate the fastest including reasons why they think that way.

Students will take one group of seeds and place four seeds in a line, evenly spaced on a piece of double-sided tape. They will stick this piece of tape inside the bag, horizontally towards the bottom of the bag and label it as Sample 1. It should be taped so that the beans are against the side of the bag and can be seen from the outside the bag.

Students will repeat the previous step with a different kind of bean seed until they have horizontal rows of tape labeled inside the bag from the bottom to the top. (Note: Teachers can decide how many kinds of beans they would like each group to test.)

They will then place a soaking wet paper towel flat inside the bag behind the taped bean seeds.

Students will then tape the bags to a window that will receive ample amounts of sunlight. If you do not have a window in your room you could use a lamp as a light source. Have students create a germination checklist like the one below and check off when each seed type begins to germinate. Observe daily until all seed types have begun germinating.

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Sample 4Sample 3Sample 2Sample 1

LEP Modification: LEP students should do this activity with a partner in order to complete it successfully.

Germination ChecklistDay 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10

Sample 1

Sample 2Sample 3

Sample 4

Explain:

1. What did you observe as your seeds germinated?2. How long did it take for the first seedling to appear?

Elaborate:When the seedlings have grown transplant them to a garden outside and observe the changes as they continue to grow.

Evaluate:Students will create a timeline to show when each of the bean seeds began to germinate.

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LEP Modification: Explanation for LEP students could be: Tell me about your seeds and how they were growing. Acceptable explanations may include: illustrations, one word answers, or phrases.

LEP Modification: Novice and Intermediate LEP students’ evaluation may include an alternative assessment, such as: arranging pictures in the proper sequence to demonstrate germination; pointing to the pictures in the correct order to demonstrate germination; or giving one word answers to tell the order of germination.

Lesson Six: What’s the Missing Link?

Objectives: 1.01 Observe and measure how the quantities and qualities of nutrients,

light, and water in the environment affect plant growth1.02 Observe and describe how environmental conditions determine how

well plants survive and grow in a particular environment

Essential Question: What do plants need to grow?

Time: initial lesson - one 60-minute period, 5-minute daily observations and watering of plants for two weeks, 10-minute recording of observations on days 1, 3, 5, etc.

Content Blast:Plants need sunlight, air, water, and soil to grow. Plants use the light from the sun to turn carbon dioxide and water into food. If a plant does not receive what it needs in order to grow then the plant will die or not grow properly.

Materials: Per Student Group:5 containers for planting (ex. yogurt, milk, cardboard juice box)seeds (bean or radish)soilplastic bagwatercardboard box (optional)

Per Class:Live plantDead plant

Process Skills: Observe, Communicate, Predict, Infer, Measure

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LEP Objectives: Student will be able to: tell the four things necessary for plants to grow well. record data on plant growth.

Engage: Show the students a vibrant, healthy plant and a dead plant. Ask the students to make observations about each of the plants using a Venn diagram. Discuss the differences between the two plants and the reasons for them. Lead the students to a discussion of the necessities for plant growth including light, water, air, and soil.

Explore:Ask students what would happen if one of the necessities was left out when planting. Give each group five containers for planting. Explain that they will be investigating the outcomes of omitting each variable by creating five different plant environments.

Procedure: Each group will fill four cups with soil leaving one empty. Plant 3-4 of the same type of seed in each cup, including the empty

one. (The empty cup will have just the seeds laying in it.) Students should water each of cups at this time. Label each cup. i.e. Container A, Container B, Container C,

Container D, Container E. Each plant will represent the omission of one variable.

Place Container A inside a plastic bag and tie it shut. This will be the “no air” group.

Place Container B in a dark place or cover with a cardboard box. This will be the “no light” group.

Place Container C on the counter and do not water from here on out. This will be the “no water” group.

Place Container D on the counter. This will be the “no soil” group. Container E will receive all necessities for plant growth. Water each plant daily except for the “no water” group. Students will observe and monitor each plant on alternate days.

They should measure the tallest plant in order to observe growth patterns in each condition, make visual observations, and draw a diagram of the measured plant. Students should continue to observe the same plant in the cup each time. This will be recorded in a data table like the one below in their science notebooks. You should reproduce this data table for each container.

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LEP Modification: Doing this activity in groups for this whole lesson is an excellent way for an LEP student to participate and understand. It would be important to label each container: “no air”, “no water”, etc.

Container A - variable “no air”Height Observations Diagram

Day 1

Day 3

Day 5

Day 7

Day 9

Day 11

Explain:Discuss with students what the plants need in order to grow. Discuss the observations that they made about their own plants and compare to the other groups. Have students draw conclusions about which plants grew the best and why they feel that happened.

Elaborate:Have students graph the measurement results for each container in order to compare which plants grew the tallest. They could also compile their data into a class bar graph using the Day 11 measurement data. This will include all five variable groups and all classroom groups.

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LEP Modification: Novice and Intermediate LEP students may be able to participate in the discussion in a limited manner using one word or a short phrase.

Evaluate:Use the science notebook entries to check for understanding of the importance of having light, air, water, and soil in order to achieve optimal plant growth. Use the data tables in each notebook entry to check for accuracy in measuring length.

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LEP Modification: Compiling the class information into a bar graph is helpful for LEP students because it would be very interactive. The reading and writing of the data will be directly related to their experience, and the experiences of all of their classmates.

Lesson Seven: Exploring the World of Tubers

Objectives: 1.03 Investigate and describe how plants pass through distinct stages in

their life cycle including growth, survival, and reproduction.

Essential Question: How does a tuber reproduce?

Time: two 45-minute periods

Content Blast:Tubers are growths on the underground portions of the stems. There are two main classifications of tubers. There are stem tubers and root tubers. Potatoes are a great example of stem tubers. The potato is not the root of the plant even though it grows underground. It is considered the stem. Tubers are sometimes grouped in with flowering bulbs.

Materials: Per Student Pair:One PotatoTape MeasureBalance Scale

Per Class:Large Garden PotSoilWaterHand Shovel

Process Skills: Observe, Communicate, Predict, Measure, Infer

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LEP Objectives: The student will be able to: tell how a tuber reproduces record data about tuber reproduction

LEP Modification: Add the following items to the realia shelf for this lesson: tape measure, balance scale, hand shovel/trowel, tuber (potato), and be sure to label them.

Preparation:Note to teacher: Potatoes do not grow quickly. If you would like for your students to see a growing potato plant right away, you may need to contact the North Carolina Agriculture Extension to request a developed plant.

Engage:Have the students play the game “Hot Potato” by sitting in a circle and quickly passing the potato around the room with music playing. The goal of the game is to for the students to not have the potato in their hands when the music stops playing. If they are holding the potato when the music stops then they are eliminated. The last person left is the winner.

After students have played the game, then have a discussion about what they felt on the potato as they were passing it.

Explore Give each student pair a potato to observe. Have them measure the

circumference, length, and find the mass of the potato. They will record these measurements in a data table like the one below.

My PotatoQuantitative Qualitative

Length Color

Mass Texture

Circumference Shape

Number of Eyes Other

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The teacher will cut each potato in half for the students to observe the inside of the potato. Ask students what they notice about the inside

of the potato. How is it the same or different from the inside of the seeds that were observed in lesson two? Students should observe that there is not an embryo or cotyledon inside the potato. Ask them how the potato reproduces without these parts. Discuss the possibility of planting the potato halves.

Students should write a prediction about what they think will happen when they plant their potato.

Have students plant the potato halves in one large class garden pot. Students need to be sure that the eye is pointed upward when planting.

Explain: Ask the students the following discussion questions:1. How many eyes were on your potato?2. What do you think might grow from the eyes?3. Will the plant have leaves and flowers?4. If the potato is underground then where are the roots?

Elaborate:Note: The planted potato halves will take at least 70-90 days to harvest more potatoes. However, plants will emerge before then.

Students should observe the planted potato halves weekly to note any changes in the pot.

Students can also place a potato in a dark closet for two weeks to see what will happen to the potato.

Evaluate:Teachers should use the data table in the science notebook to check for observations of the properties of a tuber. Use the student predictions to check for understanding of how a tuber reproduces.

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LEP Modification: The LEP student should remain with his/her partner from the Explore activity to complete this activity.

Additional Resources:www.gardengatemagazine.com/extras/52potatoplanting.php

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LEP Modification: Novice and Intermediate LEP students’ evaluation may include an alternative assessment, such as: arranging pictures in the proper sequence to demonstrate tuber reproduction; pointing to the pictures in the correct order to how tubers reproduce; or giving one word answers to tell about tuber reproduction.

Lesson Eight: Rooting Around

Objectives:1.03 Investigate and describe how plants pass through distinct stages in

their life cycle including growth, survival, and reproduction

Essential Question: What are roots?

Time: one 45-minute period

Content Blast:Roots are important to plants. They help anchor the plant and they also absorb nutrients and water. There are two different types of root systems, fibrous roots and tap roots. Fibrous roots are threadlike and grow outward and are easy to pull. Examples include grass and clovers. Tap roots are a straight, elongated root that grows vertically downward and is more difficult to pull. Examples of those include carrots, dandelions, and radishes. When a seed begins to grow the roots always begin to grow first.

Materials: Per Class:Examples of various tap roots (dandelion, kudzu, carrots, turnips, radishes)Examples of various fibrous roots (grass, ferns, clover, marigolds)

Per Student:Hand lens

Process Skills: Observe, Communicate, Predict, Classify, Measure

Engage: Take students outside and have them pull up small patches of grass and small patches of weeds. Ask them which was easier to pull out of the ground and why they think that. They should mention something about the roots during this discussion. Have them shake the dirt off of the roots and

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LEP Objectives: The student will be able to: name the two types of root systems. give at least one purpose for roots.

LEP Modification: Since the yucca (cassava root) is very familiar to 90% of the LEP students, it might be a good idea to use it in this lesson.

bring the pulled grass and weed samples back inside with them for observation.

Explore: Give students a variety of the samples. They will then classify the

root samples into two groups, fibrous roots and taproots. Have students complete a Venn diagram like the sample one below.

They should include examples, properties, and functions of the two root systems.

Explain: Have students discuss the following questions:

1. Why do plants have roots?2. What are the two types of root systems?3. Why would it be good to have one or the other?4. What do you think are the two main purposes of roots?5. Why do you think there are two root systems?

Fibrous Roots Taproots

GrassMarigolds

Threadlike

Stringy

Short

Carrots

Radishes

Long

Narrow

Thick

Anchors the plant

Provides Nutrition

Water

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LEP Modification: For the Venn diagram below, have students write the word “same” in the area where the two circles intersect, and/or have them lightly shade the area with a colored pencil.

Elaborate: Students will choose one example from the fibrous root system, and one example from the taproot system. They will measure and compare the differences in root lengths and discuss how these differences affect the plant.

Evaluate: Check the Venn diagram for understanding of the two types of roots systems and the purpose of roots.

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LEP Modification: Novice and Intermediate level students may have difficulty participating in discussions. Accept Yes/No or one-word answers or gestures for the Explain and Elaborate parts of the lesson from Entering level students.

Lesson Nine: Flower Power

Objectives: 1.03 Investigate and describe how plants pass through distinct stages in

their life cycles including growth, survival, and reproduction

Essential Question: What is the purpose of a flower?

Time: two 45-minute periods

Content Blast:Plants have flowers to make seeds and reproduce. The flower contains the reproductive parts. The colors of a flower attract birds and bees for pollination. The pollen from the stamen (male) lands on the stigma (female) and fertilizes the flower. In the ovary the pollen grain develops into seeds. The ovary develops into a fruit that protects the seed.

Materials: Per Student Group:flower samples (i.e. day lilies, irises, tulips, or daffodils)scissorshand lens“Parts of a Flower” diagram

Process Skills: Observe, Communicate, Predict, Measure

Engage:Show the students a flower and ask them what it does.

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LEP Objectives: The student will be able to: Name the four parts of a flower. Tell the flower parts’ functions. Explain the flower life cycle to a partner.

LEP Modification: Have pictures of the flowers for this lesson on the realia shelf, and label them. Have a “Parts of a Flower” diagram/poster on the shelf, too.

Explore:

Day One:Give each student group a flower. Allow them to record observations about color, size, and shape in a data table. They will also draw a picture of the top and side views of their flowers. Each student will then write a detailed description of their flower including qualitative and quantitative data.

Day Two:Provide students with the “Parts of a Flower” diagram. Have them use the diagram to locate the parts on their flowers. Each student group will dissect their flower in order to draw, count, and record qualitative properties of each plant part as well as identify the function of each part.

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LEP Modification: Utilizing groups in an interactive exercise to do the recording, the labeling, and the dissection part of the lesson is extremely helpful to LEP students to support their learning and building of background knowledge. LEP students will need extensive support or modifications (accept fewer details) to write the detailed description.

The students should identify the stem and its function. The students should then remove the parts of a flower in the following

order: sepals, petals, stamens (identify pollen), pistils, and then split the pistil to see the ovary.

After removing each part, students should record their observations in the data table.

Drawing Quantitative Observations

Qualitative Observations

Function

Sepals

Petals

Stamens

Pistil

Explain:

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Discuss that the flower is the reproductive part of the plant. Most flowers have four parts; the sepals, petals, stamens, and pistils. The flower’s basic function is to produce seeds.

Elaborate:Students can use other flowers that may or may not contain all of the reproductive parts in order to draw conclusions about how those plants reproduce.

Evaluate:Students will record conclusions in their science notebooks and the teacher will use observational assessments from group discussions in order to check for understanding of the functions of flower parts.

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LEP Modification: The Explain and Evaluate sections of this lesson may require alternatives to discussion. Those alternatives might include:ordering pictures in an array; receptive assessments, such as pointing to parts named by the teacher; answering Yes/No questions; labeling, or one-word answers.

Lesson Ten: Power of Pollination

Objectives: 1.04 Explain why the number of seeds a plant produces depends on

variables such as light, water, nutrients and pollination1.05 Observe and discuss how bees pollinate flowers

Essential Question: How do bees pollinate flowers?

Time: one 45-minute period

Content Blast:Bees have large, hairy back legs. Spaced between the hairs are pollen baskets. When a bee initially lands on a flower, pollen from the stamen (male part) is trapped in the baskets and carried from flower to flower as the bee searches for food. When the bee lands on another flower it brushes off the pollen on the pistil (female part) and therefore pollinates the flower.

Materials: Per Student:freeze dried honey bee glued to a toothpick* (these can be purchased through a science supply store or a local beekeeper)

Per Student Group:cornmealtwo paper plates

*If you are not able to obtain honey bees, pipe cleaners may be substituted by forming them into a ball.

Process skills: Observe, Communicate, Predict, Infer

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LEP Objectives: The student will be able to: show how bees transfer pollen name other ways pollen can be transferred

LEP Modification: Add a jar of honey and cornmeal/pollen to the realia shelf, and label them.

Preparation:Prior to this lesson the teacher must glue the honey bees onto toothpicks. This can be done using a hot glue gun. This process may take some time.

Engage: Refer to Lesson Nine: Flower Power and ask students to predict how they think the pollen is transferred from the stamen to the pistil especially on flowers that do not contain both the stamen and the pistil.

Explore:Give each student a honey bee toothpick. Give each student group two plates, one with cornmeal and one that is empty. Allow students time to explore how to transfer the cornmeal from the first plate to the second plate.

Explain: Discuss how the honey bees’ hairy legs were able to grasp the cornmeal (pollen) and deposit some on the clean plate (pistil). Discuss how this is similar to what happens with flowers.

Elaborate: Have students research other ways that flowers pollinate. (i.e. wind, animals, people)

Students can also research bees and why they are so important to our food supply.

Evaluate: Performance Assessment: Interview students and have them use the tools from the lesson to demonstrate how pollen is transferred between flowers.

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LEP Modification: It will be necessary for the LEP students to do this section of the lesson with a partner and/or reduced vocabulary and picture book.

LEP Modification: For Novice and Intermediate LEP students, demonstration is the best form of assessment. Other alternatives might include: ordering pictures in an array; receptive assessments, such as pointing to parts named by the teacher; answering Yes/No questions; labeling, or one-word answers.

Multiple Choice Questions:

Objective 1.011. Sally started growing a plant from a bulb. Each day she made sure

the plant was receiving light, water, milk, and air. Which of the following was not a necessity for the plant?A. lightB. waterC. milkD. air

2. What is not required for a seed to begin to grow?A. stored waterB. stored nutrientsC. sunlightD. appropriate temperature

Objective 1.023. Cactus plants grow best in environments that are

A. hot and dryB. hot and wetC. cold and dryD. cold and wet

4. Donald put his plant on the windowsill inside his kitchen. Over time, the plant started to bend towards the window. What most likely caused Donald’s plant to bend?A. the plant was stimulated by the sunB. the plant was stimulated by the airC. the plant wanted to be outsideD. the plant just happened to turn that way

Objective 1.035. A plant’s life begins with

A. the rootB. the formation of leavesC. the seedD. the stem

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6. Which part of the plant makes seeds?A. rootB. flowerC. stemD. leaf

7. Which of the following illustrates the plant life cycle in the correct order?A. roots, flowers, stems, seeds, leaves, fruitsB. leaves, seeds, flowers, roots, fruits, stemsC. seeds, roots, stems, leaves, flowers, fruitsD. fruits, flowers, leaves, roots, stems, seeds

Objective 1.048. The number of seeds a plant produces depends on

A. the number of seeds plantedB. pollinationC. peopleD. the kind of plant it is

9. What happens to plants that receive less water than others?

A. they grow fasterB. they are biggerC they grow slower than othersD. they produce more flowers

Objective 1.0510. Plants can be pollinated by

A. soilB. beesC watering themD. seeds

11. To fertilize a seed, pollen must travel fromA. the sepal to the petalsB. the seed to the leavesC. the stamen to the pistilD. the roots to the stem

Objective 1.06

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12. The seed coat coversA. the inside of a seedB. the outer layer of a seedC. the roots of a plantD. the stem of a plant

13. In what structures are plant embryos found?A. seedsB. leavesC. sepalsD. petals

14. What are the three parts of a seed?A. root, stem, flowerB. pistil, stamen, antherC. stem, embryo, coneD. seed coat, embryo, cotyledon

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Multiple Choice Answer Key

1. C2. C3. A4. A5. C6. B7. C8. B9. C10. B11. C12. A13. A14. D

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LEP MODIFIED MULTIPLE CHOICE QUESTIONS

Multiple Choice Questions:

Objective 1.011. What 3 things does a plant need to grow?

A. light, weeds, moonB. water, light, airC. milk, light, weeds

2. What does a seed need to begin to grow?A. stored water, sun, weedsB. stored nutrients, moon, waterC. water, nutrients, and the right temperature

Objective 1.023. Cactus plants grow best in places that are

A. hot and dryB. hot and wetC. cold and dry

4. What makes a house plant grow toward the window?A. the sun made the plant grow that wayB. the air made the plant grow that wayC. the plant just turned that way

Objective 1.035. A plant’s life begins with

A. the rootB. the seedC. the stem

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LEP Modification: The teacher should also shorten the test so that the LEP student does not have as many questions to answer. This can be done quickly and easily by using a highlighter to circle the question numbers that the teacher wants the LEP student to answer.

6. Which part of the plant makes seeds?A. rootB. flowerC. stem

7. What is the correct plant life cycle (1st, 2nd, 3rd, 4th, 5th, 6th)?A. roots, flowers, stems, seeds, leaves, fruitsB. leaves, seeds, flowers, roots, fruits, stemsC. seeds, roots, stems, leaves, flowers, fruits

Objective 1.048. The number of seeds a plant makes is because of

A. the number of seeds plantedB. pollinationC. people

9. What if a plant gets less water than another plant?

A. it grows fasterB. it is biggerC it grows slower than others

Objective 1.0510. Plants can be pollinated by

A. soilB. beesC watering them

11. To fertilize a seed, pollen must travel fromA. the sepal to the petalsB. the seed to the leavesC. the stamen to the pistil

Objective 1.0612. The seed coat covers

A. the inside of a seedB. the outer layer of a seed

C. the roots of a plant

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13. Where are plant embryos found?A. seedsB. leavesC. sepals

14. What are the three parts of a seed?A. pistil, stamen, antherB. stem, embryo, coneC. seed coat, embryo, cotyledon

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ANSWER KEY FOR LEP MODIFIED TEST

Multiple Choice Answer Key

1. B2. C3. A4. A5. B6. B7. C8. B9. C10. B11. C12. A13. A14. C

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Appendix – Master Materials(Check individual lessons to see if materials are per class, per group, etc.)

Lesson 1o Hand lenso Rulero Radish Seedo Corno Beano Grasso Glue/Tape

Lesson 2o Hand lenso Rulero Soaked Lima Beans (at least two per student)o Soaked Green String Beanso Watero Paper Towelso Container for soaking beans

Lesson 3o 10 Radish seedso Quart-sized sealable bago Soilo Watero Rulero From Seed to Plant by Gail Gibbonso Radishes

Lesson 4o Two soaked lima bean seedso Watero Paper Towelso Clear plastic cupo Window ledge with sunlighto Large plastic bowl or containero Pictures of various plants, i.e. flowers, trees, bushes

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Lesson 5o Quart-sized sealable bago Paper towelo Double-sided tape o Plastic spoono Watero 5 Plastic Cupso Markero One bag of homemade 16-bean soup mix

Lesson 6o 5 containers for planting (ex. yogurt, milk, cardboard juice box)o seeds (bean or radish)o soilo plastic bago watero cardboard box (optional)o Live planto Dead plant

Lesson 7o One Potatoo Tape Measureo Balance Scaleo Large Garden Poto Soilo Watero Hand Shovel

Lesson 8o Examples of various tap roots (dandelion, kudzu, carrots, turnips,

radishes)o Examples of various fibrous roots (grass, ferns, clover, marigolds)o Hand lens

Lesson 9

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o flower samples (i.e. day lilies, irises, tulips, or daffodils)o scissorso hand lenso “Parts of a Flower” diagram

Lesson 10o freeze dried honey bee glued to a toothpick* (these can be purchased

through a science supply store or a local beekeeper)o cornmealo two paper plates

*If you are not able to obtain honey bees, pipe cleaners may be substituted by forming them into a ball.

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