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School District:Custer
Unit of Study Title:plants
Grade Level:K-2
Time Frame:1 month
Key Words:germinate, roots, plants, stem, seasons, blossom
 
Unit Designer:Dee Vaneaton
Unit Designer E-mail:dee.vaneaton@k12.sd.us
Date Added:6/11/2002 3:18:33 PM
Date Last Revised:6/24/2002 3:36:05 PM
 
Topic Area:Science
 
Peer Reviewer:Kay McKee
Peer Reviewer E-mail:Dee.Vaneaton@k12.sd.us

Brief Summary of Unit: The Unit will involve the student’s involvement with both reading, writing, research (books, and technology) and hands on (growing plants from seeds and tubers). They will recognize that different plants grow in different areas, and what is needed for plants to survive. They will be knowledgeable to the fact that plants furnish our world with oxygen.

Students will Understand: 1. Describe similarities and differences of plants
2. Compare plants in their immediate surroundings with those in other habitats
3. Describe how plants how plants go through a series of orderly changes in their life cycle
4. Identify physical characteristics of plants
5. Describe how seasonal changes affect plants

Link to Standards #1
Goal:

Science
Students will explore, evaluate, and communicate personal and scientific investigations to understand the nature of science.

Indicator:1. Describe similarities and differences of plants
2. Compare plants in their immediate surroundings with those in other habitats
3. Describe how plants how plants go through a series of orderly changes in their life cycle
4. Identify physical characteristics of plants
5. Describe how seasonal changes affect plants
Benchmark(s):1. The student will be able to describe two similarities and differences between two examples of plants (covering, foliage, roots)
2. The student will be able to distinguish and compare a plant from their immediate surroundings with a plant from another habitat
3. The student will be able to describe the life cycle of a plant (seed, young plant, mature plant, resting/dead plant)
4. The student will name the parts of a plant (root, stem, leaves, flower)
5. The student will be able to describe how seasonal changes affect a plant in their immediate surrounding to a plant in another habitat
Other Content Standards:no other content

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: How are plants alike and different? Most plants have the same physical possessions…roots, stems, leaves, although they may have different characteristics.

How are the evergreen tree and a cactus different?

Why wouldn’t an apple seed produce an orange tree?

If I wanted a bean plant what would I have to do to get it to germinate? What might the result be?

Why does a plant need air, water, light, and nutrients?


Key Knowledge and Skills Students will Acquire: 1. The student will have the ability to compare two objects giving similarities and differences.
2. The student will be able to write a short paper describing a plant and its environment.
3. The student will be able to draw a simple plant and label it.
4. The student will be able to draw a picture of a life cycle of a plant of their choice.
5. The student will be able to identify what season it is by the appearance of the plant (deciduous tree).
6. The student will plant a seed and care for it.
7. The student will use Kids Work Deluxe to create a story about a plant growing from a seed to a mature plant
Assessment Plan: A child earns an S for participation and completion of activities. A child will receive a U if the child does not finish activities or participate. (Adjustments are made for IEP students) Certificates and stickers are given for projects that go beyond what is expected in the classroom.
Learning Activities: 1. Parents will be asked to supply pictures from magazines with plants
2. Children will sort pictures 3 different ways (physical and area distinctions)
3. Web sites will be listed and children will be able to do web search
4. Books will be read in class
o Text book
o Magic School Bus Plants a Seed
o The Tiny Seed
o How Does a Plant Grow?
o Life in the Desert
o A Tree is Nice
o The Biggest Living Thing
o Wonders of the Forest
o Wonders of the Desert
o The Desert is Theirs
o Desert Giant
o In the Woods
o The Tree That Would Not Die
o Rainforest Secrets
o Welcome to the Green House

5. Science book will be sent home for the parents to review the lessons with the child
6. Bean seed will be placed in petri dish to show break down of the seed coat and the germination process
o Bean seeds will be examined
o Each child will be given a bean seed
o Each child will be asked to put the bean seed in a petri dish with wet paper towels
a. Discussion as to why the towels are wet
b. Discussion as to where the petri dishes should be placed
o Each child will be directed to take care of the petri dishes (heat, moisture)

7. After the bean seed has germinated the bean seed will be planted and the student will be responsible for the well being of the plant
8. Discuss the potato plant and the purpose of the “eye”.
9. Allow each child to plant the potato. (Plant a few extra so that you can open the container and show the children how a potato plant grows using the potato itself for food for the new plant.)
10. Centers will be set up with books from the library (using elementary desktop-library for resources)
11. Children will create a story using Kids Work Deluxe

Notes:You need to have plant soil, seeds, pictures of plants, potatoes that have sprouted, petri dishes
Internet Resource Link: http://dv027.k12.sd.us

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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