ALEX Lesson Plan

     

What do Plants Need?

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  This lesson provided by:  
Author:Linda Ponder
System: Shelby County
School: Inverness Elementary School
  General Lesson Information  
Lesson Plan ID: 2173

Title:

What do Plants Need?

Overview/Annotation:

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2015 (2016)
Grade: K
15 ) Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2]

Example: Directly compare the heights of two children, and describe one child as taller or shorter.


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.15- Compare two objects with regard to size (bigger/smaller) and weight (heavier/lighter) and height (taller/shorter).


Mathematics
MA2015 (2016)
Grade: K
16 ) Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.16- Explore a simple pictograph (limited to two categories and limit a combined quantity of 5 for both categories).


Mathematics
MA2015 (2016)
Grade: 1
16 ) Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1-MD2]

Mathematics
MA2015 (2016)
Grade: 1
18 ) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.18- Sort objects or pictures into common categories (e.g., shapes, pets, fruits; limited to two categories and a combined total of 15 objects/pictures for the categories).


Mathematics
MA2015 (2016)
Grade: 2
14 ) Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]


NAEP Framework
NAEP Statement::
4M1e: Select or use appropriate measurement instruments such as ruler, meter stick, clock, thermometer, or other scaled instruments.

NAEP Statement::
4M2a: Select or use an appropriate type of unit for the attribute being measured such as length, time, or temperature.

NAEP Statement::
8M1e: Select or use appropriate measurement instrument to determine or create a given length, area, volume, angle, weight, or mass.



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.14- Identify standard tools associated with measurement (clock, ruler, scale, measuring cup); measure the lengths of objects using nonstandard units (e.g., hands, paper clips).


Mathematics
MA2015 (2016)
Grade: 2
17 ) Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2-MD4]


NAEP Framework
NAEP Statement::
4M1b: Compare objects with respect to a given attribute, such as length, area, volume, time, or temperature.

NAEP Statement::
8M1b: Compare objects with respect to length, area, volume, angle measurement, weight, or mass.


Mathematics
MA2015 (2016)
Grade: 2
22 ) Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. [2-MD9]

Mathematics
MA2015 (2016)
Grade: 2
23 ) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.23- Use a pictograph, limited to 2 categories, to answer more/less, most/least, or equal to questions (limited to two categories and a combined total of no more than 30 objects/pictures shown for the 2 categories).


Mathematics
MA2015 (2016)
Grade: 3
17 ) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3-MD2]


NAEP Framework
NAEP Statement::
4M1c: Estimate the size of an object with respect to a given measurement attribute (e.g., length, perimeter, or area using a grid).

NAEP Statement::
8M1c: Estimate the size of an object with respect to a given measurement attribute (e.g., area).



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.17- Identify the appropriate measurement tool to measure liquid; identify the appropriate standard unit of measurement (grams, kilograms, and liters).


Science
SC2015 (2015)
Grade: 2
5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

Insight Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Plan and carry out an investigation of the growth needs of plants to collect data on the effects of providing/withholding enough water, light, nutrients, and air.
Teacher Vocabulary:
  • Investigation
  • Variable
  • Water
  • Light
  • Soil
  • Air
  • Nutrients
  • Causes
  • Effects
  • Isolate
Knowledge:
Students know:
  • Basic growth needs of plants include water, nutrients, light, and air.
Skills:
Students are able to:
  • Conduct an investigation to produce data used as evidence.
  • Determine the growth needs of plants.
  • Collaboratively develop an investigation plan that describes key features of the investigation and isolates variables as needed.
Understanding:
Students understand that:
  • There are observable patterns present in the growth of plants that can be used to determine the needs of plants.
AMSTI Resources:
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE

NAEP Framework
NAEP Statement::
E4.5: Natural materials have different properties that sustain plant and animal life.

NAEP Statement::
E4.7: The Sun warms the land, air, and water and helps plants grow.

NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.5- Participate in investigations of the growth needs of plants (e.g., water, light, soil, air) over a period of time.


Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to identify air, water, soil, and light as four needs of plants. Students will learn how to care for plants. They will analyze how roots, stems, and leaves help plants survive. Students will also learn the importance of observation, comparison and record keeping.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

1/2 pint milk cartons from school lunches; bean, radish, or corn seeds; potting soil mixture; markers; rulers; graphs; overhead projector with transparencies showing parts of seed and plant

Technology Resources Needed:

Desirable but not essential: Explorapedia - Nature CD-ROM, Computer with Internet access

Background/Preparation:

Plants require sunlight, water, soil, and air in order to grow and be healthy. Energy received from the sun is used to convert carbon dioxide and water into food. When plants do not receive the things they need to live and grow, they will either die or be stunted in their growth.

Save the 1/2 pint milk cartons from the students' lunches, rinse them out, and cut the tops off. Also, use fast growing seeds such as radish, corn or bean seeds.

  Procedures/Activities: 
1.)Gather enough 1/2 pint milk cartons from the cafeteria for the class.

2.)Cut the tops off the milk cartons.

3.)Fill the cartons with a soil mixture.

4.)Choose seeds that sprout fast, such as radish, bean or corn.

5.)Plant the seeds in the milk cartons. Dampen the soil.

6.)After the seedlings sprout, divide them into four different groups.

7.)Subject them to different growing conditions.

8.)Condition #1. Plant has soil, water, and air, but does not have light. Put these plants under a box or in the closet.

9.)Condition #2 - Plant has soil, light, and water but no air. Seal these plants in a large clear plastic bag.

10.)Condition #3 - Plant has soil, light, and air but no water. Do not water these plants.

11.)Condition #4 - This is the control group. Students will be familiar with this term. The plants have soil, air, light, and water.

12.)When the seedlings come through the soil, measure each week how much the plants have grown in each environmental condition.

13.)Record each on a separate graph.

14.)After several weeks, compare the graphs. Are there differences in rate of growth of the different plants in the separate conditions?

15.)This website is a good source of information on plants for students.
(ThinkQuest: Plants and Our Environment)
This site was created by a group of fourth grade students and contains easy to understand information about seeds, germination, pollination, and photosynthesis.

  Assessment  

Assessment Strategies

Teacher observation; oral questioning
Discuss with the students what each plant needs in order to grow. Have the students explain in writing what the plants look like in each of the conditions and what need was lacking in each one. Students will also measure and record the growth of each plant by using a graph.

Acceleration:

The students may decorate the sides of the milk cartons with paper, yarn, etc. and use them as pots for their plants. Students will also complete a graphic organizer showing the needs of plants. They may also create a flower out of construction paper and label the different parts - seed, roots, stem, leaves.

Intervention:

Teacher assisted with peer helper. Student may draw picture of seedling as it germinates in plant journal.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.