Download Science Grade 02 Unit 09 Exemplar Lesson 02: How Do Plants

Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
Science Grade 02 Unit 09 Exemplar Lesson 02: How Do Plants Meet Their Needs?
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will learn that plants have structures with a variety of characteristics that help the plant meet its basic needs.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
2.6
Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The
student is expected to:
2.6A
Investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an
object appears different in dimmer light or how heat melts butter.
2.9
Organisms and environments. The student knows that living organisms have basic needs that must be met for them
to survive within their environment. The student is expected to:
2.9A
Identify the basic needs of plants and animals.
2.10
Organisms and environments. The student knows that organisms resemble their parents and have structures and
processes that help them survive within their environments. The student is expected to:
2.10B Observe, record, and compare how the physical characteristics of plants help them meet their basic needs such
as stems carry water throughout the plant.
Scientific Process TEKS
2.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home
and school safety procedures. The student is expected to:
2.1A Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and
outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.
2.2
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom
and outdoor investigations. The student is expected to:
2.2A Ask questions about organisms, objects, and events during observations and investigations.
2.2D Record and organize data using pictures, numbers, and words.
2.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural
world. The student is expected to:
2.4A Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets,
collecting nets, notebooks, and safety goggles timing devices, including clocks and stopwatches weather instruments such as
thermometers, wind vanes, and rain gauges materials to support observations of habitats of organisms such as terrariums and aquariums.
2.4B Measure and compare organisms and objects using non-standard units that approximate metric units.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Science Unit 09 PI 01
Create a book to inform others how the physical characteristics of plants help them meet their basic needs. Pages should include labeled illustrations and brief
descriptions.
Standard(s): 2.2D , 2.6A , 2.9A , 2.10B
ELPS ELPS.c.4D , ELPS.c.5B
Key Understandings
Last Updated 05/21/2013
page 1 of 27 Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
All living organisms are systems made up of different parts that help them perform a job.
— In what ways do the plant’s different parts help it perform a job?
Plants have basic needs that need to be met in order for the plant to thrive and grow.
— What helps the plant meet its basic needs?
Different plants have external features that help them thrive in different kinds of places.
— What are some external features that help plants thrive in different kinds of places?
Vocabulary of Instruction
growth
behavior
external characteristics
physical characteristics
roots
stems
leaves
flowers
fruit
seeds
function
basic needs
system
thrive
grow
Materials
book (about roots, 1 per class)
chart (for produce pricing, from grocery store, 1 per class) –Optional
chart paper (per class)
colored pencils or crayons (per class)
containers (clear, to hold plant stalk, 1 per group)
crayons or colored pencils (per group)
food coloring (different colors, 1 color per group)
hand lenses (per group)
paper (plain, per class)
resealable plastic bags ( to hold card sets, 1 per group)
root samples such as radish, carrot, turnip, parsnip, onion, 1 per group)
samples (of fruit with seeds inside, 1 per group)
samples (plants with exposed roots, 1 per group)
samples (selection of seeds for students to sort and observe, per group) – Optional
samples (white carnations, 1 per group) – Optional OR samples (stalks of celery with green leaves attached, 1 per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Handout: Roots (1 set per group)
Optional Handout: Advanced Organizer (1 set per student)
Handout: Stems (1 set per group)
Handout: What is a Stem (1 per student)
Handout: Colored Celery (1 per group)
Handout: Colored Carnations (1 per group)
Teacher Resource: Directions For Colored Celery/Carnations
Handout: Leaves (1 set per group)
Handout: What is a Leaf? (1 per student)
Handout: Flowers (1 set per group)
Handout: What is a Flower? (1 per student)
Handout: Fruit (1 set per group)
Handout: Seeds (1 set per group)
Handout: What is a Seed? (1 per student)
Teacher Resource: PowerPoint: Putting It All Together
Teacher Resource: Performance Indicator Instructions KEY
Resources
Last Updated 05/21/2013
page 2 of 27 Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
None Identified
Advance Preparation
1. Copy the Handouts: Roots, Stems, Leaves, Flowers, Fruit, and Seeds on cardstock. The number of groups in your class will determine the
number of sets you will need to copy, cut out, and place in resealable, plastic bags. Each group of students will need a set of each of these
handouts. Laminating for durability is recommended.
2. Cut fruit so each group has a small piece with seeds inside.
3. Prepare attachment(s) as necessary
Background Information
This lesson bundles student expectations that address the process skills of scientific inquiry along with identifying the basic needs of living organisms.
During this lesson, students will identify the basic needs of plants. They will observe, compare, and record how the physical characteristics of plants help them meet these
basic needs. In addition, they will identify the effects of increasing or decreasing the amount of light that a plant receives.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE/EXPLORE/EXPLAIN – Roots
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Days 1 and 2
1. Before the start of the lesson, write the following questions on the board:
What are roots?
How do roots help plants meet their basic needs?
2. Instruct the class to take out their science notebook and write down (using pictures
and words) what they know about plant roots.
3. Say:
I have written two questions on the board that may help you think about
roots.
Materials:
resealable plastic bags (to hold card sets, 1 per
group)
book (about roots, 1 per class)
root samples such as radish, carrot, turnip,
parsnip, onion, 1 per group)
hand lenses (per group)
samples (plants with exposed roots, 1 per group)
chart paper (per class)
crayons or colored pencils (per group)
4. Provide the time for students to write and draw their responses.
5. Read the questions out loud to the class. Select students to provide the answers.
The information in italics is for teachers. It is not an expectation for students to
record the information in their science notebooks.
What are roots? Roots hold a plant in the ground and keep it from blowing
away or washing away, but that is not their only job. Roots take in water and
minerals from the soil. They do this through tiny root hairs which grow out from
the main roots. Some roots, such as carrots and beets, also store food for the
plant.
How do roots help plants meet their basic needs? To absorb or take in
water and minerals from the ground, to hold the plant in place, and to store food
for the plant.
Attachments:
Handout: Roots (1 set per group)
Optional Handout: Advanced Organizer (1 set
per student)
Instructional Note:
Home and garden stores will often donate the plants that are
‘nearly dead’ or not fit for sale.
Misconception:
Students may think that plants get their energy
from the soil through roots and that leaves take in
water.
6. Divide the class into groups.
Say:
Each table group will be receiving a set of pictures of plant roots.
You will observe these pictures and communicate your observations
with your group.
Science Notebooks:
When I give the signal, (This will be whatever the teacher usually does to
indicate the changing of an activity.) you will then sort and classify the
Students should record responses directly in their science
pictures.
notebooks.
When all groups are finished, we will discuss our observations and how
we sorted and classified the pictures.
7. Provide time for students to discuss and sort the root picture cards (from the
Handout: Roots).
Students should have the opportunity to record new information in
their science notebooks. An advanced organizer could be provided
so students have an organized way to record the new information.
8. Record student observations on chart paper. Students should have the opportunity
to record this information in their science notebooks. The Optional Handout:
Advanced Organizer is one way to organize concepts.
Last Updated 05/21/2013
page 3 of 27 Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
9. Read a story about roots.
10. Have examples of ‘roots’ that students may already know, such as radishes, carrots,
turnips, parsnips, or onions.
11. Distribute one root to each table group. (Each table group does not need to have a
different root.) Allow students to use a hand lens to observe the roots carefully. On a
radish, for example, they should be able to see the main root (the part we eat) and
all the small root hairs.
12. Allow time for the students to draw observations in their science notebook.
13. Using the root vegetables will help connect the concept to what they already know.
14. In addition, have some plants (weeds you have pulled, grass with roots attached,
etc.) with the roots exposed, ready for student observation.
15. Allow time for the students to draw the various roots and write observations in their
science notebook.
16. Facilitate a discussion focused on the function of roots (based on the reading and
the observations) and record on chart paper. (Keep this chart to use later.)
17. Summarize the characteristics of roots that help plants meet their basic needs.
Ensure that students understand this concept.
ENGAGE/EXPLORE/EXPLAIN – Stems
Suggested Days 3 and 4
1. Write the following questions on the board:
Materials:
What is the purpose of a stem?
How do stems help plants meet their basic needs?
2. Instruct the class to take out their science notebook and write down (using pictures
and words) what they know about plant stems.
3. Say:
I have written two questions on the board that may help you think about
stems.
chart paper (per class)
crayons or colored pencils (per group)
resealable plastic bags (to hold card sets, 1 per
group)
samples (white carnations, 1 per group) – Optional
OR
samples (stalks of celery with green leaves
attached, 1 per group)
containers (clear, to hold plant stalk, 1 per group)
food coloring (different colors, 1 color per group)
4. Provide time for students to write and draw their responses.
5. Read the questions out loud to the class.
Attachments:
What is the purpose of a stem? Stems hold up the rest of the plant. They
support the leaves and flowers or cones.
How do stems help plants meet their basic needs? Stems carry water and
nutrients taken up by the roots, to the leaves. Then, the food produced by the
leaves moves to other parts of the plant. Stems also provide support for the plant
allowing the leaves to reach the sunlight that they need to produce food.
Handout: Stems (1 set per group)
Handout: What is a Stem (1 per student)
Handout: Colored Celery (1 per group)
OR
Handout: Colored Carnation (1 per group)
Teacher Resource: Directions For Colored
Celery/Carnations
6. Divide the class into groups.
Say:
Each table group will be receiving a set of pictures of plant stems.
You will observe these pictures and communicate your observations
with your group.
When I give the signal, (This will be whatever the teacher usually does to
indicate the changing of an activity.) you will then sort and classify the
pictures.
When all groups are finished, we will discuss our observations and how
we sorted and classified the pictures.
7. Provide time for students to discuss and sort the stem picture cards (from the
Handout: Stems).
8. Record student observations on chart paper. Students should have the opportunity
to record this information in their science notebooks.
9. Distribute either the Handout: Colored Celery OR Colored Carnations
experiment.
Ask:
Last Updated 05/21/2013
Instructional Notes:
This experiment can be implemented using either white
carnations or celery stalks that are about 6-8" high, with the leafy
part still attached at the top. When the celery stalk sits in the
colored water for about 15 minutes, the colored water is absorbed
by the celery and is soaked upwards to the leafy part through the
"veins" in the celery stalk. Some pieces absorb the colored water
faster. The longer the stalk sits in the colored water, the darker the
celery stalk becomes from the food coloring. This clearly
demonstrates to the students that the stem acts as the carrier of
water and nutrients from the ground to the other parts of the
plant. The colored water is actually carried up into the leafy part of
the celery, and the leafy part changes color (according to the color
of food dye used).
The lesson has been explained using the word “celery”. If you are
using carnations, say the word “carnation” when talking to
students.
page 4 of 27 Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
If this piece of celery represents the stem of a plant, what will happen
when it is placed in this glass of colored water? (Students should be able to
predict what the celery might look like according to the function of the stem.
Write students' predictions on the board.)
10. Provide the students time to conduct the experiment.
11. After the experiment has been set up, read the Handout: What is a Stem? as a
whole class activity. Make sure the students can relate what they are reading to the
celery/carnation experiment and to plants they have seen around them.
Misconceptions:
Students may think that plants get their energy
from the soil through roots and that leaves take in
water.
Students may think that plants don’t grow in the
winter, plants hibernate like animals, and nothing is
alive in winter months.
Science Notebooks:
Students should write and draw their responses in their science
notebook.
ENGAGE/EXPLORE/EXPLAIN – Leaves
Suggested Days 5 and 6
1. Write the following questions on chart paper or the board:
Materials:
What is the purpose of a leaf?
How do leaves help plants meet their basic needs?
2. Instruct the class to take out their science notebook and write down (using pictures
and words) what they know about plant leaves.
3. Say:
chart paper (per class)
resealable plastic bags ( to hold card sets, 1 per
group)
Attachments:
I have written some questions on the board that may help you think
about leaves.
4. Read the questions out loud to the class.
What is the purpose of a leaf? To help a plant produce food
How do leaves help plants meet their basic needs? Plants need leaves to
produce their food. When the plant or tree loses its leaves, it becomes dormant.
This usually happens in the winter, when the amount of light a plant receives is
less than in the spring and summer months.
Handout: Leaves (1 set per group)
Handout: What is a Leaf? (1 per student)
Instructional Notes:
To extend the concept that a plant needs light to grow, refer to the
Kindergarten Unit 07 Lesson 02. This will demonstrate that a
decreased amount of light will affect plant growth.
Check For Understanding:
This is an opportunity for the teacher to conduct a formative
assessment.
5. Divide the class into groups.
Say:
Each table group will be receiving a set of pictures of leaves.
Science Notebooks:
You will observe these pictures and communicate your observations
with your group.
Students should write and draw their responses in their science
When I give the signal, (This will be whatever the teacher usually does to notebook.
indicate the changing of an activity.) you will then sort and classify the
pictures.
When all groups are finished, we will discuss our observations and how
we sorted and classified the pictures.
6. Provide time for students to discuss and sort the leaf picture cards (from the
Handout: Leaves).
7. Record student observations on chart paper. Students should have the opportunity
to record this information in their science notebooks.
8. Distribute the Handout: What is a Leaf? to each student. Facilitate a discussion to
ensure students understand how the physical characteristics of leaves help plants
meet their basic needs.
ENGAGE/EXPLORE/EXPLAIN – Flowers
Suggested Days 7 and 8
1. Write the following questions on the board:
Materials:
Do all plants have flowers?
Why do flowers have different shapes and colors?
How do flowers help plants meet their basic needs?
resealable plastic bags (to hold card sets, 1 per
group)
Last Updated 05/21/2013
page 5 of 27 Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
2. Instruct the class to take out their science notebook and write down (using pictures
and words) what they know about flowers.
Attachments:
Handout: Flowers (1 set per group)
Handout: What is a Flower? (1 per student)
3. Say:
I have written some questions on the board that may help you think
about flowers.
Science Notebooks:
4. Provide time for students to write and draw their responses.
Students should write and draw their responses in their science
notebook.
5. Read the questions out loud to the class.
Do all plants have flowers? No. Trees like apple trees do have flowers, but
later produce a fruit that contains the seeds. Pine trees do not have flowers.
They do have cones that contain the seeds that will help make new plants.
Why do flowers have different shapes and colors? Flowers come in a
spectacular variety of shapes and colors.
How do flowers help plants meet their basic needs? Flowers are the
reproductive part of the plants. The main purpose of flowers is to make seeds.
Part of a flower matures into a fruit, which contains the seeds.
6. Divide the class into groups.
Say:
Each table group will be receiving a set of pictures of flowers.
You will observe these pictures and communicate your observations
with your group.
When I give the signal, (This will be whatever the teacher usually does to
indicate the changing of an activity.) you will then sort and classify the
pictures.
When all groups are finished, we will discuss our observations and how
we sorted and classified the pictures.
7. Provide time for students to discuss and sort the flower picture cards (from the
Handout: Flowers).
8. Record student observations on chart paper. Students should have the opportunity
to record this information in their science notebooks.
9. Students should be encouraged to sort several ways. Although color would be an
obvious category, they should start observing shape and size.
10. Distribute the Handout: What is a Flower? to each student. Facilitate a discussion
to ensure students understand how the physical characteristics of flowers help
plants meet their basic needs.
ENGAGE/EXPLORE/EXPLAIN – Fruit
Suggested Day 9
1. Ask:
Materials:
What is a fruit? Anything with seeds inside is botanically a fruit.
What kind of fruits have you eaten?
What fruits have you seen in the grocery store?
chart paper (per class)
chart (for produce pricing, from grocery store, 1
per class) –Optional
2. Create a chart with all the fruits (vegetables) the students list.
3. Some grocery stores have a chart they use at the register when pricing their
produce. You might be able to obtain one of these so you have a large variety of
fruit pictures for students to see.
Attachments:
Handout: Fruit (1 set per group)
4. Divide the class into groups.
Say:
Instructional Notes:
A fruit is the ripened ovary of a flower. The ovary ripens when the
Each table group will be receiving a set of pictures of fruit.
ovules inside have been fertilized. Seeds of flowering plants
You will observe these pictures and communicate your observations
always are found inside fruits. Botanists generally don't use the
with your group.
word vegetable to mean a plant or even a plant part. The basic
When I give the signal, (This will be whatever the teacher usually does to parts are roots, stems, leaves, flowers, fruit, and seeds. Vegetable
indicate the changing of an activity.) you will then sort and classify the
is a grocery store term; tomatoes are called vegetables to
pictures.
distinguish them from the sweeter fruits, like peaches. Carrots are
When all groups are finished, we will discuss our observations and how called vegetables, but the part we eat is a root.
we sorted and classified the pictures.
Last Updated 05/21/2013
page 6 of 27 Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
5. Provide time for students to discuss and sort the fruit picture cards (from the
Handout: Fruit). They will need to explain their justification for groups.
6. Record student observations on chart paper. Students should have the opportunity
to record this information in their science notebooks.
7. Summarize: Emphasize that a fruit is important because it protects the seeds. The
seeds are the way many plants are able to reproduce.
Check For Understanding:
As students are sorting card, monitor and listen for
misconceptions. Many students will not know that what they call
“vegetables” are (botanically) fruits.
Science Notebooks:
Students should have the opportunity to record information about
fruit in their science notebooks.
ENGAGE/EXPLORE/EXPLAIN – Seeds
Suggested Day 10
1. Write the following questions on the board:
Materials:
Why are some seeds inside a pleasant tasting fruit?
Why do seeds need to be transported to a new location?
How do seeds help plants meet their basic needs?
2. Instruct the class to take out their science notebook and write down (using pictures
and words) what they know about plant seeds.
3. Explain to students that you have written some questions on the board that may help
them think about what they want to say.
4. Divide the class into small groups. Distribute a sample of a piece of fruit that has
seeds inside. Provide a few minutes for students to think about why the seeds are
found inside a fruit.
5. Read the questions out loud to the class.
Ask:
Why are some seeds inside a tasty fruit? Animals are likely to eat it and then
disperse the seeds in their waste.
Why do seeds need to be transported to a new location? Seeds make new
plants.
How do seeds help plants meet their basic needs? Seeds help plants
reproduce.
samples (of fruit with seeds inside, 1 per group)
resealable plastic bags (to hold card sets, 1 per
group)
samples (selection of seeds for students to sort
and observe, per group) – Optional
chart paper (per class)
Attachments:
Handout: Seeds (1 set per group)
Handout: What is a Seed? ( 1 per student)
Instructional Notes:
Seeds come in many sizes and shapes. Students may have
limited exposure to a variety of seeds. The Power Point: Seeds
provides visuals for students.
Check For Understanding:
As students are sorting card, monitor and listen for
misconceptions.
6. Divide the class into groups.
Say:
Science Notebooks:
Each table group will be receiving a set of pictures of seeds.
You will observe these pictures and communicate your observations
Students should have the opportunity to record information about
with your group.
seeds in their science notebooks.
When I give the signal, (This will be whatever the teacher usually does to
indicate the changing of an activity) you will then sort and classify the
pictures.
When all groups are finished, we will discuss our observations and how
we sorted and classified the pictures.
7. Provide time for students to discuss and sort the seed picture cards (from the
Handout: Seeds). They will share their observations with the whole class and need
to explain their justification for their groups.
8. Record student observations on chart paper. Students should have the opportunity
to record this information in their science notebooks.
9. (Optional) Allow students to classify or sort a selection of seeds into groups that look
similar in shape, size, way they travel, etc. Allow students to explain to a partner how
they classified the seeds. Students should have the opportunity to look at the seeds
with a hand lens to observe details about the seed.
10. Read the Handout: What is a Seed? as a whole class activity. Listen for student
understanding about the external features of seeds that help plants meet their basic
needs (reproduction).
ELABORATE – Putting It All Together
Suggested Day 11
1. Students have now learned about each part of the plant.
Attachments:
2. Show the Teacher Resource: PowerPoint: Putting It All Together as a review.
3. Facilitate a discussion to ensure students understand that the various parts of the
Last Updated 05/21/2013
Teacher Resource: PowerPoint: Putting It All
Together
page 7 of 27 Grade 2
Science
Unit: 09
Lesson: 02
Suggested Duration: 12 days
plants have specific characteristics that help the plant meet its basic needs. The
Guiding Questions will assist in this discussion:
Instructional Note:
This portion of the lesson is to ensure that students have learned
In what ways do the plant’s different parts help it perform a job?
about the various parts of the plants and how each part has
What helps the plant meet its basic needs?
What are some external features that help plants thrive in different kinds specific characteristics that help the plant meet its basic needs.
of places?
4. The booklets used in the lesson are another resource for this conversation.
EVALUATE – Performance Indicator
Suggested Day 12
Grade 02 Science Unit 09 PI 01
Materials:
Create a book to inform others how the physical characteristics of plants help them meet their basic
needs. Pages should include labeled illustrations and brief descriptions.
Standard(s): 2.2D , 2.6A , 2.9A , 2.10B
ELPS ELPS.c.4D , ELPS.c.5B
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
paper (plain, per class)
colored pencils or crayons (per class)
Attachments:
Teacher Resource: Performance Indicator
Instructions KEY
Last Updated 05/21/2013
page 8 of 27 Grade 2
Science
Unit: 09 Lesson: 02
Roots
©2012, TESCCC
05/21/13
Microsoft. (Designer). (2010). Bee and flowers [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
page 1 of 1
Grade 2
Science
Unit: 09 Lesson: 01
Advanced Organizer
Physical characteristics of plants help them meet their basic needs.
©2012, TESCCC
Roots
Stems
Leaves
Flowers
Fruit
Seeds
10/09/12
page 1 of 1
Grade 2
Science
Unit: 09 Lesson: 02
Stems
©2012, TESCCC
05/21/13
Venegas, A. (Photographer) (2012). Flower, tree, plant [Print].
Microsoft. (Designer). (2010). Thorns, bamboo, celery [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
page 1 of 1
Stems help to hold a plant up.
Stems support the leaves and flowers.
Stems can be very thin,
or they can be as thick as the trunk of a
tree.
supporting the leaves and flowers
holding the plant up
carrying water and food (nutrients)
from the roots to other parts of the plant
Thick or thin, stems are important for:
There are two main types of stems:
green stems and woody stems.
All plant stems, whether they are tree
trunks or daisy stems, have a system of
tubes that carry water and food to the rest
of the plant.
The tubes that carry water are called
xylem (ZI-lem).
The tubes that carry food are called phloem (FLOW-em).
If you imagine that the tubes
on the left are the stem of a
plant, then the arrows show
how water and nutrients are
carried in a plant.
Grade 2
Science
Unit: 09 Lesson: 02
Colored Celery
When we started
After _____hours
In the boxes above, draw and label a picture of your
observations.
My Observations
©2012, TESCCC
After 1 hour
After 2 hours
After 3 hours
After 4 hours
10/09/12
page 1 of 1
Grade 2
Science
Unit: 09 Lesson: 02
Colored Carnations
When we started
After _____hours
In the boxes above, draw and label a picture of your
observations.
My Observations
©2012, TESCCC
After 1 hour
After 2 hours
After 3 hours
After 4 hours
10/09/12
page 1 of 1
Grade 2
Science
Unit: 09 Lesson: 02
Directions for Colored Celery/Carnations
1.
Fill a container about 1/4 full of water.
2.
Add 10–15 drops of food coloring to your container of water. Record
the exact number of drops of food coloring and color you used.
3.
Put the celery/flower stem into the container of water, and let it sit for
a day. (*The stem should be cut at an angle. An adult should cut the
stem for you.)
4.
Observe the celery/flower about every hour, and describe and
record observations.
Look
5.
Describe
At the end of your experiment, examine the whole plant carefully
(stem, leaves, and petals). In which parts can you see the food
color.
©2012, TESCCC
10/09/12
page 1 of 1
Grade 2
Science
Unit: 09 Lesson: 02
Leaves
©2012, TESCCC
05/21/13
page 1 of 2
Grade 2
Science
Unit: 09 Lesson: 02
©2012, TESCCC
05/21/13
Microsoft. (Designer). (2010). Aloe, lily pad, oak [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Venegas, A. (Photographer) (2012). Leaves [Print].
page 2 of 2
In hot and dry places, leaves are
usually small and have a waxy
coating.
In tropical places, leaves can get
very large because there is plenty of
sunlight.
The sunlight helps
the plant meet a
basic need –
making food.
Leaves perform an important
job.
The shape and size of leaves vary.
They are the parts of the plant
where most of the food is
made.
Leaves also help the plant take
in air and light (sunlight).
The plant needs air and light
(sunlight) to help it make food.
Leaves store water and food
(nutrients).
Leaves have different shapes and
sizes to help them live in different
environments.
Grade 2
Science
Unit: 09 Lesson: 02
Flowers
©2012, TESCCC
05/21/13
page 1 of 2
Grade 2
Science
Unit: 09 Lesson: 02
©2012, TESCCC
05/21/13
Microsoft. (Designer). (2010). Flowers [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Venegas, A. (Photographer) (2012). Flowers [Print].
page 2 of 2
The flowers at the left
are all found in
Texas.
Flowers not only look pretty, but are
also important in making seeds.
Flowers help a plant
meet its basic need
by making the seeds
a plant needs to reproduce.
Some have lots of
nectar, some smell
sweet, and some
have no smell at all.
Flowers come in a
variety of shapes,
sizes, and colors.
You can also see tiny,
green, leaf-like parts,
called sepals, at the
base of the flower.
They help to protect the
developing bud.
Without the flower, the plant would
not be able to reproduce.
Petals are also important parts of the
flower. They help attract pollinators
such as bees, butterflies, and bats.
Plants would not be able to
reproduce if they were not pollinated.
Grade 2
Science
Unit: 09 Lesson: 02
Fruit
©2012, TESCCC
05/21/13
Microsoft. (Designer). (2010). Fruit [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Wikimedia (Photographer) (2012) Fruit [Print]
page 1 of 1
Grade 2
Science
Unit: 09 Lesson: 02
Seeds
©2012, TESCCC
05/21/13
Microsoft. (Designer). (2010). Seeds [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Venegas, A. (Photographer) (2012). Seeds [Print].
page 1 of 1
Hitchhikers
Sometimes when you walk outside,
thorny seeds stick to your clothes.
These seeds have moved
to a new place because
they were stuck on your
clothes.
Prickly seeds also stick to
animal fur and feathers.
Another way to move to a
new place is to get eaten by an animal. When the animal moves, so does
the seed.
When the animal gets rid of waste, it
also gets rid of the seed.
A seed is the small object you
often find in or on a fruit.
Seeds help a plant to
reproduce – or make more of
the same plant.
Different plants have different
kinds of seeds. Since seeds
are different, where they grow
is also often different. Seeds
from water plants grow near or
in water, and seeds from desert
plants grow well in hot, dry
places.
Seeds with Wings
Some seeds have special parts.
The special parts can act like
wings or parachutes when the
seeds fall from the plant. The
seeds can either slow down as
they fall, or they are blown in
the wind.
The dandelion seeds in this
drawing are a great
example.
Grade 02
Science
Unit: 09 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator
Create a book to inform others how the physical characteristics of plants help them meet their
basic needs. Pages should include labeled illustrations and brief descriptions.
(2.2D; 2.6A; 2.9A; 2.10B)
4D; 5B
Materials:
paper
crayons or colored pencils
Procedures:
1. Read the Performance Indicator to students. The type of book and number of pages is up to the
individual teacher.
2. Inform students that they need to demonstrate their understanding of the way the different parts of
the plant help the plant meet its basic needs.
3. Review a plants’ basic needs:
Water - Taken in through the roots (and to some degree by the leaves) and carried to the rest
of the plant by the stem
Air - Taken in through the leaves
Light - The leaves use the light to make food.
Nutrients - Some are carried through the roots and stem (minerals), but most are produced by
the plant in the leaves.
Space to Grow - Flowers produce the fruit; fruit holds the seeds; and seeds are able to travel
through a variety of mechanisms and find the space to grow
Instructional Notes:
There is a lot of information in this lesson. Take a few minutes to review the information before
students begin the Performance Indicator in order to assist students with success in this activity. A
word bank is suggested to assist students with the academic vocabulary used during this lesson.
©2012, TESCCC
05/21/13
page 1 of 1