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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