Download Maria Curatolo, Elizabeth Cantelli, Razena Baines Roberts

“SEED OF LIFE”
Interdisciplinary Unit of Study
Focal Content Area: Science-Plant Diversity
Grade 2
STEAM MODULE
Maria Curatolo
Elizabeth Cantelli
Razena Baines Roberts
May 15, 2012
“SEED OF LIFE”
PLANT UNIT OUTLINE
Lesson Six-Assessment
Rubric Form: For Summative Assessment
Students will present their plant project in
an interactive theatrical puppetry
presentation, and in closing share their
logs with the growth of their seed/plant.
Students will share in a group reflection
and add to their KWL what they learned.
Presentations: Day One
Reflections: Day Two
Lesson Six:
Presentation of
The Seed Project
Lesson One:
Seeds Everywhere
Content Area: Science
Guiding Question:
Where does our food come from
before it gets to the store?
Lesson One-Assessment:
Students will use matching worksheet
to sort various seeds and identify them
to the source (e.g. Apple Seed -actual
seed) and match it to the picture of the
apple on worksheet. Students will also
categorize seeds into one of four
categories: fruit, vegetable, grain, or
floral.
Gardner’s Intelligences:
Environmental
Cognitive Level:
Knowledge
(Assessing Prior Knowledge
with New Information)
Content Areas:
Science and ELA
Lesson Two:
Parts of a Seed,
Parts of a Flower
Content Area(s):
Science and the Arts
Guided Question(s):
As groups’ present, consider what are
some characteristics of the seed/plant?
What is the classification?
Fruit, Vegetable, Grain, or Flower
Gardner’s Intelligences:
Linguistic and Interpersonal
Cognitive Level:
Synthesis/Evaluation/Reflection
Lesson Five-Assessment
Students will record the growth of their seed to
plant in their “seed project journals.” In groups of
four, each student is responsible for observing,
recording, measuring and reflecting/summarizing.
In four sessions, 2x a week; roles rotate.
Guiding Question:
Does a seed remain a seed?
What changes happen to the seed
as it grows?
Thematic Unit:
“Seed of Life”
Gardner’s Intelligences:
Linguistic and Spatial
Cognitive Level:
Knowledge/Comprehension
What is a Seed?
Exploring the Life Cycle
from Seed to Plant
Lesson Two-Assessment: Students will label
“parts of a seed” and “parts of a flower”
diagrams. From the parts of a flower diagram,
student will construct a model flower with stem,
leaves, roots and seed.
Lesson Five:
Lesson Three:
The Seed Project
The Plant Life Cycle:
Seed Travel
Recording Observations
Content Area:
Science and Math
Content Area(s):
Science, Technology, ELA
Guiding Question(s):
What changes have occurred
since my last recording?
Guiding Question:
How does a seed move from one
area to another?
Gardner’s Intelligences:
Logical-Mathematical
Cognitive Application:
Analysis/Synthesis
Lesson Four-Assessment
Like yesterday, students will rotate
in small groups to learn more about
what a seed needs to grow. With key
vocabulary such as photosynthesis
guiding the research, students use the
website to answer questions from a
worksheet. “What do you need to
grow?” will end the worksheet in
order to assess for connections.
Lesson Four:
Growth of a Seed
Content Area(s):
Science, Technology, ELA
Guiding Question(s):
What does a seed need to grow?
(What do we need to grow?)
Gardner’s Intelligences:
Environmental-LinguisticIntrapersonal
Cognitive Application:
Comprehension/Analysis
Gardner’s Intelligences:
Environmental, Linguistic &
Spatial
Cognitive Level:
Knowledge/Comprehension
Lesson Three-Assessment
Students will rotate in small groups
at the computer to learn more about
seed dispersal.
http://www.wartgames.com/themes/
plants/seeds.html
Students will report on ways that
they have learned. While computer
rotation is happening, students are
reading non-fiction texts.
“Seed Sort”
Lesson #1 (STEAM module)
Unit: Plant Diversity, “Seed of Life” Grade: 2
Bloom’s Taxonomy: Knowledge, Comprehension
Gardner’s Multiple Intelligences: Environmental
Children’s Literature: “Oh Say Can You Seed” Dr. Seuss (read during READ ALOUD during the week)
Standards:
New York City Science Scope and Sequence:
Inquiry Skills
Gathering and organizing data – collecting information about objects and events which
illustrate a specific situation.
Generalizing – drawing general conclusion from particulars.
Inferring – drawing a conclusion based on prior experiences.
Process SkillsGeneral Skills
Manipulate materials through teacher direction and free discovery.
Classify objects according to an established scheme.
NCTM Math Skills:
Process Standards:
Data Analysis- sort and classify objects according to their attributes and organize data
about the objects;
Data Analysis-represent data using concrete objects, pictures and graphs.
Content Standards: Data Analysis and Probability-Grades K-2
New York State Learning Standards for the Arts:
Standards 1: Creating, Performing, and Participating Arts
Students will engage in the processes that constitute creation and performance in the arts
(dance, music, theater, and visual arts) and participate in various roles in the arts.
-Students will create art.
-Students will use elements and principles of art (line, color, shape) in order to
communicate their ideas.
ISTE’s NETs Standards for Literate Students:
Standard 6: Technology Operations and Concepts
-a. Students will use technology systems.
-b. Students will use application skills effectively and productively.
Behavioral Objectives
1. Students will be able to list physical properties of the seed and create a graph of their
findings.
2. Students will be able to identify seeds to their plant source.
3. Students will be able to sequence the life process of a seed.
Motivational Constructivist Question: Where does our food come from?
Motivational Constructivist Activity:
Whole Class DiscussionBrainstorming activity that takes students from the store to the seed in a
Back tracking process…what happened before that?
This leads us to our CLASS KWL chart that we have for each UNIT.
Time Duration: Week One, Two Sessions (45 minutes each)
Procedures:
1. Teacher read “Oh Say can you Seed” by Dr. Seuss.
(read during read aloud sessions earlier in the week and that day)
2. -Students will be guided in a Brainstorming Activity posed from the
“Motivational Question,” leading to the KWL chart.
3. The introduction of new SCIENCE UNIT on PLANTS begins with the study of
seeds. Today we are going to view a power point presentation to help us see what
we know about seeds…Teacher-led-View Seeds Grow! Power Point presentation
link. (Smart Board) http://lc007.k12.sd.us/Mrs.%20Comstock/Seeds%20Grow.ppt
As questions are asked, pause power point presentation to answer as a class and
then continue presentation….(students takes notes in Science Journals).
Questions with Power Point Presentation to activate Prior Knowledge
Closed-Ended Questions:
Question: What’s inside a seed?
Plausible Student Answer: Stuff that makes it grow into something.
Question: Where do seeds come from?
Plausible Student Answer: People buy them and plant them.
Open-Ended Questions:
Question: What can you do with seeds?
Plausible Student Answers: Plant them, eat them.
Question: How are seeds planted?
Plausible Student Answers: By people.
4. Computer Rotation-(Four Computer Stations) Students will then cycle through
computer stations with their science lab partner to view an additional power
points presentation that tells more about Bean plant so we can include this
understanding when we discuss classifications, types of seeds, for our science
“hands on” lab work.
Life cycle of a Bean plant
http://www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt
5. Seed Science Lab Partnered Work- (Lab will be completed in two sessions)
At your tables are bags with seeds in them. Explore them.
What is their color? What is their size? What is the texture?
A. Seed Properties Worksheet (see below)
-Try to identify seed.
-Decide on your size order, which are small, medium, large (in relation to each other).
-Fill out worksheet lists based on physical properties.
B. Matching Diagram (attachment)
What does the seed belong to? Match the seed to the plant source.
Our classifications for this will be Fruit, Vegetable, Grain, Flower.
C. Classifications Chart (attachment)
Students will calculate the total seeds in each classification and create a proper
labeled chart with x and y axis.
6. Share In- Session One
Materials:
___ “Oh Say Can You Seed” Book
___ Brainstorming Chart (done with student) “Store to Seed Source”
___ KWL Chart (done with students)
___Smart Board presentation: “Seeds Grow”
___Baggies with assorted seeds for pairs; (14 baggies-28 students)
___Seed Properties Worksheet
___Seed-Source Matching Worksheet
___Sprouting Bean Booklet
___Sprouting Matching Cards
___Students will need their Science Notebooks
Session Two:
Procedures:
1. Completion of Science Lab Work
2. Sprouting Bean Booklet (assemble and color)
3. Sprouting Matching Cards (in class/homework)
4. Share In (What We learned)
Bean Sprouting Booklet
Sequencing Cards (cut, sort, and order)
Homework: (Session Two)
Based on our seed book from class today, complete homework worksheet to cut, sort, sequence,
and color. On a separate piece of paper, draw what the flower plant would look like. (You can
turn it into any real flower plant) What flower plant is this?
Assessment:
____Example of Students Performance Based Product
____Rubric Format and NCATE rating
Based on
3-Target
2-Satisfactory
Behavioral
Objectives
Students will be
Students
Students correctly
able to list
successfully
completed more
physical
completed-Seed than 75% of the
properties of a
Properties
Seed Properties
seed.
Worksheet.
Worksheet.
Students will be
Students
Students correctly
able to identify
successfully
completed more
seeds from the
completedthan 75% of the
plant to its plant
Matching Seed
Matching Seed to
source.
to Source
Source Worksheet
Worksheet.
Students will be
Students
Students
able to sequence
assembled their
assembled their
life processes of a bean sprouting
bean sprouting
seed.
booklet and
booklet, but had a
were able to
sequence card out
correctly
of order.
sequence their
sprouting cards.
1-Unsatisfactory
Student Rating
Student work is
either 75%
incomplete and/or
has more than 25%
of errors.
Student work is
either 75%
incomplete and/or
has more than 25%
of errors.
Students may not
have assembled
their bean
sprouting booklet,
and had 2 or more
sequence cards out
of order.
EXAMPLE: Student Performance Based Work
Seed Sort-
Fruit
Vegetable
Flower
Grain
References:
http://lc007.k12.sd.us/Mrs.%20Comstock/Seeds%20Grow.ppt “Seeds Grow” Power Point. The diversity of
seeds, and plant types.
http://www.graves.k12.ky.us/powerpoints/elementary/symjheath.ppt “The Life Cycle of a Bean Plant” Power Point
http://oklahoma4h.okstate.edu/aitc/lessons/extras/audrey/wheat%20field%20to%20oven.ppt/extras/audrey/wheat%20field%20to%20oven.ppt#
http://www.enchantedlearning.com/subjects/plants/sequencing/sproutingbean/index.shtml “Bean Sprout Sequencing
Cards”
PROPERTIES of SEEDS WORKSHEET
Example:
Try to identify your seeds. Arrange your seeds in size order.
Fill in chart below according to seed.
Tomato seed-Quantity 4, Tomato seed-Color, light-white/orange
Tomato seed-Size-small, Tomato seed-Texture-soft, smooth.
QUANTITY(in baggie)
1.______________
COLOR
1.______________
2.______________
2.______________
3______________
3______________
4.______________
4.______________
5.______________
5.______________
6.______________
6.______________
7.______________
7.______________
8.______________
8.______________
9.______________
9._____________
10. _____________
10. _____________
SIZE
1.______________
TEXTURE
1.______________
2.______________
2.______________
3______________
3______________
4.______________
4.______________
5.______________
5.______________
6.______________
6.______________
7.______________
7.______________
8.______________
8.______________
9.______________
9._____________
10._____________
10.______________
NAME:_____________________________
DATE_____________
“MATCH THE SEED TO THE PLANT SOURCE”
A.
___________
B.
___________
C.
___________
D.
___________
E.
___________
F.
___________
G.
__________
H.
__________
I.
__________
J.
___________
Seeds (Column A)
Plant Source (Column B)
Sunflower, Lima Bean, Watermelon, Wheat, Nasturtiums,
Corn, Tomato, Kidney Bean, Rose, Radish (in order column B)
Lesson # 2 (STEAM)
Title of Lesson: Parts of a Plant
Unit: Plants Grade: 2
Bloom’s Taxonomy: Knowledge-Recall, Comprehension-Explain, Application-Use,
Analysis-Take Apart
Gardener’s Multiple Intelligences: Visual-Spatial, Interpersonal, Linguistic
Children’s Literature: From Seed to Plant. By: Gail Gibbons
NYC Science Scope and Sequence: Grade 2: Unit 3 (Plant Diversity) – Identify and
compare the physical structures of a variety of plant parts. – LE 3.1b
NCTM Math Skills:
Pre-K – 2 Geometry Standards
1. Recognize geometric shapes and structures in the environment and specify their
location.
2. Recognize and represent shapes from different perspectives.
3. Recognize and create shapes that have symmetry.
ISTE NETS Standards
Grades Pre-K -2
1. In a collaborative work group, use a variety of technologies to produce a digital
presentation or product in a curriculum area.
New York State Learning Standards for the Arts:
1. Knowing and Using Arts Materials and Resources – Students will be
knowledgeable about and make use of the materials and resources available for
participation in the arts in various roles.
Behavioral Objectives:
1. To name the four parts of a plant and their functions, using a web on Microsoft
Word.
2. To illustrate and label each part of a plant.
3. To create plant puppets, representing each of the four plant parts.
Motivational Constructivist Activity: The students will be divided into small
groups. Each group will be given a plant. The students will observe the four parts of a
plant: the flower, the leaves, the stem, and the roots. The teacher will explain the
functions of each plant part. The students will take notes. To encourage the students
to think mathematically, the teacher will ask the students to describe each part of the
plant using geometric shapes, such as circles, oval, triangles, rectangles, etc.
Time Duration: 2 class sessions
Procedures:
1. The students will observe the four parts of a plant.
2. The students will listen to a read aloud of From Seed to Plant, by Gail
Gibbons.
3. The students will take notes on the functions of each plant part.
4. They will use various art materials to create plant puppets.
Closed-Ended Questions:
1. What parts of the plant did you see during your observation?
2. What are the functions of the flower, leaves, stem, and roots?
Open-Ended Questions:
1. Do you think the roots are helpful for the plant? Why or why not?
2. Why do you think it is important for the leaves to receive sunlight?
Materials: plants, various art materials such as construction paper, markers, pipe
cleaners, feathers, pom-poms, etc.
References:
http://www.iste.org/standards/nets-for-students/nets-for-students-2007-profiles.aspx
New York State Learning Standards for the Arts (PDF)
http://www.nctm.org/standards/content.aspx?id=26846
http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
Assessment: The students will create a web on “the parts of a plant”, using Microsoft
Word. In their web, they will need to include the four parts of the plant and their
functions. Also as part of their assessment, the students will draw and label the four parts
of a plant: the flower, the leaves, the stem, and the roots.
Here is an example of what a student’s drawings may look like. (I will include the
drawings of the flower, leaves, stem, and roots in pencil on the printed copy of the
lesson plan.)
Here is an example of what a student’s web may look like. This refers to behavioral
objective # 1.
Flower:
Produces
seeds.
Leaves:
Perform
photosynthesis
Parts
of a
Plant
Roots:
Absorb
water &
minerals.
Stem:
Lifts
water
from the
roots.
Rubric
Behavioral
Objectives
Behavioral
Objective # 1:
To name the
four parts of a
plant and their
functions, using
a web on
Microsoft
Word.
Target
“3”
The web is
100% accurate.
All four parts of
a plant are
labeled
correctly with
their functions.
Satisfactory
“2”
The web has 1
error. One of
the plant part
functions is
incorrect.
Behavioral
Objective # 2:
To illustrate
and label each
part of a plant.
All four
illustrations are
drawn and
labeled
correctly to
represent each
plant part.
The
illustrations
have 1 error.
One plant part
is not drawn or
labeled
correctly.
Behavioral
Objective # 3:
To create plant
puppets,
representing
each of the four
plant parts.
Unsatisfactory
“1”
The web has
more than 1
error. Two or
more plant
parts and
functions are
incorrect.
The
illustrations are
incomplete.
There is more
than 1 error.
Two or more
plant parts are
not drawn.
The plant
There is 1 error. There is more
puppet
One of the plant than 1 error.
correctly
parts is not
Two or more
represents each visible on the
plant parts are
of the four plant plant puppet.
not visible on
parts.
the plant
puppet.
Student Rating
STEAM Lesson Plan: NYC Format.V1 (O'Connor-Petruso, 2012
Unique Title of Lesson: The Plant Life Cycle Seed Travel
Lesson # Three
Bloom’s Taxonomy: Comprehension, Creating, Application
Gardner’s Multiple Intelligence(s): Environmental, Linguistic, and Spatial
Children’s Literature: The Tiny Seed by Eric Carle
NYC Science Scope & Sequence
1. Observe plant life cycles and life spans.
2.Observe that plants reproduce from: Seeds, bulbs and cuttings
NCTM Math Skills
Process Standards: Instructional programs from prekindergarten through grade 12 should
enable all students to— create and use representations to organize, record, and communicate
mathematical ideas;
1.select, apply, and translate among mathematical representations to solve problems;
2.use representations to model and interpret physical, social, and mathematical phenomena.
Content Standards: Compute fluently and make reasonable estimates
1.develop and use strategies for whole-number computations, with a focus on addition and
subtraction;
2.develop fluency with basic number combinations for addition and subtraction;
3.use a variety of methods and tools to compute, including objects, mental computation,
estimation, paper and pencil, and calculators.
ART Standard(s): Strands: Perceiving, Producing, Knowing, Communicating,
Evaluating, Connecting
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for
participation in the arts in various roles.
ISTE NETs Standards for Literate Students
List Standard (s):
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
Behavioral Objective(s):
1. To write a short paragraph about the best means of travel and why
2. To completely define the words disperse in the dictionary, overcrowding and colonies
3. To have children crate seed puppets being dispersed coloring most of the bag and forming
it into a plant or seed
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
How do we travel and what is the best way?
“Motivation/Constructivist Activity:” Students will write and draw a picture of the best
way to travel in their science notebooks.
Time Duration: Week Three (One Hour)
Procedures:
Students will arrive to school and there will be a Do Now on the board which asks the
question “What is the best way to travel and why? Draw a picture of the mode of
transportation. I will read it to students and will instruct them to pick a mode and write
about it while I walk around the room. (10 min.)
1. Students will volunteer and share out the best mode of transportation to travel.
(5min.)
“The best mode of transportation is a space shuttle because it goes really fast and you get
there really fast.”
2. I will then direct students to the computers set up in the back of our classroom in
groups of four (five computers, homogeneous groups) (5 min.)
3. Virtual field trip (VFT) page has already been brought up and they take the trip and
discuss it with their groups (15 min.)
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/dispersal.htm
4. Students return to their seats and I define the words disperse, overcrowding and
colonies which they were introduced to in the trip (5 min.)
5. Students are then given paper bags and green crayons to color the bags with childsafe scissors to cut working in groups. (15 min.)
6.
I will say “one person makes a plant and the others cut seeds and play out them
being dispersed in groups picking one method they saw on the VFT”
7. Then each group will come up and present their seeds being dispersed through a short
puppet show (10 min)
I). Closed-Ended Questions:
1. Name one way seeds get dispersed?
i. Answer: Wind
2. What are almost all seeds produced in?
i.Answer: Fruits
2. “Question….?” i. Answer: Plausible student answer.
Open-Ended Questions:
1. Would seeds grow properly if they didn’t disperse?
2. What is the best way for seeds to be dispersed?
Materials: Please list sequentially in number format (i.e.: 1.).
1. Science Notebooks
2. Computers
3. Paper Bags
4. Scissors
5. Crayons
Homework: Students will write the definition of the three words:
1. disperse
2. overcrowding
3. colonies
All definitions are kept in science notebooks
References:
Advancing digital age learning. (2011). Iste.
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
Learning Standards for the Arts. (n.d.). Nysed.gov.
NCTM. (2012). Standards for Grades Pre-K-2. National Council of Teachers of Mathematics.
http://www.nctm.org/standards/content.aspx?id=26852
NYC DOE. (n.d.). K-8 science scope and sequence.
http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
Seed Dispersal. (n.d.). The Life Cycle of Plants. Retrieved April 7, 2012, from
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/dispersal.htm
Objective(s)
Objective # 1.
To write a
short paragraph
about the best
means of travel
and why
Objective # 2
To completely
define the words
disperse in the
dictionary,
overcrowding
and colonies
Objective #3. To
have children
crate seed
puppets being
dispersed
coloring most of
the bag and
forming it into a
plant or seed
Target
1
Satisfactory
2
Unsatisfactory
Student 3
Student writes a
short paragraph 34 sentences uses
correct spelling
and grammar and
stays on topic
throughout.
Student writes 2-3
sentences with
very few errors 12 and maintains
good
spelling/grammar
and stays on
topic.
Students writes
less than 2
sentences and
does not maintain
goo
spelling/grammar.
5 errors or more
and goes off
topic.
Student does not
define all three
words and does
not give a
complete
definition
Student defines
words and writes
them in science
notebook with
complete
dictionary
definition
Student colors
most of the paper
bag and cuts the
bag to look like a
plant or seeds
depending on
who picks which
part
Student defines
all three words
and writes them
in science
notebook but
gives a partial
definition
Student colors
less than half of
the paper bag
green but makes a
look-alike to a
seed or a plant
puppet using the
bag
Student does not
color paper bag or
does not try to
make a plant or
seed puppet using
the bag
STEAM Lesson Plan: NYC Format.V1 (O'Connor-Petruso, 2012
Unique Title of Lesson: Growth of a Seed
Lesson # Four
Bloom’s Taxonomy: Comprehension, Evaluation
Gardner’s Multiple Intelligence(s): Environmental, Linguistic, Intrapersonal
Children’s Literature: The Tiny Seed by Eric Carle (to be read during story time)
NYC Science Scope & Sequence:
Describe the basic life functions of plants:
1. Growth
2. Take in nutrients
3. Reproduce
http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
NCTM Math Skills
Process Standards:
1. Create and use representations to organize, record, and communicate mathematical
ideas;
2. Select, apply, and translate among mathematical representations to solve problems;
3. Use representations to model and interpret physical, social, and mathematical
phenomena.
Content Standards:
In prekindergarten through grade 2 all students should—
Understand measurable attributes of objects and the units, systems, and processes of
measurement
1. Recognize the attributes of length, volume, weight, area, and time;
2. Compare and order objects according to these attributes;
3. Understand how to measure using nonstandard and standard units;
4. Select an appropriate unit and tool for the attribute being measured.
ART Standard(s) Strands: Perceiving, Producing, Knowing, Communicating,
Evaluating, Connecting:
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources
available for
participation in the arts in various roles
ISTE NETs Standards for Literate Students
List Standard (s):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
Behavioral Objective(s):
1. To define photosynthesis for homework
2. To create puppets using crayons coloring most of the bags and cutting pieces to attach and
detach to show the growth of the plant using one, then, two, then, three inches
3. To measure short, medium and long spaghetti using a ruler and writing results in math
notebooks
4. To write a paragraph on a worksheet titled “What do you need to grow?” for homework
using three complete sentences.
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
How much have you grown since the beginning of the year? What do we need to grow?
What do plants need to grow?
“Motivation/Constructivist Activity:” Students were all measured at the beginning of
the year and will be measured again at the beginning of class to test their growth
Time Duration: One hour
Procedures: Students will enter the classroom and I will measure their height in inches at
our “Measuring our height” station.
1. Students will return to their seats and I will ask them what they need to grow. I will
record their height on a line graph and will tell them that plants need two special
things to grow.
2. Students will be placed in groups of four for our five computers in the back of the
room. (homogenous groups of lower, average and higher level students)
3. Students will take a VFT titled “Seed growth”
4. Students will then return to their seats and I will give each person in the group one
piece of spaghetti short, medium and tall. The fourth person gets a ruler. Each student
will measure their spaghetti and the fourth person will record in their math notebook
rotating jobs and pieces of spaghetti until everyone has three recordings,
5. Based on the VFT, we will make a line graph of plant growth starting from the seed
6. Students will be given paper bags, green crayons and scissors and will create a plant
cutting the stem into one, two and three inches to attach and detach showing the
growth until there is a leaf at the end.
7. Students in every group will present their puppet plants growing, not to be assessed,
practice for last lesson.
I).Questions: Closed-Ended
1. What do plants need to grow?
i. Answer: Water and sunlight
2. What happens to seeds when they do not get enough water and sunlight?
i. Answer: They do not grow or dry up
II). Open-Ended Questions: (Minimum of two questions).
1. How are we similar to plants in what we need to grow?
2. Do you think taller plants need more water and sunlight than medium or short plants?
Why or why not?
Materials:
1. Science and math notebooks
2. Paper bags
3. Crayons
4. Scissors
5. Tape
6. Computers
7. Graph paper
8. Pencils
Homework:
Look up the word photosynthesis in the dictionary and write a complete definition. Students
will be given a worksheet titled “What do you need to grow?” in which they will write 3
sentences answering the question.
References:
Advancing digital age learning. (2011). Iste.
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
Learning Standards for the Arts. (n.d.). Nysed.gov.
NCTM. (2012). Standards for Grades Pre-K-2. National Council of Teachers of Mathematics.
http://www.nctm.org/standards/content.aspx?id=26852
NYC DOE. (n.d.). K-8 science scope and sequence.
http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
Seed Dispersal. (n.d.). The Life Cycle of Plants. Retrieved April 7, 2012, from
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt
2/growth.htm
Assessment Rubric:
Behavioral
Objective(s):
Target
Satisfactory
1
2
Objective # 1. To define
photosynthesis for
homework
Student writes
complete definition
of word from the
dictionary
Student does not
define this word
Objective # 2. To
create puppets using
crayons coloring most
of the bags and cutting
pieces to attach and
detach to show the
growth of the plant
using one, then, two,
then, three inches
Objective # 3. To
measure short,
medium and long
spaghetti using a ruler
and writing results in
math notebooks
Student colors and
cuts plant puppet
in one, two and
three inches to
show growth
Student does not
write complete
definition of
word from the
dictionary
Student colors
but does not cut
plant into three
proper inches
either omitting
one inch or two
or not cutting
properly
Student does not
measure a piece
of spaghetti and
does not record
in notebook
Objective# 4. To write
a paragraph on a
worksheet titled
“What do you need to
grow?” for homework
in which they will
write 3 sentences
answering the
question.
Student writes 3
sentences
answering the
question using
correct
spelling/grammar
with one or less
errors.
Student
measures one or
two pieces of
spaghetti but
does not measure
the third or does
not record
measurements in
notebook
Student writes 12 sentences
answering
question and has
fewer than 3
errors.
Student measures
all three pieces of
spaghetti and
records it in
notebook
Unsatisfactory
Student
3
Student does not
color or cut plant
at all (either one
is unsatisfactory)
Student does not
answer the
question with any
number of
sentences or has
half to one
sentence
grammatically
incorrect.
I was able to teach this lesson in my own classroom in the month of April and this is a
sample of the results of seed growth that my students recorded and drew on our class
bulletin.
Script based on an earlier reading of The Tiny Seed by Eric Carle, not necessarily the
presentation students are giving in this particular lesson (4). Assessment of play will be
done at the end of the unit enclosing rubric, this is practice:
Student 1: I am a tiny seed
Student 2: I need two things to grow
Student 3: I need water and sunlight
Student 4: I have landed on the ground, it is spring
Student 5: My roots are in the earth
Student 1: I am starting to sprout
Student 2: I am growing into a plant
Student 3: Watch out for those weeds
Student 4: I am growing tall
Student 5: I am getting taller and taller
Student 1: I am growing leaves
Student 2: I am growing a bud
Student 3: I am a flower
Student 4: I am taller than the people, trees and houses
Student 5: Everyone comes to admire me
Lesson # 5 (STEAM)
Title of Lesson: Observing the Growth of a Seed
Unit: Plants
Grade: 2
Bloom’s Taxonomy: Analysis and Evaluation
Gardener’s Multiple Intelligences: Interpersonal, Linguistic, and Logical-Mathematical
Children’s Literature: How a Seed Grows. By: Helene Jordan
NYC Science Scope and Sequence: Grade 2: Unit 3 (Plant Diversity)
Observe and describe how plants grow and change in predictable ways. - LE 2.1 a
NCTM Math Skills:
Pre-K – 2 Measurement Standards
1. Recognize the attributes of length, volume, weight, area, and time.
2. Understand how to measure using nonstandard and standard units.
3. Select an appropriate unit and tool for the attribute being measured.
Pre-K – 2 Representation Standard
1. Create and use representations to organize, record, and communicate
Mathematical ideas.
ISTE NETS Standards:
Grades PK–2
1. Use simulations and graphical organizers to explore and depict patterns of growth,
such as the life cycles of plants and animals.
2. In a collaborative work group, use a variety of technologies to produce a digital
presentation or product in a curriculum area.
New York State Learning Standards for the Arts:
1. Knowing and Using Arts Materials and Resources – Students will be
knowledgeable about and make use of the materials and resources available for
participation in the arts in various roles.
Behavioral Objectives:
1. To write journal entries based on their observations and measurements of
plant growth.
2. To record the data obtained from their measurements on a chart, using
Microsoft Excel.
3. To construct a line graph based on the data they collected, using Microsoft
Word.
Motivational Constructivist Activity: In groups, students will work together to plant a
seed. Each group will be provided with a small pot, soil, and seeds to plant. The students
will water the seed and place the pot by the window, near the sunlight.
Time Duration: continual over 2 weeks, 4 class sessions
Procedures:
1. The students will listen to a read aloud of How a Seed Grows, by Helene Jordan.
2. The students will gather in their groups to observe the seed that they had
previously planted.
3. They will record their observations of seed growth in their journals.
4. The students will use a ruler to measure the plant growth, either in inches or
centimeters.
5. They will record the data each time they meet over the 2-week period.
Closed-Ended Questions:
1. How will you be measuring the growth of your plant, in inches, or
centimeters?
2. What type of graph will you be choosing to show the plant growth?
Open-Ended Questions:
1. Why do you think the seed grew so quickly by the window?
2. Do you think the seed would have grown as quickly if it were kept
in the closet?
Materials: small pots, soil, seeds, water
References:
http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
New York State Learning Standards for the Arts (PDF)
http://www.nctm.org/standards/content.aspx?id=26847
http://www.nctm.org/standards/content.aspx?id=26851
http://www.iste.org/standards/nets-for-students/nets-for-students-2007-profiles.aspx
Assessment: The students will create a chart and graph, using the data that they
collected, showing the growth of the seed over time. The student journals will be
collected as part of their assessment.
Here is an example of what a student’s journal entry may look like. This refers to
behavioral objective # 1.
Tuesday, April 3, 2012
This is our third observation of the plant growth. We can tell that the plant has grown
even more. We can see that it has grown taller and leaves have sprouted. My group
members and I have measured the length of the plant to see how much it has grown since
our last measurement. It has grown ½ inch since the last time we measured it.
Here is an example of a drawing that a student may include in their journal entry. This
also refers to behavioral objective # 1. (I included this drawing with the printed copy of
the lesson plan.)
Here is an example of what a student’s chart may look like. This refers to behavioral
objective # 2.
Session 1
Plant Growth in 0
Inches
Session 2
1
Session 3
2.5
Session 4
4.5
Target
“3”
The journal
entries are 100 %
accurate. The
observations are
correctly stated
for each session,
with the correct
measurements.
Each entry
includes an
accurate drawing
of the plant
growth.
The chart is
100% accurate.
All information
and
measurements
are correct.
Satisfactory
“2”
The journal
entries have 1
error. The
observations and
measurements
are correctly
stated, but the
drawing of the
plant growth is
missing.
Unsatisfactory
“1”
The journal
entries are not
accurate. The
observations and
measurements
are not correctly
stated. There are
no drawings of
plant growth.
Student Rating
The chart has 1
error. The
measurements
are correct, but
the sessions are
not labeled.
The chart is not
accurate. The
information and
measurements
are not correct.
The line graph is
100% accurate.
All axes are
correctly labeled.
The graph
correctly depicts
the plant growth.
The line graph
has 1 error. The
graph correctly
depicts the plant
growth, but the
axes are
incorrectly
labeled.
The line graph is
not accurate. The
axes are not
labeled. The
graph does not
correctly depict
the plant growth.
Rubric
Behavioral
Objectives
Behavioral
Objective # 1: To
write journal
entries based on
their
observations and
measurements of
plant growth.
Behavioral
Objective # 2: To
record the data
obtained from
their
measurements,
on a chart, using
Microsoft Excel.
Behavioral
Objective # 3: To
construct a line
graph, based on
the data they
collected, using
Microsoft Word.
The Presentation of the “Seed of Life” Project
LESSON #6 (STEAM module)
Unit: Plant Diversity, “Seed of Life” GRADE: 2
Bloom’s Taxonomy-Analysis and Synthesis
Gardner’s Intelligences-Linguistic
Standards
Common Core Standards: Literacy-Speaking and Listening
Presentation of Knowledge and Ideas
SL.2.4. Tell a story or recount an experience with appropriate facts, relevant and descriptive
details, speaking audibly in coherent sentences.
Comprehension and Collaboration
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
Science-Scope and SequenceInquiry SkillsCommunicating – giving oral and written explanations or graphic representations of
observations.
Creating models – displaying information, using multi-sensory representations.
Gathering and organizing data – collecting information about objects and events which illustrate a
specific Situation.
Process Skills- General Skills
xxiii. Communicate procedures and conclusions through oral and written presentations.
NCTM Math Skills:
Content Standards: Data Analysis and Probability-Grades K-2
New York State Learning Standards for the Arts
Standard 1: Creating, Performing and Participation in the Arts
Students will actively engage in the process that constitute creation and performance in
the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
(as part of their final presentations include their puppets)
Behavioral Objectives:
Students will be able to summarize information on their seed to plant project, including
chart summary plotting growth.
Student’s presentation will have a summary of the unit’s aims and include
(1) Plants’ association to their parent seed
(2) what a plant needs to grow
(3) the plant life cycle
Students will be able to work in small groups to negotiate, organize and present their report.
Students will be able to analyze and synthesize their work and contribution to the project.
Motivational Questions are within Assessment:
1. Example: What would you be interested in planting and why?
(Question 5. Content Assessment)
Time Duration: 90 minutes (Two Parts-Presentation (morning)-Reflection (afternoon)
Aim: to present and reflect on our “seed of life” project.
Procedures:
(1) Students will have had their morning reading with the text, “What Kinds of Seeds Are
These”, written by Heidi Bee Roemer. As the students do not know what seeds each
group is presenting, this book serves to stimulate the thought of “what kinds of seeds” we
will see during the “Seed of Life” presentation. After Read Aloud, students will then have
30 minutes, to complete their final Science Project presentational material. This connects
from Readers Workshop to Writers Workshop as students complete their reports.
(2) During the Science session, students will present their projects. Five groups, with five
students in each, will present. (Before lunch period today)
(3) Students will complete their assessment worksheets and we will share answers in
group discussion to close the project.
Groupings for Presentation:
Sunflower Seeds (Group One)
Barley Seeds (Group Two)
Lima Beans (Group Three)
Marigold Seeds (Group Four)
Tomato Seeds (Group Five)
Lima Beans
Barley
Sunflower
Tomato
Marigold
Project Presentation Report
1. Our flowering plant started as a (describe seed through physical characteristics, lesson one)
________________________________________________________________________
________________________________________________________________________
seed. (share Seed Puppet, parts of plant-lesson two)
2. To prepare for planting, we (describe the process/procedures of planting, lesson five)_________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
3. In order to care for the seed to grow, you must (what does a seed need to grow, lesson three)
________________________________________________________________________
_______________________________________________________________________.
4. After day _____________________(based on journal notes), the seed start to sprout. Here are
two stages of growth. (Show “Sprouting Seed Puppets” three stages of growth-parts of a plant, lesson
two).
This is our chart showing the growth of our seed plant after two weeks of
observations. Present Chart.
Teacher Insert: (Prompted Questions to class to see if table/chart is clear and visible)
Based on their chart, how much growth had occurred by their third observation? When
did the most growth occur? (Observation One-Two, Two-Three, Three-Four, etc.)
5. What we learned from this project about this seed plant is _______________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________. We think the seed plant is mostly
transported to places by___________________________________________________
because_________________________________________________________________
__________________________________________________. (how seeds travel, lesson four)
6. This is what our seed plant will become. (share “Plant Puppets”., lesson two-four)
7. What classification does the flowering plant belong to: (group ask question to classmates)
(Vegetable Plant, Flowering Plant, Grain Plant, Fruit Plant
Assessment:
Content Assessment
2. What was the total growth for the entire class that had taken place during the past two
weeks? (Remember to convert to the largest unit of measurement-so if 20 inches of
growth has occurred make sure to convert inches to feet, for what is possible.)
3. What is the average growth rate of our seed/plant samples?
4. Which flowering plant experienced the most growth and during what period was it in?
5. Why do you think it grew the most?
6. What would you be interested in planting and why?
7. What is something you learned that you think you now know really well?
Group Work Assessment
1. How did you think you worked in your group?
______Very Good ______Good _______OK (could have been better) ______Not Really
Well.
2. Why did you rate yourself the way you did?
3. Did everyone in your group have a chance to participate in all the roles? (Yes/No)
_____Observer _____Measurer ____Waterer/Seed-Plant Care ____Journal
Writer____Puppet Crafter
4. Do you think this project was best as a group project or would it have been better in pairs
(working with two), or individuals (working alone), and why?
FINAL SESSION
Together, in closing we will do a final presentation/reading of our script from lesson three based
on Eric Carle’s, “The Tiny Seed.” The script has fifteen lines and there are twenty five students in
the class so we will also include our “Seed of Life” Poem in our final class reading. During the
month of April, together with the class, we wrote a “Seed of Life” Poem (as April is Poetry
Month). This poem is what the remaining class members read:
“Seed of Life”
My seed is waiting to come alive
Inside are parts that cannot hide
With roots and leaves that will come out
Watch it GROW. Watch it SPROUT.
It can become something we eat
Or flowers smelling oh so sweet.
Seeds are different and you know
They need CARE. Watch them GROW.
From seed to plant and plant to seed
The seed of life cycle is important INDEED!
(This poem was mounted on card stock and distributed to all class members on “poem in your pocket” day.)
Assessment: Rubric
Behavioral Objectives
3-Target
2-Satisfactory
1-Unsatisfactory
Overall Presentation
of Project
(Individual Score)
Student spoke
clearly with
good diction,
eye contact, and
volume.
Student was
respectful and
participatory
during others’
presentations.
Student’s group
completed
summary report
and added
detailed
explanation in
each prompt.
Well written
and neatly
presented on
paper.
Student’s group
included both a
table and chart
with x-axis and
y-axis properly
labeled.
Student attempted
to speak clearly
but may have
lacked volume
and good eye
contact. Student
was respectful
during others’
presentations.
Student could not
be heard during
presentation and
lacked focus in
presenting.
Student was
disrespectful
during others’
presentations.
Student’s group
completed
summary report
with minimal
explanation in
each prompt. Few
mechanical
errors, but well
presented on
paper.
Student’s group
did not complete
summary report.
Report had several
mechanical errors
and/or had sloppy
presentation on
paper.
Student’s group
included both a
table and chart
with missing
information in
either table or
chart.
Student’s group
included all five
puppets in
presentation but
may have missed
some “cued”
points for
presenting.
Puppets were
well crafted, but
lacked the full
range use of the
art elements of
design.
Scored 80%-70%.
Completed
assessments with
some incorrect
answers and may
have lacked detail
in some answers.
Student’s group
did not include a
table and/or a
chart.
Summary Report
(Group Score)
Mathematical Report
of Growth of Seed
Plant
(Group Score)
Use of “puppet”
manipulative during
presentation
(Group/Individual
Grade Score)
Student’s group
included all five
puppets in
presentation at
appropriate
“cued” points
in script.
Puppets were
thoughtfully
constructed and
included art
elements of
design.
Content Assessment
& Group Work
Assessment
(Individual Score)
Scored 100%90%.
Completed
assessments
and answered
all questions
correctly and/or
with detailed
explanations.
Student’s group
did not include all
five puppets
necessary for
presentation.
Students presented
the puppets out of
order of script
cues, and/or
lacked effort in
their craft and
didn’t include all
the art elements of
design.
Below 70%.
Incomplete
assessments
and/or answered
many questions
incorrectly with
little to no detail.
Student Rating
Exploration with Plants
An Internet Hotlist on Plants
created by elmara
Introduction
Let's learn more about plants! This webpage is here to guide you through our
plants exploration in 2nd grade. Visit these amazing websites to start our journey!
The Internet Resources




Mosses and Ferns - This site is an interactive video that explains the
differences between seedless plants and seed plants. It discusses mosses
and ferns in particular but there are other plants discussed. Perhaps this
site would be better for second graders since the language is a little
advanced for kindergarten but the visuals are very detailed. NCATE (2)
Satisfactory site
Seed Plants - This site introduces seed plants and how they start from a
seed and grow flowers which may turn into fruit. It takes one through the
whole life cycle of a plant from the time it was a seed. It has beautiful
visuals and new language for students to learn. NCATE (3) Target site
The Gardening Scavenger Hunt - This website teaches students how to
grow their own seeds and take care of their garden in a very simplified and
visual way. The site teaches about different foods you can grow and how
to use and reuse your resources. A teacher might have to aid students in
reading all of it but it is definitely simplified enough that pre-k-2 students
would enjoy it. NCATE (2) Satisfactory site
The “Life” in Life - This tour allows students to click on different topics
such as Seeds, Plants, Plant parts and Plants need food too. There are
many activities listed for teachers and students to use. There are great
visuals as well. NCATE(3) Target site
Content by elmara
http://www.kn.att.com/wired/fil/pages/listplantsel.html
http://www.kn.att.com/wired/fil/pages/listplantsel.html
Seed of Life Unit Vocabulary Sheet
1. Absorb- soak up or take in.
2. Atmosphere- the air around us.
3. Bundle - put together.
4. Carbon Dioxide - gas found in the air that has no color or smell, and is absorbed by plants.
Carbon dioxide is the air we breathe out.
5. Dissolve- becomes a liquid/melt.
6. Energy- the actions of the sun's light or heat.
7. Flower- makes more seeds from the plant to make another plant.
8. Ingredients- materials that forms part of a mixture.
9. Leaf-makes food for the plant, it also gives us air to breathe.
10. Life Cycle- shows how a living thing grows, lives, and dies.
11. Minerals- Nutrients that plant uses to help them grow.
12. Nutrients- food a plant takes in that helps it to grow.
13. Oxygen- gas in the air we breathe that is important to life.
14. Plant- a living things that needs water, air and sunlight to grow.
15. Produce- to make its own kind.
16. Roots- hold the plant in the soil. It gives the plant water and nutrients.
17. Seed- the beginning stage that grows into a new plant.
18. Seedling- a young plant.
19. Soil- used to help plants grow.
20. Stem- hold up the plant.
21. Sun- the main source of light and heat.
22. Temperature- the degree of hotness or coldness.
.