A Plants Life

This 2nd grade science unit is aligned with the Battle Creek science kits that Zeeland
Public Schools follows every year. The main purpose and theme of this unit is to have
students explore the living world around them and grasp the concept that all living
things have a purpose and life cycle. Being at ZQuest, I followed the schools PBL
curriculum and incorporated Project Based Learning into the unit.
Big Ideas: Students will be examining the importance, function, and structure of a
plants life and how it is important to sustain life on earth. They will be exploring different
types of plants, the parts of plants and their purpose, what plants need to survive and
their basic life cycles.
Driving Question: Describe the life cycle and characteristics of plant by creating a
plant biome and keeping an updated science journal to present to Greenhouse
workers.
Standards:
K-7 Standard L.OL: Develop an understanding that plants and animals (including
humans) have basic requirements for maintaining life which include the need for air,
water, and a source of energy. Understand that all life forms can be classified as
producers, consumers, or decomposers as they are all part of a global food chain where
food/energy is supplied by plants which need light to produce food/energy. Develop an
understanding that plants and animals can be classified by observable traits and
physical characteristics. Understand that all living organisms are composed of cells and
they exhibit cell growth and division. Understand that all plants and animals have a
definite life cycle, body parts, and systems to perform specific life functions.
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air,
water, and food. Plants also require light. Plants and animals use food as a source of
energy and as a source of building material for growth and repair.
L.OL.02.14 Identify the needs of plants.
L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals
begin life and develop into adults, reproduce, and eventually die. The details of this life
cycle are different for different organisms.
L.OL.02.22 Describe the life cycle of familiar flowering plants including the following
stages: seed, plant, flower, and fruit.

K-7 Standard L.HE: Develop an understanding that all life forms must reproduce to
survive. Understand that characteristics of mature plants and animals may be inherited
or acquired and that only inherited traits are passed on to their young. Understand that
inherited traits can be influenced by changes in the environment and by genetics.
L.HE.E.1 Observable Characteristics- Plants and animals share many, but not all,
characteristics of their parents.
L.HE.02.13 Identify characteristics of plants (for example: leaf shape, flower type, color,
size) that are passed on from parents to young.
Inquiry Processes
K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning
involves observing, questioning, investigating, recording, and developing solutions to
problems.
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and
developing solutions to problems through reasoning and observation.
S.IP.02.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.02.12 Generate questions based on observations.
S.IP.02.13 Plan and conduct simple investigations.
S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.
S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for
the measurement tool.
S.IP.02.16 Construct simple charts and graphs from data and observations.
Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations
require analysis and communication of findings, using appropriate technology.
S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to
future questions, research, and investigations.
S.IA.02.12 Share ideas about science through purposeful conversation.
S.IA.02.13 Communicate and present findings of observations.
S.IA.02.14 Develop strategies and skills for information gathering and problem solving
(books, internet, ask an expert, observation, investigation, technology tools).
Reflection and Social Implications
K-7 Standard S.RS: Develop an understanding that claims and evidence for their
scientific merit should be analyzed. Understand how scientists decide what constitutes
scientific knowledge. Develop an understanding of the importance of reflection on

scientific knowledge and its application to new situations to better understand the role of
science in society and technology.
S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and
different situations. Reflecting on knowledge requires careful analysis of evidence that
guides decision-making and the application of science throughout history and within
society.
S.RS.02.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
S.RS.02.13 Recognize that when a science investigation is done the way it was done
before, similar results are expected.
S.RS.02.15 Use evidence when communicating scientific ideas.
S.RS.02.16 Identify technology used in everyday life.
Lesson 1: What Do Plants Need?
Objective: Students will observe a dead plant and begin brainstorming what plants need
in order to survive by completing a T-chart.
Standards:
L.OL.02.14 Identify the needs of plants.
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and
developing solutions to problems through reasoning and observation.
S.IP.02.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.02.12 Generate questions based on observations.
S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future
questions, research, and investigations.
S.IA.02.12 Share ideas about science through purposeful conversation.
Materials: Dead plant, chart paper, and clipboards.

Procedure:
Pre-assessment Day: administer pre-assessment test to all students.
Introduce the students to their new science journals. Brief them on what they will be
filling out and how to take care of them.
Pass out graphic organizer T-chart. Have students grab a clipboard and meet on the
carpet to observe a dead plant.
Have students take a minute to observe the dead plant and write down the plants
characteristics in one column of the T-chart.
Introduce the question: Why do you think this plant died?
Have students think, pair, share their answers to the question.
Together as a class, fill out the second column of the T-chart: Possible Problems.

 Inform students that they will be botanists and explain how scientists investigate, ask
questions and record data and keep updated journals. Explain that scientists observe
plants and fill out charts and record information similar to their work with the T-chart.
Introduce what it means to make an experiment. Ask students, If I were a scientist
wanting to conduct an experiment, what would I do first?
Have students think about what scientists do when coming up wit an experiment.
Remind students that they are investigating and only have some background
knowledge.
Introduce the topic scientific method to the students and let them try to figure out the
different parts of the scientific method with scaffolding and guiding questions.
Ask students what scientific questions they might come up with in order to determine if
their possible problems are correct. How could they test their ideas and investigate?
Inform them that they will be conducting experiments by constructing two biomes, one
control and one experiment.
Assessment:
Pre assessment will be used to group students for science and measure growth from
the beginning of the unit to the end. They pre assessment test will also help guide my
instruction.
Lesson 2: Exploring a Seed
Objective: Students will gain an understanding of the purpose of a seed and how all
plants start as a small seed.
Standards:
S.RS.02.13 Recognize that when a science investigation is done the way it was done
before, similar results are expected.
S.IA.02.13 Communicate and present findings of observations.

Materials: Chart paper, seeds, pie pans, magnifying glasses, water, and apples pre cut.
Procedure:
Review the previous days work: students should review their T-Chart sheets.
Facilitate a brief discussion on what they think plants need to survive.
Once complete, tell students that as a class we will be learning the life cycle of a plant
starting from the very beginning.
Ask Questions and facilitate discussion based on these questions:
How does a plant start?
What is a seed and where do I find one?
What do they need to grow?
After recording their answers on a smart board, have students investigate seeds within
pie pans using a magnifying glass in small groups. Some seeds will be wet and some
will be dry.
Give students time to explore a seed and make observations in their science journals.

What does it look like? Feel like? Smell like?

Have students try to open up the seeds and see what is inside.
Have students record seed data within their science journals
Have students make a prediction of what might happen if I planted a seed in a small
cup.
Bring students back to whole group and facilitate discussion using these questions:
Where do seeds come from?
What if I wanted to plant a seed?
What would happen to it?
What would it need?
Where can we find seeds?
How will we know it is a seed?
What do they need to grow?
How are the Dry seeds and wet seeds different?
Discuss the purpose of the seed coat. Does the seed coat have the same function after
it was soaked? Have a discussion about the purpose of the seed coat.
Explain that fruits contain seeds. Slice open an apple to show them the seeds inside.
Read the book, How a Seed Grows to the class and have a discussion about the seed
process as a class.
Assessment:
Students will be assessed through the completion of science journals, class
participation and discussion.
PBL Launch Day
Objective: Students will be going on field trip during science to Hope College and visit a
biology class. This class is full of education students and have been making biomes
similar to what the students will be making. This is a launch day for their PBLs and will
hopefully expose the students to in depth science experiments and the scientific method
being used with higher level thinking. After leaving Hope, hopefully they have ideas of
what kind of experiment they wish to conduct. For the next class period they will be
creating an experiment with biomes and studying the life cycle of a plant.
Lesson 3: Biome Construction and What Seeds Need to Thrive
Objective: students will understand what plants need to thrive and begin constructing
their control and experiment biomes.
Standards:
K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning
involves observing, questioning, investigating, recording, and developing solutions to
problems.
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and
developing solutions to problems through reasoning and observation.

S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and

different situations. Reflecting on knowledge requires careful analysis of evidence that
guides decision-making and the application of science throughout history and within
society.
S.RS.02.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
S.RS.02.13 Recognize that when a science investigation is done the way it was done
before, similar results are expected.
Materials: 2-liter bottles, caps, wicks, water, soil, flower, mulch, flavored water, sugar
water, salt water, gatorade, pebbles, and sand.

Procedure:
Today the class will be starting their biomes. The materials each group needs are: 2 liter
bottle cut in half, wicks, soil, seeds, gravel, and caps with holes drilled in them.
Remind students that we know seeds need to be planted in order to grow. If we do not
give them dirt or soil, they will not grow.
Ask them why the soil is so important? Let the students brainstorm that the soil contains
nutrients for the plants and contains water that will travel to the roots.
Ask students what else will the biomes need in order for the plants to grow. Facilitate
discussion by relating these questions to what they see outside.
Ask the question: during which seasons do most plants grow? Students should begin to
realize that warmth, sunlight, and water help plants thrive.
Have students brainstorm with their groups on what they want to experiment with plants.
Remind them that with the experiment, they have to change something and test an idea.
Give the example of using salt water instead of regular water to give the plant.
Once the students have come up with an idea for their experiment, explain to them what
an hypothesis is. Tell them that all scientist develop hypotheses for their experiments.
Have students create their own hypothesis on their experiment.
Make sure to check every groups hypothesis to ensure they are understanding what a
hypothesis is.
Next, ask students to make predictions of what might happen to their experiment.
Record predictions in their science journals and as a class blog post.
Assessment:
Students will be assessed through the completion of science journals, the classroom
blog posts, class participation and discussion.
Lesson 4: Observing and Recording Data
Objective: Students will observe and measure plant growth by recording data in charts
or graphs in their science journals.
Standards:

K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning
involves observing, questioning, investigating, recording, and developing solutions to
problems.
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and
developing solutions to problems through reasoning and observation.
S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.
S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for
the measurement tool.
Materials: Smartboard, journals, and rulers.

Procedure:
Write the word Observe on the board and ask students to come up with a definition for
the word.
Talk about their ideas then ask one student to leave the room.
Have the rest of the class try to tell what that classmate (the one in the hall) is wearing
for the day.
Ask the students to come back in and see how close their observations were.
Ask the class: If we could have wrote down the details of what he/she was wearing, do
you think we would have remembered more detail?
Inform them that this is what scientist do. They take note and observe with close detail.
They can't rely on their memory because it isn't always reliable. They have to write
down their observations: what they see and investigate.
Remind students that as botanists, they will have to observe and take notes/record
information on their biomes.
Show the students how they will take notes: writing the date everyday, drawing pictures
and adding a description, take notes on what they did for the day.
Show them how to make bullet points.
They have to do this for 2 plant experiments
Make sure the make predictions for what their plant might look like the next time they
observe.
Show students how to measure their plant growth.
Record any observations with their new plants. Tell them to check with their group
members on what they observed and if there are any other observations.
Have them write down questions.
Assessment:
Recorded notes within their science journals.

Lesson 5: Examining Plant Parts

Objective: Students will make observations to develop and explanation of how different
plant parts help get the materials needed for the plant to survive.
Standards:
L.HE.02.13 Identify characteristics of plants (for example: leaf shape, flower type, color,
size) that are passed on from parents to young.
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and
developing solutions to problems through reasoning and observation.
S.IP.02.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.02.12 Generate questions based on observations.
S.IP.02.13 Plan and conduct simple investigations.
S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.
S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for
the measurement tool.
Materials: Journal, ruler, pie pans, flowers, water, cups, anchor chart paper, and
smartboard.

Procedure:
Pass out remaining flower plant to each student to dissect and see the different parts of
each plant and a cup of water to help get rid of the dirt.
Have students explore the different parts and write down all questions that come up
while dissecting the plants
Make a giant anchor chart to record what each part does for the plant.
We are going to make observations and try and figure out what is the role of each plant
part.
Use a smart notebook presentations to help student learn the different parts of a plant.
Have students gather to fill out anchor chart as a class with their observations.

Assessment:
Class discussion
Class questions and observations
completion of and science journal pages
Lesson 6: Explaining the Leaves, Roots, Stems, and Flowers
Objective: Students will continue to explore the purpose of leaves, roots, stems and
flowers.

Standards:
L.HE.02.13 Identify characteristics of plants (for example: leaf shape, flower type, color,
size) that are passed on from parents to young.
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and
developing solutions to problems through reasoning and observation.
S.IP.02.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.02.12 Generate questions based on observations.
S.IP.02.13 Plan and conduct simple investigations.
S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.
S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for
the measurement tool.
Materials: Journal, rulers, celery, food coloring, cups, and chart paper.
Procedure:
Observe experiments and record data for the first 10 minutes.
Start the celery experiment. Ask student to make a prediction
Continue filling out the chart and fill out the evidence section.
Show a flower diagram and label each part on the PBL board.

Assessment:
Completion of class journal
Class participation
Lesson 7: Explaining Stems, Leaves, Roots and Flowers
Objective: Students will revisit the plant parts and determine their purpose.
Standards:
L.HE.02.13 Identify characteristics of plants (for example: leaf shape, flower type, color,
size) that are passed on from parents to young
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and
developing solutions to problems through reasoning and observation.
S.IP.02.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.02.12 Generate questions based on observations.
S.IP.02.13 Plan and conduct simple investigations.
S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.
S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for
the measurement tool.

Materials: Journals, rulers, flower diagram, smart notebook presentations, and

smartboard.

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Procedure:
Observe experiments and record data for the first 5 minutes.
Continue filling out the chart and fill out the evidence section.
Show a flower diagram and label each part on the PBL board.
open the smart notebook presentations on plant parts.
Re-visit the celery experiment. Ask students what happened and if their predictions
were correct?
Complete the flower drawing with labels.

Assessment:
Class participation and science journal completion
Lesson 8: Observing Tree
Objective: Students will observe trees and the school yard and begin to learn the life
cycle of a tree.
Standards:
S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.
S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for
the measurement tool. .
S.IP.02.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.02.12 Generate questions based on observations.
S.IP.02.13 Plan and conduct simple investigations.
Materials: Journals, rulers, tape measurer, the book A Tree Is a Plant by Clyde Robert
Bulla, smart board.

Procedure:
Take students outside to observe trees on the playground.
Students will complete the observe a tree page in their science journals outside.
With their groups, they will measure the height of the tree using an old measuring trick
used by Native Americans and a tape measure to measure the trunk.
Students will describe what the tree looks like and feels like with detail.
Come back inside and read A Tree Is a Plant by Clyde Robert Bulla.
Students will begin to brainstorm the life cycle of a tree beginning with the seed.
Assessment:

 completion of journal
class participation
Lesson 9: Plant Reproduction
Objective: Students will gain a deeper understanding of a life cycle and the reproduction
of a plant.
Standards:
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air,
water, and food. Plants also require light. Plants and animals use food as a source of
energy and as a source of building material for growth and repair.
K-7 Standard L.HE: Develop an understanding that all life forms must reproduce to
survive. Understand that characteristics of mature plants and animals may be inherited
or acquired and that only inherited traits are passed on to their young. Understand that
inherited traits can be influenced by changes in the environment and by genetics.
L.HE.E.1 Observable Characteristics- Plants and animals share many, but not all,
characteristics of their parents.
S.IP.02.12 Generate questions based on observations.
S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.
S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for
the measurement tool.

Materials: How Do Apples Grow? by Betsy Maestro, rulers, smart board, and journals
Procedure:
Students will observe their biomes, take notes, and develop questions.
We will begin generating questions on how a plant multiplies and reproduces.
Have students start thinking about the ways plants reproduce.
Have students understand that in order to keep life going, plants and animals need to
make more of themselves and reproduce and all living things have life cycles.
We will begin learning the reproduction of a plants through the ways pollen is
transferred. Pollen can also travel through wind and other animals or birds that touch
the flowers.
Read How Do Apples Grow? by Betsy Maestro which explains the reproduction cycle
with in plant involving female and male cells.
Be sure to explain what pollen is and how it carries all the the right parts and
substances to help generate another plant when they stick to the female part of a flower.
Lesson 10: Describing the LIfe Cycle of Plants
Objective: Students will describe and find an artistic way to visually representation the
life cycle of a plant.

Standards:
S.RS.02.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air,
water, and food. Plants also require light. Plants and animals use food as a source of
energy and as a source of building material for growth and repair.
L.OL.02.22 Describe the life cycle of familiar flowering plants including the following
stages: seed, plant, flower, and fruit.
L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals
begin life and develop into adults, reproduce, and eventually die. The details of this life
cycle are different for different organisms.
S.IP.02.16 Construct simple charts and graphs from data and observations.
Materials: Journals, rulers, cardstock lifecycle cut-outs, smart board, and paper.

Procedure:
Students will first make recordings of their biomes using a ruler and observing the
overall plant health. They will fill in charts and graphs in their science journals.
Review the reproduction of a plant.
Explain that many living things reproduce to keep life cycles going.
Have students break into groups and model a life cycle using paper models on the
carpet so students may visualize a life cycle. There are plant and animal life cycles they
can work with.
Review each model as a whole group and have the students explain their models.
Display the question: How do scientists describe the life cycle of a flowering plant?
Have the students fully understand what the question is asking by helping them
understand what it means to describe.
Give the students a chance to get into their groups and brainstorm how they would
describe the life cycle of a flowering plant.
Have them used lined paper to represent their brainstorming and original thoughts. Tell
them that they need to be creative and find an interesting way to inform a kindergartner
about the life cycle of a flower.
Assessment:
Students will be assessed through their recordings in their science journals, class
participation, and through their modeling with diagrams on the floor.
Lesson 11: Growing a Garden
Objective: Students will apply their knowledge of growing plants to respond to a letter
from someone who doee not know how to grow a garden.
Standards:

L.OL.02.14 Identify the needs of plants.

S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and
different situations. Reflecting on knowledge requires careful analysis of evidence that
guides decision-making and the application of science throughout history and within
society.
S.RS.02.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
S.RS.02.15 Use evidence when communicating scientific ideas.
Materials: Lined paper, Letter from principal or friend seeking help and advice on
growing a garden, and final draft paper.

Procedure:
Inform students that they have received a letter from the school principal who wants to
grow a garden over the summer.
Remind them that since they are experts, they will all be able to respond to the principal
on what she needs to do in order to grow a successful, thriving garden.
Have students use their journals, their experiments, and observations throughout the
unit to write a letter back to the principal about growing a successful garden.
Students should include all details and elements that plant need in order to grow. The
letters should also contain evidence and examples. They must be a minimum of 1 page
in length.
Students must use the writing process for this letter. They will make a rough draft and
peer edit before writing a final draft.
I may have to remind them the parts of writing a letter and proper headings to use.
Assessment:
Students will be assessed through their rough and final drafts of their letters.
Meeting Diverse Needs:
Within in my class, I have many students with learning disabilities and ADHD. With
every lesson I develop, I am constantly think about how I can meet the needs of all my
students. For this unit, I believe that I provide several opportunities to show student
learning in a variety of ways through different forms of assessments and by mixing up
the lessons by having students participate in different kinds of activities. This will help
students stay focused and on task. For my students with learning disabilities, I know to
check in on them regularly and give them more individualized attention. If need be, I will
be willing to modify any work to help them succeed within the classroom. I give them
ample opportunities to participate in hands on activities, be apart of group work, and
work individually. This unit provides a huge range of activities that will help all learners
feel successful.

This unit plan also meets many levels of Blooms Taxonomy. I believe at some point,
every lesson hits one of the Blooms Taxonomy levels. In the first few lessons, students
are using knowledge and comprehension to understand the life cycle of a flower by
using what they already know and the new knowledge I taught them. They analyzed a
dead plant to figure out how it may have died and applied what they knew to try and
come to a conclusion. They synthesized the various stages of the life cycle and
reproduction cycle of a flower. Ten the students created on their own how to relay and
display the information they learned to teach others.
Behavior Management:
For all of my lessons, I have very straight forward procedures and directions given for
students. I make sure to always have the entire classs attention when I am teaching. I
will stop the lesson if students are not on task. I also use the class Dojo point system
and award students points for their hard work or take away points if they are off task. I
am very consistent with expectations and I ensure that I am walking around the room to
not only assess students work but to make sure all students are on task.
Interdisciplinary:
Throughout this unit, I include three other subjects in various lessons. In a few lessons, I
include the use of books to help the students learn about the life cycles of a plant or
tree. In one of the final lessons, I incorporate writing using the stages of the writing
process by writing a letter to someone on how to grow a garden. ALong with that,
students are required to write in their science journals. The last subject I include in this
unit is math. There are several times where the students are required to take
measurements of plants throughout the unit. During those lessons, they are applying
their math skills.
Assessments:
Throughout this unit, there are many assessments taking place. The pre-assessment is
a test to see what the students already know about the topic and what specific topics I
need to spend more time on. Throughout the lesson, they students will be assessed in
multiple ways. One way they will be assessed is through their updated science journals.
The students are to record data, measurements, and fill out the extra pages as we
move along in the unit. Another way they will be assessed is through several class
activities and their participation. There are ample opportunities for them to apply what
they learn through class activities involving modeling, writing, presenting, and drawing.
The final way ! will assess them is through a final pos-test on the life cycle of a plant and
a small project on how they demonstrate the life cycle of a plant.