Science Grade 2 Unit 3 2010 Guide

Office of Elementary Education
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Grade 2 Science Instruction Unit Guide Standard 3: Life Science
WCPS 2010-2011
Grade 2 Standard 3: Life Science
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Table of Contents Standard 3: Life Science Topic

Maryland State Curriculum for Science Skills and Processes Maryland State Curriculum for Science Alignment Vertical Content Map Planning Guide Instructional Support for Science Objectives Terrarium Resource Enhancement Resource Word Cards and Vocabulary Sort Concept Attainment for New Plants Literature To Support Life Science netTrekker Directions FOSSweb.com Formative Assessments Teacher Directions for Unit 3Standard 3 Assessment Answer Key for Unit 3 Standard 3 Assessment
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3-9 7-12 13-16 17-31 32-64 65-108 109-16 165-175 177-181 182-185 188-192 193 194-205 206-217
WCPS 2010-2011
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Maryland State Curriculum for Science
WCPS 2010-2011
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A. Constructing Knowledge 1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to things and noting what happened. b. Seek information through reading, observation, exploration, and investigations. c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data. d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result. e. Participate in multiple experiences to verify that science investigations generally work the same way in different places. f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pets water bowl). g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences. B. Applying Evidence and Reasoning 1. People are more likely to believe your ideas if you can give good reasons for them. a. Provide reasons for accepting or rejecting ideas examined. b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others ideas. c. Explain why if is important to make some fresh observations when people give different descriptions of the same thing.
WCPS 2010-2011
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C. Communicating Scientific Information 1. Ask, How do you know? in appropriate situations and attempt reasonable answers when other ask them the same question. a. Describe things as accurately as possible and compare observations with those of others. b. Describe and compare things in terms of numbers, shape, texture, size, weight, color, and motion. c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth). d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean. e. Recognize that everybody can do science and invent things and ideas. D. Technology 1. Design and make things with simple tools and a variety of materials. a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task. b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all. c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like. d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut). e. Explain that sometimes it is not possible to make or do everything that is designed.
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D. Technology 2. Practice identifying the parts of things and how one part connects to and affects another. a. Investigate a variety of objectives to identify that most things are made of parts. b. Explain that something may not work if some of its parts are missing. c. Explain that when parts are put together, they can do things that they couldnt do by themselves. D. Technology 3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble. a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing. b. Realize that one way to describe something is to say how it is like something else.
WCPS 2010-2011
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Maryland State Curriculum for Science

GRADE 1
Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. A. DIVERSITY OF LIFE 1. Compare and explain how external features of plants and animals help them survive in different environments. a. Use the senses and magnifying instruments to examine a variety of plants and animals to describe external features and what they do. b. Compare similar features in some animals and plants and explain how each of these enables the organism to satisfy basic needs. c. Use the information collected to ask and compare answers to questions about how an organism's external features contribute to its ability to survive in an environment. d. Classify organisms according to one selected feature, such as body covering, and identify other similarities shared by organisms within each group formed. All Investigations for New Plants Science Correlation Other Correlations
WCPS 2010-2011
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GRADE 1
Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. B.CELLS 1. Describe evidence from investigations that living things are made of parts too small to be seen with the unaided eye. a. Use magnifying instruments to observe parts of a variety of living things, such as leaves, seeds, insects, worms, etc. to describe (drawing or text) parts seen with the magnifier. b. Use information gathered from observations to compare the descriptions (drawings or text) of the different parts seen. c. Describe some of the ideas or questions that might result from examining organisms more closely. All Observations made during New Plants Investigations Science Correlation Other Correlations
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Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. C.GENETICS 1. Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals. a. Investigate and describe that seeds change and grow into plants.
Science Correlation
Other Correlations
b. Compare and describe the changes that occur in humans during their life cycle (birth, newborn, child, adolescent, adult, elder). c. Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.
New Plants, Investigation 1, Parts 23 New Plants, Investigation 2, Parts 13 New Plants, Science Stories, pp. 811 & 16-19 Foss Web, Activity: Watch It Grow
HM Themes 1-6
New Plants Science Journal D.EVOLUTION 1.Observe and describe examples of variation (differences) among individuals of one kind within a population. a.Observe and describe individuals in familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different. b. Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how they resemble organisms that are alive today. c. Recognize that some kinds of organisms have completely disappeared.
WCPS 2010-2011 Grade 2 Standard 3: Life Science
HM Themes 1-6
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Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. F.ECOLOGY 1. Explain that organisms can grow and survive in many very different habitats. a. Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce. b. Explain that organisms live in habitats that provide their basic needs. (Food & Water) c. Explain that animals and plants sometimes cause changes in their environments.
Science Correlation
Other Correlations
HM Themes 1-6 New Plants, Science Stories, pp. 2239 New Plants, Terrarium Study
New Plants, Science Stories, pp. 2239
New Plants, Science Stories, pp. 30, 35 New Plants, Terrarium Study
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Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. A.NATURAL RESOURCES AND HUMAN NEEDS 1. Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs. a. Describe natural resources as something from the natural environment that is used to meet one's needs. b. Identify water, air, soil, minerals, animals, and plants as basic natural resources. c. Explain that food, fuels, and fibers are produced from basic natural resources. d. Identify ways that humans use Earth's natural resources to meet their needs. e. Explain that some natural resources are limited and need to be used wisely.
Science Correlation
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HM Themes 1-6 Consider fostering a classroom environment that continuously cares for the environment. Be sure to include discussion about how human actions can harm or help the environment.
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Standard 6.0 Environmental Science Science Correlation Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. B. ENVIRORNMENTAL ISSUES
Other Correlations
HM Themes 1-6 1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment. a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment. b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment. Consider fostering a classroom environment that continuously cares for the environment. Be sure to include discussion about how human actions can harm or help the environment.
New Plants, Investigation 1, p. 29
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Vertical Content Map for Life Science Kindergarten & Grade 1 Grade 2 Grades 3 & 4
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. A. Diversity of Life 1. Observe a variety of familiar animals and plants (perhaps on the school grounds, in the neighborhood, and at home) to discover similarities and differences among them. a. Identify and describe features (observable parts) of animals and plants that make some of them alike in the way they look and the things they do. b. Compare descriptions of the features that make some animals and some plants very different from one another. c. Identify a feature (wings, for examples) that distinguishes one group of animals from other groups and observe a variety of animals that have that feature to describe other similar external features they might share. A. Diversity of Life A. Diversity of Life
1. Compare and explain how external features of 1. Explain how animals and plants can be plants and animals help them survive in grouped according to observable features. different environments. a. Observe and compile a list of a variety of animals or plants in both familiar and a. Use senses and magnifying instruments to unfamiliar environments. examine a variety of plants and animals to describe external features and what they do. b. Classify a variety of animals and plants according to their observable features and b. Compare similar features in some animals provide reasons for placing them into different and plants and explain how each of these groups. enables the organism to satisfy basic needs. c. Use the information collected to ask and compare answers to questions about how an organisms external features contribute to its ability to survive in an environment. c. Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added.
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Kindergarten & Grade 1
Grade 2
Grades 3 & 4
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
B. Cells 1. Describe evidence from investigations that living things are made of parts too small to be seen with the unaided eye. a. Use magnifying instruments to observe parts of a variety of living things, such as leaves, seeds, insects, worms, etc. to describe (drawing or text) parts seen with the magnifier. b. Use information gathered from observations to compare the descriptions (drawing or text) of the different parts seen. c. Describe some of the ideas or questions that might result from examining organisms more closely. B. Cells 1. Explore the world of minute living things to describe what they look like, how they live, and how they interact with their environment. a. Use magnifying instruments to observe and describe using drawings of text (oral or written) minute organisms, such as brine shrimp, algae, aphids, etc. that are found in different environments. b. Describe any observable activity displayed by these organisms. c. Provide reasons that support the conclusion that these organisms are alive.
None Provided by MSDE
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Grade 2
Grades 3 & 4
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. C. Genetics 1. Explain that there are differences among individuals in any population. a. Examine a variety of populations of plants and animals (including humans), to identify ways that individual members of that population are different from one another. b. Make a list of possible advantages and disadvantages of differences of individual in a population of organisms. C. Genetics 1. Explain that there are identifiable stages in the life cycles (growth, reproductions, and death) of plants and animals. C. Genetics 1. Explain that in order for offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next.
a. Investigate and describe that seeds a. Describe traits found in animals and plants, change and grow into plants. such as eye color, height, leaf shape, seed type that are passed from one generation to another. c. Given pictures of stages in the life cycle of a plant or an animal, determine the b. Explain that some likenesses between parents sequence of the stages in the life cycle. and offspring (such as eye color in humans, nest building in bird, or flower color in plants) and other likenesses are learned (such as language in humans or songs in birds.)
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Grade 2
Grades 3 & 4
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
F. Ecology 1. Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there. b. Based on the observations collected at each place compare the plants and animals found there. y y y y Location Activity Movement Features F. Ecology F. Ecology
1. Explain that organisms can grow and 1. Explain ways that individuals and groups of survive in many different habitats. organisms interact with each other and their environment. b. Explain that organisms live in habitats that provide their basic needs. a. Identify and describe the interactions of organisms present in a habitat. y Food y Water y Competition for space, food, and water y Air y Beneficial interactions: nesting, pollination, y Shelter seed dispersal, oysters filtering as in the Chesapeake Bay, etc. y Roles within food chains and webs: scavengers, decomposers, producers, and consumers.
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Standard 3: Life Science Planning Guide

Time Session 1 Curricular Connection 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c Lesson Introduction Consider using one of the following ways to get the excited about the life science unit: y Mystery Box ~ Include items in the box that the students will be interacting with during this unit of study. Students use the items to talk about what they know and what questions they have. Read aloud a nonfiction book about organisms. Have a variety of pictures, models, etc. on hand to get the students to talk about what they know and what questions they have. Students had experiences with organism in first grade. Have the students share what they remembered from first grade. Some of the teachers may have their science notebook from their unit of study. Vocabulary Assessment Notes
Please be sure to make connections to other organisms throughout this unit
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 2 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Investigation 1 Part 1 Introducing 1.3.B.1.a-c Recording 1.3.B.2.c Guiding the Investigation 1. Steps 1-4 Wrapping Up Part 1 2. Steps 5-6
P a g e 19 Vocabulary plant calendar notebook observations Assessment Focus Questions What do we know about plants? How can we learn more about plants? How will we keep track of our new plants? Plants usually have stems and leaves, and some have flowers. Plants grow and so are alive. Focus Question What do brassica plants need to live and grow? The brassica plants need light, air, water, and nutrients from the soil to grow. Notes You may choose to use notebook provided from WCPS or the journal provided by FOSS.
Session 3
3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c
FOSS: New Plants Investigation 1 Part 2 Planting Brassica Guiding the Investigation 1. Steps 1-12 Wrapping Up Part 2 2. Steps 13--14
brassica soil lights water fertilization nutrients
Management: Consider working with students in small groups when planting. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 4 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Investigation 2 Part 1 Lawns 1.3.B.1.a-c Guiding the Investigation 1.3.B.2.c 1. Steps 1-16 Wrapping Up Part 1 2. Steps 18-19
P a g e 20 Vocabulary rye grass alfalfa lawn Assessment Focus Question What grows in a lawn? Plants need light, water, air, and nutrients from the soil. Brassica seeds are tine, alfalfa seeds are round, and grass seeds are pointed and long. Notes Management: Consider working with students in small groups when planting. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom. Visit FOSSweb.com for the audio version of this science story. Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive? Management: Consider working with students in small groups when making observations. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom.
Session 5
3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c
FOSS: New Plants Investigation 1 Part 3 Observing Brassica Growth Guiding the Investigation ~ Observing Sprouts 1. Steps 1-5 2. Science Stories: What Do Plants Need? (Refer to the Science Stories folio for the lesson plan.) Closure 2. Have the students share their observations with their peers.
sprout seedling stem leaves/leaf bud flower pollen seedpod seed root
Focus Question What changes happen to brassica plants as they grow? Brassica plants start from seeds. We observed these structures: sprouts (roots below ground), stem, leaves, flowers, seedpods, seeds. Insects move pollen from flower to flower.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 6 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Investigation 2 Part 1 Lawns 1.3.B.1.a-c 1.3.B.2.c Guiding the Investigation 1. Step 17 Closure 2. Have the students share their observations with their peers. Session 7 3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c FOSS: New Plants Investigation 2 Part 2 Mowing the Lawn Guiding the Investigation 1. Steps 1-7 Wrapping Up Part 2 2. Step 9-10 Session 8 3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c FOSS: New Plants Science Stories: How Seeds Travel Refer to the Science Stories folio for the lesson plan.
P a g e 21 Vocabulary rye grass alfalfa lawn Assessment Focus Question What grows in a lawn? Plants need light, water, air, and nutrients from the soil. Brassica seeds are tine, alfalfa seeds are round, and grass seeds are pointed and long. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive?
mow leaves stems
Focus Question Do all plants grow back after cutting them back? Alfalfa plants have stems with leaves on top. After mowing, only the grass plants grow back.
Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive?
Visit FOSSweb.com for audio version of this science story.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 9 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Making Observations of Brassica, 1.3.B.1.a-c Alfalfa, and Grass 1.3.B.2.c Guiding the Investigation 1. Investigation 1 Observing Leaf Growth (Page 26-27) Steps 6-8 2. Investigation 2 Alfalfa and Grass Step 8 (Page 18) 3. Science Stories: How Seeds Travel (Refer to the Science Stories folio for the lesson plan.) Closure 4. Have the students share their observations with their peers.
P a g e 22 Vocabulary sprout seedling stem leaves/leaf bud flower pollen seedpod seed root rye grass alfalfa Assessment Focus Question What changes happen to brassica, alfalfa, and grass as they grow? Students record observations and comparison about the plants. Notes Visit FOSSweb.com for the audio version of this science story. Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive? Management: Consider working with students in small groups when making observations. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom. Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive?
Session 10
3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c
FOSS: New Plants Investigation 2 Part 3 Wheat Guiding the Investigation 1. Steps 1-11 Closure 2. Have the student make prediction about the growth of their wheat.
grains wheat roots
Focus Question How does a seed grow? Leaves grow up. Leaves capture light for the plant. Roots grow down. Water travels from roots to stem and leaves. Seeds are alive because they can grow.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 11 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Making Observations of Brassica, 1.3.B.1.a-c Alfalfa, and Grass 1.3.B.2.c Guiding the Investigation 1. Investigation 1 Observing Flower Growth (Page 27-28) Steps 9-11 2. Alfalfa and Grass Investigation 2 Step 8 (Page 18) Closure 3. Have the students share their observations with their peers.
P a g e 23 Vocabulary sprout seedling stem leaves/leaf bud flower pollen seedpod seed root rye grass alfalfa Assessment Focus Question What changes happen to brassica, alfalfa, and grass as they grow? Students record observations and comparison about the plants. Notes Visit FOSSweb.com for the audio version of this science story. Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive? Management: Consider working with students in small groups when making observations. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom. Visit FOSSweb.com for the audio version of these science stories.
Session 12
3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c
FOSS: New Plants Science Stories: Flowers and Seeds and The Story of Wheat Refer to the Science Stories folio for the lesson plan.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 13 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Investigation 3 Part 1 Rooting Stem 1.3.B.1.a-c Cuttings 1.3.B.2.c Guiding Investigation 1. Steps 1-10 Closure 2. Have the students make predictions about their cuttings.
P a g e 24 Vocabulary node cutting Assessment Focus Question How can we make a new plant from an old one? Not all cuttings grew roots. Cuttings with nodes underwater and leaves grow roots. Roots form at the nodes on the stems under the water. New leaves are growing on the nodes above the water. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive?
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 14 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Making Observations of Brassica, 1.3.B.1.a-c Alfalfa, Grass, Wheat, and Cuttings 1.3.B.2.c Guiding the Investigation 1. Bees, Butterflies, and Flowers (Page 28) Step 12 2. Alfalfa and Grass Step 8 (Page 18) 3. Wheat Steps 12-14 (Page 27) 4. Cuttings Steps 11-12 (Pages 12-13) Closure 3. Have the students share their observations with their peers.
P a g e 25 Vocabulary sprout seedling stem leaves/leaf bud flower pollen seedpod seed root rye grass alfalfa cutting node Assessment Focus Question What changes happen to brassica, alfalfa, grass, wheat and cuttings as they grow? Students record observations and comparison about the plants. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive? Management: Consider working with students in small groups when making observations. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 15 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Investigation 3 Part 2 New Plants 1.3.B.1.a-c from Cuttings 1.3.B.2.c Guiding the Investigation 1. Steps 1-9 Closure 2. Have the students make predictions about their cuttings. Session 16 3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c FOSS: New Plants Investigation 3 Part 3 Spuds Guiding the Investigation 1. Steps 1-13 Closure 2. Have the students make predictions about their potatoes.
P a g e 26 Vocabulary Assessment Focus Question How do we keep our cuttings alive? We know we made new plants from old stems because there are new leaves and roots growing. You need a piece of stem with a node on it to make a new plant. Plants need light, air, water, and nutrients. potato eyes Focus Question Why do potatoes have eyes? Potatoes are underground stems of the potato plants. New plant stems and roots grow from the nodes of potatoes. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive?
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 17 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Making Observations of Brassica, 1.3.B.1.a-c Alfalfa, Grass, Wheat, and Cuttings 1.3.B.2.c Guiding the Investigation 1. Harvesting Seeds (Page 29) Steps 13-16 2. Alfalfa and Grass Step 8 (Page 18) 3. Wheat Steps 12-14 (Page 27) 4. Cuttings Steps 11-12 (Pages 12-13) and Steps 10-11 (Page 18) Closure 6.Have the students share their observations with their peers. Session 18 3.C.1.a, c-d FOSS: New Plants Science Stories: Plants and Animals from Around the World Refer to the Science Stories folio for the lesson plan.
P a g e 27 Vocabulary Assessment Focus Question What changes happen to brassica, alfalfa, grass, wheat, potatoes, and cuttings as they grow? Students record observations and comparison about the plants Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive? Management: Consider working with students in small groups when making observations. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom. Visit FOSSweb.com for the audio version of this science story.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 19 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Investigation 3 Part 3 Spuds 1.3.B.1.a-c 1.3.B.2.c Guiding the Investigation 1. Steps 1-13 Closure 2. Have the students make predictions about their potatoes. Session 20 3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c FOSS: New Plants Making Observations of Brassica, Alfalfa, Grass, Wheat, and Cuttings Guiding the Investigation 1. Harvesting Seeds (Page 29) Steps 13-16 2. Alfalfa and Grass Step 8 (Page 18) 3. Wheat Steps 12-14 (Page 27) 4. Cuttings Steps 11-12 (Pages 12-13) and Steps 10-11 (Page 18) 5. Potatoes Step 14 (Page 24) Closure 6.Have the students share their observations with their peers.
P a g e 28 Vocabulary potato eyes Assessment Focus Question Why do potatoes have eyes? Potatoes are underground stems of the potato plants. New plant stems and roots grow from the nodes of potatoes. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive?
Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive? Management: Consider working with students in small groups when making observations. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 21 3.C.1.a, c-d FOSS: New Plants 1.3.A.1.a-c Science Stories: Animal Teeth 1.3.B.1.a-c 1.3.B.2.c Refer to the Science Story folio for lesson plan. Session 22 3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c FOSS: New Plants Making Observations of Brassica, Alfalfa, Grass, Wheat, Cuttings, and Potatoes Wrapping Up ~ Reflections from All Investigations 1. Investigation 1 Part 1 Steps 17-18 (Page 30) 2. Investigation 2 Part 2 Steps 9-10, 13 (Pages 18-19) 3. Investigation 2 Part 3 Steps 15-17 (Page 28) 4. Investigation 3 Part 1 Steps 13-14 (Pages 12-13) 5. Investigation 3 Part 3 Step 18-19 (Page 26)
P a g e 29 Vocabulary Assessment Notes Visit FOSSweb.com for the audio version of this science story.
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 23 3.C.1.a, c-d Terrarium Study 1.3.A.1.a-c Mapping It Out 1.3.B.1.a-c See Day 1 Lesson 1.3.B.2.c Students will create a map of their terrarium to identify the placement of plants/seeds. See the Terrarium Resource beginning on page 65 of this guide. Session 24 3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c Terrarium Study Setting Up the Terrarium See Day 2 Lesson Students will transfer plants and/or plant seeds in their terrarium according to the map from Day 1. See the Terrarium Resource beginning on page 65 of this guide.
P a g e 30 Vocabulary terrarium habitat organism moist soil Assessment Focus Question How would you describe the plan for your terrarium? The students describe the map/plan for their terrarium. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the plant help it to survive?
Focus Question What will the organisms in our terrarium need to survive? Organisms need light, air, water, and nutrients.
Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the organisms help them to survive?
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 25 3.C.1.a, c-d Terrarium Study 1.3.A.1.a-c Introducing Other Organisms 1.3.B.1.a-c See Day 3 Lesson 1.3.B.2.c Students will add other organisms to their terrarium. See the Terrarium Resource beginning on page 65 of this guide.
P a g e 31 Vocabulary earthworm tunnel behavior species life cycle abdomen body bristle burrow clitellum pillbug head legs hide nightcrawler segment Assessment Focus Question What other organisms could we add to our terrarium? Students make suggestions for organisms that are appropriate to add to the terrarium. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the organisms help them to survive?
WCPS 2010-2011
Office of Elementary Education Time Curricular Lesson Connection Session 26- 3.C.1.a, c-d Terrarium Study 36 1.3.A.1.a-c Making Observations 1.3.B.1.a-c See Day 4-14 Lesson 1.3.B.2.c Students will make observations about their terrariums. See the Terrarium Resource beginning on page 65 of this guide.
P a g e 32 Vocabulary Assessment Focus Question How would you describe the organisms in your terrarium? Students use their observations to describe the organisms in their terrarium. Notes Guiding Questions What are the structures of the plant and describe what they do for the plant? How do the structures of the organisms help them to survive? Management: Consider working with students in small groups when making observations. The other groups could be recording predictions in their science notebooks, reading about organisms, and/or making observations about other plants you may have displayed in your classroom.
Session 37 Session 38 Session 39
Unit 3 Reflection Unit 3 Assessment Unit 3 Assessment
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Instructional Support for Science Objectives
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GRADE 1 OBJECTIVE
3.A.1.a Use the senses and magnifying instruments to examine a variety of plants and animals to describe external features and what they do.
Resources to Support 3.A.1.a

Name of Resource
ScienceSaurus FOSS: New Plants Safari Montage
Where Can the Resource Be Found?

Pages 80-97 All Investigations All About Plants and Structures All about Plant Pollination Plants of the Rainforest Bill Nye: Plants Magic School Bus Gets Planted Peep: Peep Plants a Seed All About Forest Ecosystems All About Water Ecosystems Magic School Bus Gets to Seed Where is Food Grown Authur: Busters Green Thumb
Notes
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 188.
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GRADE 1 OBJECTIVE
3.A.1.b Compare similar features in some animals and plants and explain how each of these enables the organism to satisfy basic needs. Resources to Support 3.A.1.b
Name of Resource

Notes
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GRADE 1 OBJECTIVE
3.A.1.c Use the information collected to ask and compare answers to questions about how an organism's external features contribute to its ability to survive in an environment. Resources to Support 3.A.1.c
Name of Resource

Notes
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Lesson Seeds Compare a Bean Plant and a Cactus
How are bean plants and cactus alike? How are they different? Think of many ways.
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Writing About Science
My Secret Plant or Animal

Choose two organisms to describe and compare. Share your writing with a partner. Have them guess the names of the organisms you wrote about.
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GRADE 1 OBJECTIVE
3.B.1.a Use magnifying instruments to observe parts of a variety of living things, such as leaves, seeds, insects, worms, etc. to describe (drawing or text) parts seen with the magnifier. Resources to Support 3.B.1.a
Name of Resource

Notes
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GRADE 1 OBJECTIVE
3.B.1.b Use information gathered from observations to compare the descriptions (drawings or text) of the different parts seen. Resources to Support 3.B.1.b
Name of Resource
ScienceSaurus FOSS: New Plants

Pages 2-6 All Investigations
Notes
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We know stories sometimes give plants and animals attributes they dont really have. Write a story about how the cactus got its spines (vary this to fit plant familiar to students).
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GRADE 1 OBJECTIVE
3.B.1.c Describe some of the ideas or questions that might result from examining organisms more closely. Resources to Support 3.B.1.c
Name of Resource

Page 2-6 All Investigations
Notes
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GRADE 1 OBJECTIVE
3.B.2.c Describe some parts of plants and describe what they do for the plant. Resources to Support 3.B.2.c
Name of Resource

Notes
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GRADE 1 OBJECTIVE
3.B.2.d Respond, giving reasons to support the response, to the statement All living things are made of parts. Resources to Support 3.B.2.d
Name of Resource

Notes
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GRADE 1 OBJECTIVE
3.C.1.a Examine a variety of populations of plants and animals (including humans), to identify ways that individual members of that population are different from one another. Resources to Support 3.C.1.a
Name of Resource

Pages 80-97 Extensions All About Plants and Structures All about Plant Pollination Plants of the Rainforest Bill Nye: Plants Magic School Bus Gets Planted Peep: Peep Plants a Seed All About Forest Ecosystems All About Water Ecosystems Magic School Bus Gets to Seed Where is Food Grown Authur: Busters Green Thumb
Notes
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GRADE 1 OBJECTIVE
3.C.1.b Make a list of possible advantages and disadvantages of differences of individuals in a population of organisms. Resources to Support 3.C.1.b
Name of Resource

Pages 80-97, 128-155 Extensions
Notes
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GRADE 1 OBJECTIVE
3.E.1.a Examine how organisms in a wide variety of environments to gather information on how animals satisfy their need for food. y Some animals eat only plants y Some animals eat only other animals y Some animals eat both plants and other animals Resources to Support 3.E.1.a
Name of Resource
ScienceSaurus Safari Montage

Pages 128-155 All About Plants and Structures All about Plant Pollination Plants of the Rainforest Bill Nye: Plants Magic School Bus Gets Planted Peep: Peep Plants a Seed All About Forest Ecosystems All About Water Ecosystems Magic School Bus Gets to Seed Where is Food Grown Authur: Busters Green Thumb
Notes
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.

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SEE DIRECTIONS ON PAGE 188.
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We know that animals eat plants or other animals for food, and then they may also be eaten by bigger animals. Listen to the story of The Old Woman Who Swallowed a Fly and draw the same story using different plants, insects, and animals in sequence. After that, use the pictures to help you write a story about it.
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GRADE 2 OBJECTIVE
3.C.1.a Investigate and describe that seeds change and grow into plants. Resources to Support 3.C.1.a
Name of Resource

Notes
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GRADE 2 OBJECTIVE
3.C.1.c Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of stages in the life cycle. Resources to Support 3.C.1.c
Name of Resource

Notes
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GRADE 2 OBJECTIVE
3.C.1.d Provide examples, using observations and information from readings that life cycles differ from species to species. Resources to Support 3.C.1.d
Name of Resource

Pages 80-97 Extensions
Notes
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GRADE 2 OBJECTIVE
3.D.1.a Observe and describe individuals in familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different. Resources to Support 3.D.1.a
Name of Resource
ScienceSaurus

Pages 80-127
Notes
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GRADE 2 OBJECTIVE
3.D.1.b Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how they resemble organisms that live today. Resources to Support 3.D.1.b
Name of Resource
ScienceSaurus

Pages 116-117
Notes
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GRADE 2 OBJECTIVE
3.D.1.c Recognize that some kinds of organism have completely disappeared. Resources to Support 3.D.1.c
Name of Resource
ScienceSaurus

Pages 116-117
Notes
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GRADE 2 OBJECTIVE
3.F.1.a Investigate a variety of familiar and unfamiliar habitats and describe how animals and plant found there maintain their lives and survive to reproduce. Resources to Support 3.F.1.a
Name of Resource

Notes
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GRADE 2 OBJECTIVE
3.F.1.b Explain that organisms live habitat provide their basic needs. y food y water y air y shelter Resources to Support 3.F.1.b
Name of Resource

Notes
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Lesson Seeds
Have the students design a space for a plant or animal. The students should pick the plant or animal. They should find out what it needs for food, water, space, and other things. Have the students draw a picture of their design, describe what it looks like, and explain how it meets the needs of the organism. Resource: Puddle Questions for Science ~ Grade 2, Creative Publications
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GRADE 2 OBJECTIVE
3.F.1.c Explain that animals and plants sometimes cause changes in their environments.
Resources to Support 3.F.1.c

Name of Resource

Notes
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6.A.1.a Describe natural resources as something from the natural environment that is used to meet human needs.
Resources to Support 6.A.1.a

Name of Resource

Pages 318-333, 344-349 y y y y y y y All About Forest Ecosystems Environmental Health Magic School Bus Holiday Special: Recycling Plants of the Rainforest The United States U.S. Industries & Resources What is Economics?
Notes
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6.A.1.b Identify water, air, soil, minerals, animals, and plants as basic natural resources.
Resources to Support 6.A.1.b

Name of Resource

Notes
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6.A.1.c Explain that food, fuels, and fibers are produced from basic natural resources.
Resources to Support 6.A.1.c

Name of Resource

Notes
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6.A.1.d Identify ways that humans use Earths natural resources to meet their needs.
Resources to Support 6.A.1.d

Name of Resource

Notes
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6.A.1.e Explain that some natural resources are limited and need to be used wisely.
Resources to Support 6.A.1.e

Name of Resource

Notes
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6.B.1.a Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment. Resources to Support 6.B.1.a
Name of Resource

Notes
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6.B.1.b Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.
Resources to Support 6.B.1.b

Name of Resource

Notes
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Plant Enhancement Resource and Terrarium Study
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Terrarium Planning Guide Day 1 2 3 4-14 Title Mapping It Out Plan For Students will create a map of their terrarium to identify the placement of plants/seeds.
Setting Up the Terrarium Students will transfer plants and/or plant seeds in their terrarium according to the map from Day 1. Introducing Other Organisms Making Observations Students will add other organisms to their terrarium. Students will make observations about their terrariums.
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Materials
Description 1.5 Gallon Flex Tanks, w/Lids 2" Bug Box Magnifier Hand Lens Vials for collecting specimens *Top Soil, 10 lb *Gravel, 10 lb *Charcoal, 8 oz Plastic Spoons Trowels *Plastic Gloves, Pkg/100 Plastic Storage Container Per Kit 7 7 7 7 2 1 1 7 7 1 1
***Kindergarten has earthworms that you can use when they are finished their earthworm investigations.
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Terrariums
David Trinklein Department of Horticulture Resource: http://extension.missouri.edu/publications/DisplayPub.aspx?P=g6520
A terrarium is a tightly closed clear glass or plastic container filled with small plants (Figure 1). It also has come to mean an open, transparent container for growing and displaying plants. Terrariums are most useful for small plants that do not adapt well to normal home atmospheres. When properly planted and located, they provide a way to grow many plants with minimal care.
Figure 1 A terrarium is a good way to keep plants indoors with a minimum of care.
Brief history
Transparent containers for growing plants date back to at least 2,500 years ago in Greece. But in the United States, terrarium culture is believed to originate in New England, where housewives placed squawberry (partridge berry) in hand-blown glass bowls. Invention of the terrarium as we know it is credited to Dr. N. B. Ward of London. Ward was interested in growing many types of ferns in his backyard but had not been successful. While studying a sphinx moth emerging from the chrysalis he had buried in moist earth in a closed bottle, he was amazed to see a seedling fern and some grass growing inside. He watched them grow for four years, during which time not one drop of water was added, nor was the cover removed. Ward continued his observations with other plants in containers, and in 1842 published a book called On the Growth of Plants in Closely Glazed Cases.This led to development of "Wardian Cases," which were large, enclosed containers for growing delicate plants in the home or transporting precious plants over long distances. The terrariums most often used today are small ornamental versions of the Wardian case.
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Planning a terrarium
Closed, open or dish garden?
Open terrariums provide higher humidity for plants than do dish gardens, but closed terrariums retain more humidity than either of the other container types. The open terrarium and dish garden require more frequent watering, but danger of disease buildup is reduced. Before beginning your terrarium, decide whether you prefer a woodland, tropical or desert theme. Keep in mind the temperature and light conditions in the location where you plan to place the terrarium. Select plants that suit the location.
Containers
A terrarium container must be made from clear glass or plastic. Tinted or cloudy glass greatly reduces light transmittance and interferes with plant growth. As long as it is clear, almost any type of container may be used: empty fish bowls, fish tanks, brandy snifters, old glass jars, jugs, bottles. There also are containers specially designed for use as terrariums. All closed containers should have transparent covers. Containers with small openings also are quite satisfactory. Containers with large openings without covers can be used but will require more frequent watering to maintain the high humidity needed by some plants. However, open terrariums are drier and less subject to disease. Containers without high sides are suitable for dish gardens and need not be transparent.
Growing medium
The growing medium for terrariums must be clean, well drained and high in organic matter. Potting soils sold at garden centers and nurseries where plant supplies are sold are sterilized and ready for use. Prepackaged peat-like mixes also are excellent choices. To prepare your own soil, mix one part peat moss with one part rich garden soil.Make sure the soil is moist before sterilization. Place it in an oven at about 200 degrees until the soil is thoroughly heated for 30 minutes. The exact time needed depends on the quantity of soil. Cover the soil with aluminum foil to prevent excess drying during heating. Spread the soil to cool on clean papers with clean tools. For planting, the soil should be moist enough to cling in a ball when it is squeezed tightly. Adding fertilizer is not necessary, since plants in terrariums should not grow rapidly. If you know the soil used has exceptionally low fertility, light fertilization with a houseplant fertilizer may be done after plants are established.
Plants
Many plants are suitable for growing in terrariums. Plants that have a low and dense growth habit usually are best. Larger plants are often used. They are kept small in terrariums by cutting back the tips. Don't mix plants requiring widely different conditions. Succulent plants and cacti are less desirable for terrariums, since moist conditions promote rot. Don't mix desert plants with moisture-loving tropicals.
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Height Since low plants are preferred, more emphasis is placed on small plants. They are divided into three size groups. Some of these are creeping or climbing vines that may grow tall, but with limited height in the terrarium they form a groundcover. Most plants listed in the "over 12 inches" category need occasional cutting back to be kept low. Light Most plants listed are in the "medium" light category and require good light near a window, or perhaps less light from a window supplemented with artificial light. The terrarium should be placed within several feet of a bright window, but not in direct sun. Few plants tolerate "low" light for extended periods. Those listed for "low" light will tolerate a location no more than about 10 feet from a bright window. "Bright" light means a location close to a window, often in direct sun, as for a grouping of cactus in a dish garden. Do not put closed containers in full sun. Container The true terrarium is tightly closed. Most plants require high humidity. Plants suitable for this condition are listed as "closed." An "open" container is one with high sides, generally at least as tall as the plants contained. The opening at the top is not covered. Plants not needing high humidity can be used. "Dish" refers to a planting in which a container is used with sides that are lower than the plants, so that the entire planting is subjected to normal conditions in the room. Plants tolerating low humidity are most suitable for this type of planting. Temperature "Warm" in this case refers to normal home conditions. Most tropical plants are suited for common house temperatures. At night, 65 degrees is ideal; day temperatures normally should be about 10 degrees higher. "Cool" is a designation that primarily fits woodland plants in woodland terrariums. These plants should have nighttime temperatures about 50 to 55 degrees. In the home these temperatures may be difficult to find, but placed on a window close to the glass, with a drape pulled behind them at night, a pocket of cool air will develop during the winter. Day temperatures also should be cool but are not as critical. Comments This section lists only conditions or characteristics peculiar to the plant indicated.
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Office of Elementary Education Tools
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Only a few tools are necessary for planting the terrarium. Long sticks, either bamboo or 1/4-inch dowling, will be most useful. The appropriate length depends on the height of the container to be planted. They can be used to dig holes, move items and support plants while they are being planted. Household scissors will be helpful for pruning plants before they are planted. A large kitchen spoon will be helpful in placing soil and drainage material in the container. If a container with a very small opening is used, make a funnel from paper or aluminum foil for placing soil into the container. An atomizer or bulb-type sprayer will be useful for watering the terrarium. A kitchen bulb baster may be used for watering hard-to-reach spots. A stick with a wire loop on the end will be helpful for lowering plants into large containers with small tops.
Accessories
Rocks, gravel and other natural materials provide pleasing accessories in designing terrariums. Sticks, wood, seed pods or bark are possible choices. Ceramic figures, frogs, mushrooms or snails suggest a natural setting. The materials added are a matter of individual taste. However, avoid too many accessories, or those with vivid, unnatural colors. Care should be taken not to introduce insects or disease with the accessories.
Other uses for the terrarium

Closed terrariums, with high humidity, make ideal propagation units for a few cuttings of houseplants. The idea also may be used to keep houseplants during a short vacation period. Plants can be placed in large containers or plastic bags with the top closed. They should not be placed in direct sunlight, or overwatered, but can normally be kept for 2 to 4 weeks in this way.
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Assembling the terrarium

Design Combine plants for variation in size, color and texture. Since terrariums usually are viewed from one side, the soil should be sloped for viewing from that side. Plants also should be arranged so that taller plants are toward the back. Use rocks, sand, wood and other natural materials to create cliffs, rock ledges, dry stream beds or lush tropical forests. Hills and valleys will make the scene more interesting than a flat surface. Prepare the container Before planting sterilize the container by washing it in hot, soapy water and rinsing thoroughly. Make sure the container is dry before planting. If you use a commercial glass cleaner, such as one containing ammonia, allow the open container to air for several days before planting. Add drainage material and soil In general, about one quarter of the terrarium's volume will be used for soil and drainage material. These can easily be added with a spoon, funnel or other convenient tool. Drainage Charcoal and pebbles should be placed in the bottom of the container for drainage. These may be mixed together, but the charcoal usually will be most effective if placed in a 1/2-inch layer above the layer of gravel, crushed pots, marble chips or other drainage material. Sphagnum moss, placed over the layer of gravel and charcoal, prevents soil from sifting into the drainage area. Growing medium Next, add the growing medium. It should be slightly moist so that dust is not stirred up, but not so moist that it is muddy and sticks to the sides. For most containers, a minimum thickness of 1-1/2 inches is necessary to provide sufficient volume.
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Adding plants Before adding the plants, arrange those selected for use in an open area about the size of the container. This will give you some idea of relative sizes and textural patterns. A low, coarse-textured plant is often desirable for a dominant focal point near the front. Don't build a collection of variegated or unusual plants. They compete with each other and don't give a unified pattern. If there are disease concerns, enclose the plants to be used in plastic bags for about two weeks before planting in the terrarium. If any diseases are present, they normally will become visible on the foliage or stems. It is essential that tightly closed terrariums not be exposed to diseases. To assemble the terrarium, take the plants from their pots and remove extra soil to expose the roots. Trim off any leaves that are yellowed, damaged or show any indication of disease or insect damage. Trim off some roots from plants that were extremely pot bound. Promptly place the plant in the container, so that the exposed roots do not dry. In the closed container, try to keep foliage from touching the sides of the container. Leaves touching the glass will collect water and be more subject to rot. Plants may be placed in a deep container using long slender tongs or a stick with a wire loop on the end. Deep containers with small openings will require considerable patience and practice in planting. For such containers, it is a common practice to wrap the plant in a piece of paper for protection before inserting it through the small opening. The plant is unwrapped and the paper removed once the plant is in the container. This also will help keep the inside of the container clean. Holes can be dug in the planting medium with a pointed stick before inserting the plants. After the plant has been inserted in the hole, fill in with soil and tamp it firm. A long stick with a cork fixed on the end makes a good tool for lightly tamping the soil. After the plants have been positioned, add gravel, sand, moss or other materials to give a finished appearance. Accessories also may be added at this time. After planting After planting, mist over the plants to wash off any growing medium that sticks to leaves or sides of the container. If the medium was properly moist at planting, no heavy watering will be necessary. The water misted over the leaves is adequate to settle the medium. Don't cover the terrarium, and repeat the misting after one day. Allow the container to remain open until the foliage is thoroughly dried. Then, if the terrarium is the closed type, apply the cover. Watch terrariums closely for the first weeks after planting. It is at this time that diseases often get started. Any leaves that die or plants that begin to rot should be removed promptly before the problem spreads to other plants. Rots often are associated with too much moisture. If rot develops in a closed terrarium, remove the cover to allow more drying. If a fungus seems to be spreading from a plant through the growing medium, it may be beneficial to remove a portion of the medium in the infected area and replace it. Application of a general fungicide also may help to reduce spread of a disease. In most cases, after a few weeks the terrarium is established and the threat of disease is reduced. Continue to watch for fallen leaves, however, or any plant parts that begin to decay.
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Care of the terrarium

Watering The closed terrarium normally will not need water for 4 to 6 months, or when fogging on the sides stops, or when plants wilt. Open terrariums need watering occasionally, but not as frequently as other houseplants. A dish garden, unless it is the desert type, will need frequent watering. It is important that waterings always be light. Since there is no external drainage, heavy waterings result in standing water in the gravel and charcoal, which encourages root diseases. These materials may help overcome occasional light overwaterings, but frequent heavy watering will inactivate the system. When watering the closed terrarium, don't replace the cover until wet foliage has dried.
Caution Never overwater. Excess water is almost impossible to remove; better a little too dry than too wet.
Light A terrarium, open or closed, should not receive direct sunlight. The dish garden, however, which contains plants needing bright light, may be placed in direct sun. Direct sunlight on a closed or tall, open container will cause heat buildup that will injure most plants. Most plants suitable for terrariums don't require extremely bright light, but do well in good light. If the terrarium is to be located where there is low light, add artificial light. A 100-watt bulb placed close to the terrarium or fluorescent tubes placed over the terrarium will be helpful. Where outside light is poor, add artificial light up to 16 or 18 hours each day. Plants receiving light from a window gradually will face that direction. To keep the terrarium attractive from the desired view, turn it occasionally to keep the plants growing normally. Pruning Many plants in a terrarium will gradually outgrow their limited space. A little trimming quickly brings them into bounds, and often promotes side shoots that fill out plants. Pinching out tips before plants become too tall results in better growth than severe cutbacks. Be sure to remove all vegetation trimmed from the terrarium. Fertilization Since plants in terrariums should not grow rapidly, terrariums seldom need fertilizer. Don't plan any fertilization for at least a year after planting. If after the first year the plants are yellowish and seem to lack vigor without any other apparent problems, a light fertilization may be necessary. Use a water-soluble houseplant fertilizer at about one-fourth the rate recommended for normal houseplants. Do not allow any of this fertilizer solution to be left on the foliage. Other care Although a terrarium is designed for growing plants indoors with minimum care, it is not an inanimate object. Some plants will thrive, others may die. Occasionally it will become necessary to remove certain plants or add others. When adding plants, take all precautions described for planting the new terrarium. It is always possible to add new problems when adding new plants.
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Background Information From AIMS Critters
The earthworm is an invertebrate which has a segmented body. The number of segments in a full-gown earthworm varies between 120 and 175. All segments except the first which contains the mouth and the most posterior which contains the anus, are similar. The external surfaces of segment 31-37 are glandular and swollen. The region is called the clitellum. This is located about one third toward the front end of the worm. This clitellum means that the worm is an adult and can mate and lay eggs. Earthworms have regenerative powers and are capable of replacing damaged or destroyed segments depending on the region. Earthworms have to stay moist in order to breath. They have no lungs, but take oxygen from the air right through their damp skin into the blood vessels. Carbon dioxide moves out of the body the same way. Getting dried out is fatal to an earthworm. There are bristles on the underside of the worm called setae. There are four pairs on all but the first and last segments. The bristles are made of chitin which is the same material the hard outer covering of insects is composed of. These structures helps the worm dig into the soil when it moves and help cling to the sides of the burrow when predators try to pull them out. Earthworms do have enemies even though they spend much of their time underground. Their predators include birds, frogs, centipedes, moles, and man. A protective adaptation is the worm s brownish color. This makes the worm harder to see against the soil.
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When observing the movement of the earthworm, you ll notice that one part of the worm stretches out, while another part squeezes together. This is because beneath the epidermis is a layer of circular muscle whose contraction decreases the diameter but increases the length of the body. Another muscle layer runs the length of the worm: the longitudinal muscle. The earthworm has five pair of enlarged tubes which acts as hearts. The tubes pump blood through the vessels of the earthworm s body. As a worm eats enormous quantities of soil, it takes the decaying organic matter (parts of dead plants and animals) for its nourishment. From the pharynx, the food passes into the esophagus. There are several pairs of calciferous glands which secrete calcium carbonate into the esophagus. They function in the neutralization of acid soil as well as the elimination of excess carbonate from the blood. From the esophagus, the food moves to the crop. The crop serves as a temporary storage place. From here it passes on to the gizzard. Grains of sand are present here and the thick, muscular walls work the food and sand back and forth until the food is ground up. The food is then forced into the intestine, the longest section of the digestive system. The glands here secrete digestive chemicals that complete digestion and the digested food passes through the walls of the intestine and into the bloodstream. The bloodstream circulates the digested food to other parts of the organism. Although the earthworm is sensitive to light and touch, it does not have sense organs. There are light-sensitive cells scattered through the skin. These cells enable the worm to distinguish between light and dark. The worm is also sensitive to vibrations which are a useful adaptation since it s the mole s favorite food. Boy or girl? The earthworm is actually both. It is called a hermaphadite because it has both ovaries and testes. The two pairs of testes are located in segments 10 and 11, counting from the anterior end, and the pair of ovaries is in segment 13. Self-fertilization cannot take place. The exchange of sperm cells between two mating worms occurs during a process called copulation. Copulation usually occurs at night during moist weather and involves a temporary union of two individuals along their ventral surfaces. A worm is old enough to lay eggs at about one year.
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After copulation, the worms separate, each having others sperm stored in the seminal receptacles unit until fertilization. When the eggs have reached maturity and have been released, the clitellum secretes a tub of mucus which slips over the front of the worm. The tube receives eggs as it passes segment 14, and receives the other worm s sperm cells as it passes segments 9 and 1-. Fertilization occurs inside the tube as it slides forward until it finally slips of the anterior end. The tube, which is then sealed, is usually left in the burrow to form a cocoon containing several zygotes. After three to four weeks, pale, whitish wormlets crawl out as miniature adults. If the moisture and temperature are not quite right, the eggs can stay in the case for a year or more. Because the earthworm s source of nutrition is organic matter in the soil, large quantities of soil are eaten. The indigestible soil passes through intestinal tract and is eliminated as worm castings . This helps enrich the soil. Lower levels of earth are brought to the surface which improves the chemical composition. In burrowing, they are also improving farm land as air and water can enter the ground easier. The naturalist Charles Darwin once calculated that an acre of farm land may contain as many as 50,000 earthworms. In the course of a year, those worms could overturn as much as eighteen tons of soil per acre! This is a great significance to agriculture and these creatures should be appreciated for their contribution to farming. Earthworms are often called Nature s Plowman because they live in the ground and tunnel their way through the ground mixing up the different layers of the soil. The main sense organ of worm is their skin. A worm s skin is very sensitive to moisture, temperature, touch, and light. So, the worm actually uses its skin to see, feel, and detect moisture. The worm breathes by taking in air out of the moist soil directly through its skin. (Since its skin is tender, it prefers a smooth environment over a rough one.) Its skin senses light consequently worms can tell when it is day or night. Worms are nocturnal and rarely come out of the ground except at night.
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What do earthworms eat? Earthworms eat decayed leaf and plant material. They also swallow soil and the little bits of animal material. Based on scientists observations of feeding habits, these seem to be favorites among worms. LISTED IN ORDER BY PREFERENCE Fresh Leaves Beech Maple Oak Horse Chestnut Lime Willow Decaying Leaves Willow Oak Lime Beech Maple Horse Chestnut
You can also feed your worms fruit peelings, corn meal, and bread crumbs. Two tablespoons every other week should be enough. Do not feed them too much or the food may spoil.
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Worm Home Put a layer of sand or gravel at the bottom of the terrarium to collect excess water. Fill the terrarium three quarters full of a mixture of sand and good soil. Hard soils are too hard and compact for the worms to burrow through. Keep the soil moist, but not soaked. One teaspoon of coffee grounds and one fourth teaspoon of brown sugar layer on top will serve as a food source. The ideal temperature should be kept about 50 degrees F and black construction paper will provide a dark environment the worms like best. How do earthworms move? Earth worms have 2 sets of muscles 1. Circular muscles around each segment. 2. Long muscles that run the length of the body. When circular muscles tighten, the earthworm becomes longer and thinner. When the lengthwise muscles tighten, the earthworm becomes shorter and fatter.
How do earthworms help the soil? 1. They mix up the different layers of the soil. 2. They add nutrients to the soil by depositing their waste products or castings into the soil. 3. They help to decompose dead plant and animal material into simpler parts that can be used again by new organisms.
Be sure to always wash hands after handling live materials!!!!

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Isopod, Pillbug, Sow Bug Information
Identifying Features Appearance (Morphology)

y y
y y y y y
Three body parts: head, thorax, abdomen One prominent pair of antennae (one inconspicuous pair) Simple eyes Seven pairs of legs Seven separate segments on thorax Paired appendages at end of abdomen called uropods Color varies from dark gray to white with or without pattern
Adult Males and Females On the underside, females have leaf-like growths at base of some legs. These brood pouches hold developing eggs and embryos. The first two appendages on the male abdomen are modified as elongated copulatory organs. Immatures (different stages) The immature isopod molts four or five times. They look like adults except for size, proportion, color and sexual development.
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Natural History Food Isopods are omnivores or scavengers feeding on dead or decaying plants or animals. Some may eat live plants. Habitat Isopods breathe with gills, so they are restricted to areas with high humidity, under rocks or logs, in leaf litter or in crevices. Some species are nocturnal. Predators Vertebrates and invertebrates. Interesting Behaviors Some species roll up into a ball when disturbed. Eggs (up to 100) are held in broad pouch on female. Juveniles look like adults and are soon liberated from pouch. Molting is in two stages. First the back half molts, then two to three days later, the front half molts. Coloration of both halves may be different at this time. Many species are fast walkers, but can be easily observed when held in the palm of the hand. Impact on the Ecosystem Positive In their immediate vicinity, isopods do minimal soil improvement. Isopods are also a food source for other animals. Negative In greenhouses and southern states, large populations can eat and damage plants.
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Collecting Live Insects Where to find Look under logs, moist leaf litter, flower pots (a day after they have been watered), outdoor pet dishes, and under paving bricks or stones. Isopods live where it is moist and usually in a shaded area. To attract them, water soil or leaf litter in the shade and cover with plastic, piece of plywood or cardboard. Keep the area moist and check under the covering in a couple days. I How to collect Before looking for isopods, prepare a container and tools to gather the isopods. If you are going to set them up in a container with soil in a day, you do not need to separate them from the soil (see rearing information). To collect them, use a spoon or shovel and a container. Look under a rock or log and be prepared to collect the isopods quickly before they scurry away from the light. Gently scoop up soil with the isopods and place them in the container. Look on the underside of the log or stone for others. They can be gently picked or brushed off with a finger into the container. Pill bugs often curl up and can be picked up individually or scooped up with the spoon. If you are going to keep the isopods a couple days before placing them in the classroom, use a plastic margarine or cottage cheese container with small holes poked in the lid and a moistened piece of paper towel lightly crumpled inside. Use an old pie tin to sort the isopods from the soil before placing them in the container. The paper towel must be kept moist or they will die. When you are looking under rocks and logs. Be careful to avoid scorpions, centipedes and other animals that live there. Return the rock or log to the way it was when you found it.
Resource: http://insected.arizona.edu/isoinfo.htm
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organisms habitat species

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life cycle
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terrarium tunnel
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earthworm
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behavior
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body
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bristle
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burrow
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clitellum
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hide
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moist
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night crawler segment

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soil
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abdomen
U3T
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Day 1 Mapping It Out
Focus Question: How would you describe the plan for your terrarium? Materials: Science Notebook Containers that the students will be using as their terrariums ~ You may use the containers provided to you and/or reuse old soda bottles.
y y y
Technology for viewing a Safari Montage Video ~ Bill Nye: Garbage Chapter 5 ~ Reduce, Reuse, Recycle
Planning For This Lesson The teacher will need to make some decisions about the following things before the students begin to plan for their terrariums:
y y y y y y y y y
How many students will create one terrarium? How many containers will I need? Will I have enough soil? Will seeds be available for the students to use? (If you have any left over from earlier investigations.) Which items are the students permitted or not permitted to take from school grounds? What items will the students be permitted or not permitted to bring from home? Where in the building will the terrariums be kept? How will the students label their terrariums? Where will the terrariums go at the end of the school year, who will take the terrariums home, etc.?
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Lesson Description Introduce terrariums to the students by using pictures and the video from Bill Nye. Use the questions below to help guide the students plan for their terrarium. Show the students the containers that they will be using as their terrarium. The teacher can provide the students with the model of their terrarium map. Be sure to tell that students that they will be adding other organism to their terrarium. Remind them that organisms need space to survive. Allow the students time to plan with their group/partner. The students should record a map of their terrarium in their science notebooks. Have the students share their plans with the other groups.
Questions to Ask y y y y y y y What shall we look for to plant in the terrarium? How big do you think the plants should be? How many plants do you plan to use? Why do you think so? What must we gather to help them survive? Why do you think that? What do we need to do to help the plants grow? What things would not be good for the plants? What nonliving objects will you add to your terrarium? Why would you add this nonliving item?
Assessment y y y y Did the students create a map that clearly shows a plan for their terrarium? Did the students express reasons for choosing nonliving objects? Did the students leave space for the organism to thrive? Did the students apply their understanding of needs for plants?
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Planning for Your Terrarium
y What shall we look for to plant in the terrarium? y How big do you think the plants should be? y How many plants do you plan to use? Why do you think so? y What must we gather to help them survive? Why do you think that? y What do we need to do to help the plants grow? y What things would not be good for the plants? y What nonliving objects will you add to your terrarium?
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Terrarium Soda Bottle Map
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Key:
Plant Grass Rock Stick
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Day 2 Setting Up the Terrarium
Focus Question: What will the organisms in our terrarium need to survive?
Materials: Science Notebook with map Containers that the students will be using as their terrariums ~ You may use the containers provided to you and/or reuse old soda bottles.
y y y y y y y y y y
Top soil Gravel Charcoal Plastic spoons Trowels Gloves Hand lens Spray bottles with water
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Planning For This Lesson Be sure to clean out the containers you wish to use as the terrarium. This will help eliminate mold or bacteria. If you choose to use 2 liter soda bottles, be sure to have the bottles pre-cut. Have the top soil, gravel, and charcoal set up in 3 different areas for the students to access. You may want to cover desks/tables with newspaper to help with the mess. If you are taking the students outside to collect plants, you may want to have a management plan. Lesson Description Have the students review their map for their terrarium. Share the model of the terrarium with the students that show the order of the gravel, charcoal, and soil. Ask the student why we need to put these things in a certain order (help with water drainage)? Allow the students time to add the gravel, charcoal, and soil to their terrarium. The students may add items they brought from home or take the students outside to find their plants. The students may also add their nonliving item(s). Have the water spray the inside of the terrarium and place the lid on top. Have the students record their observations in their science notebook. The students should record any changes in their terrarium for the remainder of the study.
Questions to Ask y What will the organism in our terrarium need to survive? y Were you able to follow your map or did you have to make changes? Assessment y y y y Did the students follow the map that they created and make adjustments as needed? Did the students place the objects in the terrarium with care? Did the students leave space for the organism to thrive? Did the students apply their understanding of needs for plants?
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Day 3 Introducing Other Organisms
Focus Question: What other organisms could we add to our terrarium?
Materials:
y y y y y y y y y
Science Notebook Terrariums Bug magnifier Hand lens Vials for collecting specimens Plastic spoons Trowels Gloves Spray bottles with water
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Planning For This Lesson
You will want to talk to the Kindergarten teachers in you building about using their earthworms when they are finished with them. You may also check with Grade 4 to see if anyone has any Bess Beetles available. If you choose to use the Bess Beetles, be sure to put some old pieces of wood in the terrarium. Be sure to determine which organisms the students will be permitted to add to their terrarium from home or school. Be sure to have a management plan in place if the students are searching for organisms on school grounds.
Lesson Description Have the student share ideas about adding other organisms to their terrarium. Use the questions below to guide the discussion. You may also use the pictures provided to help the students determine which organisms would or would not be good to add to their terrarium. Allow the students time to search for and/or add their new organisms to the terrarium. Be sure to have the students make observations about the organism before they remove it from the environment. They will need to make comparisons later.
Questions to Ask y y y y y y y What other organisms should we look for to add to the terrarium? How big do you think the organisms should be? How many organisms do you plan to use? Why do you think so? What must we gather to help them survive? Why do you think that? What do we need to do to help the organismssurvive? What things would not be good for the organisms? What other nonliving objects will you add to your terrarium? Why would you add this nonliving item?
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Assessment y y y y Did the students make appropriate suggestion about which kinds of organisms should be added to the terrarium? Did the students place the objects in the terrarium with care? Did the students leave space for the organism to thrive? Did the students apply their understanding of needs for organisms?
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Days 4-14 Making Observations
Focus Question: How would you describe the organisms in your terrarium?
Materials:
y y y y
Science Notebook Terrariums Hand lens Spray bottles with water
Lesson Description During the next 10 days the students should make observations about their terrariums. They should record their observations in their science notebook or on the calendar provided in this guide.
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Questions to Ask y y y y What were your organisms doing before you added them to the terrarium and what are they doing now? How do the plants and insects interact with each other? What changes do you notice? What does your terrarium need?
Assessment y Did the students apply their understanding of needs for organisms? y Did the students make and record observations?
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Terrarium Observations Monday Date _________ Tuesday Date _________ Wednesday Date _________
Name ________________________________ Thursday Date _________ Friday Date _________
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Monday Date _________
Tuesday Date _________
Wednesday Date _________
Thursday Date _________
Friday Date _________
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Terrarium Observations Monday Date _________ Tuesday Date _________ Wednesday Date _________
Name ____________________________________ Thursday Date _________ Friday Date _________
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Monday Date _________
Tuesday Date _________
Wednesday Date _________
Thursday Date _________
Friday Date _________
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ENHANCEMENT RESOURCE
Making Observations in Drawings
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Focus Question/Objective: How do scientists share their observations in a drawing? CC: 1.C.1.c Draw pictures that correctly portray at least some features of the thing being described.
Lesson Rationale During the Plant Unit, students are to record their observations about their plant. Students will be more successful if they are given the opportunity to see good models of scientific drawings and create a classroom rubric before they begin the plant unit. This lesson was also shared with Grade 1 teachers.
Materials Needed y y y y y y Overhead or Document Camera Copy of Bee Drawing for each group Additional examples of scientific drawings (See your library or the FOSS Science Stories) Student Copy of Drawing Paper Copy of Rubric Zip lock bags with 6 tinker toys or objects such as cars, silk flowers, etc.
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Lesson Seed 1. As scientists we make observations. It is important that we record our observations. One of the ways we can record our observations is with drawings. Today we are going to observe and record with a drawing. Before we begin I want us to look at some drawing others have done so that we can determine what our drawings should include. 2. Sharing example of scientist drawings. ~ Bee ~ Look at this drawing. Do you think it is a good drawing? Why or why not? Students talk in their groups. (Students should determine that it is a good drawing since it is a clear drawing and all the parts are labeled.) 3. I found some books with pictures and drawings. Let s look at an example of a scientists drawing. Is this a good drawing? Why or why not? 4. Introduce rubric ~ have students help determine what is a great drawing, a good, an ok, and a not good drawing for the rubric. (Example: Great- Drawing is clear, all parts labeled with additional detailed information, Good -Drawing is clear and all parts are labeled, Ok Drawing is somewhat clear or clear but some the parts are not labeled, Not Good Drawing is unclear and many parts are not labeled.) 5. Each group will get a bag of items. You will have 1 minute to look at the items and select an item you want to draw or you may choose to draw something from your classroom or from home. 6. Set the time for 1 minute. Distribute drawing paper as students are selecting an object. 7. You will now have 10 minutes to complete make an observation and complete your drawing. While you are working music will be playing and, we should be able to hear the music. Your voices are too loud if I can t hear the music. 8. Teacher circulates and refers the students to the rubric ~ good vs. great 9. Closure: Would someone like to share their drawing and tell us what they would score their drawing and why? ~ At the carpet depending on time. Assessment: Use rubric to score drawings ~ have the students revise their drawings
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How do scientists share their observations in a drawing?

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Object: BEE
Antennae Head
Eye
Abdomen
Wing
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Name _________________________________ Name of Object:
My Score
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Assessment
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Name _____________________ Plant Pre & Post Assessment
Directions: Indicate if you agree or disagree with each statement by writing an A (agree) or a D (disagree) in the appropriate area.
Before Agree or Disagree
Statement Agree or Disagree
After Supporting Evidence
The oldest things living on earth are plants. All plants grow in the ground.
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Before Agree or Disagree Statement Agree or Disagree

Oxygen in the air we breathe comes from green plants. When green plants have light, their leaves make food from air and water. Nylon and plastic are made from plants. Cereals, cotton, paper, rubber, spices, and some medicines are made from plants. A seed is a baby plant. All plants grow from seeds. Plant seeds come from flowers. Bees and other insects help flowers make seeds by carrying pollen from one plant to another. A person who studies plants is called a botanist.
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After Supporting Evidence
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Name ______________________ Plant Chart
Directions: Complete the chart to show what you know about plants. Plant Name Where It Can What Does It Be Found Look Like An Interesting Fact
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Name _____________________ Directions: Use the Venn diagram to compare 2 plants you have observed.
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Observation Calendar
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Plant Observations for: ____________________________

(plant name)
Month:
(Circle One)
March
April
May Wednesday _____ Thursday _____ Friday _____
Monday _____
Tuesday _____
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Science Extensions from FOSS
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Plant Your Brassica Harvest
Extension Idea
Plant a few harvested brassica seeds to see if they will grow. When they come up, discuss where the seeds came from, and point out that the plants grew from seeds that developed on student s brassica plants. Refer to the development from seed to seed as a life cycle. Ask students if they can think of any other life cycles.
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Plant Oat Seeds

Extension Idea
Oat seeds are another type of grain that students can plant in a straw and observe. This can be a homework project. Let students take home 2 straws, 2 oat seeds, and 2 paper-towel wicks. Ask the students to talk with their parents about food products that they have at home that are made with wheat or oats.
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Plants Grow in the Dark :
Extension Idea
Set up some alfalfa and grass planters. As soon as the plants are growing well, put some of the cups in the dark in a cabinet or under a cardboard box while some stay in the light. Give all the plants the same amount of water. Ask the students to compare the plants in the two conditions after 5 days and after 10 days. Return the plants grown in the cabinet to a location with light and have the students monitor what happens over several days.
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Try Growing Plants Without Water
Extension Idea
Select one or two of your extra cups of alfalfa and grass or brassica for an experiment. Remove them from the planting trays so they will not receive any water. Ask the students to compare the plants in the two conditions after 5 days and after 10 days. Return the dry plants to the water tray and have the students monitor what happens over several days.
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Plant Radish-Seed Gardens :
Extension Idea
Radish seeds sprout quickly and grow rapidly. Have students try growing some in different locations in the room, some outside, some with different amounts or water, and so on. Students can take little radish gardens home to share with their families.
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Sprout Other Food Seeds
Extension Idea
Many seeds are used as food. Beans, peas, popcorn, and birdseed can be placed on damp paper towels in zip bags. The resulting sprouts can be compared to those from seeds used in the grass and grain seeds investigation. Melons, tomatoes, peaches, avocados, oranges and lemons have seeds that can be salvaged at home or at school. To sprout an avocado seed, poke three evenly spaced toothpicks into the side of the seed and pit it into water so that the more pointed end is up. Rest the toothpicks on the lip of a cup or jar with the pointed end of the seed out of the water. You may wait 6 weeks for results, but it is possible to sprout an avocado seed that will grow into a tree.
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Turning Cuttings into Gifts
Extension Idea
You may want to time a cutting project so that students can prepare plants to take home as a gift for a holiday. Good plants for gifts are mints (spearmint and peppermint), coleus (beautiful colors), Swedish ivy (hardy), and jade plant (drought resistant). Planters can be made from yogurt containers, cut-off plastic soda bottles, or other recycled containers.
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Human Needs andPlant Needs
Extension Idea
As a whole class or in pairs, use a Venn diagram to compare and contrast human needs with plant needs. For instance, plants and humans both need water and nutrients. Animals, including humans, need food. Animals eat plants as food. Plants, on the other hand, do not eat food; they make their own food in their green leaves. Challenge students to develop as many ideas as they can.
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Write a How-To Guide to Growing Plants
Extension Idea
In small groups or individually, have students write directions for growing plants. Explain that they have successfully grown plants (brassica) and have read about plants needs. Using their knowledge, students can now write directions to help others grow plants. Discuss all the things that should be included in a How-To guide including a list of materials needed and step-by-step directions. Have students write a draft, figure out how many pages they will need, and create a book by folding sheets of paper in half or quarters. They can illustrate the cover, then make a page for the list of materials and a page with text and an illustration for each step.
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The Best Way to Travel :
Extension Idea
Ask students to consider all of the possible ways a seed could travel. What are the advantages and disadvantages to hitching a ride on someone s coat, being moved by an animal, or floating and spinning through the air? Ask students to decide which strategy is the best way for a seed to travel.
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The Life Cycle of a Plant :
Extension Idea
Introduce the term life cycle to the students. Discuss what the term means. Emphasize the ideas that a life cycle is a continuous pattern of reproduction. Ask students what elements would be in a life cycle of a plant. Allow students to share their ideas, encouraging them to use what they know from their investigation of brassica to list the important elements; seeds, stems, and leaves, flowers, and seedpods (fruit) containing the seeds from which new plants grow. Have students diagram the life cycle of a plant. They can draw representations of each stage, label the stage, and draw arrows showing the transition from one stage to another. The drawing should be in a circular format, illustrating how the cycle continues.
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Environment Pictures
Extension Idea
Have the students draw pictures representing one environment where plants grow. Students may use the book for reference, but should create their own interpretation of the area. Have the students write a descriptive journal entry of the environment and any structures the plants have.
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Plant Poetry and Songs
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Little Brown Seeds
Little brown seeds so small and round Are you sleeping quietly underground? Down came the raindrops Sprinkle, sprinkle, sprinkle. Out comes the rainbow Twinkle, twinkle, twinkle. Little brown seeds way down below Up through the earth they Grow, grow, grow. Little green leaves come one by one. They hold up their heads And look at the sun.
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The Seed
I'm planting a seed. I hope it will grow. I'll water it carefully. And one day I know That something will happen. Just wait and see. That tiny little seed Will grow into a tree.
Carol Simpson
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A Daffodil
A little yellow cup, A little yellow frill, A little yellow star, And that's a daffodil.
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A PoemGarden
Tomato, Perfect, round and red, Growing in your garden bed. Cornstalk, Tall and green With yellow corn inside, unseen. Melon, Sweet and round, Resting on the ground. String bean, On the vine, Green like this garden of mine.
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Dig A Little Hole
Dig a little hole. Plant a little seed. Pour a little water. Pull a little weed. Chase a little bug -Heigh-ho, there he goes! Give a little sunshine, Grow a little rose.
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Planting
I took a little seed one day About a month ago. I put it in a pot of dirt, In hopes that it would grow. I poured a little water To make the soil right. I set the pot upon the sill, Where the sun would give it light. I checked the pot most every day, And turned it once or twice. With a little care and water I helped it grow so nice.
Dick Wilmes WCPS 2010-2011 Grade 2 Standard 3: Life Science
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Package of Seeds
They can't see their pictures, they can't read the label -the seeds in a package -so how are they able to know if they're daisies or green for the table? It sounds like a fancy, it sounds like a fable, but you do the sowing, the weeding, the hoeing, and they'll do the knowing of how to be growing.
Aileen Fisher WCPS 2010-2011 Grade 2 Standard 3: Life Science
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Waking Up
A little bean baby Jumped out of bed, With a white nightcap Upon his head. He yawned and stretched In the warm, sunny air, Till his cap tumbled off His shiny green hair.
Irene M. Crofoot WCPS 2010-2011 Grade 2 Standard 3: Life Science
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My Garden
This is my garden, I'll plant it with care, Here are the seeds I'll plant in there, The sun will shine, The rain will fall, The seeds will sprout and grow up tall.
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The Little Plant
In the heart of a seed, Buried deep so deep, A tiny plant Lay fast asleep. "Wake," said the sunshine, "And creep to the light." "Wake," said the voice Of the raindrops bright. The little plant heard And it rose to see, What the wonderful, Outside world might be.
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Five Little Seeds
Five little seeds, Five little seeds. Three will make flowers, And two will make weeds. Under the leaves, And under the snow, Five little seeds are Waiting to grow. Out comes the sun, Down comes a shower. And up come the three, Pretty pink flowers. Out comes the sun, That every plant needs, And up come two, Funny old weeds.
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Five Little Peas
Five little peas in a pea-pod pressed, One grew, two grew, and so did all the rest; They grew...and grew...and did not stop, Until one day the pod went...POP!
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Oats, Peas, Beans and Barley Grow
Chorus Oats, peas, beans, and barley grow, Oats, peas, beans, and barley grow, Do you, I, or anyone know how Oats, peas, beans, and barley grow? First the farmer sows his seed, Then he stands and takes his ease, He stamps his feet, And claps his hands, And turns around to view his land. Chorus Walking with a partner, Walking with a partner, Make a ring, oh make a ring, Oh, while we happily dance and sing. Chorus
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Seeds
A little seed for me to sow A little earth to make it grow A little hole, a little pat, A little wish, and that is that, A little sun, a little shower. A little while And then, a flower!
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I'm a Little Seed (to the tune of "I'm a Little Teapot")
I'm a little seed, Brown and fat, I haven't got a front, And I haven't got a back. Plant me in the earth, Give me water each day, I'll grow to be an apple tree, While you play! I dig a hole and plant a seed, Cover it with dirt, and pull a weed. Down comes the rain, and out comes the sun, Up grows my plant, Oh! What fun!
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What Makes a Garden Grow, Grow, Grow
What makes a garden grow, grow, grow? (Measure from floor with hand at three levels) Lots of work with a rake and hoe, (Pretend to rake and hoe) Seeds gently planted in a row -(pretend to plant seeds with thumb and index finger together) That makes a garden grow, grow, grow. (Measure from floor with hand at three levels) What brings the seedlings up from the ground? (With palms up, close to floor, measure at three levels) Rain from the sky coming down, down, (Raise hands high and flutter fingers down, down, down) Bright yellow sunbeams shining round. (Make arms into big circle overhead) Help bring the seedlings up from the ground. (With palms up, close to floor measure at three levels.)
Patricia Elizabeth Garner
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The Gardener Plants the Seeds
(can be sung to the tune of The Farmer in the Dell)
The gardener plants the seeds. The gardener plants the seeds. High ho the deary oh, The gardener plants the seeds. 2nd verse: The rain falls on the ground. 3rd verse: The sun shines bright and warm. 4th verse: The seeds begin to grow. 5th verse: Flowers grow everywhere.
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I Will Plant a Garden (to the tune of "Old MacDonald Had a Farm")
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I will plant a garden green, Then I'll watch it grow. I'll dig some holes here in the dirt, In a nice straight row. With a dig-dig here, And a dig-dig there, Here a dig, there a dig, Everywhere a dig-dig, I will plant a garden green, Then I'll watch it grow. I will plant a garden green, Then I'll watch it grow. In the hole I'll drop a seed, Then each seed I'll sow. With a drop-drop here, And a drop-drop there, Here a drop, there a drop, Everywhere a drop-drop, I will plant a garden green, Then I'll watch it grow.
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Office of Elementary Education I Will Plant a Garden (Cont.)

(to the tune of "Old MacDonald Had a Farm")
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I will plant a garden green, Then I'll watch it grow. I'll water each plant one by one, They'll sprout up in a row. With a squirt-squirt here, And a squirt-squirt there, Here a squirt, there a squirt, Everywhere a squirt-squirt, I will plant a garden green, Then I'll watch it grow.
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Seeds
Seeds are funny, funny things, Some have stickers Some have wings Some are big Some are small Some round and flat Some like a ball. Some are hidden inside of fruit Some in pods or underground roots. Some seeds are foods And good to eat, Like corn or beans Or nuts for a treat.
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Plant Stories
Directions: Write a fictional story about one of the plants in our classroom. In your story be sure to include 3 interesting facts about the plant.
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Reading About Plants
Directions: Pick a book from the basket to read. Complete the News Flash organizer. Share your News Flash with a friend.
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Name____________________________
NEWS FLASH
Today I read about ______________________. Here are three interesting facts from my reading.
1. 2. 3.
___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

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Scientific Drawing
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Reading Plant Stories
Directions: Pick a book from the basket to read. Complete the organizer. Share your organizer with a friend.
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Name ____________________________
Title of Story: _________________________ Today I read about _______________________. This plant is like a real plant because This plant is not like a real plant because
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Unit Vocabulary
Please note the following:
y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is coded. U3I1 stands for Unit 3 Investigation 1. U3SC stands for Unit 3 State Curriculum. y Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart. y Science vocabulary may be added to the Word Wall. Have your students help you determine at the end of the module what words should be displayed on the Word Wall. y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the unit is being taught.
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plant
U3I1
calendar journal
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U3I1
U3I1
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brassica soil
U3I1
U3I1
light
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U3I1
water
U3I1
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fertilizer nutrients sprout

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U3I1
U3I1
U3I1
seedling
U3I1
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stem bud
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U3I1
leaves/leaf
U3I1
U3I1
flower
U3I1
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pollen seed root

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U3I1
seedpod
U3I1
U3I1
U3I1
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rye grass alfalfa lawn mow

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U3I2 U3I2
U3I2
U3I2
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grains wheat node

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U3I3
U3I2
U3I2
cutting
U3I3
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potato eyes
U3I3
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Ongoing Vocabulary From the VSC
food
U3SC
natural resources environment

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organisms observe
U3SC
U3SC
investigation
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U3SC
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Sorts (Also known as concept attainment)
Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.
How do you do sorts? Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.
For Example:
What are foods we can eat?
Yes
No
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Yes
No
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What foods come from plants?

Corn Pumpkin Chocolate
Turkey Snow Cone
Ice Cream
Pear
Lemons
Raspberries
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Carrots
Garlic
Peas
Watermelon
Eggs Milk
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How can plants be used?

Lumber Perfume Cocoa Jeans
Cinnamon
Car Root Beer
Water
Bat
Rope
Marker Paper
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Literature in the Science Classroom

The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people who were instrumental in scientific discovery or who have applied scientific ideas to real-life situations. Resource: Fossweb.com
Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a childs understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it. Resource: Science and Language Links, Johanna Scott
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Office of Elementary Education Bread Is For Eating Author: David Gershator Description: Spanish and English are blended within this graceful narrative of the making of bread from grain to table.
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Growing Radishes And Carrots Author: Faye Bolten, Diane Snowball Description: Children follow the step-by step directions in this book and they will end up with a garden full of crunchy, delicious radishes and carrots. Book includes a time chart showing the growth from seed to vegetable. A Handful Of Sunshine Author: Melanie Eclare Description: Beautiful photographs and simple words describe a young girl's experience as she plants a handful of sunflower seeds and cares for them as they grow into huge blossoms. Helpful instructions are included. How A Seed Grows Author: Helene J. Jordan Description: In simple, clear text this book describes how a seed gets water, nutrients, and sunlight and highlights the life cycle of a bean plant. It offers instruction on how to plant bean seeds in eggshells and encourages the reader to observe their development. The bright detailed pictures dramatize how a little seed may become a flower, a vegetable, or even a huge oak tree. Kid's Gardening: A Kid's Guide To Messing Around In The Dirt Author: Kim G. Raferty, Kevin Raferty Description: Activities and tips for students to help them start their own indoor and outdoor gardens. Includes 15 varieties of seeds ready to plant Look Once, Look Again: Stem & Roots Author: David Schwartz, Dwight Kuhn Description: A short photographic books that compares the structures of plants in a radish, oak, blackberry, pea, milkweed, corn, and a strawberry. Simple, engaging format that hooks the reader with close-ups images. Plants That Never Ever Bloom Author: Ruth Heller Description: Colorful illustrations describe amazing and unusual plants that never flower, including nonplants such as mushrooms and seaweed.
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Office of Elementary Education P a g e 185 Popcorn! Author: Elaine Landau Description: Find out about popcorn s Native American origins, the invention of the popping machine, and the popularity of popcorn during World War II, when sugar for snack foods was in short supply. And what makes popcorn pop? A list of online and print resources is included. The Reason For A Flower Author: Ruth Heller Description: This poetic presentation tells about plant reproduction, manufacturing of seeds, and seed propagation. It also shows plants that don t seem to be flowers but are. A Seed Grows: My First Look At A Plant's Life Cycle Author: Pamela Hickman Description: With sentences that mimic the pattern of "The House That Jack Built," this book uses the backyard garden to investigate plant life cycles. Each page has a fold-over flap that reveals additional facts and illustrated details relating to the page's topic. The Carrot Seed Author: Ruth Krauss Description: The faith of a small boy who plants a carrot seed and patiently cares for it is finally rewarded. Simple illustrations depict the growth cycle of a plant. Jamie O'Rourke And The Big Potato Author: Tomie DePaola Description: A lively, simple tale of a lazy farmer, an extremely large potato, and a leprechaun thrown in for luck. The Little Red Hen Author: Paul Galdone Description: The hen's friends are too lazy to help her plant, harvest, and grind the wheat for her cake, but they all want to share in eating it Messy Bessey's Garden Author: Patricia McKissack, Frederick McKissack Description: Messy Bessey discovers that with proper care her garden will flourish.
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Office of Elementary Education P a g e 186 Mowing Author: Jessie Haas Description: Nora helps her grandfather mow the field by watching for little animals in the tall grass and warning him to circle the horses and mowing machine around them. Pumpkin, Pumpkin Author: Jeanne Titherington Description: A simple rendition of the growing cycle as Jamie plants a pumpkin seed, watches it grow, harvests and carves the pumpkin, and saves the seeds to plant in the spring. The Tiny Seed Author: Eric Carle Description: Offers a simple description of a flowering plant s life cycle through the seasons. Colorful illustrations depict the growth and development of a seed. The Science Book Of Things That Grow Author: Neil Ardley Description: Simple experiments and activities that demonstrate basics of plant growth.
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Websites
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netTrekker What is netTrekker?

netTrekker is an educational search tool for K-12 that brings digital resources into the classroom in a safe, relevant and engaging way, making it faster and easier to provide a more personalized and productive learning experience for every student.
How do I access suggested sites for this unit of instruction?
1. Login on netTrekker. (See next page for directions.) 2. On the far right side select My Portfolio under My Tools.
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3. Select District: Washington County Schools District Portfolio.
4.
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4. Select Elementary.
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5. Select Science.
6. Select your grade level. (example: Grade 2) 7. Select the folder identified by the unit of study. (example: Life (Unit 3)) 8. Select the site you wish to visit. You may select (more) to learn more about the site before leaving the Portfolio. 9. See below for special features once the site you have selected is opened. 10. To close a site, close the window the site is opened on. The Portfolio will still remain in an opened window.
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Special features for entering websites through net Trekker

y Read Aloud ~ Select the Read Aloud tab at the top of the page. Highlight any text you wish to have read aloud. The text highlighted will be read aloud. Make sure that the speaker volume is turned on through your computer settings. y Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translations will appear. If Read Aloud is on, the word selected will be read aloud. y Vote if you Dislike or Like the website.
See the netTrekker Quick Reference Guide for More Information
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FOSSweb.com offers the following resources for you to enhance your science lessons or to support instruction. The website includes the following:
Photo Gallery of a variety of seeds
Ask a Scientist ~ Questions and answers about plants
Websites with descriptions and links
Movies of Narcissus Flowers and Sunflower Germination
Interactive Game ~ Watch It Grow
Tips and Tricks for the module
How to care for your plants
Math Extensions
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Formative Assessments Formative assessments are used to gain information that improves instruction and advances student
learning. Formative assessment entails both gathering information about childrens ongoing development of ideas and skills and using this in modifying activities and the teachers interventions to meet the childrens needs. (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.
Resource: Science and Learning, March 2007, Assessing for Science Learning, Michele H. Lee and Sandra K. Abell
Administering the formative assessments is optional and the scores are NOT reported. Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes. The formative assessments do not serve as a practice for the end of the unit assessment. A formative assessment is provided for each unit investigation. A key is provided for each formative assessment.
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Name ___________________________
Investigation 1: Brassica Seeds Formative Assessment
1. Which statement best describes information about plants?
A. B. C. D.
Plants need light, air, water, nutrients, and space. Seeds are not alive. Plants only grow from seeds. Plants only need warm air.
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2. As plants grow, they develop roots, stems, leaves, buds, flowers, and seeds in a sequence called a
A. B. C. D.
plant observation project water cycle life cycle
3. What words are used to describe baby plants?
A. B. C. D.
sprouts and seedlings leaves and roots stems and roots buds and flowers
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4. What are 2 observations you made about growing brassica plants?
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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Investigation 1: Brassica Plants Informative Assessment Key

Item 1 2 3 4 Indicator 3.C.1.a, c 3.F.1.b 3.C.a, c 3.C.1.a, c Scoring Tool 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 2 Complete Response 1 Partial Response 0- Other 2 students writes 2 correct observations made while growing Brassica Plants 1 student writes 1 correct observation made while growing Brassica Plants 0- Other A D A Performance Criteria/Answer
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Name _____________________________________ Investigation 2: Grass and Grain Seeds Formative Assessment
1. Bill wants to get rid of the alfalfa in his lawn. Which statement best describes what he should do?
A. B. C. D.
cut his lawn plant more grass seed water the lawn more plant more brassica
2. Plants need nutrients that come from
A. B. C. D.
air water light soil

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3. Which part captures light for the plant?
A. B. C. D.
stem leaves roots saplings
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4. Jesse made the following observation about seeds.
Seed Brassica Seeds Alfalfa Seeds Grass Seeds Seeds are tiny.
Observation
Seeds are round. Seeds are pointed and short.
Are the observations Jesse made correct or incorrect? Why or why not?
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

P a g e 204
Investigation 2: Grass and Grain Seeds Formative Assessment Key
Item 1 2 3 4
Indicator 3.C.1.a, c 3.F.1.b 1.3.B.2.c 3.C.1.a
Scoring Tool 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 2 Complete Response 1 - Partial Response 0 Incorrect answer B D A
Performance Criteria/Answer
2 Student writes that the seed observations are incorrect because the grass seeds are pointed and long. 1 Student writes that the seed observations are incorrect but incorrectly identifies why. 0 Other
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Name _______________________________ Investigation 3: Stems Formative Assessment
1. Leaves, twigs, and roots develop on stems of:
A. B. C. D.
buds roots nodes sprouts
2. Potato eyes are nodes where ___________ grow.
A. B. C. D.
stems leaves buds seeds

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3. Which of the following best describes how to grow a new potato from an old potato?
A. B. C. D.
put the old potato in a bag put the old potato in the refrigerator with water place the old potato on the ground and water it place the old potato in the ground and water it
4. In this investigation how did you know that you made new plants from old stems? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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Investigation 3: Stem Formative Assessment Key
Item
1 2 3 4
Indicator
1.3.B.1.b 1.3.B.1.b 1.3.B.1.b 3.E.1.c
Scoring Tool
1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1- Correct answer 0 Incorrect answer 2 Complete Response 1 - Partial Response 0 Incorrect answer D C C
2 Student states there were both new leaves and roots growing. 1 Student states that there were new leaves OR that there were new roots 0 Other
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Unit Assessment Teacher Directions
To assist students in doing the best possible, you may read any text information to students as necessary. Remind students to read the directions for each task carefully. After completing each activity, students should self-evaluate their work by checking for completeness and making changes if necessary. Students should understand that if they use these strategies, they will achieve higher success.
Please remember that students should receive appropriate accommodations as mandated by their IEP and/or 504 Plan.
Time Consideration: This assessment can be administered in approximately one 60-minute session or two-30 minute sessions.
Materials and Handouts: General supplies such as pencils and erasers
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Science Grade 1 Unit 3 Assessment Students Name___________________________________
Teacher_________________________________________
School__________________________________________
Date____________________________________________
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1. Which best describes how new plants are started?
A. cuttings and seeds B. stems and leaves C. flowers and stems D. flowers and leaves
2. Which part of a plant takes in water from the ground?
A. B. C. D.
flower stem root leaf
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3. A. B. C. D.
Which part of a plant supports the leaves so they can receive sunlight? stem root flower leaf
4. A baby plant can best be described as
A. B. C. D.
roots and bulbs seedlings and sprouts leaves and stems bulbs and flowers
5. Examples of nodes are
A. B. C. D.
roots leaves potato eyes sprouts

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6. As plants grow, they develop roots, stems, leaves, buds, flowers, and seeds. This sequence is best known as
A. B. C. D.
plant observation plant project water cycle life cycle
7. Which best describes what a plant needs to live?
A. B. C. D.
light, air, water, space, nutrients stems, roots, leaves, flowers rake, shovel, hose, pot night and day
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8. Which tool would be used to see the lines in a leaf?
A. thermometer B. telescope C. magnifier D. scale
9. Which is the best example of a way new plants can be started?
A. planting a flower petal B. seeds falling off an animal C. placing the old plant under a lamp D. pulling the old plant out of the ground
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10. Which are examples of natural resources?
A. cars, planes, trains, and buses B. animals, water, air, soil, and minerals C. light, heat, shelter, and food D. computers, televisions, and radios
11. An open or closed container for growing smaller plants indoors is called a
A. seedling B. rooter C. cycler D. terrarium
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12. Plants and animals are
A. organisms B. cycles C. habitats D. terrariums
13. Which is true about plant life cycles?
A. All plants have the same life cycle. B. All plant life cycles last the same amount of time. C. Some plants have different life cycles. D. Some plants dont go through a life cycle.
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14. Plants are a natural resource that humans use. Give 3 examples that explain how humans use plants.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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15. The brassica plant goes through many changes as it grows. In the correct order, draw the stages of the life cycle of a plant. Use the words from the word box to label your pictures
flowers
flower buds stems grow
leaves sprouts
seed pods
____________ 4
____________ 5
____________ 6
_______________
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________________
________________
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New Plants Assessment Key 22 Points Possible Item

1 2 3 4 5 6 7 8 9 10 11 12 13
Indicator
3.C.1.a 1.3.B.2.c 1.3.B.2.c 3.C.1.a 1.3.B.2.c 3.C.1.c 1.3.B.2.c 1.A.1.c 2.3.F.1.a 2.6.A.1.b 2.3.F.1.c 2.3.F.1.a 2.3.C.2.c
Scoring Tool
1Correct answer 0 Incorrect answer 1Correct answer 0 Incorrect answer 1Correct answer 0 Incorrect answer 1Correct answer 0 Incorrect answer 1Correct answer 0 Incorrect answer 1Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer
A C A B C D A C B B D A C
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Item
14
Indicator
3.A.1.d Score 3
New Plants Assessment Key 22 Points Possible Scoring Tool Performance Criteria/Answer
Student Response Student mentions 3 ways humans use plants. Responses may include but not limited to food, medicine, paper, building materials, shampoo, etc. Student mentions 2 ways from the list above. Student mentions 1 way from the list above. Other Student Response All 6 stages are in the correct order and drawn correctly. Stage 1: seed pods Stage 2: spouts Stage 3: stems grow Stage 4: leaves Stage 5: flower buds Stage 6: flowers Five of the 6 stages are correct. Four of the 6 stages are correct. Three of the 6 stages are correct. Two of the 6 stages are correct. One of the 6 stages is correct. Other
2 1 0 Score 6
15
3.C.2.c
5 4 3 2 1 0
WCPS 2010-2011

Science Grade 2 Unit 3 2010 Guide

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Science Grade 2 Unit 3 2010 Guide

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Office of Elementary Education

Grade 2 Science Instruction Unit Guide Standard 3: Life Science

Grade 2 Standard 3: Life Science

Office of Elementary Education

Table of Contents Standard 3: Life Science Topic

Grade 2 Standard 3: Life Science

Office of Elementary Education

Maryland State Curriculum for Science

Grade 2 Standard 3: Life Science

Office of Elementary Education

Grade 2 Standard 3: Life Science

Office of Elementary Education

Grade 2 Standard 3: Life Science

Office of Elementary Education

Grade 2 Standard 3: Life Science

Office of Elementary Education

Maryland State Curriculum for Science

Grade 2 Standard 3: Life Science

Office of Elementary Education

Grade 2 Standard 3: Life Science

Office of Elementary Education

Office of Elementary Education

Grade 2 Standard 3: Life Science

Office of Elementary Education

New Plants, Science Stories, pp. 2239

Grade 2 Standard 3: Life Science

Office of Elementary Education

New Plants, Science Stories, pp. 1621

New Plants, Science Stories, pp. 1621

New Plants, Science Stories, pp. 1621

Grade 2 Standard 3: Life Science

Office of Elementary Education

New Plants, Investigation 1, p. 29

Grade 2 Standard 3: Life Science

Office of Elementary Education

Grade 2 Standard 3: Life Science

Office of Elementary Education

Kindergarten & Grade 1

None Provided by MSDE

Grade 2 Standard 3: Life Science

Office of Elementary Education

Kindergarten & Grade 1

Grade 2 Standard 3: Life Science

Office of Elementary Education

Kindergarten & Grade 1

Grade 2 Standard 3: Life Science

Office of Elementary Education

Standard 3: Life Science Planning Guide

Please be sure to make connections to other organisms throughout this unit

Grade 2 Standard 3: Life Science

3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c

brassica soil lights water fertilization nutrients

Grade 2 Standard 3: Life Science

3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c

Grade 2 Standard 3: Life Science

mow leaves stems

Visit FOSSweb.com for audio version of this science story.

Grade 2 Standard 3: Life Science

3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c

grains wheat roots

Grade 2 Standard 3: Life Science

3.C.1.a, c-d 1.3.A.1.a-c 1.3.B.1.a-c 1.3.B.2.c

Grade 2 Standard 3: Life Science