Plant Life Cycle and Parts of a Plant

Introduction

Plant Life Cycle 

 

Grade - Level: Second Grade 

Time Frame: 5 days 

By: Maria Torres 

You are scientist learning about plants life cycle and observing how long it will take for your lima bean plant to grow. You will learn the proper vocabulary terms and be able to identify the parts. So, take out your journal and get ready to document your observations as you grow a lima bean plant. 

Task

Your task is to answer these questions : 

What is a plant? How long did your plant take to grow to show the lima beans?

Purpose: The purpose of this activity is for you to recognize and become familiar with plant life cycle and parts of the plant. You will understand and be able to use the proper vocabulary for each part of the plant. 

Objectives: You will be able to review the parts of a plant and review the steps in the life cycle of a plant.

Higher Level thinking Bloom’s taxonomy: Apply. You will make a hypothesis and analyze their lima plant they will be planting in class. In your journal (https://bookcreator.com/) using your iPad, you will be able to predict and document the changes in your own lima bean plant they will be growing in class as well.

Process

Ok plant scientist, you must first follow the steps below to complete the tasks so you can grow your plant :

 

 Step 1: Read the chapter in your science books about the Lifecycle of a plant. You will learn and become familiar with vocabulary words listed in the chapter. In your journal, write a sentence for each vocabulary word listed in your book.

Step 2: Once you are finished with your journal, sit quietly and work on https://www.ixl.com/science/grade-3/read-and-construct-flowering-plant-life-cycle-diagrams game to understand the lesson more.

Step 3: As a class, we will watch https://jr.brainpop.com/science/plants/plantlifecycle/ video become more familiar with the plant of the life cycle.  Complete the worksheet with the information. https://www.pinterest.com.au/pin/185703184611826545

Step 4: We will discuss our class project together growing our lima bean plant. We will go over the directions and hand out the materials on how we will plant our lima bean plants and water them.https://www.youtube.com/watch?v=iZMjBO6A7AE This video will explain the process and how the lima bean will grow and change.

Step 5: You will get out your journals using your iPad and make predictions on how long it takes for their lima bean to grow. With your iPad, you will take photos and observe your plant. You will make predictions daily and write a short summary of how your lima bean plant is doing using the vocabulary words you have learned.

Step 6: You will present your lima bean plant to the class and talk about one new fact they learned from this experience. You will present one picture from your iPad that you thought was the best one. 

Teacher Resources : https://bookcreator.com/ Record their observations

http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/teach lessons and bring them to lifehttps://jr.brainpop.com/science/plants/plantlifecycle/

Students Resources  https://bookcreator.com/

https://www.pinterest.com.au/pin/185703184611826545

https://www.ixl.com/science/grade-3/read-and-construct-flowering-plant-life-cycle-diagrams

https://www.youtube.com/watch?v=iZMjBO6A7AE

Evaluation

 

At the end of the lesson, students are to turn in their journals, Worksheet, and presentation. I will grade to make sure the student understands the lesson. The rubric I will use will be:  

 

CATEGORY

4

3

2

1

Points Earned

Grammar

There are no grammatical mistakes in the journal.

There is 1 grammatical mistake in the journal.

There are 2-3 grammatical mistakes on the journal.

There are more than 3 grammatical mistakes on the journal.

    /20 points 

Vocabulary

Student correctly uses 2 or more new words (at least one from the story) and can define them, if asked.

Student uses 2 or more new words, but may not be able to accurately define one of them.

Student uses 1 new word, but may not be able to accurately define it.

Student has not used any recently studied vocabulary in the book jacket.

     /20 points

Neatness and Effort

The Science Journal t has no distracting errors, corrections or erasures and is easily read. It appears the student spent a lot of effort getting things just right.

The science journal has almost no distracting errors, corrections or erasures and is easily read. It appears the student worked hard on it.

The science journal is fairly readable but the quality is not too good on some parts. It looks like the student ran out of time or didn\'t take care of it.

Very messy and hard to read. It looks like the student threw it together at the last minute without much care.

    / 20 points 

Presentation

Presenter was loud and cleared.Present one new fact about what they learned.

Student could have put in more time and effort on presentation.

Presentation was not thought out wisely, but student did do some work.

Presentation was not clear. The student put in no additional effort.

   / 20 points

Worksheet

No mistakes . The content is in order.

1-2 pieces are out of order.

1-4 pieces are out of order.

No effort , out of order.

   / 20 points 

Comments/Total Score

 

 

 

 

  / 100 points 

90-100 = A

89 - 80 = B

79 - 70 = C

69 - Below = F

 

Conclusion

Congratulations!  

You have successfully finished your  Plant Life Observation Journal! 

How excited are you that you have learned so much about plants.  You now know what a plant is and how they grow, survive, and reproduce.

Conclusion: Using the web quest planning sheet kept my ideas for the lesson very organized and was able to list my resources as I went through my lesson. I will enjoy making my page for my students to see and what to expect from the lesson the life cycle of a plant. I also liked how students can go home and work on their work if they get behind during the lesson. They can also see my rubric and how I will be grading them. Overall, I hope the students get their what phases a seed will go through before it's fully grown, what those phases look like, and learned some new facts about the plant life cycle.

Credits

Teacher Page

This webquest is designed to provide an interesting and informative way for students to study the plant life cycle. In an effort to make somewhat uninteresting content enjoyable, the movies, activities, and readings on the websites contained within this webquest engage students in the content. 

 

Standards: 112.13. Science, Grade 2, Beginning with School Year 2010-2011.

 In Grade 2, careful observation and investigation are used to learn about the natural world and reveal patterns, changes, and cycles. Students should understand that certain types of questions can be answered by using observation and investigations and that the information gathered in these may change as new observations are made. As students participate in the investigation, they develop the skills necessary to do science as well as develop new science concepts. (C)  Within the living environment, students explore patterns, systems, and cycles by investigating characteristics of organisms, life cycles, and interactions among all the components within their habitat. Students examine how living organisms depend on each other and on their environment.  Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (A)  identify the basic needs of plants and animals;