Second Grade Science Unit
on

Plant Resources

by Susan Hamilton

Unit Objective: The students will be able to identify the main
                  parts of a plant, describe the important of plants,
                  and understand their many contributions to our
                  society. They will also be able to recall at least
                  three products that are made from plants, as
                  well as three uses of trees and plants.

Lesson 1:  What is a plant?

Instructional Model:  Concept Attainment

Estimated Time:  30 Minutes

Objective:  The student will develop an understanding of what qualities and characteristics make something a plant.

Rationale for Choice of Model:  Students often have a difficult time distinguishing plants from non-living, non-plant things. Before we can successfully discuss plant resources, the students must have a firm grasp on what makes a plant a plant.  I chose to use this model because I wanted the students to be actively involved in creating the definition of a plant. I also wanted them to see that even though plants look, smell, taste, and feel very different, they still have several essential things in common.

Application of Model:  To prepare for the lesson the teacher would first decide what attributes she wants the students to come up with. The essential attributes of a typical plant are:  roots, stems, flowers, seeds, and fruits, and that they do not move around. Several pictures of plants should be selected to show to the class. These pictures will show some detail such as roots and leaves, but would vary in color, size, and shape. Several pictures of non-plants, such as a rock, a fish, or a bird, will also be available.

To begin the lesson the teacher will label one side of the board "Yes" and one side "No."  She will then show the class the first positive example and ask students to list characteristics of that example. These will be recorded under the "Yes" side. The teacher will continue the same process with the second example, marking off the things that are not true for both. Then, several negative examples will be shown, and students will list their characteristics and record them on the "No" side. The class would then discuss the two lists of characteristics and compare and contrast them. Then, using the list of positive attributes, the class would create their own definition of a plant. To check their definition the teacher will provide other positive and negative examples and ask students if these are plants. The students will then go through the checklist and make sure each one fits the qualifications. Finally, the teacher will ask the class to name other positive examples of a plant to evaluate their understanding of the concept.

Evaluation:  The teacher will observe the class during the discussion to see if the students are understanding the concept. Additional feedback will also be given during the final step, where students name other positive examples.

Materials Needed:  Pictures of positive and negative examples of plants, chalk

Lesson 2:  Types of Plants

Instructional Model:  Concept Development

Estimated Time:  Two days (30 minutes each day)

Objective:  The student will recall and share the names of plants they know and develop basic categories of plant types.

Rationale for Choice of Model:  I chose this model because it encourages full class participation, it allows for creative and unusual answers, and it will help the students organize their base of knowledge of plants for later use. It will also help me to learn what the students already understand about plants and where I need to begin instructions.

Application of Model:  To begin this lesson, the teacher will ask the class to think of the names of four different plants and write them down. She will then go around the classroom, calling on students to name one plant and recording their answers on chart paper. After each student has answered several times, the teacher will then ask the class if they see any words that belong together and number the "groups" of words accordingly. Students will be divided into pairs and each pair will be assigned a group of words. Students should decide on a title or name for their group of words and decide whether to add or take away words from their group. When all groups are finished, they will share their group name and the words that belong in that group. If words were added or deleted they will explain their reasons. When all groups have shared, the class will then work together to decide if any groups could be combined or changed. The students will then share ideas for a general statement about the groups of plants. The final groupings will then be posted for use later in the unit.

Evaluation:  Teacher observation of the students' participation in the lesson, as well as in the group discussions, will help evaluate their progress.

Materials Needed:  Chart paper, markers

Lesson 3:  Photosynthesis

Instructional Model:  Direct Instruction

Estimated Time:  30 Minutes

Objective:  The student will understand the basic process of photosynthesis and how plants use carbon dioxide to produce oxygen.

Rationale for Choice of Model:  I chose to use this model of instruction because this concept has never been introduced to the students before, and I needed to provide them with basic information and definitions. This is also one of the most flexible and adaptable models, and since I plan to incorporate a science experiment, as well as elements of the scientific method, it seemed most appropriate.

Application of Model:  This lesson will begin with a review of what has been learned so far about plants. The class will discuss the attributes of plants, as well as the various types. The teacher will share that today the class will be learning about one of the most important contributions of plants. The term "photosynthesis" will be introduced, and a student will help to look it up in the science dictionary. The word and its definition should be copied on the board and the students will copy it into their science notebooks. (Photosynthesis --- the plant process that turns carbon dioxide and water into oxygen). Next, students will be reminded that people need oxygen to breathe and live. Plants need carbon dioxide to live, so people help plants and plants help people.

This point will be emphasized through a science experiment/ demonstration. There will be two large jars with candles inside them. One will also have a small plant inside it. Students will be reminded that people need oxygen to live, but fire also needs oxygen to burn (example: firemen put some fires out by shoveling dirt on top of them to cut off the oxygen supply). Next the candles in both of the jars will be lit. The teacher will incorporate the scientific method by asking the students to predict what will happen when  the lids are put on the jars, cutting off the oxygen supply. The teacher will share that their “guess” is called a hypothesis and that now we must do a test to see if the hypothesis was correct. When both lids are put on the jars the students will discover that the candle that was in the jar with the plant stayed lit the longest. The class will continue to discuss the experiment until the students understand that the oxygen that the plant produced helped keep the candle burning – demonstrating that plants really do give off oxygen.

To make sure the students understand this new concept, they will then go back to their science journals and explain the experiment and what it taught us about plants.

Evaluation: The teacher will read the students’ journal entries to see if they included a valid analysis of the experiment and demonstrated an understanding of the basic process of photosynthesis.

Materials Needed:  Chalk, 2 large jars with lids, matches, 2 candles, small plant

Lesson 4:  What comes from plants?

Instructional Model:  Cooperative Learning −Think-Pair-Share

Estimated Time:  Two Days (30 minutes each day)

Objective:  The objective of this lesson is to help students distinguish the difference between things that come from plants and things that don't.

Rationale for Choice of Model:  I chose the Think-Pair-Share Model because it allows students to interact with each other and discuss their ideas in a non-threatening situation. It also encourages students to form their own opinions and ideas and provide reasons to back up their thoughts.

Application of Model:  To prepare for the lesson, the teacher will collect sets of objects that include both things that are made from or come from plants, and things that do not. There will be one set of objects for each pair of students. To begin the lesson, the teacher will show students a set of objects. Together, the class will name the objects and talk about what they are and how they are used. The teacher will explain to the students that there are several ways to sort these objects and that they should think about how they would sort them and why. The students will then be divided into pairs and the sets of objects will be distributed to each pair. They will be instructed to share their ideas about how to sort the objects and to explain their answer to their partner. The pairs will then be encouraged to work together to come up with new ways to sort the objects. Next, the students will share their ideas and rationale with the whole class. Although there will be many ways to sort the objects, the goal is for students to sort them according to plant and non-plant resources. If no one sorts the objects that way, the teacher will sort the objects and call on students to try to figure out her reasoning. The class will then discuss each object again and talk about what type of plant was used to make or grow the object. To make sure the students understand and remember what is taught, they will return to their teams and resort their objects according to plant and non-plant resources.

This lesson will continue the next day with the students practicing and applying what was taught. They will be instructed to think individually and to list five different things that come from plants and five that do not. Students will then pair up and discuss their ideas. Magazines will be distributed to each pair and students should find and cut out five things that are made of plant material and five things that are not. Students will then gather as a whole group to share and discuss their findings and glue their pictures on a large piece of chart paper under the correct heading.

Evaluation: When the students list their own ideas and cut out the pictures from the magazines the teacher will be able to see if they understand what types of things come from plants.

Materials Needed: Eight sets of objects made from plant and non-plant materials, chart paper, marker, magazines, scissors, glue

Lesson 5:  Other Uses of Trees and Plants

Instructional Model:  Direct Instruction

Estimated Time:  30 Minutes

Objective:  The student will discover the many other uses of trees and plants in our society such as shelter, shade, homes of animals, food for animals, roots (to prevent flooding), and food.

Rationale for Choice of Model:  I chose to use this model because it begins with a review of previously learned material so that students will have something with which to connect the new material to be taught. It also leaves room for a creative, motivating presentation of the new information, as well as time for individual practice.

Application of the Model:  I chose to use this model because it begins with a review of previously learned material so that students will have something with which to connect the new material to be taught. It also leaves room for a creative, motivating presentation of the new information as well as time for individual practice.

Application of the Model:  The lesson will begin by returning to the poster of magazine pictures which are sorted according to plant and non-plant resources. After a quick review of products made from trees and plants, the students will be told that today they will be learning about several other ways trees and plants are useful to our society. The teacher will then read the book Trees and discuss it with the students. (This book highlights the use of trees as shelter, shade, animal homes, animal food, oxygen, beauty, roots, and human food.) She will ask questions to guide the students in recalling and giving examples of each new use found in the story. The students will then be divided into groups of three and each group will be given a large sheet of paper. Each group will be assigned to illustrate one of the uses of trees and plants that was discovered in the book read today. The students will share and explain their pictures with the class and  will display them in the classroom to provide continued review. 

Evaluation: The teacher will observe the students as they participate in the class discussion of the story. She will also check in with each group to see that they are following directions and are understanding the new concept.

 Materials Needed: Trees, large paper, crayons/markers

Lesson 6:  Smokey The Bear

Instructional Model:  Cause and Effect

Estimated Time:  30 Minutes

Objective:  The student will discover the causes and effects of destroying trees and forests and the importance of preserving them.

Rationale for Choice of Model:  I chose this model because it provides a helpful way to organize our discussion of Smokey the Bear and relate it to our study on the importance of plants and trees. It will also help the students to recognize what a great role plants and trees have in our society and what happens when people do not take care of our natural resources.

Application of the Model:  The lesson will begin by reviewing what has been learned thus far about plant resources. The teacher will then read the book Smokey the Bear to the class, stopping frequently to check for understanding and interpretation. When the story is finished, the teacher will write the following question on the board: “Smokey had to climb the tree to get away from the flames of the fire. Why was the forest on fire?” She will then elicit the students’ responses as to the cause of the fire and record these to the left of the original question. Next, she will ask the class to name several things that happened because the forest was on fire and record these to the right of the original question. The teacher will then return to the list of causes and ask students to name several prior causes – things that may have caused these actions. After writing these causes, she will move to the effects and ask students to think about other things that might happen later on because the forest burned down. Once all causes and effects have been recorded and discussed, the teacher will ask students to think about the story and share about what happened when people were careless with matches. She will then ask the class to think about real life and to share their ideas about what happens when people are careless, causing fires that destroy trees and forests.

Evaluation: The teacher will observe students during the discussion to see if they are actively participating.

Materials: Smokey the Bear book, chalk

Lesson 7:  Plant Review

Instructional Model: Cooperative Learning – Graffiti Model

Estimated Time:  30 Minutes

Objective:  The students will work together to review what they have learned in preparation for a test.

Rationale for Choice of Model:  This model will work well for a review lesson because it encourages the students to work together and share their knowledge. It also allows everyone to participate and builds confidence in the students, which should improve test scores.

Application of Model:  To prepare for this lesson, the teacher will select four questions that will encompass the unit on plant resources, and have multiple correct answers or room for discussion. For this lesson the questions will be:

-Name a plant and a resource that comes from it.

-Name one way we can take care of the plants in our world.

-Why are plants important to us?

-Name a part of a plant and what it is used for.

These questions should be written on a large sheet of poster paper. To begin the lesson, the teacher will explain that that the topic for today will be a review of plants. The class should be divided into four groups and each group will be given a different colored marker. The teacher will then give each team a poster with a question on it and allow five minutes for each group to record their answers on the paper. Each team will then be instructed to exchange their paper with another team and continue to answer the questions and record their answers. When each group has answered all four questions, the teacher will return each question to the original group. Students will then review all answers on their graffiti sheet and form one general answer using what the class has written down. Each group will then share the information on its graffiti sheet with the entire class.

Evaluation:  By observing the students working in their cooperative learning groups and listening to the groups as they share, the teacher will be able to tell if they have mastered the material that has been covered during this unit.

Materials Needed:  Prepared questions, large poster paper, various colored markers (four)

Test: Plant Resources

This test was developed by a team of second grade teachers. It is based on the second grade SOL Science 2.7. It is given to every second grade student at our school. It is a combination of multiple choice and short answer questions.