Overview of 2nd Grade Curriculum: Plant Life Cycles Presented by: Rebecca Vitelli, Lauren Palma, Molly Gartland, and Elayna Caballero - PowerPoint PPT Presentation

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Overview of 2nd Grade Curriculum: Plant Life Cycles Presented by: Rebecca Vitelli, Lauren Palma, Molly Gartland, and Elayna Caballero

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Overview of 2nd Grade Curriculum: Plant Life Cycles Presented by: Rebecca Vitelli, Lauren Palma, Molly Gartland, and Elayna Caballero Target Grade Level/Age Designed ... – PowerPoint PPT presentation

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Title: Overview of 2nd Grade Curriculum: Plant Life Cycles Presented by: Rebecca Vitelli, Lauren Palma, Molly Gartland, and Elayna Caballero


1
Overview of 2nd Grade Curriculum Plant Life
Cycles Presented by Rebecca Vitelli, Lauren
Palma, Molly Gartland, and Elayna Caballero
2
Target Grade Level/Age
  • Designed for an advanced 2nd grade class (7 and 8
    year olds).
  • Appropriate for an average 3rd or 4th grade class
    as well
  • Use for teaching plant life-cycles. Entire unit
    takes approximately 7-11 days to complete.
  • 3 days of formal instruction a week for the
    experiment the final day for planting the bean
    plants outside and class presentations.
  • Students can continue to tend to the bean plants
    and witness the full life-cycle of the plant
    throughout the remainder of the year.
  • It fits into the core knowledge curriculum to be
    taught in second grade in Newark Charter School.
  • Adjustments can be made to the lesson for a
    variety of grade level/ages and time constraints.

3
Purposes Major Concepts
  • Parts of a Plant http//www.mbgnet.net/bioplants/
    parts.html
  • Roots
  • Stem
  • Leaves
  • Flowers
  • Fruit
  • Seeds 

4
  • Growth Cycle/Life Cycle of a Bean Plant
    http//www.buzzle.com/articles/life-cycle-of-bean-
    plant.html and http//www.buzzle.com/articles/step
    s-of-seed-germination.html
  • Seed ? Sprout ? Bud ? Bloom ? New Seeds
  • Germination of the Bean Plant Seed ? Sprout
  • Growth Stage of a Bean Plant
  • Stage of Reproduction and Flowering Budding ?
    Bloom
  • The Green Bean Stage Seeds form in pods
  • A New Bean Plant Pods dry up and open so the
    seeds fall to the ground

5
  • What plants need in order to grow and survive
    http//www.ehow.com/facts_7448466_do-plants-need-g
    row_.html
  • Soil (Food/Nutrients)
  • Water
  • Air
  • Sunlight

6
Purposes Learning Goals
  • Students will be able to
  • Understand/explain the life-cycle of plants
    (particularly a bean plant), and relate the
    importance of the proper amount of sunlight to
    the growth and development of a plant
  • Identify the various parts of the plant and their
    functions
  • Recognize conditions that are best for plant
    growth
  • Students will have a full understanding of these
    materials, and the life-cycle of a plant will
    become personally significant to each student.

7
Purposes Standards
  • Prioritized Standard 1(K-3) Nature and
    Application of Science and Technology This
    standard will be met by formulating questions and
    a hypothesis for the bean plant experiment,
    conducting the experiment, analyzing the data,
    and formulating conclusions.
  • Prioritized Standard 6 (K-3) Life Processes
    This standard will be met by observing various
    plants in the vegetable garden, and teaching the
    parts of a plant and their functions in the
    life-cycle.
  • Prioritized Standard 7 (K-3) Diversity and
    Continuity of Living Things This standard will
    be met by teaching that plants go through a
    life-cycle of birth, growth, development,
    reproduction, and death.

8
Classroom Preparation Instructional Materials
  • Pinto beans (1 per student), clear plastic cups,
    paper towels, spray bottles/measuring spoon,
    water, lamps, window, closet or other dark space,
    outside planting area, pencils, rulers,
    shovel/digging tools, paper (project sheets),
    stapler, projector/board or smart board,
    computer, and power points
  • The lesson plan and materials have been designed
    to address the different learning styles of the
    students, therefore utilizing their unique
    abilities and skills.

9
  • Worksheets include
  • garden observation sheet
  • packet for experiment hypothesis statement,
    chart where students can record all their data,
    bar graphs for individual group findings and
    class findings, conclusion questions
  • bean plant project presentation sheet
  • tending the garden instructions and record sheets

10
  • Websites to find informational PowerPoint/videos
    (Teachers can pick and choose which resources
    they would like to use)
  • For all informational and interactive power point
    presentations (A)
  • http//exchange.smarttech.com/index.htmlta
    b0
  • Power point of plant life-cycles (B)
    http//express.smarttech.com/?urlhttp//exchanged
    ownloads.smarttech.com/public/content/84/84d474af-
    7452-4b09-a653-13c493e9e810/Plant20Life20Cycle.n
    otebook
  • Power point of parts of a plant (C)
    http//express.smarttech.com/?urlhttp//exchanged
    ownloads.smarttech.com/public/content/fa/faa98cff-
    312d-4aed-80a1-6dcec849337c/partsofplants2.noteboo
    k
  • Power point incorporating both life-cycles of a
    plant and parts of a plant (D)
    http//express.smarttech.com/?urlhttp//exchanged
    ownloads.smarttech.com/public/content/6b/6b4e6e78-
    65cc-4e40-a5f8-82cd32f88f21/Plant20Lifecycle.note
    book
  • Power point on life-cycles of a plant, parts of a
    plant, and practice measuring plants (E)
    http//express.smarttech.com/?urlhttp//exchanged
    ownloads.smarttech.com/public/content/7f/7f4aa441-
    f77c-4d5a-b02c-b5e2511ac833/Plants.notebook

11
  • Websites for interactive videos
  • Time Lapse video of radish plant growing (A)
    http//www.youtube.com/watch?vd26AhcKeEbE
  • Time lapse video of corn growing (B)
    http//www.youtube.com/watch?viFCdAgeMGOA

12
Classroom Preparation Safety
  • General supervision of all students is required
    throughout the duration of this experiment.
  • Water should not be sprayed at other people
  • Water should be cleaned immediately if spilled
  • Digging tools are meant to be used for planting
    purposes only.

13
Motivational Opening
  • Day 1 Take students out into the garden.
    Distribute garden activity worksheet for
    students to make and record observations. Bring
    them to the outdoor classroom to talk about and
    share their findings.

14
Introduction of the Lesson
  • Divide class into groups of three
  • Give each group a puzzle and have them work
    together to complete it (5 minutes)
  • When puzzles are finished, have each group
    describe their picture to the class
  • Afterwards, introduce the topic of plant life
    cycles and brainstorm on the board to assess
    students prior knowledge

15
Teaching the Lesson
  • Day 2
  • Use Power Point C to teach parts of the plant
  • Time-lapse videos of plant growth, ask for
    students reactions (interactive videos A and B).
  • Use Power Point B to teach growth/life cycle of
    plants and with this what the plant needs to grow

16
Introduction of the Experiment
  • Day 3
  • Do Now worksheet on parts of the plant, and
    plant life-cycle
  • Review the information learned yesterday by going
    over the Do Now and using Power Point D
  • Teach measuring plants using Power Point E

17
The Experiment
  • Introduce bean plant project - to be worked on in
    groups of three
  • Bean plant setup will be done as an experiment by
    placing the cup in three different locations
  • Each person in the group will be responsible for
    growing their own bean plant.
  • 1 person will grow their bean plant in sunlight
  • 1 person will grow their bean plant in artificial
    light
  • 1 person will grow their bean plant in a dark
    area
  • Each child will be responsible for
  • measuring the amount of water given to plants
  • measuring the growth of their plant and recording
    it on their chart
  • To be done for a week as a Do Now exercise.
  • Define hypothesis
  • Brainstorm and devise a class hypothesis Where
    will plants grow best? In natural, artificial, or
    no light? Have children write down their
    hypothesis.

18
Experimental Data and Conclusion
  • After a week, students compile data from each
    member to create a bar graph for their group
  • Thought Provoking Question
  • Which plant grew the most in what type of light?
  • Group graphs will be handed in so teachers can
    calculate a class average height for beans in the
    different lights.
  • Give students the class data so they can
  • Observe what condition was best for plant growth
    and draw conclusions
  • Explain why plants grew best where they did due
    to the life cycle of the plant
  • Explain what a plant needs to grow and reproduce

19
Beyond the Classroom
  • Have students go outside and plant their bean
    plants in the vegetable garden. They will go out
    once a week in the spring to tend the garden and
    continue to observe the process of plant
    life-cycle growth.
  • Distribute worksheet explaining the specifics of
    what they have to do in the garden for the rest
    of the year
  • pulling weeds
  • watering the plants
  • measuring the continued growth
  • making observations on development
  • The job of recording these observations will be
    given to a different student each week to be
    recorded on a poster in the classroom.

20
Enrichment Activity/Further Assessment
  • Each group can choose to create a song, skit, or
    discussion for presentation to the class
    analyzing some concepts they should have taken
    away from this unit.
  • Distribute rubric as a guideline for students

21
Hints and Tips
  • Suggestions for managing student learning
  • Do not allow students to choose their own groups
  • have specific time constraints throughout the
    lesson
  • be open for questions
  • engage all learning styles and be level
    appropriate
  • demonstrate all activities
  • be clear and specific with expectations and
    instructions
  • be patient go step-by-step go slow
  • observe the students at all times
  • keep noise levels down
  • engage all students (123 eyes on me or some
    type of mechanism to catch students attention)
  • constantly circulate the room
  • have a strikes for misbehavior system with
    consequences

22
  • Questions to prompt learning
  • Have a bulletin board in the classroom for daily
    trivia questions
  • Ask
  • How many of you have planted a garden before?
  • If you want to grow a plant what things do you
    need?
  • What happens to a seed when you plant it?
  • How do we all grow?
  • Do plants look the same all year around?
  • What are the parts and their functions?
  • What is the importance of the proper amount of
    sunlight to the growth and development of a
    plant?
  • Why are plants important?
  • Is the vegetable garden a good area and
    environment to grow plants and why?
  • Where should we plant the bean sprouts?
  • What was your favorite part about this lesson and
    why?
  •  

23
  • Extra activities
  • Power Points available at http//exchange.smartte
    ch.com/index.htmltab0
  • Power Points have links to games and quizzes
  • students could take notes on the power point
    presentations when told to do so
  • http//streaming.discoveryeducation.com/ has
    interesting videos on plants to show students
  • http//www.naturegrid.org.uk/plant/index.html has
    interesting activities for students to do on the
    smart board, etc.
  • homework, extra worksheets, or a test

24
Closing Remarks
  • We hope this lesson plan can be used effectively
    by teachers to engage students of all learning
    levels and styles, bring the importance of nature
    in the classroom, and integrate technology to
    enhance the educational process.

25
Thank You! Are there any questions or comments?
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