Basic Needs of Plants 2nd Grade Science, Unit 2: Plant Life Goal: Students will identify the basic

needs of plants and experiment to determine what is

required for plants to grow. They will observe over a two week period and record the results when one of the basic needs is missing for the plants in the experiment. If the teacher chooses, following the basic needs experiment, students can then use the following two weeks to grow their own plant from seed being sure to apply the learned basic needs from the previous experiment. Big Ideas:

Plants have basic needs in order to grow. Plant structures have specific functions. When a plant has all of its basic needs, photosynthesis occurs.

Specific Objectives: 1. DESIGN an experiment using potted marigolds where each basic need setting will use two plants each. 2. MONITOR plants in each setting over a two week period. 3. RECORD data daily from the experiment. GLCE Alignment: L.OL.02.14 Identify the needs of plants. S.IP.02.11 Make purposeful observations of plant growth that include the needs of plants and the plant life cycle. S.IP.02.12 Generate questions based on observations of plant growth and plant parts. S.IP.02.13 Plan and conduct simple investigations into plant growth and survival to determine the needs of plants. S.IP.02.14 Manipulate simple tools (metric rulers and meter sticks) to determine the growth of plants. S.IP.02.15 Make accurate measurements of the growth of plants in appropriate units (meter, centimeter). S.IP.02.16 Construct simple charts and graphs from data and observations of plant growth and life cycles. S.IA.02.12 Share ideas about the needs of plants and life cycle stages.

S.IA.02.13 Communicate and present findings about plant investigations and their need for air, water and light. S.RS.02.15 Use evidence when communicating ideas about the needs of plants and the life cycle of plants. Background: Students should have familiarity with the basic needs of plants: water, air, sunlight from prior plant lessons. Students should be familiar with the life cycle of a plant. Anticipatory Set: Have you ever had a plant at your home that died? Why do you think that plant died? Using the information you have learned about the basic needs of plants, we will conduct an experiment over the next two weeks to test what will happen to plants when one is given a basic need, while another has that basic need taken away. References: Adapted from Basic Needs of Plants By Marian Davis posted on: http://www.richlandone.org/resources/teacher_resources/connections/grade2/basic need_plants.htm Additional Resources: Brainpop video on the basic needs of plants http://www.brainpop.com/science/plantsandanimals/fivekingdoms/index.weml Slideshow on basic needs of plants http://www.slideshare.net/guesta178af0/basic-needs-of-plants-presentation Vocabulary: Marigold Needs of plants Air Water Light Plant

Size Photosynthesis Oxygen Carbon Dioxide Materials: One observation chart for each group For each group: 5 marigold plants, 5 jars, 1 lid, 1 enclosed dark container, 1 measuring cup, 1 magnifying glass, ruler, water. Various seeds corn, lima bean, sunflower, radish, etc. Procedure:

1. The teacher will begin the activity by asking the students what they know about

plants and what they think makes a plant grow. List their responses on the board. water, light), using the generated list on the board. (Add these words to the list if necessary). Divide the class into equal groups (3-4 kids is ideal). Give each group a magnifying glass, a ruler, and a plant to observe. This plant will serve as the control plant for the experiments and should receive all basic needs in measured amounts. Have each group make observations using the following characteristics:

2. Next, the teacher will assist students in identifying three basic needs of plants (air, 3.

* How long is the stem? * How many leaves does your plant have? * What color are the leaves?

4. Ask students to draw a picture of their plant and record these observations. The
teacher will model how to record observations on charts for each group. these plants also and record the observations.

5. Give each group the remaining four plants. Have students make observations about
*Only one basic need should be eliminated from the test plant in each setting. 6. Have each group set up the three tested plant experiments as follows: Air 1) Fill jar 1/3 full with soil. 2) Plant a plant in the jar. 3) Water each plant until the soil is moist. 4) Put a lid on the jar.

5) Put covered jar in a sunny place next to the control plant. 6) Observe the plants every day for 2 weeks. 7) Draw what you observe each day in your Science Journal. Water: 1) Label another plant "No Water". 2) Put both plants together in a sunny place. 3) Water the control plant every day for 2 weeks. Do not water the other plant. 4) Observe the plants every day for 2 weeks. 5) Draw a picture of what you observe each day in your Science Journal. Water #2: 1) 2) 3) 4) 5) 6) 7) Label another plant Overwatered Put plant next to other plants in same sunny location. Fill the test plant cup over the top of the level of soil. Water the control the plant every day for 2 weeks. Keep the test plants water level above the soil line for the 2 weeks. Observe the plants every day for 2 weeks. Draw a picture of what you observe each day in your Science Journal.

Sunlight: 1) Label the last plant "No Light". Keep it in a closed container with holes punched along the bottom to assure it still receives air and also water daily. 2) Observe plants every day for 2 weeks. 3) Draw a picture of what you observe each day in your Science Journal. Sample Discussion Questions: * What happened to the plants when _________(a basic need) was missing? * Why do we call these things basic needs? * How are the growth needs of plants the same/different from your growth needs? Extension: When students have completed the activity, tell them that they can use what they have learned about the needs of plants to grow a plant of their own. * Give each student a plastic cup and let them fill it 3/4 full with potting soil. * Let them to choose the type of plant that they would like to grow by selecting a seed from the various seeds available. (corn, lima bean, sunflower, radish, etc.) * Have the students plant their seeds in the cups. * Tell students that they must now provide the seeds with what they think they will need in order to grow. * Allow time each day for students to take care of their plants. * Have students make observations and record these observations in their journals. Assessment: Students will record in their Science Journals the results from observations made over a two week period in which the basic needs of their plant is missing. The teacher will assess the students' understanding by using the following rubric.

Basic Needs of Plants Rubric

CRITERIA 3 Student correctly performs the activity and is able to observe and record all changes occurring during the activity with accuracy. Student correctly performs the activity but is unable to observe and record the changes occurring during the activity with accuracy. Student performs the activity but needs help. Student is unable to observe and record the changes occurring during the activity. Student makes little or no effort to perform the activity.

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