Constructivist Unit

Plants 2nd Grade

Jessica Williams
EDUC 650
Unit Overview:
Students will construct their own learning through several
engaging activities. The teacher will serve as a guide as the
learning unfolds. Students will read and listen to a variety of
literature that will help direct them into figuring out the three
essential questions. Students will apply their background
knowledge, make connections, learn new vocabulary, and
practice literacy strategies while digging deeper into this plant
unit.
Essential Questions:
1. How does a plant grow? (life cycle, needs, pollination,
photosynthesis)
2. What do we get from plants? (food, shelter, oxygen,
clothing, medicine)
3. How do plants help our environment? (air)
Prior Knowledge
Students should already know:

● Plants are living things.

● Plants grow/change.
● Plants reproduce
● Plants have needs.
● We get things from plants (limited).
● Plants are good (mostly).
Activating Background Knowledge:
Directed toward Essential Question #1: How does a
plant grow?

1. K-W-L Chart: On chart paper create a Know, Want to

Know (wonder), Learned chart. As a whole group,
students brainstorm what they already know about the
plant life cycle, what a plant needs to survive, and the
parts of the plant. In small groups, students work together
to generate questions they have about plants. Be sure to
revisit the K-W-L chart to fill-in what was learned.
New Vocabulary:
Photosynthesis

Pollination

Germination
Vocabulary Strategy--take it apart
Photosynthesis=photo means light, synthesis means made from something

Plants make food from sunlight. (They are known as producers)

Pollination=pollen is the powder on the flowers and is carried by bees

The suffix “tion” makes the word have action

Pollination happens when the pollen is carried from flower to flower

Germination=”tion” makes the word have action and germ actually comes from
the latin word germen that means sprout (developing into something)

Germination happens when a seed begins to grow

Illustrate a diagram (sketch) of new vocabulary
To help students remember photosynthesis, pollination, and germination have
them work in pairs/small groups to create a diagram/sketch of the vocabulary
words. Share with peers and hang them up in the classroom (can be added to the
word wall).
Literature to Support the Essential Question:
How do plants grow?

More literature information is located in the text set.

Reading Strategies:
● Using Text Features in “From Seed to Plant”
● Creating Mental Images (Visualizing) in “The Tiny Seed”
● Using labels on pictures “A Tree is a Plant” (compare
plants and trees)
● Sequence=How-to directions “A Tree is a Plant” (how to
plant a tree)
Hands-on projects:
1. Students will dissect a lima bean seed.
2. Students will plant bean seeds. They will be given seeds, bags, and their
choice of cotton, paper towel, or soil. Students need to decide where to put
their seeds (window, counter, desk, fridge, heater).
3. Students create plant journals in which they predict and document what
happens to their seed with words and drawings.
4. Students draw the life cycle of a plant.
5. Students use construction paper to create a plant/flower/tree. They must
label the parts of the plant.
6. Students plant grass seed in a cup of soil (just for fun to make a chia head).
7. Illustrate or create a word wall for vocabulary words.
 Activating Background Knowledge
Directed toward Essential Question #2:
What Do We Get From Plants?
In small groups students write down ideas on chart paper. The teacher circulates
and may give prompts such as: What did you eat for lunch? What is your shirt
made out of? What are you writing on? What is your home made from?

When finished, students share out their findings and the teacher compiles a class
list that remains in the classroom.
 Vocabulary:
Nutrition

Oxygen/Carbon Monoxide

Fuel/Energy
Vocabulary strategy
Word Wall: Students create a classroom Science word wall about plants. To get
it started they will add the outlined vocabulary words. The will create illustrations
and definitions (in their own words). This wall can be referred back to and viewed
daily to ensure understanding.
Literature to Support the Essential Question:
What Do We Get From Plants?

More literature information is located in the text set.

Reading Strategies
Tune into interesting words, Think-pair-share “Discovery Kids Magazine
Article-Plants”

Classify-Sort fruits and vegetables “The Vegetables we Eat”

Jigsaw=share what your 3 favorite things were from the website

Activities to Engage Learning
1. Add to and Review the list of things we get from plants.
2. Read “The Vegetables We Eat” and “The Fruits We Eat” by Gail Gibbons.
3. Sort pictures of fruits vs. vegetables-briefly discuss food groups.
4. Taste test some fruits and vegetables.
5. Deeper Thinking question: (turn and talk) What would life be like for us
without plants?
6. Create a vocabulary map with a partner.
7. Reflection: Write a summary/discuss “Why are plants valuable to us?”
8. View: “The Magic School Bus Goes to Seed”
Activating Background Knowledge
Directed toward Essential Question #3: How do plants
help our environment?
Visual Walk-About: Have pictures(5-10) printed or cut-out from magazines
including: animal homes from/in trees, fuel, clean air, erosion, shade/shelter, food
that grows from plants/trees, beauty, etc. Give students post it notes or chart
paper to write down ideas that they have about the pictures. Ask them how the
pictures all go together.
Literacy to Support the Essential Question:
How do plants help our environment?

More literature information is located in the text set.

Reading Strategies
● Read with expression (voice) or act it out “The Great
Kapok Tree”
● Connections with prompt=What do plants do for you?
● Character Map, Story Map, Read Aloud=”James and the
Giant Peach”
● Retelling (BME, Problem/Solution)=Frankenstein Doesn’t
Plant Petunias”
● Poetry=Builds Fluency, identify rhyme, FUN!
Trade books for fun reading:
Poetry
Purpose: To “grow” our readers
Activities to Engage Learning and Wrap-Up the Unit:
1. Greater in-depth research and plant facts.
2. Quizlet
3. Exit Slip
4. Create a “main idea tree” with the whole group. The branches=How plants
grow, what we get from plants, how plants help our environment. Students
brainstorm to add details and the main idea in the trunk of the tree.
5. Partner share: What did you learn about plants?
6. Play a game such as Kahoot
7. Reflect-orally or written
8. Be sure to revisit K-W-L chart and fill in what was learned.
9. Take a field trip to Gardens (ex: Olbrich Gardens in Madison, WI)
10. Celebrate over community tea!
Thanks for Listening!!!