Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Date: 11/10
Coop. Initials
Grade Level: 2nd
Section
STANDARD:
3.1.1.A.5
Identify and describe plant parts and their functions.
3.1.2.A.5
Explain how different parts of a plant work together to make an organism
function.
I. Performance Objectives:
A. The second grade students will be able to identify and describe the functions
of plant parts by writing about each part.
B. The second grade students will be able to apply their knowledge of plant parts
by creating a 3D plant.
II. Instructional Materials
Investigation Journals
Ipads
Celery
Food Coloring
Jars
Water
Seedlings (20)
Chart Paper
White construction paper
Markers
Scissors
Camera
III. Subject Matter/Content
A. Prerequisite skills:
1. Basic knowledge of how to utilize an IPad
2. Background information on what a plant is.
f) Teacher will ask: Who can tell me what is inside the second
jar? (answer: cabbage)
g) Teacher will ask: What does the last jar have inside of it?
(answer: carnation/flower)
h) Teacher will continue discussion saying over the next few days
as a class we are going to watch and see what happens to each
of the jars.
i) Students will be given time to walk by the jars and observe
them, and then return to their seats.
j) Teacher will direct students: When you return to your seat
please get out your investigation journal and turn to the page,
which says Plant Experiment. On this page you will draw a
picture of what the experiment looks like and then predict what
you think will happen over the next few days.
(This will be collected and used as a pre-assessment)
k) As the students complete this, the teacher will move the plant
experiment to a nearby shelf or back of the room.
l) When students finish, the teacher will ask for volunteers to
share their predictions of what is going to happen and write
some of them on a piece of chart paper.
2. Jigsaw Activity
a) Teacher will show the class a diagram of a plant on the board
with each of the parts labeled. The teacher will introduce each
part of the plant by saying the name and having the class
repeats the name back (roots, stem, leaf, and flower).
b) Teacher will introduce the students to a jigsaw activity. We will
now be doing an activity where each of you will become an
expert on one of the parts we just learned the names of.
c) First, the teacher will separate pods giving each student a
specific part of the plant (roots, stem, leaf, and flower). The
teacher will then direct the students to go to the correct location
in the room by finding the piece of chart paper that is labeled
with their plant part. (Areas will be set up ahead of time by the
teacher)
d) Once the students are separated into their groups the teacher
will explain that they are to use the websites that are open on
the Ipads to research about their part and write what it does and
any other interesting information on their piece of chart paper.
(this will be used as a formative assessment)
e) Teacher will give the groups 10/15 minutes to research and
write about their plant part. Once time is up teacher will direct
students to return to their seats and get out their investigation
journals.
f) Teacher will ask students to open to the page that says plant
parts
g) Each group will be given the chance to explain their plant part
and interesting facts they found.
h) After each individual part the teacher will fill out the guided
sheet (plant parts) on the board as the students fill it out at their
desks.
i) As the teacher is listening to the presentations, she will add any
other crucial information the group did not include.
j) After every group has finished, the students will watch a Brain
Pop video about the parts of a plant.
k) After the video the teacher will lead a discussion: This will
include pointing to a part of the plant and asking for volunteers
to say what the part is and what its function is.
l) Teacher will have students come up to the board and write in a
particular part of the plant.
m) Teacher will call on another student to explain what the
function of that part of the plant is.
n) Students will then open their investigation booklets and
complete a parts of a plant diagram on their own. (See
attached; this will be used as a formative assessment)
3. 3D Parts of a Plant (this will be used as a performance assessment)
a) Teacher will pass out a seedling plant to students and tell them
to observe the plant by using their five senses.
b) Teacher will have a student pass out a piece of big white
construction paper to everyone.
c) Teacher will direct students to take the plant out of the pot and
set it on the white piece of paper.
d) Teacher will then direct the students to find each part of the
plant, which they have talked about earlier and label it with a
black marker, on the white paper. (Teacher will give students
about 15/20 minutes to complete this.)
e) Once students have their parts labeled teacher will pass out the
information sheet. (See attached)
f) Teacher will tell the students their next directions: In each box
on this sheet you will write two things: (Teacher will give
10/15 minutes to complete this)
i. The function of each part and how it helps the
plant.
ii. A fact learned about this part of the plant in
class.
iii. If you have extra time you may color/decorate
the worksheet.
g) When students are done with this activity the teacher will take
a picture of each students plant diagram that will be later made
into a display.