David Knapp

TITLE: Plant Life Cycle

GRADE: 2nd
PRIMARY SUBJECT AREA: Science

STANDARDs: (Iowa Core Curriculum Standards.)

Understand and apply knowledge of the characteristics of living things and how living
things are both similar to and different from each other and from non-living things.
Living things share some common characteristics that are both similar to and different from nonliving things.

Understand and apply knowledge of life cycles of plants and animals.

Plants and animals have life cycles that include being born, developing into adults, reproducing,
and eventually dying.
Plants and animals closely resemble their parents.

Understand and apply knowledge of the basic needs of plants and animals and how they
interact with each other and their physical environment.
Organisms have basic needs. For example, animals need air, water, and food; plants require air,
water, nutrients, and light.

OBJECTIVES:
Students will investigate, observe and describe how plants grow and develop through stages of a
life cycle.
Students will generalize that most plants develop from seeds and these seeds will grow to
resemble their parents.
Students will practice measurement and recording observations accurately in a journal.
Students will be able to draw and label the main parts of a plant: roots, stems, leaves, buds,
flowers, and seeds.
Students will infer that animals depend on plant for food and that plants sometimes depend on
animals for reproduction.

MATERIALS:
SmartBoard, computers, document camera, student responders, pencils, markers, metric
measurement rulers/tape measures, butcher paper for a group K-W-L chart to be kept throughout
unit; plant journals for each student individualized as needed
Large display planter/container (** However, if possible, replace single plant for whole group
observation with each student planting their own seeds/plants to use throughout the unit the
activities will remain the same), soil, plant seeds, watering containers, (grow lamp if natural
sunlight is not available)

Additional teacher materials: PowerPoint (adapted from PowerPoint by Denise Carroll @

http://www.vrml.k12.la.us/2nd/homework/science/links/2_scienceu3.htm
Appendixes 1 4 (included)

ENGAGE:
1. Watch a time lapse video of a plant growing from a seed (example: YouTube:
http://www.youtube.com/watch?v=fYY9X5Lw1V4 )

2. Use a word web (See Appendix #1) to brainstorm (either whole group or in small
group/tables) what students Know about plants, example: what plants need to grow, how do they
reproduce, etc...
Record samples of students responses on a large version of the Word Web (Appendix #1) to be
displayed throughout the unit and then used to compare what the students have Learned at the
end of the unit.

3. Students will use their responders to answer the following question into electronic survey
(using either Poll Everywhere, Edmodo, Survey Monkey, etc) which will provide instant
feedback and graph on Smartboard screen.
Question: Do you think that you know enough information to understand what a plant life cycle
is? Yes /No

VOCABULARY:
Life cycle
Seed
Pod
Sprout
Stem
Leaf
Leaves

Root
Flower buds
Pollen
Pollination
Germination

PROCEDURE:
1. Using the PowerPoint Part 1 as a reference for class discussion, compare and contrast living
versus nonliving things.

2. Have students partner share/shoulder buddy for a review discussion and list at least three
living and three nonliving things that were NOT discussed in the PowerPoint share as a whole
group follow-up.

3. Using the PowerPoint Part 2 as a reference for class discussion, identify the parts of a plant
emphasize learning the scientific terms/definitions. Activity: Using http://www.wordle.net ,
students will create original posters of vocabulary words (see Appendix 2 for examples).

5. Working in small groups, students play I Have ---, Who Has --- to reinforce/ review
scientific terms related to plant growth (see Appendix 3 for playing cards).

6. Using the PowerPoint Part 3 as a reference for class discussion, introduce scientific concepts
of seed germination, sprouting, etc

7. Plant seeds preferably individual students or in small groups classroom display if not
possible. ** Special Note: Plant journals will contain activities related to measuring, recording,
predicting, summarizing and inferring from observations of either their own plants or a
classroom plant --- again, small group or individual planting if at all possible!
Specifics of how to plant seeds will be determined by type of plant used follow appropriate
steps re: moistening seeds, soil depth, requirements for type of soil etc

8. Model observations in journaling. Using the document camera to display journal page,
model making observations and self questioning ex.: How many sprouts do I see? What
color are the sprouts? How big should I draw them in my journal to reflect their growth? How
many days since my last observation how do I record this in the journal? What else
should I include anything I should add to my W in the K-W- L chart? ** Use this procedure
of modeling EACH day before students work on observation/journal activities.

Focus student observations on different parts of the plants as they emerge. Discuss how plants
function (Example: Roots take up water and minerals from the soil, stems hold up the plant,
leaves capture light and produce food, flowers produce seeds, seeds produce new plants).

Discuss the science concept of inquiry as the students make scientific observations of seeds and
sprouts. Discuss how they are using the science tools of observing, predicting, measuring, and
recording in their student journals.
Model the process of measuring and recording these measurements in a journal. Example: Hold
up a ruler/tape measure pointing out the centimeter markings; where to put the Zero point

how to measure the sprout by placing the correct end in the ground, measuring the sprout,
identifying the point to record .. accurately recording the measurement (and labeling it by date
etc.. make sure students include a drawing, the date, comments about observation, the data
accurately labeled etc Discuss the importance of accuracy and completeness to scientific
documentation and the inquiry process.

As the plant grows (using the document camera to display journal pages) continue to model
making observations and self questioning regarding the new growth Example: Are there
leaves? How many? What are the Colors? Are they exactly the same? What Predictions can you
make? Will they all be the same color, size etc? Things to discuss measuring can include:
Number of days to germinate, Plant height, Number of days to first leaf, Number of a leaves,
Number of days for the first flower to bud, Number of flower buds, Number of seed pods, Pod
length, etc

Discuss seeds, germination, growth, flowering, pollination, fruiting, and seed dispersal. Show
students a completed Life cycle diagram adding a labeled picture of the plant at each stage of the
life cycle (do not give them copies as they will be making their own as part of the unit activities).

9. Students will research (in teams) ways that plants can reproduce (See PowerPoint Part 3:
planting, animals, water, wind).

10. Each team will present to the class students create note/summaries.

11. After each team has presented their research, shoulder partners will work together to write
three facts that they learned about how plants reproduce (one fact per sticky note) and place each
note in the appropriate place (Things I Learned) on the large butcher paper K-W- L / word
web chart.

12. Using the PowerPoint Part 3 as a reference for class review as whole group, fill-in the
classroom large K- W- L chart as needed.

13. Students will work with small group to summarize what they have learned by completing a
diagram of the life cycle of a plant and then completing (individually) the included (see
Appendix 4) quiz in their plant journals.

EVALUATIONS:
1. Students will work as a group to complete a diagram of a plant life cycle. Students will
present this information to the class. Each student will share one thing about the life cycle (and
draw his or her own diagram in their plant journal).

2. Quiz (to be recorded in the students individual plant journal). ** See Appendix #4

3. Student poll (using electronic format such as Edmodo, Poll Everywhere, etc). Question:
Do you think that you learned enough information to understand what a life cycle is? Yes/ No

EXTENSIONS:
See also Student Reader Response Journals and Plant Life Cycle Learning Center (Create
activities)

Create a PowerPoint showing the life stages of a plant including one

method of reproduction (animal, bird, insect, weather, etc) choose
music to go with your slide show. (Musical Intelligence)

Write a diary from the point of view of a bean plant - include at least
one entry for each stage of the plants life cycle. (Linguistic
Intelligence)

Interview someone who works with plants botanists, gardener,

farmer, etc or interview someone about the impact that plants have
on their everyday life such as food, livestock, environment,
etc(Interpersonal Intelligence)

Measure the height of a plant that is located in your own yard as it

grows over a period of two three weeks (Logical/Math Intelligence)

Create pencil sketches of seeds, seedlings, sprouts, mature plants.

(Visual/Spatial Intelligence)

Design a chart that compares the various methods of pollination of

plants. (Naturalist Intelligence)

SOURCES:
Internet Sources:
http://www.youtube.com/results?search_query=plant+life+cycles+2nd+grade&oq=plant+li
fe+cycles+2nd+grade&gs_l=youtube.12...1172.1172.0.3281.1.1.0.0.0.0.93.93.1.1.0...0.0...1ac.1
.11.youtube.5Zw_OojrAdI -- YouTube Videos of Plant life cycles

Teacher Resources:
PowerPoint by Denise Carroll @
http://www.vrml.k12.la.us/2nd/homework/science/links/2_scienceu3.htm
FOSS curriculum, Delta Education
http://www.deltaeducation.com/science/nyc/features.shtml

Appendix 1:

Plants Word Web

Directions: Use this word web to help you brainstorm characteristics of plants. What are some
of the things that all plants have in common? What are the names of different plant parts?

Plants

Appendix #2

Vocabulary Activity A

Use: http://www.wordle.net/create
Enter vocabulary words to create original posters with print screen command and Microsoft
Word program.

Examples:

Appendix #3

Vocabulary Activity B
* Cut the vocabulary cards below out one set for each small group team (tables, reading group,
etc). * http://dictionary.kids.net.au/word/pollination
Directions: Each student chooses a card from the stack. They must find the class/team mates
that have the matching definitions and/or terms on their cards.
I have ___; Who has ___

Germinate

Seedling

Roots

Young plant that

grows from a seed

when a seed has sunlight, air,

water & nutrients it will
do this and start to grow

use light, air, water, and

nutrients to make food for
the plant

Stem

Leaves

Pollinate

transfer of pollen from the

anther (the part of the stamen
that contains pollen); to the
stigma of a plant

part of a plant that also holds

the plant & moves water
+ nutrients through it

the course of developmental

changes in a plant from
seed to adult plant when
new seeds can be produced

Life Cycle

Sprout

Flower Buds

part of a plant that holds

the plant in the soil &
takes in water + nutrients
from the soil

a partially opened flower;

a swelling on a plant stem
consisting of overlapping
leaves or petals

any new growth of a

plant such as a new
branch or a bud

Appendix #4

SHOW WHAT YOU KNOW

On the last page of your Reader Response Journal
Complete the Quiz.

1. Below are pictures of a bean plant that grew from a seed. List them in order on your
answer sheet (last page of Reader Response Journal).

Use the words below to finish the sentences.

stem

root

leaf

flower

2. The ___________ takes in water from the ground.

3. The ________ makes the seeds.
4. The ___________ holds the leaves up to the sunlight.
5. The __________________ makes food for the plant.

Write: How are plants started? Tell about as many different ways you can.

Illustrate: Draw a picture of a plant. Label as many parts of the plant as you can.