Ready, Set, Grow!

UNIT: How is a plants structure designed to help it live and grow?

TEACHER: Natalie Harake

GRADE: 2
NO. OF STUDENTS: 20
SUBJECT: Science
 Learning is for Everyone
The class includes two ELL students and
one student diagnosed with mild dyslexia
with no IEP.

However, the whole class stands to benefit

from hands on experience, scaffolding,
tiered level sheets, musical and kinesthetic
activities.

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 Standards and More
▪ Standards: 2-LS2-1. Plan and conduct an
investigation to determine if plants need
sunlight and water to grow.
▪ Essential Question: Why do plants need
sunlight and water to grow? What happens if
a plant does not receive water and sunlight?
▪ Prior Knowledge: Students will
understand the different plant parts and their
function.
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Resources

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 Unit Vocabulary
Photosynthesis

Carbon dioxide

Oxygen

Infer

Inquiry

Science

Tools

Comparing

Observe

Predict

Investigate

Model

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 Know, Understand, Do

WHAT STUDENTS WILL

KNOW UNDERSTAND DO
Identify and label Plants have basic Investigate plants by
parts of a plant. needs. direct observation.

List factors How plants are Formulate a

required for plant dependent on hypothesis/prediction.
growth. water and light to
grow.
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 Pre-Assessment 5 MINUTES

▪ Tiered level worksheets (correlate the plant part to the

name/description).

▪ Determine what students know and what they still

need to work on.

▪ Digital worksheets will be done via iPad for

students that struggle with reading and writing.

▪ Answers will be checked while they are

listening to the music (will help assign the groups
according to their readiness).

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Pre-Assessment 5 MINUTES

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 Introduction 10 MINUTES

▪ Play a song about what plants need to

survive and encourage the class to sing
along.

▪ Ask “What are the five things plants need to

survive?” (think - pair - share)

Two students struggle with writing and reading and are auditory
learners and one has mild dyslexia. This activity is great for
auditory learners but also helps the other students retain
content.
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 Guided Inquiry and..
I see, I think, I wonder:
Introduce concept of plant life by
sharing two identical plants.
Provide students with a lab sheet
to record (draw or write) their
observations. Guide students with
Q. “What effect do water/sunlight
have on a plant?”
Since the concept of investigation is still
new to them I will guide them by
providing them with “if” and “then”
questions . Ex.“If I cover the leaves of the
plant, then the plant will..” and ask them
to fill in the blanks.
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 Experiment Intro 25 MINUTES

Divide students into groups:

1. Group 1: control group (with

sunshine and water) and
experimental group (with
sunshine but no water)

2. Group 2: control group (with

sunshine and water) and
experimental group (with
darkness and water)
Note: Provide materials box and plant log
(students now familiar with observation and
writing a prediction/hypothesis)
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 Experiment Intro 25 MINUTES

▪ A vocabulary sheet and a sheet with labeled plant

parts will be ready for guided scaffolding for both
students with language difficulties and other students
that seem to be struggling.

▪ Assistive technology available for students who

would like to use it. Instead of writing down or drawing
their observations they can choose to use “dictation”
(speech to text) or a recorder.

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 Exit Gallery Walk 5 MINUTES

▪ Students will visit each others’ station to

see the different scenarios and ask
questions. The students will explain the
group’s predictions and their
reasoning (whole class activity).
▪ Students will be actively engaged as they
interact with one another and exchange
thoughts and ideas.

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 Homework Assessment
Based on ability and preference students
will be asked to either:
1. Watch a video and fill out the graphic
organizer provided with their
predictions.
2. Read a book (print or e-book) and
share their predictions/reasoning in
paragraph format.

By choosing the medium (book or

technology) and the topic based on their
interest they will be encouraged to see how
predictions can be made across the
curriculum. 14
Thank you.

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