Instructional Design Backyard Science/Plant Unit
Instructional Design
(Backyard Science/Plant Unit)
By: Fred Schmerge
Backyard Science
Plant Unit
Outcomes
Unit Length: three weeks
General Outcomes:
1. Students will know and demonstrate how living systems function and how they interact with the physical environment. (Cognition, Cognitive Skill)
2. Students will learn that there are living things, nonliving things and pretend things, and describe the basic needs of living things. (Cognition, Cognitive Skill)
3. Students will know the parts of plants and explain how the parts work together to meet the needs of the plants. (Cognition, Cognitive Skill)
7. Students will explain how living things function and interact with their physical environment. (Cognitive Skill, Psychomotor-Perceptual Skill)
8. Students will recognize that seasonal changes can influence the health, survival or activities of living things. (Cognitive Skill)
9. Students will appreciate all living things and take an interest in conservation. (Affective)
Unit Outcomes:
1. Students will determine that plants are living things. (Cognitive Skill)
2. Students will understand that plants grow and change. (Cognition)
3. Students will understand that plants have basic needs that must be met in order for them to grow and change. (Cognition)
4. Students will name the basic needs of plants. (Cognitive Skill)
5. Students will state that plants start as seeds. (Cognitive Skill)
6. Students will decide the functions of roots. (Cognitive Skill)
7. Students will investigate the functions of stems. (Cognitive Skill)
8. Students will explain the functions of leaves. (Cognitive Skill)
9. Students will describe how plants make food. (Cognitive Skill)
10. Students will discuss how plants reproduce. (Cognitive Skill, Psychomotor-Perceptual Skill)
11. Students will determine where plants can live. (Cognitive Skill)
12. Students will investigate how weather and seasonal changes affect plants. (Cognitive Skill)
Backyard Science
Plant Unit
Preassessment
The plant unit is the first major unit of the backyard science curriculum. Therefore, the preassessment is not only for the plant unit. The preassessment is also for the entire backyard science curriculum. Additional preassessments will be given prior to each unit to determine specific prior knowledge of the unit matter.
There are two goals for the preassessment. The first goal is to determine the outdoor experiences of the students. The assessment seeks to find out information about the students’ yards around their homes. Other points of information sought include how much time the students spend outside in their yards and what the students like to do outside in their yards. The second goal is to determine their knowledge and experiences with common plants.
The preassessment should be given at least two days prior to the start of the plant unit. The preassessment will take approximately 30 minutes to complete. The teacher will pass out a copy of the preassessment to each student in the class. The teacher will then read each item to the class. The teacher will go on to the next item after each student is done with the previous item. The next day after the preassessment is given, the teacher will pass the preassessments back to the students. The teacher will then go over the items allowing the students to discuss their answers.
The evaluation of the preassessment will determine if any supplemental lessons will be needed before the start of the plant unit. A copy of the preassessment is attached.
Backyard Science
Plant Unit
Lesson 1: Plants are living things.
General Outcomes: 1, 2, 7, 9
Unit Outcomes: 1, 2, 11, 12
Time Period Objectives:
1. Students will identify and list plants found in their yards.
2. Students will compare and contrast plants with other living things such as animals.
3. Students will understand that plants do not move on their own.
Materials: Preassessment yard pictures, various yard photographs, four to six sets of plant development cards, various animal photographs, “plants are alive” worksheet, “a look at plants” worksheet
Procedures:
Before lesson: Return the preassessment yard pictures to the students. Put photographs of various yards on display.
Introduction: Ask students to look at their preassessment yard pictures and the yard photographs on display. Ask them to think about their yards. Have the students identify various plants from their yards. List the various plants on the board. Have the students think about what happens to plants in their yards as the weather and seasons change. Ask the students if the plants stay the same or change. Explain that plants change because they are alive – they are living things. (10 mins.)
Activity: Divide the students into small groups (three of four per group). Give each group a set of plant development cards (there are four cards; each card shows a different stage of plant development). Instruct the groups to put the cards in order of how they think plants grow. Give the groups to about three minutes to complete this task. After the groups are done, discuss with the students what changes plants go through as they grow. Extend the discussion to include how plants change with the weather and seasons. (15 mins.)
Summary/Closure/Evaluation:
Discussion: Show the students pictures of various animals. Ask the students to compare and contrast plants with animals. Explain that plants and animals are both living things. Discuss with the students the similarities and differences of plants and animals. List the similarities and differences on the board. Ask students how animals get food and water. Explain to the students that animals move to get their food and water. Ask the students if plants can move to get their food and water. Tell the students that they will learn how plants get food and water as they learn about the different parts of plants. (10 mins.)
Assessment: Pass out the “A Look at Plants” worksheets to the students. Do the worksheet as a class. Discuss any areas of confusion. Pass out the “Plants Are Alive” worksheets. Do the worksheet as a class. Discuss any areas of confusion. (15 mins.)
Backyard Science
Plant Unit
Lesson 2: Plants have basic needs.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4
Time Period Objectives:
1. Students will relate the basic needs of plants to other living things such as animals.
2. Students will understand that plants must meet their basic needs in order to survive and grow.
3. Students will know the consequences of plants not meeting their basic needs.
Materials: Green grass sample, brown grass sample, two identical living plants in separate pots, “Plants Are Living Things” worksheet
Procedures:
Introduction: Ask students if plants are living things. Discuss with the students that since plants are living things, they grow and change. However, plants cannot move. Continue the discussion by asking the students if plants grow and change automatically no matter what happens around them. Show the students two samples of grass (green and brown). Ask the students what color the grass is supposed to be. Ask the students why the one sample of grass is brown (lack of water). Explain to the students that plants need certain things to live, grow, and change. Discuss what plants must have to live, grow, and change (food, water, and air). Have the students discuss how plants meet their needs not being able to move (plants make their own food). Have them compare and contrast how plants meet their needs with how animals meet their needs. (15 mins.)
Activity: Present two identical living plants in two separate pots to the class. Ask them what they think will happen if one of the plants doesn’t get any water. Label one plant “A” and the other plant “B”. Set both pot near a window. Select student helpers to water plant “A” each morning. Do nothing to plant “B”. After approximately ten days check the plants with the class during lesson seven (Plants in their environments). (10 mins.)
Summary/Closure/Evaluation:
Assessment: Pass out the two “Plants Are Living Things” worksheets to each student. Do the worksheets as a class. Discuss each item as a class. The worksheets deal with this lesson and review the previous lesson. (15 mins.)
Backyard Science
Plant Unit
Lesson 3: Plants have parts.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4, 5, 6
Time Period Objectives:
1. Students will know that plants have different parts.
2. Students will understand that each part of a plant has a specific task.
3. Students will understand that all the parts of a plant work together to meet the plant’s basic needs.
4. Students will compare and contrast different seeds.
5. Students will understand that each kind of plant has a unique seed.
6. Students will understand that roots grow from the seed.
7. Students will describe what roots look like and how they grow.
8. Students will understand that roots anchor plants in the ground.
9. Students will understand that roots absorb water and minerals from the soil.
Materials: Potted plant, five to six bags of seeds (each bag should contain a variety of different seeds), “Seeds and Roots” worksheet packet
Procedures:
Introduction: Ask students what people start their lives as (babies). Ask students what plants start their lives as (seeds). Explain to students that seeds grow into plants when their basic needs are met. (3 mins.)
Activity: Divide students into small groups (three or four students per group). Give each group a bag with a variety of different seeds. Have the groups sort and discuss the different seeds. Explain to the students that each kind of seed grow into a different kind of plant. (7 mins.)
Discussion: Hold up a living plant and ask students what changes happen as a plant grows form a seed (bigger, different parts). Explain to students that the different parts develop as a plant grows. Ask students why plants have different parts (to help meet the plants’ needs). Discuss with the students that plants have different parts just like people and animals have different parts to help meet their needs. Explain that each part has a specific job and all the parts work together to meet the plant’s needs. (5 mins.)
Activity: Hold the living plant up again. Pull the plant (roots and all) out of the soil. Ask students what the thin stringy things hanging form the plant are called (roots). Cut the roots off of the plant. Set the plant back in the pot and let the plant fall over. Ask the students why the plant fell over (no roots). Explain that the roots hold the plant in the ground. Ask students how plants get water if they can’t move. Explain that the roots suck the water from the ground like straws. (10 mins.)
Summary/Closure/Evaluation:
Assessment: Pass out the “Seeds and Roots” worksheet packets to the students. Work through the packet as a class. The packet will review and expand this lesson. (20 mins.)
Backyard Science
Plant Unit
Lesson 4: Plants have stems and leaves.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4, 7, 8
Time Period Objectives:
1. Students will know that plants have stems.
2. Students will identify stems on various plants.
3. Students will understand that stems keep plants upright.
4. Students will understand that stems carry water from the roots to the leaves.
5. Students will know that plants have leaves.
6. Students will identify leaves on various plants.
7. Students will understand that leaves absorb light and air.
8. Students will know that leaves make food for plants.
Materials: Tree (outside and near the school), one flower (e.g. tulip), two identical flowers, jar with colored water, “Stems and Leaves” worksheet packet
Procedures:
Introduction: Take the students outside. Gather around a tree (on school property if possible). Point out the roots at the base of the tree. Review the functions of roots. Ask the students what part of the tree keeps it standing upright (trunk). Explain to the students that the trunk of the tree is the tree’s stem. Explain to the students that stems keep plants standing upright. Have a living flower ready to show the students. Have the students point out the stem. Tell the students that stems do more than just keep plants upright. Have students point to the leaves on the tree and flower. Review with the students that plants have to make their own food because they can’t move. Explain that the leaves are where the food is made. The leaves absorb light and air, but they also need water to make food. Ask the students what part gets the water (roots). Ask them how the water gets from the roots to the leaves (stem). (20 mins.)
Activity: Put two identical living flowers in a jar with colored water. Have the students observe the flowers right before the next lesson. Point out how the colored water traveled up the stem. Relate the stem to a straw. (5 mins.)
Summary/Closure/Evaluation:
Assessment: Pass out the “Stems and Leaves” worksheet packets to the students. Do the packet as a class. The packet will review and expand this lesson. (20 mins.)
Backyard Science
Plant Unit
Lesson 5: Plants make their own food.
General Outcomes: 1, 2, 3, 7, 9
Unit Outcomes: 3, 4, 9
Time Period Objectives:
1. Students will know that plants make their own food.
2. Students will know what plants need to make their own food.
3. Students will compare and contrast how plants get food with how other living things such as animals get food.
4. Students will list advantages and disadvantages of plants making their own food.
Materials: Activity materials from previous lesson (two identical flowers in a jar with colored water), light source, small fan, science journals, “Parts” worksheet packet
Procedures:
Introduction: Check the flowers in the jar with colored water for the activity in the previous lesson. Point out how the water traveled up the stem. Discuss with the students how plants meet their needs. Point out that plants must make their own food because they can’t move. Ask students what part of a plant makes the food (leaves). Explain that the leaves are like minikitchens. Leaves mix sunlight and air with water that the stem brings up form the roots. (10 mins.)
Demonstration: Put a light and fan on the two flowers in the jar with colored water. Show the students how the ingredients come together in the leaves. Explain to the students that the ingredients are mixed together inside the leaves to make the food for the plant. Ask students how the food gets to the rest of the plant (stem). Discuss with the students that the stem also transports the food from the leaves to the other parts of the plant. (10 mins.)
Summary/Closure/Evaluation:
Discussion: Discuss with the students that there are advantages and disadvantages with plants making their own food. Have the students write about it in their science journals.