Third Grade
Goal One
Plant Growth and Adaptations
Writers:
Debra Hall

Danielle McCaslin
I:Grade Level Three/Unit Number:1

II:Unit Title: Plant Growth and Adaptations

III:Unit Length: Nine Weeks

IV:Major Unit Goals/Learning Objectives:

The learner will be able to:

  • List and explain the functions of the parts of a seed
  • List and describe the parts of a plant
  • Observe and analyze the conditions which influence plant growth
  • Observe and describe the plant life cycle
  • Explain how pollination occurs
  • Describe how environmental factors affect how many seeds are produced
  • Observe, investigate, and share ways to germinate seeds

V:Objectives Included:

Number / Objective / RBT Tag
1.01 / Observe and measure how the quantities and qualities of nutrients, light, and water in the environment affect plant growth. / B5
1.02 / Observe and describe how environmental conditions determine how well plants survive and grow in a particular environment. / B3
1.03 / Investigate and describe how plants pass through distinct stages in their life cycle including growth, survival, and reproduction. / B4
1.04 / Explain why the number of seeds a plant produces depends on variables such as light, water, nutrients and pollination. / B1
1.05 / Observe and discuss how bees pollinate flowers / B1
1.06 / Observe, describe and record properties of germinating seeds. / A2

VI:NC English Language Proficiency (ELP) Standard 4 (2008) – for Limited English Proficient students (LEP)

English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

VII:Vocabulary:

Seed, seed coat, properties, cotyledon, embryo, roots, stem, leaves,

gravity, sprout, germination, photosynthesis, reproduce, tuber, pollination, flower, taproot, fibrous root, stamen, pistil, ovary, fruit, fertilize, pollen, pollen baskets, bees, petals, seedling, sunlight, air, water, soil, nutrients

VIII:Materials Needed:

See Appendix

IX:Big Ideas:

Content Standard A: Science as Inquiry

  • Abilities necessary to do scientific inquiry
  • Understanding about scientific inquiry

Content Standard C: Life Science

  • The characteristics of organisms
  • Life cycles of organisms
  • Organisms and environments

Content Standard F: Science in Personal and Social Perspectives

  • Characteristics and changes in populations
  • Types of resources
  • Changes in environments
  • Science and technology in local challenges

X:Unit Notes:

Notes to Teacher:

A book or a video is a great lead in for a lesson.

Experiments need to be set up ahead of time.

Examples need to be tried by the teacher before doing it with the students.

Examples of a finished product need to be put together ahead of time.

Materials can be modified and changed as necessary.

Be sure you have all rules in place before an experiment begins.

This unit is designed to be interactive and fun.

Some lessons will take several weeks to notice changes in seed and/or plant growth. Other initial lessons may be started as others are being observed.

Lessons may have time variations depending on individual seed/plant growth.

Unit Overview:

Plants grow from seeds. Seeds contain three parts; the seed coat,

which protects the cotyledon (food source) and the embryo (tiny plant). The germinating seed develops into different parts. Each part has its own function and is important to the plant. The stem transports water and nutrients and also provides support to the plant, the roots take in nutrients from the soil and maintain stability, and the leaves manufacture food through photosynthesis. Plants rely on sunlight, water, air, and soil to grow. Plants can survive in certain environmental conditions. When the seeds are in the soil the plants cannot use the energy from the sun so they must depend on the cotyledon to provide them with energy they need in order to grow. Once the seeds begin to grow above ground the plants develop into flowers. The flower has four main parts, and each have a particular function. On a flower the petals attract pollinators, stamens produce pollen, the pistil produces the egg, and sepals protect the flower buds. Flowers are important to humans because about one- third of the total human diet is derived directly or indirectly from pollinated plants. Honeybees and other insects transport pollen to and from plants which allows plants to reproduce.

Resources and Children’s Books:

From Acorn to Oak TreeJan Kottke

From Seed to PlantGail Gibbons

The MagicSchool Bus Gets PlantedLenore Notkin

Plant LifePeter Riley

The Reason for a FlowerRuth Heller

How a Seed GrowsHelene J. Jordan

*Check with your media specialist or the local library for additional books on plants to be used as additional supplemental materials.

XI:Global Content:

NC SCS Grade

/ 21st Century Skills / Activity
Communication Skills
All Objectives / Conveying thought or opinions effectively / All Lessons
1.01, 1.02 / When presenting information, distinguishing between relevant and irrelevant information / Lesson 6
1.02, 1.06 / Explaining a concept to others / Lesson 4
1.04, 1.05 / Interviewing others or being interviewed / Lesson 10
Computer Knowledge
Using word-processing and database programs
1.04, 1.05 / Developing visual aides for presentations / Lesson 10
Using a computer for communication
Learning new software programs
Employability Skills
All Objectives / Assuming responsibility for own learning / All Lessons
All Objectives / Persisting until job is completed / All Lessons
All Objectives / Working independently / All Lessons
1.04, 1.05 / Developing career interest/goals / Lesson 10
All Objectives / Responding to criticism or questions / All Lessons
Information-retrieval Skills
Searching for information via the computer
Searching for print information
1.04, 1.05 / Searching for information using community members / Lesson 10
Language Skills - Reading
All Objectives / Following written directions / All Lessons
All Objectives / Identifying cause and effect relationships / All Lessons
All Objectives / Summarizing main points after reading / All Lessons
All Objectives / Locating and choosing appropriate reference materials / All Lessons
All Objectives / Reading for personal learning / All Lessons
Language Skill - Writing
All Objectives / Using language accurately / All Lessons
All Objectives / Organizing and relating ideas when writing / All Lessons
All Objectives / Proofing and Editing / All Lessons
All Objectives / Synthesizing information from several sources / All Lessons
Documenting sources
Developing an outline
Writing to persuade or justify a position
All Objectives / Creating memos, letters, other forms of correspondence / All Lessons
Teamwork
All Objectives / Taking initiative / All Lessons
All Objectives / Working on a team / All Lessons
Thinking/Problem-Solving Skills
All Objectives / Identifying key problems or questions / All Lessons
All Objectives / Evaluating results / All Lessons
All Objectives / Developing strategies to address problems / All Lessons
1.03, 1.06 / Developing an action plan or timeline / Lessons 2, 3, 4

Lessons and Objectives:

Lesson One: Seeking Out Seeds1.06

Lesson Two: Bean-y Babies1.03, 1.06

Lesson Three: Sprouting Radish Seeds1.03, 1.06

Lesson Four: Growing Up1.02, 1.06

Lesson Five: Seed Race1.06

Lesson Six: What’s the Missing Link?1.01, 1.02

Lesson Seven: Getting the Dirt on Tubers1.03

Lesson Eight: Rooting Around1.03

Lesson Nine: Flower Power1.03

Lesson Ten: Power of Pollination1.04, 1.05

Lesson One: Seeking Out Seeds

Objectives:

1.06Observe, describe, and record properties of germinating seeds

Essential Question: What are the properties of seeds?

Time: One 60-minute period

Content Blast:

Seeds can be found in a variety of places such as in flowers, in trees, or on the ground. Seeds have a variety of properties such as, size, shape, color, and texture. They store food for young plants and are protected by a seed coat. Seed production is dependent upon the type of plant and the size of the seed. Seeds need moisture, light, air, and warm temperatures in order to grow. Seeds travel in a variety of ways.

Materials:

Per Student:

Hand lens

Ruler

Radish Seed

Corn

Bean

Grass

Glue/Tape

Process Skills:Classify, Observe, Communicate, Predict, Infer

Preparation:

Create a data table and assign seeds to each sample number ahead of time by gluing a sample below each label in column one. For example, corn = Seed 1, radish = Seed 2, etc. Be sure not to tell students the names of the seeds. This will prevent students from mislabeling the samples during the investigation.

Engage:

Take a ten minute nature walk around your school to observe plants. Ask the students how they think the plants got there. Have the students provide evidence for their ideas, i.e. pine cones on the ground. Gather the evidence that students find in order to observe more closely in the classroom.

Explore:

  • Have students discuss the samples that they found outside. Ask questions that would lead to the discovery that the samples are seeds.
  • Provide students with a variety of seeds such as corn, beans, grass, and radish, without telling them the names of each seed. (If these seeds are not available others may be substituted.)
  • Students will observe each of the four types of seeds using a hand lens and a ruler. They will record their observations in a data table like the one below. Students can either glue or tape the seed samples below the labels in column one of the data table. The data table should be glued into their science notebooks.

Seeds / Size / Shape / Color / Texture / Other
Seed 1
Seed 2
Seed 3
Seed 4

Explain:

Have students discuss their findings with the following guiding questions:

1. How many different colors and shapes of seeds did you find?

2. What are the properties of seeds?

3. What did you observe about the properties of the seeds?

4. Did you notice any similarities or differences between the four seed

samples?

Elaborate:

Students will create a Venn diagram like the sample below that will compare the samples that they collected outside to one of the samples that were provided by the teacher.

Evaluate:

Make sure that students have completely filled in all areas of the data table by identifying the properties color, size, shape, and texture. To extend student thinking, encourage them to discover other ways of observing other properties, i.e. floating vs. sinking, magnetism, mass.

Additional Resources:

Lesson Two: Bean-y Babies

Objectives:

1.03 Investigate and describe how plants pass through stages in their life

cycle including growth, survival, and reproduction

1.06Observe, describe, and record properties of germinating seeds

Essential Question: What is inside a seed?

Time:two 45-minute periods

Content Blast:

Seeds are made up of two main parts, the embryoor the baby plant and the cotyledon, which is the food source. The seed coat protects these parts. As the seed grows the embryo will become the roots, stems, and leaves of the plant.

Materials:

Per Student:

Hand lens

Ruler

Soaked Lima Beans (at least two per student)

Soaked Green String Beans

Water

Paper Towels

Per Class:

Container for soaking beans

Process Skills:Communicate, Classify, Predict, Infer, Measure, Observe

Preparation:

Bean seeds (lima and green string) should be soaked overnight prior to completing this lesson. Teacher should soak double the amount of seeds to ensure that all students will have a seed that shows all of the seed parts.

Engage:

Ask the students about the properties of the dry bean seeds from the previous lesson. Pose the question, “What do you think the bean seed would look like if it was soaked in water overnight?” Teacher can compare when students remain in the bathtub too long to the outcome of the seeds being soaked.

Explore:

  • Each student will receive a wet bean seed on a paper towel. The students will use a hand lens and a ruler to observe and record the properties of the soaked bean seed in their science notebook.
  • The teacher will pose the question, “Do you think that this seed looks the same on the inside as it does on the outside?” Allow students 5-10 minutes to investigate the inside of the seed using the tools provided.
  • Once all students have had an opportunity to open their seeds, have them share their discoveries with the class. This should lead to a discussion of the seed parts including, seed coat, embryo (baby plant), and cotyledon (white part). If all students were not able to identify these three parts, give them another soaked seed and have them try the successful student suggested method for dissection.
  • When all students have seeds that show the parts, they should draw and label their dissected seeds in their science notebooks.

Sample Diagram

Explain:

The students will engage in a discussion by answering the following guiding questions:

1. What changes did you notice between the dry and wet seeds?

2. What did the seed look like in the inside?

3. How many parts were in the seed?

4. What do you think is the purpose of each part?

This should lead to a discussion of them seeing a baby plant inside the seed. Discuss what a baby needs to grow. Answers should be food, water, and protection. Ask students where they think this baby plant is getting these things. Once they have identified the white, fleshy part as the food source then present the vocabulary words for each part (embryo, seed coat, cotyledon).

Elaborate:

The students will be given a soaked green string bean seed in order to compare the major parts of the seed that were found in the lima bean seed. They should recognize that the beans contain the same parts. Students will draw and label the parts of the green string bean seed in their science notebooks.

Evaluate:

Students should be able to identify the three parts of a seed using the appropriate vocabulary as well as the function of each part in their science notebooks.

Lesson Three: Sprouting Radish Seeds

Objectives:

1.03 Investigate and describe how plants pass through stages in their life

cycle including growth, survival, and reproduction

1.06Observe, describe, and record properties of germinating seeds

Essential Question: What does a seed need to grow?

Time: initial lesson – one 60 minute period, daily observational follow-ups of ten minutes each for nine days

Content Blast:

Seeds germinate when they have water, sunlight, and oxygen. Usually the root emerges first. This helps the plant absorb water. Next, the stem and leaves will come out. The leaves will turn green and begin to produce their own food through the process of photosynthesis.

Materials:

Per Student Group:

10 Radish seeds

Quart-sized sealable bag

Soil

Water

Ruler

Per Class:

From Seed to Plant by Gail Gibbons

Radishes

Process Skills: Observe, Communicate, Predict

Preparation:

The teacher should soak the radish seeds in water overnight prior to teaching this lesson.

Engage:

Read the book From Seed to Plant by Gail Gibbons. This book is great introduction to what a seed needs in order to grow. After reading the book the teacher will show the students some radish seeds and some full grown radishes. Have a discussion about how they think the radish goes from seed to plant.

Explore:

  • Show students the soaked seeds. Compare them to the dry radish seeds that they observed in Lesson 1.
  • Divide the students into pairs. Give them the soaked seeds, one plastic bag, and one small cup of soil.
  • Have students place about an inch of soil in the bottom of the bag.
  • Put the seeds in the soil.
  • Add water, but make sure students don’t drown the seeds. Add just enough to moisten the soil.
  • Leave the bag partially open to allow air inside and to keep some moisture in the bag.
  • Put the bags in one spot in the classroom. Ask the students about the light source. Have the students observe and record their observations for five days including qualitative data (color and shape) and quantitative data (height in centimeters, number of leaves, etc).

Day 1 / Day 3 / Day 5 / Day 7 / Day 9
measurement
Labeled illustration of plant

Explain:

Ask the students the following questions:

1. What happened to the seeds?

2. Did any seeds grow differently than others?

3. Why were they different?

Students will draw the seed and the plant and write a detailed paragraph about what the seed needed in order to grow.

Elaborate:

Discuss what would happen if the sprouts were moved into a garden.

Evaluate:

Check the students’ notebooks for accuracy of what a seed needs in order to grow. Ask students to pretend that they are going to be in charge of planting their own garden. Have them write about what they would need to consider when planting. Students should include information about light, water, soil, and air in their explanations without being prompted.