Plants

2nd Grade
By: Nicole Dickson
Table of Contents
1. Types of Plants
2. What Plants need to grow?
3. What Plants need to grow?
Part 2 Experiment with Plants
4. Parts of a Plant
5. What is Inside a Seed?
6. How a Plant Changes and Grows
7. How Seeds are Scattered
8. How Do We Use Plants
9. Performance Assessment

Types of Plants in Our School

Lesson 1
Time Duration: 45 minutes
Grade Level: 2nd Grade
Lesson Objectives:
The students will be able to identify the defining characteristics of plants, how plants are classified.
The students will learn how to use reference material to determine the species of a plant. Students
will learn how to record their observations.
Standards:
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape,
backbone).
Materials for each Student Group:

leaves collected on a nature walk around the school grounds

large dictionary to use as a leaf press

paper towels, napkins, or wax paper in which to press leaves

construction paper

white glue

Background Information:
Students will look at pictures of different plants and their leaves. Students will then observe that
different plants have different size of leaves, different leaf patterns, and different leaf texture.
Procedure for hands-on Activity:
Step 1: Gather all the leaves collected from the nature walk and spread out over a table.
Step 2: Participate in a teacher-led class discussion and identify of leaves based on their shapes.
Step 3: Use picture books, websites, and other reference material to classify the plant leaves
according to size, shape, pattern, color, and species.

Step 4: Once we have identified what type of plant the leaf has come from we will place it in between
newspaper and set a textbook or dictionary on top of them overnight n order to press the leaves flat.
Step 5: The following day we will continue researching leaves we have not identified. The leaves that
have been identified can be glued onto the construction paper
Step 6: Students will then label the name of the plant from which the leaf came from.
Step 7: Students will then create a cover sheet explaining that these are leaves from plans that are
found on our school ground.
Lesson Assessment:
Students will be assessed on the neatness of their leaf collection booklet and the proper labeling of
their leaves. See attached rubric for assessment scoring.
Safety:
Students will observe the following safety procedures:

Listen carefully to entire instructions before beginning

Adaptations:
Instructions may need to be repeated for ADHD students. They will also be monitored more often
when working with the experiment.
ESL/ELL may need an interpreter to explain the process; however, they should be able to measure
and record their findings.

Name: ________________________
Date : ___________________

Teacher:
Title of Work: _Herbarium________
Criteria
1

Points
2

4
followed all
directions
and includes
followed
followed few followed some
all parts of
most
directions and did directions and
the project
directions
not contain 2 or only contained
including: at
Understanding of Assignment
and included
fewer of the
3 leaves as a
least 5
only 4 leaves
leaves for the
part of the
different leaf
as a part of
project
project
specimens
the project
are displayed
and labeled
properly
shows small
shows extra
shows no time
amount of
shows
time and
and effort with time and effort considerable effort with
Craftsmanship/Neatness/Effort
unsatisfactory
with project
time and
excellent
project result
needing
effort
project
improvement.
results
Used the same
Used only
Used four Used a least
leaves
three different different
five different
Use of leaf samples
throughout the
types of
types of
tyoes of
project
leaves
leaves
leaves
work reflects a work reflects work reflects
work reflects no
Herbarium Originality
few original some orginal all original
original ideas
ideas
ideas
ideas

____

____

____

____

____
Total----> ____
Teacher Comments:

A=16-14 points, B=13-11 points, C=10-8 points, D= 7-5 points, F= 5 or fewer points

What do Plants Need to Grow?

Lesson 2
Time Duration:
Initial setup and explanation will take 30 minutes. However, this will take place over several school
days. I will allow students 5 minutes for observation and an additional 10 minutes for writing in the
observation logs every day.
Grade Level: 2nd Grade
Lesson Objectives:
Students will observe what will happen if plants do not receive one of the required elements to grow.
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to
investigate questions, conduct experiments and solve problems.
11.A.1a Describe an observed event.
Materials for each Student Group:

Five small plants per group of students (These plants will be grown in the classroom prior to
the experiment)
Labels
Water
Large Ziploc bags
Observation Log

Background Information:
Review the four elements (air, water, nutrients, and sunlight) that plants need to grow.
Ask students what they think will happen if a plant does not receive one of these basic elements.
Have students record or draw their observations in their observation log. Explain that the experiment
will let the students see what happens when a plant does not receive air, water, sunlight, or nutrients

Procedure for hands-on Activity:

Step 1: Using five small plants, place the plants around the classroom so that each plant is deprived
on one of the key elements. Label each plant accordingly so there is no confusion regarding what
element is being eliminated.

Place one plant in a dark area, such as a cabinet [no sunlight]

Do not water one plant [no water]
Place one plant in a sealed, clear plastic bag [no air]
Remove the soil from the plants pot [no nutrients]
Have one plant receive all of the necessary elements.

Step 2: Have students record their predictions in their observation logs.

Step 3: Observe the plants and their growth over the next few days. We will make sure that each
plant receives only three of the four elements needed.
Step 4: Students will write daily in our observation logs on the effects of the missing element on each
plant.
Step 5: At the conclusion of the tests, the students will discuss their observations of each plant and
why it did or did not survive when we took a way one of the elements needed for the plant to survive
and grow. They will then write a conclusion to see if their predictions were accurate and why.
Lesson Assessment:
The students observation logs will be reviewed to make sure that they have made daily entries. The
assessment will also see if they have made the correct observations, including their conclusion.
Safety:
Students will observe the following safety procedures:

Listen carefully to entire instructions before beginning

Adaptations:
Instructions may need to be repeated for ADHD students. They will also be monitored more often
when working with the experiment.
ESL/ELL may need an interpreter to explain the process; however, they should be able to measure
and record their findings.

What Plants Need to Grow

Part 2 Experiment
Lesson 3
TIME FRAME: Introduction and initial lesson 30-45 minutes
2 weeks to collect data and conclude experiment
Grade Level: 2nd
LESSON OBJECTIVES: Each student will experiment to determine what happens to a plant when it
is deprived of light.
ILLINOIS LEARNING STANDARDS FOR SCIENCE:
11.A.1e
11.A.1a
13.A.1a
13.A.1c

Arrange data into logical patterns and describe the patterns.

Describe an observed event.
Use basic safety practices (e.g., not tasting materials without permission, stop/drop/roll).
Explain how knowledge can be gained by careful observation.

MATERIALS FOR EACH STUDENT:

2 potted plants (seeds planted 10 days before this lesson)
Cup
Soil/seed starter mix (to prepare potted plant)
Water
Brown paper bag
Lab notebook

BACKGROUND INFORMATION: Activate the students' prior knowledge by reviewing the steps in the
experimental process.
Identify variables: What are we going to keep the same and what are we going to test.
Hypothesis: Predict. What do you think will happen when we deprive a plant of light?
Collect data: We will gather data over the two weeks.
Conclude: At the end of the two weeks, you will demonstrate with your pictures what happened when
the plant was deprived of light.

Activate the students' prior knowledge by asking them the 3 things they learned in lesson 2, which
plants need to grow. They should list air, water, and light.
Plants need light in order to make chlorophyll (the chemical that makes plants green).
When a plant receives sunlight, it will look green and healthy. While those that are deprived of
sunlight will turn, yellow and have thin stems. This is because a plant needs sunlight to make food
(chlorophyll) and if they do not have this, they will lose their green color and eventually die.
PROCEDURE FOR HANDS-ON ACTIVITY:
Before begining the experiment, we will have reviewed the steps in the experimental process.
1. Divide students up into cooperative groups of 4. Each group will receive a sprouting plant.
2. Distribute Lab notebook.
3. Guide the students in filling out the Lab worksheet and while guiding them brainstorm possible
answers.
4. Walk around and use proximity to help students who are struggling with the worksheet.
5. After the first page is complete, discuss possible observations about their plants. Explain that
each day before the science lesson we will take 5 minutes to water our plants. After one week, we
will record our observations in our journal. At the end of the two weeks, we will again observe our
plants and conclude our experiment by finishing our Lab notebook.
6. After the students finish their observations they need to put their plants on the shelf, one with
the paper bag over it and one without.

LESSON ASSESSMENT: Each student will be evaluated on the completion of the student activity
and lab notebook according to rubric.
SAFETY: Instruct students to observe the following safety practices:
Listen carefully to the teachers instructions.
Handle plants carefully.
Do not play in soil or with the plants.
Be respectful of others plants, do not touch others plants.
Be responsible by recording your observations daily.
Never put anything near your eyes or in your mouth.
ADAPTATIONS: Students with learning disabilities will be included in all activities.
Pupils identified as ADD should be given special attention, repeating directions with demonstration of
the necessary steps.
An interpreter will be present for ELL (English Language Learners) and ESL (English as a Second
Language) students, to be used as needed. I will also translate all worksheets into the student's
native language.

TECHNOLOGY:
Extend the lesson by having students use a technological tool.

Some may be interested in learning more about chlorophyll and photosynthesis. Encourage
them to do some research and gather information to share with others.
In advance, find a website for students to explore, perhaps with a partner. While on the
websites, they can gather information about why plants need what they do to grow.
Have the students take a picture of their plant with a digital camera at the conclusion of the
experiment
MULTIDISCIPLINARY CONNECTIONS:
Art & Writing: Have each student draw the plant as it is exposed to light and the other as light
is withheld. Write a paragraph at the bottom of the drawing explaining how s/he
observed the plants.

Lab Notebook
Experiment with plants.
Problem
What happens to plants that do not get light?
Give Hypothesis
If you put a plant in a dark place for two weeks, how will it look? Write what you think.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Control the variables
Make sure both plants get the same amount of water.
Test your hypothesis
Follow the steps to do the experiment.
Predict. How do you think the plant will look after one week?
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Observe both plants after one week.

Co

Covered Plant

What I learned

My prediction

What happened

Plant in Light

When I started

My prediction

What happened

Tell your conclusion

What happens to plants that do not get light?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Inquire further
What would happen to the covered plant if you put it in a light place?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Describe plants
Glue a picture of your plants to this paper.

Finish each sentence

This plant is
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
This plant is
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rubric
Scoring Criteria
Scoring Guide
The student followed directions to complete this activity.
Student followed safety instructions for this activity.
Student made observations and recorded those observations in his or her
Lab Notebook.
Students Lab Notebook is neat and accurate.
Student took pictures using the digital camera and included them in their
Lab Notebook.
Student used critical thinking in conclusion and throughout their Lab
Notebook.
Scoring Key
4 Points correct, complete, detailed
3 Points partially correct, complete, detailed
2 Points partially correct, partially complete, and lacks some detail
1 Point incorrect or incomplete, needs assistance

1 2 3

Parts of a Plant
Lesson 4
TIME FRAME: 30-45 minutes
Grade Level: 2nd
LESSON OBJECTIVES: Each student will be able to determine the parts of a plant and describe
their functions.
ILLINOIS LEARNING STANDARDS FOR SCIENCE:
12.A.1a Identify and describe the components parts of living things (e.g. birds have feathers; people
have bones, blood, hair, skin) and their major functions.
13.A.1c Explain how knowledge can be gained by careful observation.
MATERIALS FOR EACH STUDENT:
Labels with names of parts of plant
Pictures of plants
Labels with function
Sunflower Seeds
Black line of Sunny Sunflower Book (Teacher Provided)
Glue (student provided)
Crayons (Student Provided)
BACKGROUND INFORMATION: A tree and a blade of grass do not look alike however, they are
both plants. They both have the same parts.
Activate the students' prior knowledge by brainstorming the parts of a plant with a KWL chart.
On the chart paper make 3 columns What I know/What I Want to know/What I learned
What I know

What I want to know

What I learned

As the students tell you what they know record it, even if it is wrong. (After the lesson, you can go
back and remove what was incorrect.)

If students stall with ideas ask these questions to facilitate thinking. What are the main parts of
plants? How do roots help a plant? What is the job that stems perform? How do leaves help a plant to
grow?
If they do not know the answer put it in the "Want to know column."
Expose the roots of the potted plant and show it to the students. Ask them what plant parts they see.
As they name the parts begin defining them.
Find the plant's roots and point them out to the students. Define roots and explain their purpose.
Roots: These hold the plant in the soil. They take water from the soil for the plant. They absorb
minerals from the soil, which are needed by the leaves to make food.

Find the plant's stem and point it out to the students. Define stem and explain its purpose.
Stem: Holds up leaves and flowers. They bring water and minerals from the roots to the leaves. It
also brings food from the leaves to the rest of the plant. the stems also store extra food.

Find the plant's leaves and point them out to the students. Define leaves and explain their purpose.
Leaves: Help plants receive light. Then use the light, air, and water to make sugars the plant needs
and uses for food. They convert sunlight into energy that the plant needs to grow in a process called
photosynthesis. Most are broad and flat so they can get the most sun. Waste is also stored here.
When the leaves fall of a plant the waste goes with it.

Find the plant's flower and point it out to the students. Define flower and explain their purpose.
Flower: The part of the plant that makes seeds that grows in that type of plant; new plants grow from
these seeds. Insects pollinate most. The shape color and smell attract the insects.

PROCEDURE FOR HANDS-ON ACTIVITY:

Before beginning the activity, I will review parts of the plant and randomly call on students to tell
me their purposes or names. When I feel the students have reviewed enough I will begin the
activity.
1. Distribute copies of the pages for the sunny sunflower booklet.
2. Instruct students to color the booklet cover and put their name on the cover.
3. Have them color and cut out each page.
3. Guide the students in filling out and labeling the booklet
4. Have them glue the actual sunflower seeds to the flower of the plant.

5. Walk around and use proximity to help students who are struggling with the booklet.
6. After their booklet is complete review their labels and definitions
Explain that now that we know the parts, purposes, and definitions of the plant we are going to
play a memory game with them.
1. Divide the students up into three small groups.
2. Send them to the stations to play memory with the pictures of the plants, plant parts, and
definitions.
3. Walk around and informally assess the students and their knowledge helping/reteaching where
needed.
LESSON ASSESSMENT: Students will be evaluated on the completion of their Sunflower booklet
according to the rubric. Each student will be informally assessed as they play the memory game.
SAFETY: Instruct students to observe the following safety practices:
Listen carefully to the teachers instructions.
Handle scissors carefully.
Do not play in soil or with the plants.
Be respectful of others work, do not touch others booklets.
Be responsible by completing the booklet.
Never put anything near your eyes or in your mouth.
ADAPTATIONS: Students with learning disabilities will be included in all activities.
Pupils identified as ADD will be given special attention, repeating directions with demonstration of the
necessary steps.
An interpreter will be present for ELL (English Language Learners) and ESL (English as a Second
Language) students, to be used as needed. I will also translate all worksheets into the student's
native language.

Stem
Leaves
Roots
Flower

Holds up leaves and flowers. Brings water and

minerals from the roots to the leaves.
Help plants receive light. Then use the light, air,
and water to make sugars the plant needs and
uses for food.
These hold the plant in the soil. They take water
from the soil for the plant.
The part of the plant that makes seeds that grows
in that type of plant; new plants grow from these
seeds.

Rubric
Scoring Criteria
Scoring Guide
The student followed directions to complete the Sunflower booklet.
Student followed safety instructions for this activity.
Student completed definitions for each plant part in their Sunflower
booklet.
Students Sunflower booklet is neat and accurate.
Student used materials and resources to make Sunflower booklet colorful
and creative.
Scoring Key
4 Points correct, complete, detailed
3 Points partially correct, complete, detailed
2 Points partially correct, partially complete, and lacks some detail
1 Point incorrect or incomplete, needs assistance

1 2 3

What's inside a seed

Lesson 5
Time Duration: 45 Minutes
.Grade Level: 2nd Grade
Lesson Objectives:
The students will learn how plants produce seeds. The students will observe what is inside a seed;
identifying the embryo, endosperm, and seed coat. The students will be able to identify the difference
between monocots and dicots
Standards:
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people
have bones, blood, hair, skin) and their
Materials for each Student Group:

Lima bean and corn seeds (soaked overnight)

A magnifying glass
Monocot and Dicot chart
Toothpicks
Scissors
Paper plates

Background Information:
All seeds have three parts: a seed coat, which protects the inside of the seed, food for the plant to
grow (endosperm), and a baby plant (embryo). The seed usually begins to develop when the embryo
is exposed to water. The water swells the embryo and bursts the seed coat. During the earliest phase
of growth, when the embryo has no leaves and cannot perform photosynthesis, the endosperm
serves as a food source.
There are two groups of flowering plants. Monocots have one seed leaf, or cotyledon (grass,

Cattail, lily), dicots have two in each seed (peanut, sunflowers, trees).
Procedure for hands-on Activity:
1. Both the corn and bean seeds will need to be soaked overnight
2. Hand out paper plates, toothpicks and magnifying glasses to each student.
3. Pass out one of each of the two different kinds of seeds (bean and corn) that have been soaked, to
each student. Instruct them not to do anything with the seeds until they have heard the instructions.
Breaking Down of the seed Process:
Lima Bean
Step 1: Peel off the seed coat carefully with your toothpick. It will be wrinkly after soaking all night.
Explain to the students that the seed coat protects the plants and keeps it from drying out.
Step 2: Next explain to the students that they are looking at the endosperm. It is packed around the
embryo in the form of special leaves called cotyledons or seed leaves.
Step 3: Open the seed VERY carefully along its natural seam.
Step 4: Explain that the seed will divide into two parts. Each part is a cotyledon or seed leaf. Bean
seeds are dicots because they have two cotyledons. Corn seeds are monocots because they only
have one cotyledon.
Step 5: Have the students use a magnifying glass and look closely at the embryo. They should be
able to see the root, the stem, and the leaves of the embryo. Explain to them that this is just a tiny
plant.
Corn Seed
Step 6: Now place a corn seed on your paper plate and remove the seed coat. The seed coat on corn
is a little stronger than the seed coat on lima beans.
Step 7: After you take off the seed coat, try to split the seed into two parts. Tell the students not to
crush the corn seed. They should not be able to split the seed manually because corn seeds are
monocots. They only have one cotyledon. Use scissors to cut in half lengthwise.
Step 8: After cutting the seed, the students should be able to see the embryo. Look at it with the
magnifying glass, and see if it looks like the embryo of lima beans.
Lesson Assessment:
Students will be able to place the correct parts of the seeds on to the diagram handed to them at the
beginning of the experiment.
Safety:

Students will observe the following safety procedures:

Listen carefully to entire instructions before beginning

Wear safety goggles at all times while working with the seeds
Follow proper classroom guidelines when using the scissors

Adaptations:
Instructions may need to be repeated for ADHD students. They will also be monitored more often
when working with the experiment.
ESL/ELL may need an interpreter to explain the process; however, they should be able to measure
and record their findings.

How a Plant Changes and Grows

Lesson 6
TIME FRAME: Introduction and initial lesson 30-45 minutes
2 weeks to collect data and conclude experiment
Grade Level: 2nd
LESSON OBJECTIVES: Each student will be able to describe the growth and development of a
plant.
ILLINOIS LEARNING STANDARDS FOR SCIENCE:
11.A.1a Describe an observed event.
11.A.1c
12.A.1a Identify and describe the components parts of living things (e.g. birds have feathers; people
have bones, blood, hair, skin) and their major functions.
13.A.1a Use basic safety practices (e.g., not tasting materials without permission, stop/drop/roll).
13.A.1c Explain how knowledge can be gained by careful observation.

MATERIALS FOR EACH STUDENT:

A spring bulb (purchased the day before)
Water (school provided)
Ruler (school provided)
Paint stirrer
Small, clear, cup
Video Plant Life Cycle by Turtle diary

http://www.dailymotion.com/video/xvftwz_plant-life-cycle_videogames#.UYVx8rW0y8o
BACKGROUND INFORMATION:
Many plants grow from seeds. Think back to your previous lesson on seeds. Can you tell me what is
inside a seed? (Write answers on board). As you told me, a tiny plant is inside the seed as well as the
food it uses to grow.
Watch the plant life cycle then discuss.
People grow in stages. First, you have no teeth, many babies are bald, and slowly they get hair and
teeth. Just as you grow in stages so does a plant. First, the seeds break open (just like you broke

them open yesterday) as the plant grows, the roots push down into the soil. Then the stem and the
leaves begin to grow. This is a small young plant sometimes called a seedling. These seedlings can
grow leaves and make its food. When plants are fully grown some of them make flowers. These
flowers make seeds and some seeds grow into new plants. Can you describe how the plant will
change as it grows?
PROCEDURE FOR HANDS-ON ACTIVITY:
I will divide the students up into pairs. Each student pair will
receive a spring bulb. They will fill their clear cup up with water
and place the bulb with the root end in eater. They will place
the bulb in a sunny spot. They will then take the paint stick
and set it next to the bulb. They will then mark the start date
and measure the level of the bulb. We will check in every 3
days and mark how much it has grown on our ruler. We will
continue to do this until the bulb has blooms.

LESSON ASSESSMENT: I will informally assess the students as I we discuss the video and
respond to questions about how a plant changes. I
will assess them for completion of the activity as they measure the bulb and its growth.
SAFETY: Instruct students to observe the following safety practices:
Listen carefully to the teachers instructions.
Handle bulbs carefully.
Do not play in water or with the plants.
Be respectful of others work, do not touch others plants.
Be responsible by completing the bulb assignment.
Never put anything near your eyes or in your mouth.
ADAPTATIONS: Students with learning disabilities will be included in all activities.
Pupils identified as ADD will be given special attention, repeating directions with demonstration of the
necessary steps.
An interpreter will be present for ELL (English Language Learners) and ESL (English as a Second
Language) students, to be used as needed. I will also translate all worksheets into the student's
native language.

How are Seeds Scattered?

Lesson 7
TIME FRAME: 45 minutes
Grade Level: 2nd
LESSON OBJECTIVES: Each student will be able to identify the way seeds are scattered.
ILLINOIS LEARNING STANDARDS FOR SCIENCE:
11.A.1a Describe an observed event.
13.A.1a Use basic safety practices (e.g., not tasting materials without permission, stop/drop/roll).
13.A.1c Explain how knowledge can be gained by careful observation.

MATERIALS FOR EACH STUDENT:

Dandelion picture
Picture of burrs
Different types of seeds.
White paper (School provided)
Crayons (Student provides)
BACKGROUND INFORMATION:
I will ask the students to name their favorite fruit. Once they have, I will explain that fruits cover and
protect seeds. The dandelion fruits have long feathery hairs that help them travel through the air. Can
you find the fruits on this page that look like wings? This shape helps them travel through the air.
(Use picture of Dandelion)
When fruits travel like this the seeds inside scatter or spread out. Scattering carries the seeds to new
places and then they grow. Much like the bulb we put in water will grow the seed will grow where it
lands.
Have you ever found a bur (or sticker) on your shoes or clothes? Burrs are fruits that travel by
hooking onto people's clothes. (Show pictures of the burr)

Seeds can travel in other ways too. Animals eat fruits and drop the seeds to the ground. Some float
on water to travel to new places.
PROCEDURE FOR HANDS-ON ACTIVITY:
Students will examine different types of seeds to see what
they look like. Then I will spread the seeds around the classroom. I
will have students take their shoes off and they will walk
around the classroom to see how the different seed attach
themselves to their socks. Next, we will examine their
socks to see which seeds "hitchhiked" on their socks.
After the students have examined their seeds, I will give
them blank paper and have them think of all the ways seeds travel. I will instruct them to draw how
they think seeds travel. I will then have them label their pictures to identify the ways seeds travel.
LESSON ASSESSMENT: I will assess the students as they draw their pictures of different ways
seeds or fruits scatter.

Rubric
Scoring Criteria
Scoring Guide
The student followed directions to complete their pictures of seeds
scattering.
Student followed safety instructions for this activity.
Student completed their picture and labeled each way seeds scatter.
Students pictures are neat and accurate
Student used materials and resources to make picture colorful and
creative.
Scoring Key
4 Points correct, complete, detailed
3 Points partially correct, complete, detailed
2 Points partially correct, partially complete, and lacks some detail
1 Point incorrect or incomplete, needs assistance

SAFETY: Instruct students to observe the following safety practices:

Listen carefully to the teachers instructions.
Do not run in classroom while picking up seeds with their socks.
Be respectful of others work, do not touch others pictures.
Be responsible by completing the picture.

1 2 3

ADAPTATIONS: Students with learning disabilities will be included in all activities.

Pupils identified as ADD will be given special attention, repeating directions with demonstration of the
necessary steps.
An interpreter will be present for ELL (English Language Learners) and ESL (English as a Second
Language) students, to be used as needed. I will also translate all worksheets into the student's
native language.

How Do We Use Plants

Lesson 8
Gathering the information and creating the poster will take half hour each school day for one week.
Presentations will last approximately 5-7 minutes for each of the five groups
Grade Level: 2nd Grade
Lesson Objectives:
The students will be able to recall and identify the different uses of plants for humans, for other
living things and for the environment
Standards:
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
Materials for each Student Group:

Poster board

Magazines

Glue

Markers

Background Information:
Display various different objects around the room, some with plants in them and some without.
Either individually or as a class, allow students to examine the objects and decide which are
plant-related. Make sure there are some obvious ones (wood, fruit, and vegetables), some
less obvious ones (clothing, rubber, or medicine), and some that dont use plants at all. Talk

about the objects with the class, and make a list of all the different things that are made from
plants. Ask if anyone can think of any other ways that we use plants (e.g., oxygen, enjoyment).
Common Plant Products and their uses:
Trees: Wood for furniture (desks, chairs, tables, lamps),
Building materials (walls, floors, molding, house frames),
Tools (ladders, rulers, pencils, handles),
Paper (writing, wallpaper, decorations, toys, money),
Fuels (firewood, charcoal) boats, sports
Equipment (bats, golf clubs, cues for pool, arrows, hurdles),
Musical instruments (pianos, violins, guitars, basses, recorders), machinery parts, looms, spinning
wheels.
Rubber for elastic, toys, erasers, tires, boots, seals, machinery parts,
rubber bands, surgical gloves.
Cork for bulletin boards, wine stoppers, sound proofing, hot pads, coasters
Many different types of cloth, string, rope, yarn, paper, cellulose, paint, fossil fuels,
medicines, fragrances, cleansers, wax, cosmetics, personal care items, adhesives,
chalk, dyes, inks, furniture, food and liquid containers, decorations.
Students will brainstorm as many uses for plants that they can think of. I will list these on the
overhead projector.
Procedure for hands-on Activity:
Step 1: I will split the students up into 5 groups
Step 2: I will explain that each group is to compile a poster of how plants are used by people and
other animals in their environment. (Homes, food, household items, fuel supply, medicine, decoration
etc.)

Step 3: Each group will prepare a poster and a short presentation on why they chose the use of
plants.
Lesson Assessment:
Students will be assessed according to the rubric passed out at the beginning of the assignment.
Rubric attached
Safety:
Students will observe the following safety procedures:

Listen carefully to entire instructions before beginning

Adaptations:
Instructions may need to be repeated for ADHD students. They will also be monitored more often
when working with the experiment.
ESL/ELL may need an interpreter to explain the process; however, they should be able to measure
and record their findings.

Criteria
1

Points
2

4
Followed all
directions.
includes all
followed
followed
parts of the
followed few
some
most
project
directions and did not directions
directions
Understanding of Assignment
including: at ____
contain 2 or fewer
and only and included
least 5
uses of plants
contained 3 only 4 uses
different
uses of plants of plants
uses for
plants and
specific use

Shows small
shows extra
amount of
shows no time and
shows
time and
time and
Craftsmanship/Neatness/Effor
effort with
considerable effort with
effort with
____
t
unsatisfactory project
time and
excellent
project
result
effort
project
needing
results
improvement.
Used a least
five different
Used only
Used four
Used the same uses
uses for
Quantity of uses for plants
three different different
throughout the
plants
____
specific to their category
types of uses uses for
project
specific to
for plants
plants
the chosen
category
Presentation Presentation
Presentation
had
had
Presentation was not
Class Presentation
had very little satisfactory excellent ____
organized
organization
group
group
organization organization
____
Total----> ____
A=16-14 points, B=13-11 points, C=10-8 points, D= 7-5 points, F= 5 or fewer points

Performance Assessment
Grade Level: 2nd
LESSON OBJECTIVES: Each student will make a plant and identify its parts.
ILLINOIS LEARNING STANDARDS FOR SCIENCE:
11.A.1a Describe an observed event.
11.A.1b Develop questions on scientific topics.
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape,
backbone).
13.A.1c Explain how knowledge can be gained by careful observation.
MATERIALS FOR EACH STUDENT:
Construction paper
String
Buttons
Crayons (Student provided)
Beans
Scissors (Student provided)
Glue (Student provided)
PROCEDURE FOR HANDS-ON ACTIVITY:

I will begin by having the students observe the plants around them. (i.e. outside on school
property) I will then remind them of the plant parts learned in a previous lesson (Lesson 4). After
we observe I will tell students that they are going to make a model of their own plant and label its
parts. I will pass out supplies. I will tell the students that I will be checking to see if they have
learned the characteristics of a plant and the parts of a plant. The children will then create, name
and label their own plant. Each student should then carefully create their plant making sure to
label all parts correctly.
The following rubric will be used to score this activity:
Scoring Criteria
Scoring Guide
The student followed directions to complete this activity.
Student used originality in creating and naming their plant.
Student made observations and incorporated those into creating their plant.
Students clearly and correctly labeled each plant part.
Student used their time wisely and completed the project on time.
Students labels are neat, accurate, and easy to see.

Scoring Key
4 Students perform task with MASTERY skill.
3 Student performs task with SATISFACTORY skill.
2 Student performs task with MINIMAL skill.
1 Student performs task with NO skill.
0 Student does not perform task.
24-19 EXCEEDS proficiency
18-13 MEETS proficiency level
0-17 DOES NOT MEET proficiency level

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