2nd Grade Life Science Unit: Plants

Created by: Leah Christensen, Karen Swartzer, & Allison Arndt

Date: February 2015
STAGE 1: DESIRED RESULTS
Enduring Understanding: Students will understand that parts of a system impact the functionality of its whole.
Essential Questions:
1. In what ways are life cycles alike and different?
2. How does the environment affect the growth of plants?
3. How do animals and plants support each other in the environment?
Students will know (knowledge)
1. Plants have needs that must be met in order for them to grow and survive.
2. If one plant part cannot do its job, the whole plant suffers.
3. Plants and animals have structures and behaviors that help them survive in different environments.
Students will be able to (skill)
Identify, describe, and sort plants.
Explain what plants need to survive.
Make observation and ask questions about life cycles.
Record changes in the life cycle of a plant and butterfly.
Science Standards Assessed:
Standard & Strand
2.4.3.1.1 Describe the characteristics of plants at different stages of their life cycles. (life science)
2.4.2.1.1 Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different
ways. (life science)
2.4.1.1.1 Describe and sort plants into groups in many ways, according to their physical characteristics and
behaviors. (life science)
Science Standards Covered:
Standard & Strand
2.1.1.2.1 Raise Questions about the Natural World and seek answers. (nature of science & engineering)
2.1.2.2.3 Explain how engineered or designed items from everyday life benefit people. (nature of science &
engineering)
2.1.2.2.2. Describe why some materials are better than others for making a particular object. (nature of science &
engineering)
2.1.2.2.1 Identify a need or problem. (nature of science & engineering)

2nd Grade Life Science Unit: Plants

STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks:
Plant Presentation: With a partner, students will present their knowledge of a researched plant to the class in the format
of a skit, model, or song.
Presentation will include:
plant life cycle stages
what plants need to survive
physical characteristics of the plant of choice
interesting facts about the plant and its habitat
Create a SONG
M

All 4 project requirements met

Lyrics written down
Song has rhythm and is easy to
hear
Visual is included

2-3 project requirements met

Lyrics written down

Song lacks rhythm or is hard

to hear
Visual is included

0-1 project requirements met

Lyrics written down

Song lacks rhythm and is hard

to hear
Visual is included

Create a MODEL
M

All 4 project requirements met

(students can explain the parts)
Model is clear

2-3 project requirements met

(students can explain the parts)
Model lacks detail

0-1 project requirements met

OR students cant explain the parts
Model is unclear

Create a SKIT
M

All 4 project requirements met

Skit is easy to hear and
understand
Visual is included

Other Evidence:

2-3 project requirements met

Skit may be hard to hear and

understand
Visual is included

0-1 project requirements

met

Skit is hard to hear or

understand.
Visual is included

2nd Grade Life Science Unit: Plants

Parts of a Plant (seed, flower, leaves, stem, roots)
light)
Plant Life Cycle (4 stages of plant cycle
Plant Observation Journal
Student Self-Assessment and Reflection:

STAGE 3: LEARNING PLAN

See Smart Unit

Plant Needs (space, water, food, air,

Plant Research Project
Vocabulary