2.2 Botany Unit Overview Enduring Understanding: Living things are an important part of our environment.
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1 2.2 Botany Unit Overview Enduring Understanding: Living things are an important part of our environment. Essential Question: How is everything interconnected? How does one living thing rely on another? Connecticut Content Standard 2.2 Plants change their forms as part of their life cycles. Grade Level Expectations Students should be able to... GLE Descriptor Lesson in 1 Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass.) 2 Use magnifiers to observe and diagram the parts of a flower. 3 Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant s life cycle 4 Record observations and make conclusions about the sequence of stages in a flowering plant s life cycle. 5 Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals. 6 Conduct a fair test to explore factors that affect seed germination and plant growth., 3 Grade Level Concepts Students should understand that... Concept Descriptor Lesson in 1 Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycle. 2 Roots, stems, leaves, flowers and seeds are structures that develop during different stages of the plant s life cycle. 3 Seeds contain the beginnings of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape. Lesson 2 Page 1 of 5
2 4 Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development. 5 A plant s seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height, number of leave, etc. 6 Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow toward sunlight. 7 Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction. 8 Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries or nuts that contain the seed that can grow into new plants. 9 Some seeds fall to the ground and germinate close to the parent plant; other seeds are carried (dispersed) by wind, animals, or water to places far away. The structure of the seed is related to the way it is dispersed. Connecticut Inquiry Standards Descriptor Lesson in A INQ 1 Make observations and ask questions about objects, organisms and the environment., 2, 3, 4 A INQ 2 Use senses and simple measuring tools to collect data., 2, 3, 4 A INQ 3 Make predictions based on observed patterns., 4 A INQ 4 Read, write, listen and speak about observations of the natural world., 2, 3, 4 A INQ 5 Seek information in books, magazines and pictures., 3, 4 A INQ 6 Present information in words and drawings., 2, 3 4 A INQ 7 Use standard tools to measure and describe physical properties such as weight, length and temperature., 4 A INQ 8 Use nonstandard measures to estimate and compare the sizes of objects. A INQ 9 Count, order and sort objects by their properties. A INQ 10 Use mathematics to analyze, interpret and present data., 4 Page 2 of 5
3 Common Core State Standards (CCSS) Standard Descriptor Lesson in Addressed Reading: Informational Text RI.2.3 W.2.7 SL.2.1 SL.2.2 L.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Writing Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Speaking & Listening Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Language Use knowledge of language and its conventions when writing, speaking, reading, or listening. Measurement & Data, 2, 3, 4, 2, 3, 4, 2, 3 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as tools, such as rulers, yards sticks, meter sticks, and measuring tapes. 2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same objects. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units., 4 Next Generation Science Standards (NGSS): NGSS Cross Cutting Concepts Structure & Function The way an object is shaped or structured determines many of its properties and functions. Page 3 of 5
4 NGSS Science and Engineering Practices NGSS Descriptor Lesson in Practice 1 Asking questions and defining problems Practice 2 Developing and using models Practice 3 Planning and carrying out investigations Lesson 2, 4 Practice 4 Analyzing and interpreting data, 2, 3, 4 Practice 5 Using mathematics and computational thinking Practice 6 Constructing explanations and designing solutions, 4 Practice 7 Engaging in argument from evidence Practice 8 Obtaining, evaluating, and communicating information, 3, 4 Vision of the Graduate: Pose and pursue substantive questions Critically interpret, evaluate, and synthesize information Explore, define, and solve complex problems Communication effectively for a given purpose Advocate for ideas, causes, and actions Generate innovative, creative ideas and products Collaborate with others to produce a unified work and / or heightened understanding Contribute to community through dialogue, service, and / or leadership Conduct themselves in an ethical and responsible manner Recognize and respect other cultural contexts and points of view Pursue their unique interests, passions and curiosities Respond to failure and successes with reflection and resilience Be responsible for their own mental and physical health Instructional Support Materials (including texts print & digital; kits or modules) Carolina (STC) Kit - Plant and Growth Development Parts of a Plant by Wiley Blevins Capstone Oak Trees (Level H copies 4) Capstone Parts Of A Plant (Level J 4 copies) Reading A-Z: Where Plants Grow (Level D); A Seed Grows (Level G); About Trees (Level P) From Seed To Plant by Gail Gibbons Pebblego: Plants; pollen BrainPopjr: Seed; Parts of a plant; Plant life cycles Youtube: Life cycle of a plant - How do plants grow - ; Parts of a Plant - Various seeds Soil Planting containers Hand lens Science notebooks Digital camera Copies of vocabulary list to be handed out to students Page 4 of 5
5 Supports & Extensions: Identified in individual lessons CT State Key Concept Words: life cycle, structures (body parts), seed, germinate, reproduce, flower, pollen, pollinator, seed dispersal Page 5 of 5
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