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| In the Puzzling Plants unit, students work to figure out how some plants grow in unusual places! They start by investigating how seeds are dispersed by animals, wind, and water. They study how different types of seeds have different structures that allow them to move from one place to another. Students then develop their own investigations to study what plants need to grow. The unit provides opportunities for students to explore plants’ needs including sunlight and water, as well as other factors that might influence plant growth. Finally, students return to their anchoring phenomenon and use what they have learned to argue for how the plants got to the unusual location and were able to grow. |
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| Students begin the Puzzling Plants unit by observing photographs of plants growing in unexpected places and develop initial models of seed dispersal and plant growth. In Lesson 2, they focus in on seed dispersal by grouping different seeds by how they look or feel. Students expand on this in Lesson 3 when they observe models of seeds and develop their own models of how they are dispersed. Also, in Lesson 4, students use a model of how plants disperse seed on their own using seed pods. In Lesson 5, students revisit their models and develop new models of how seeds are dispersed using wind, water, and animals eating them, as well as sticking to animal fur. When continuing to study seeds, students spend time in Lesson 6 dissecting and observing the inside of seeds. Now that students have focused on how plants spread through seed dispersal and how they begin to grow by observing the inside of seeds, students will continue their study of plants by planning and carrying out investigations of how plants grow. In Lesson 7, students plan their plant investigations and then plant seeds to begin their investigations. In Lesson 8, students determine what data to collect and how to record the data over time. They set up their data collection for the next week or two. Lesson 9 occurs after students have collected data for one or two weeks. They analyze their data and develop evidence-based claims that answer their plant investigation questions. Finally, in Lesson 10, students develop arguments supported by evidence that respond to the unit driving question, How is that growing there?! | Plants are able to grow in different locations as long as they have sunlight, water, and carbon dioxide. They also need to stabilize themselves either through soil, rock, or another method (e.g., stabilizing on a tree). Sunlight is used to convert water and carbon dioxide into glucose (or energy in the form of sugar/carbohydrates) through a process called photosynthesis. In doing so, the plant also dispels oxygen. The seed of a plant can arrive in unexpected locations through seed dispersal. Different plants disperse their seeds through different mechanisms, such as by wind, water, animals (attaching to an animal or being eaten by an animal), or the plant causing dispersal itself (e.g., exploding seed pods). The structure of seeds help them to disperse in the different ways. For example, seeds that are lightweight can be carried by wind. The plants in the puzzling phenomena photographs were likely dispersed by a variety of methods. They were able to grow in the unusual places because they had water, sunlight, and carbon dioxide to make glucose and oxygen. The locations also provided a base to stabilize the plant (e.g., rock, roof, building, soil). *Note to teachers: this unit is expecting students be able to explain both parts of the phenomenon – both how the seed arrived at its’ location and how the plant met its needs well enough to survive there (i.e. it was able to get sunlight, water, grow/deepen roots, etc.). |
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| MI: Common Core Essential Elements ELA (2015) Reading (Informational Text) RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integration of Knowledge and Ideas. RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8. Describe how reasons support specific points the author makes in a text. RI.2.9. Compare and contrast the most important points presented by two texts on the same topic. Research to Build and Present Knowledge W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Production and Distribution of Writing. W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.7 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). Research to Build and Present Knowledge. W.2.8. Recall information from experiences or gather information from provided sources to answer a question. Presentation of Knowledge and Ideas. SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Interdependent Relationships in Ecosystems Interdependent Relationships in Ecosystems 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Copyright © 2001-2015 State of Michigan | By the end of this unit, students will be able to: • Plan and conduct a plant investigation to explain what a plant needs to grow. • Develop a model of seed dispersal caused by animals, wind, and water.
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| | Each lesson begins with an essential question. Please see Lesson Planner tab. Each lesson also includes multiple opportunities for students to engage in the essential practice of Asking Questions and Defining Problems: Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions. - Ask questions based on observations to find more information about the natural and/or designed world(s).
- Ask and/or identify questions that can be answered by an investigation.
- Define a simple problem that can be solved through the development of a new or improved object or tool.
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| Assessment Statement #1: Students plan investigations to determine plants’ needs, particularly the need for sunlight and water to grow (among other things like roots, air, etc.) (aligned to 2-LS2-1). Lessons 1, 7, 8 & 9 Assessment Statement #2: Students develop models of how wind, water, and animals disperse seeds (aligned to 2-LS2-2). Lessons 1, 3, 4 & 5 Assessment Statement #3: Students construct an argument supported by evidence of how seeds get to unexpected places and are able to grow there (aligned to 2-LS2-1; 2-LS2-2). Lessons 1, 9, & 10 | |
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