Plant Products in Virginia By Rebecca Pullen and Katie Blubaugh

Teaching time frame: 5 days Grade Level 2

Second Grade Science SOL 2.8:

The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature.

a) Important plant products are identified and classified; b) The availability of plant products affect the development of a geographic area;

c) Plants provide oxygen, home, and food for many animals; and d) Plants can help reduce erosion

Science SOL 2.8 focuses predominantly on plant products. The curriculum

framework associated with the SOL covers different products, such as oxygen, cotton, building materials, medicine, aloe, food, and spices. It also focuses on what products are specifically found in the five regions of Virginia (peanuts, cotton, soybeans, apples, tobacco, cabbage, evergreens, and corn). Additionally, this SOL addresses the plant and animal connection, because plants can be sources of food and shelter for animals. Lastly, the SOL touches on how plants help prevent soil erosion. The SOL in its entirety is very thorough and detailed about what plants are grown in the state of Virginia and

what products these plants produce to help the regions, animals, and people.

After making a concept map based around the curriculum framework, we decided to narrow our focus of the SOL down to the plants and their products that can be found in Virginia. Our unit is tailored to just the Coastal Plains and Piedmont regions. Going into these five lessons, we would have already taught the plants/products of the other three regions (Blue Ridge Mountains, Valley and Ridge, and the Appalachian Plateau), so the students should already have that essential background knowledge. These regions will be referenced within our lessons, but it is assumed that the students are already aware of the concepts. According to the curriculum framework, the students should be able to understand what plants produce, how those products are used, and classify products specifically from Virginia. Our unit hits all of those points, because we take the plants found in Virginia then go in depth on what they produce and how those

products are used.

Day 1: Introduction to Coastal Plains By: Katie Blubaugh and Rebecca Pullen Purpose: This lesson is taking place after the Blue Ridge, Valley and Ridge, and Appalachian Plateau regions have been taught. The purpose of this lesson is to introduce the Coastal Plain region, including its climate and the plants grown, as well as their products. The students will have a hands­on experience growing a plant product that is found in the Coastal Plain region. The students will also learn a song to help them remember the plant products found in this region. Science SOL 2.8: The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

a) Important plant products are identified and classified; b)The availability of plant products affect the development of a geographic area; c) Plants provide oxygen, home, and food for many animals; and d) Plants can help reduce erosion

Physical Education SOL 2.1: The student will continue to demonstrate correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non­locomotor, and manipulative skills.

c) Demonstrate moving to a rhythm by combining locomotor and non­locomotor skills to perform educational folk and creative dance sequences

Music SOL 2.2: The students will sing a repertoire of songs alone and with others, including a) Singing melodic patterns that move upward, downward, and stay the same

Math SOL 2.11: The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters.

English SOL 2.10: The student will demonstrate comprehension of information in reference materials.

a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources.

Objectives: The students will be able to verbally state at least 1 observation of the Coastal Plain region from the virtual field trip, which will be made into a class anchor chart. Given a worksheet, the students will be able to identify and draw one product of the Coastal Plain region (soybeans) with 100% accuracy. By singing a song, the students will be able to name three plant products of the Coastal Plain region with 75% accuracy.

Procedure:

Introduction: Check background knowledge from the previous week:

“What’s a plant product?” (A) Answer: Something that a plant grows that we can use: oxygen,

food, and shelter “Very good, now we’re going to take a VIRTUAL field trip to the Coastal

Plain region, which is sometimes also called the Tidewater region. Think about what plant products might grow in this area.”

Virtual Field Trip of Coastal Plains: Project this onto the Promethean board and explore the region (V) http://teachers.henrico.k12.va.us/staffdev/clough_d/GoogleRegions/Map.

html Keep projected while the anchor chart is being completed

Anchor Chart of the Coastal Plains: Make this on giant paper and add in student responses as they say them

(V) Guiding questions: (A)

“What did you see?” Answer: ocean, small plants

“What kind of plants might be grown here?” Answer: peanuts, cotton, soybeans

“What do you think the climate is like?” Answer: mild, hot summers, cool winters

Sample anchor chart is attached.

Development: “Just like in the Coastal Plain region, we are going to grow soybeans!”

Model activity in front of the whole class before passing out materials (A,V) Take a wet paper towel & put the seed inside of it → place in plastic baggie →

tape to the window → put masking tape on bag with students’ names written in marker

“During the week we will be measuring and recording the plants’ growth in inches and centimeters”

Call table groups up one by one to get materials and put their seeds in baggies with names. (T)

Have other students who are waiting/finished gathering materials do a brain break behind the chairs at their desks: (K)

GROW LIKE A PLANT (squat down and as they start to slowly stand up, have them spread their arms up)

SWIM IN THE CHESAPEAKE BAY (move arms in a swimming motion) EAT A PB&J (act like you’re eating a sandwich, rub belly)

Complete first page in plant observation packet “What does it look like?” (Draw a picture) (V)

The plant will not have grown yet ­ the picture will just be dirt “How tall is it?” (0 cm)

It has not grown yet Sample worksheet is attached.

For advanced students: Have students describe how the seeds look at this stage

Answers: small, tan, round Have students predict & write how they think the seeds will change over the

week. Since rulers will be easily accessible in classroom, they can also measure how

wide/long the seeds are before planting and see how that changes over the week (T)

For struggling students: Have these students copy down the anchor chart into their science journals for

reference The teacher can assist with placing the seeds into the baggies if they need extra

help Pre­made baggies with seeds can be distributed

Summary:

Teach song, Coastal Plain Products, and corresponding movements: (to the tune of “She’ll Be Coming ‘Round the Mountain”) (A, K) “The Coastal Plains grow peanuts, cotton, soybeans. The Coastal Plains grow peanuts, cotton, soybeans. The climate is mild. There’s hot summers and cool winters. The Coastal Plains grow peanuts, cotton, soybeans. Yeehaw!”

The song and movements will be modeled by the teacher (V) Movements for the song:

Peanuts, cotton, soybeans: “Grow like a plant” A movement taught during an earlier brain break

Hot summers: wipe sweat off forehead Cool winters: shivering

The lyrics will be written on paper so the students can read while they sing (V) Sample paper is attached.

Have students complete an exit card listing one thing they learned today and one thing they would like to learn tomorrow about the Coastal Plain region.

Materials: Promethean Board Internet access Anchor chart paper Markers Pencils Soybeans Paper towels Plastic baggies Tape Plant Observation worksheet/packet

From:https://www.teacherspayteachers.com/Product/Plant­Observation­Daily­Log­972215

Original Song Coastal Plain Products by Katie Blubaugh Science journals

Evaluation Part A:

The teacher will observe which students are giving examples while the class is making the anchor chart.

The teacher will walk around the room as students are filling out the first page of their Plant Observation packet and note which students “got it”, are “almost there”, or “need help”.

Got it! Almost there Need help

The exit card responses will give insight into what the students already know and what

they want to know. The teacher will listen for fluency when singing the “Coastal Plains” song.

Evaluation Part B:

Were the students engaged and on task with the lesson?

What were the strengths?

What were the weaknesses?

How would you modify it for next time?

Day 2: Coastal Plains By: Rebecca Pullen Purpose: The purpose of this lesson is to continue talking/learning about the Coastal Plain region with emphasis on its climate, plants, and plant products. The class will make a concept map to facilitate a discussion about how the Coastal Plain products are used. The students will continue observing the soybeans we planted last class as a way for them to actually see a plant from the Coastal Plain region. Science SOL 2.8: The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

a) Important plant products are identified and classified; b) The availability of plant products affect the development of a geographic area; c) Plants provide oxygen, home, and food for many animals; and d) Plants can help reduce erosion

Physical Education SOL 2.1: The student will continue to demonstrate correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non­locomotor, and manipulative skills.

c) Demonstrate moving to a rhythm by combining locomotor and non­locomotor skills to perform educational folk and creative dance sequences

Music SOL 2.2: The students will sing a repertoire of songs alone and with others, including a) Singing melodic patterns that move upward, downward, and stay the same

Math SOL 2.11: The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters.

English SOL 2.10: The student will demonstrate comprehension of information in reference materials.

a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources.

Objectives: Given their science journals, the student will draw a concept map of the Coastal Plains region with 100% accuracy. Given a worksheet and ruler, the student will be able to measure their soybeans in inches and centimeters and record their observations with 80% accuracy. By singing a song, the students will be able to name three plant products of the Coastal Plain region with 100% accuracy.

Procedure: Introduction:

Sing the song Coastal Plain Products from yesterday to the tune of “She’ll Be Coming ‘Round the Mountain” while also doing the movements (A,K) “The Coastal Plains grow peanuts, cotton, soybeans. The Coastal Plains grow peanuts, cotton, soybeans. The climate is mild. There’s hot summers and cool winters. The Coastal Plains grow peanuts, cotton, soybeans. Yeehaw!”

Students will have the lyrics written down so they can read them as they sing (V) The teacher will re­model the movements if the students have forgotten (V, K).

Check in about the day before’s lesson (A): “Can anyone tell me what we learned yesterday about the Coastal Plains?”

Answers: Soybeans, cotton, and peanuts grow in Coastal Plains. The Coastal Plain has a mild climate.

“Can anyone tell me one thing they want to learn today about the Coastal Plains?” (A)

Answers: What do we use peanuts, soybeans, and cotton for? How much have our soybeans grown?

Ask: Can anyone tell me what a plant product is? (Review) Answer: Something we use that comes from plants.

Anchor Chart on plant products in Coastal Plains region: Make this on giant paper and add in student responses as they say them (V) Guiding Questions: (A)

“What do you think we use cotton for?” Answers: clothes, blankets, fabric

“What do you think we use peanuts for?” Answers: Food ­ peanut butter, oil, food­ these can be sold

“What do you think we use soybeans for?” Answers: food,oil

Sample anchor chart is attached.

Development: “Yesterday we talked about how the Coastal Plains has a mild climate, but we did

not talk about how the land looks. Does anyone think they know?” (A) Answers: Flat, beachy

“We’re going to make a concept map on the board about the Coastal Plains and I want you all to copy it into your science journals while I explain each part.” (A,V)

Coastal Plains Flat, close to water ↓ Plants grown here ↓

Soybeans Cotton Peanuts ↓ Oil Food Clothes Towels/Blankets Oil Peanut Butter

After going over the concept map, tell students that “all of these products help the geographic region because not only can they feed animals and people, but they can also be sold to make money.” (A)

When students are finished copying the chart down, have them stand up behind their chairs for a brain break

Act like they are GROWING LIKE A SOYBEAN Squat down, then slowly come up to standing while arms are

straight up in air (K) When everyone is finished, say: I want everyone to pick a plant product from this

list and think about why it is important to us that we have it. STAND UP­HAND UP­ PAIR UP and discuss with your partner why the plant

products are important (A,K) This is an activity that we have done in the classroom before. The

students know how to do it. “What are some ideas you all came up with when talking to your partners?” (A)

Answers: We need cotton to make clothes so we can stay warm and cover our bodies. We need oil from soybeans to cook.

“Why do you all think it is important to note that the land is flat and close to the water for the Coastal Plains if we’re talking about plants?” (A)

Answers: Different regions can grow different plants “Great! Due to Virginia having such different regions, we are able to grow and

produce many different plants and therefore many different plant products.” For advanced students:

Have these students write why each of the products is important on their concept map.

Have students make a chart about how their soybeans have changed in the past day.

For struggling students: Have students work with a partner to complete the worksheet, so their

partner can help clarify assignment. Help students with measuring their soybeans (T)

Summary: “Let’s take a look at the soybeans we planted yesterday.”

Call one group at a time up to collect their baggies with soybean seeds Carefully take a look at the soybeans we planted (V) Have students fill out the second page of the worksheet packet they received the

day before They will measure, draw, and write about their observations (V,T)

The students will add this worksheet to their science journals. Sample worksheet is attached.

Sing Coastal Plains Products song with movements again (A,K) “The Coastal Plains grow peanuts, cotton, soybeans. The Coastal Plains grow peanuts, cotton, soybeans. The climate is mild. There’s hot summers and cool winters. The Coastal Plains grow peanuts, cotton, soybeans. Yeehaw!”

Students will be able to see the lyrics to the song while singing it (V). The teacher will re­model the movements if the students have forgotten

(V, K) Have students fill out an exit card with: 2 things they liked about the Coastal Plain

lesson and 1 question they still want answered about the region. Materials:

Big paper Markers White Board Dry Erase Markers Science Journals Pencils Soybeans Observation worksheet Coastal Plains Products by Katie Blubaugh Notecards

Evaluation Part A:

The teacher will observe which students are sharing examples during the discussion after the students STAND UP­HAND UP­ PAIR UP

The teacher will walk around the room as students are filling out the second page of their Plant Observation packet and note which students “got it”, are “almost there”, or “need help”

Got it! Almost there Need help

The exit card responses will give insight into what the students already know and what

they want to know. Evaluation Part B:

Were the students engaged and on task with the lesson?

What were the strengths?

What were the weaknesses?

How would you modify it for next time?

Day 3: Introduction to Piedmont By: Katie Blubaugh Purpose: The purpose of this lesson is to introduce the Piedmont region, including its climate and the plants grown, as well as their products.This is the last Virginia region that needs to be taught. Since we live in the Piedmont region, the students will be going on a nature walk around the school to observe characteristics of the region. The students will learn a song to help them remember the plant products of the Piedmont region. We will also continue monitoring the growth of our soybeans. Science SOL 2.8: The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

a) Important plant products are identified and classified; b) The availability of plant products affect the development of a geographic area; c) Plants provide oxygen, home, and food for many animals; and d) Plants can help reduce erosion

Music SOL 2.2: The students will sing a repertoire of songs alone and with others, including a) Singing melodic patterns that move upward, downward, and stay the same

Math SOL 2.11: The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters.

English SOL 2.10: The student will demonstrate comprehension of information in reference materials.

a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources.

Objectives: While on a nature walk, the students will be able to write down at least 2 examples in each category of a worksheet (the categories include animals, plants, sources of water, and types of land). By singing a song, the students will be able to name three plant products of the Piedmont region with 75% accuracy. The students will be able to record the growth of a soybeans plant in inches and centimeters on a worksheet with 100% accuracy.

Procedure: Introduction:

The students will meet me at the carpet. “Today we will be taking a virtual field trip of the Piedmont region!” Virtual Field Trip of Piedmont:

Project this onto the Promethean board and explore the region (V) http://teachers.henrico.k12.va.us/staffdev/clough_d/GoogleRegions/Map.

html Keep projected while the anchor chart is being completed

Anchor Chart of the Piedmont: Make this on giant paper and add in student responses as they say them

(V) Guiding questions: (A)

“What did you see?” Answers: rolling hills, farmland

“What kind of products might be grown here?” Answers: apples, cabbage, tobacco

Sample anchor chart is attached. Development:

“Can anyone tell me what region we live in?” Answer: PIEDMONT!

“Since we live in the piedmont region, we will be taking a walk around the school grounds to observe what we see.” (K)

In a perfect world, the school grounds have a variety of different features from the piedmont region.

Nature walk to observe characteristics of the piedmont region Each student will carry a clipboard, a worksheet, and a pencil. The students will write down things they see during the nature walk in four

categories: animals, plants, sources of water, and types of land (K, V) They will be expected to write 2 observations in each category.

There will be stopping points where students can sit to listen and focus on observing what is around them. I will give hints about certain plants I want them to note, because we will be using them in tomorrow’s lesson.

In the learning garden (I will mention the cabbage plants) By the playground (I will mention the apple tree) In front of the school (I will mention the bushes/shrubs)

This walk should take 10­20 minutes. Permission will need to be granted by administration. All safety

precautions will be taken. The class will go back to the classroom and sit at their desks.

Nature walk observation worksheet will be put in their science journal when completed.

Sample worksheet is attached.

For advanced students: The student can write more than 2 observations in each category. The student can make a chart about how their soybeans have changed in

the past day. The student can help other struggling students

For struggling students: Give the student hints about animals, plants, water sources, and types of

land to write on their observation worksheet. Have the student work with a partner to complete the worksheet, so their

partner can help clarify assignment or questions. Help the student with measuring their soybeans (T).

Summary:

Once done adding the nature walk worksheet to their science journals, have the class meet at the carpet.

Teach the song, Piedmont Products (A) (to the tune of “Row, Row, Row Your Boat) “Pied­pied­piedmont, starting at the Fall Line. Apples and cabbage and tobacco are things to be found here. (x2)”

The lyrics will be written on paper so the students can read while they sing (V)

Sample paper is attached. Transition into completing the third page of the soybean observation packet ­

“Has anyone checked on our soybeans today?” Call one group at a time up to collect their baggies with soybean seeds. Carefully take a look at the soybeans we planted (T). Have students fill out the third page of the worksheet packet they received

the day before. They will measure, draw, and write about their observations (V,T).

The students have been observing the growth of their soybeans all week long.

Remind the students that soybeans are a product of the Coastal Plain region.

The students will add this observation worksheet to their science journals. Sample worksheet is attached.

The students will put their soybean plants back and sit at their desks. Have students complete an exit card listing one thing they learned today about

the piedmont region and one thing they would like to learn tomorrow about the Piedmont region.

Materials: Internet access Promethean Board Big paper Markers School ground suitable for a nature walk Nature walk worksheet Clipboards Pencils Observation worksheet Original song by Katie Blubaugh ­ Piedmont Products Notecards Science Journals

Evaluation A:

The teacher will walk around as students are filling out the nature walk observation worksheet and note which students “got it”, are “almost there”, or “need help”

Got it! Almost there Need help

The exit card responses will give insight into what the students already know and what

they want to know. The teacher will listen for fluency when singing the “Piedmont Products” song.

Evaluation B:

Were the students engaged and on task with the lesson?

What were the strengths?

What were the weaknesses?

How would you modify it for next time?

Day 4: Nature Walk in the Piedmont By: Katie Blubaugh Purpose: The purpose of this lesson is to continue learning about the Piedmont region.The students were introduced to the Piedmont region yesterday through a virtual field trip, a nature walk, and a song. Today, we will use the plants seen on the nature walk to talk about the oxygen, food, and shelter those plants provide. The students will practice a song to remember the plant products of the Piedmont region, which they learned yesterday. We will also continue monitoring the growth of our soybeans. Science SOL 2.8: The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

a) Important plant products are identified and classified; b) The availability of plant products affect the development of a geographic area; c) Plants provide oxygen, home, and food for many animals; and d) Plants can help reduce erosion

Music SOL 2.2: The students will sing a repertoire of songs alone and with others, including a) Singing melodic patterns that move upward, downward, and stay the same

Math SOL 2.11: The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters.

English SOL 2.10: The student will demonstrate comprehension of information in reference materials.

a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources.

Objectives: The students will be able to create 3 word webs in their science journals that have a plant found in the Piedmont region as the topic and products the plant provides as the legs. While being able to see the lyrics, the students will be able to sing along to a song about Piedmont plant products with 100% accuracy. The students will be able to record the growth of a soybeans plant in inches and centimeters on a worksheet with 100% accuracy.

Procedure: Introduction:

The students will meet me at the carpet with their worksheet from yesterday’s nature walk.

We will discuss their observations from the nature walk (A): Where did we go?

Answers: the learning garden, the playground, the front of the school

What plants did you see? Answers: apple trees, bushes/shrubs, cabbage,

What animals did you see? Answers: rabbits, squirrels, birds

What sources of water did you see? Answers: stream, lake

What types of land did you see? Answers: grassy hills, gardens

While discussing the nature walk, we will fill out a larger version of the same worksheet that summarizes everyone’s observations from the nature walk (V).

I will make sure that an apple tree, cabbage plant, and some type of bush/shrub are on the list, since those will be used in the next part of the lesson.

I will remind the students of the three major plant products in the Piedmont region: apples, cabbage, and tobacco.

They learned this yesterday, and they will review it again in the closure of the lesson during the Piedmont Products song.

Development:

“We are going to talk about how the some of the plants we saw on yesterday’s nature walk are useful in this region.They help the geographic area develop. Does anyone know an example of how plants are used?” (A)

Answer: They produce oxygen, provide shelter, and grow food. We will make a word web for three of the plants observed during the nature walk:

an apple tree, cabbage plant, and a bush/shrub (V). The name of the plant will be in the center of the word web, and all

answers (or purposes of the plants) will be written on the legs of the web. “Let’s talk about the apple tree we saw yesterday near the playground. As you all

know, apples are a major plant product in the Piedmont region. This apple tree serves many purposes in the environment. Can you think of any?” (A)

Answers: provides oxygen, provides shelter for animals, and grows apples for food.

Example web is attached (V).

“Let’s talk about the cabbage plant we saw yesterday in the learning garden. As you all know, cabbage is also a major plant product in the Piedmont region. What purposes does this cabbage plant serve in the environment?” (A)

Answers: provides oxygen, provides food for rabbits and bugs Example web is attached (V).

“What about that bush/shrub we saw out in front of the school? That plant didn’t seem very important, but is it? What might be some of it’s purposes in the environment?” (A)

Answers: provides oxygen, provides shelter for small animals from harsh weather, some bugs might eat it

Example web is attached (V). When we are finished making the webs as a class, I will have the students go

back to their desks to copy the webs into their science journals. For advanced students:

Have the student write which animals will specifically benefit from sheltering or eating each plant product.

Have the student make a chart about how their soybeans have changed in the past day.

For struggling students: Allow the student to see the class word webs while copying it into their

science journal (V). Have the student work with a partner to complete the worksheet, so their

partner can help clarify assignment. Help the student with measuring their soybeans (T).

Summary:

As a class, we will sing the song they learned yesterday (A, K). Piedmont Products (to the tune of “Row, Row, Row Your Boat) “Pied­pied­piedmont, starting at the Fall Line. Apples and cabbage and tobacco are things to be found here. (x2)”

The lyrics will be written on paper so the students can read while they sing (V)

Transition into completing the third page of the soybean observation packet ­ “Has anyone checked on our soybeans today?”

Call one group at a time up to collect their baggies with soybean seeds. Carefully take a look at the soybeans we planted (T). Have students fill out the second page of the worksheet packet they

received the day before. They will measure, draw, and write about their observations (V,T).

The students have been observing the growth of their soybeans all week long.

Remind the students that soybeans are a product of the Coastal Plain region.

The students will add this observation worksheet to their science journals. Sample worksheet is attached.

The students will put their soybean plants back and sit at their desks. Have the students complete an exit card where they state one thing they learned

about each region in Virginia. This is to get them thinking about all the regions they have already

learned about, not just the Coastal Plains and Piedmont, since tomorrow will be a recap of all of the regions.

Materials:

Nature walk worksheet from yesterday Big paper Markers Piedmont Products by Katie Blubaugh Soybean Observation Worksheet Notecards Science journals

Evaluation A:

The teacher will walk around to observe the students while they are copying the word webs into their science journals and note where the students are in their understanding:

Got it! Almost there Need help

The teacher will listen for fluency while the class is singing Piedmont Products The teacher will use the information from the exit cards to see what needs to be

reviewed tomorrow. Evaluation B:

Were the students engaged and on task with the lesson?

What were the strengths?

What were the weaknesses?

How would you modify it for next time?

Day 5: Plant Products Wrap Up By: Rebecca Pullen Purpose: After spending the past few weeks learning about various plants and their products that can be found in the five regions of Virginia, this lesson will serve as a wrap up to tie everything the students have learned together. Today, we will go outside to the large map of Virginia on the black top and use it as a way for students to do an interactive activity where they will decide where the different plants can be found. We will also continue measuring our soybeans and finish tracking their progress. The students will sing the songs they have learned this week as well. Science SOL 2.8: The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

a) Important plant products are identified and classified; b) The availability of plant products affect the development of a geographic area; c) Plants provide oxygen, home, and food for many animals; and d) Plants can help reduce erosion

Physical Education SOL 2.1: The student will continue to demonstrate correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non­locomotor, and manipulative skills.

c) Demonstrate moving to a rhythm by combining locomotor and non­locomotor skills to perform educational folk and creative dance sequences

Physical Education SOL 2.3: The student will identify and participate in physical activities that promote aerobic capacity, muscular strength, endurance, and flexibility.

a) Identify that physical fitness is the ability to work and play with energy to spare. b) Name and locate the large muscle groups. c) Demonstrate activities that utilize specific muscle groups.

Music SOL 2.2: The students will sing a repertoire of songs alone and with others, including a) Singing melodic patterns that move upward, downward, and stay the same

Math SOL 2.11: The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters.

English SOL 2.10: The student will demonstrate comprehension of information in reference materials.

a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources.

Objectives: Given song lyrics while listening to music, the students will sing songs about the regions with 100% accuracy. Given dry erase boards and markers, the students will be able to write plant products when prompted with questions with 90% accuracy. Given a large map of Virginia painted on the blacktop, the students will jog/run/walk/skip/gallop/lunge to each region when prompted with questions about where plants are grown in Virginia with 100% accuracy. Procedure:

Introduction: Call groups one by one to come sit on the carpet “Let’s start today by going over each of the songs we have learned!” (A) The students will sing the songs and movements they have learned for each

region starting with the Appalachian Plateau and ending with the Coastal Plains (A,K)

The songs are attached to the lessons in which they were originally taught.

The students will be able to see the lyrics while singing.

Development: “After reviewing the exit cards from yesterday, I want us to take a minute and go

over all the regions a little as a refresher” Have the students clear their desks and say, “I want you all to think way way

back to when we learned about the Blue Ridge Mountains, Valley and Ridge, and the Appalachian Plateau regions.”

I will pass out dry erase boards, markers, and erasers. I will tell students to write their responses to my questions on their white boards

(V) Ask: “Does anyone remember one plant that can be found within the Blue Ridge

Mountain region?” Answers: Apples, evergreens, corn

“Very good! Now does anyone know one way that product can be used?” Answers: food, shelter for animals, lumber

Ask, “What about the Valley and Ridge region, what can be found there?” Answers: evergreens, apples, corn

I will say, “very good! I’m glad you all remembered that information!” “Now turn and talk to your neighbor about plants found in the Piedmont region

and how they can be used” (A) Answers: apples­ food, apple trees can be shelter; tobacco­cash crop,

cabbage­food

“Now turn and talk to the person sitting across from you about plants found in the Coastal Plains and how they can be used” (A)

Answers: Peanuts­food,oil; cotton­clothes,textiles; soybeans­food,oil Transition to talking about the soybeans the students have been growing.

“All week we have been tracking the progress of our soybeans, so let’s do one final measure of them before we plant them in the learning garden next week.”

Call students up by groups to get their plants out of the window and bring them back to their desks

Students will measure their soybeans to the nearest inch and centimeter using a ruler (T)

After measuring, they will complete the fifth page of their packet where they will draw what their soybean looks like now and record the data (V)

Remind students that soybeans are grown in the Coastal Plains. (A) For advanced students:

Have the student help a partner with measuring if they understand the material.

The student can list more than one product on their white boards when prompted with questions

For struggling students: Partner the student up with a friend who can help explain measuring. Allow the student to refer back to their notes when doing whiteboard

activity If they have a hard time writing the plants, they can draw a picture to

represent their answer If a student has trouble doing the jogging/hopping/skipping/galloping allow

them to walk

Summary: “Now we will be going outside to the map of Virginia that is on the black top!” Call groups one by one to line up to go outside, while they are waiting to be called they

will stand up at their desks and GROW LIKE A PLANT (squat down, then slowly come up with their arms raised straight up) (K) This is a “brain break” that the students have done before.

Take students outside to the blacktop. Ask where different plants can be found and have students jog/skip/walk (change it up

each time) to that region on the map. (A,K) Skip to where soybeans are grown

Answer: Coastal Plains Jog to where tobacco is grown

Answer: Piedmont and Appalachian Plateau Walk to where corn is grown

Answer: Blue Ridge Mountains and Valley and Ridge

Hop to where peanuts are grown Answer: Coastal Plains

Lunge to where evergreens grow Answer: Blue Ridge Mountains and Valley and Ridge

Gallop to where the material used to make clothes is grown Answer: Cotton­ Coastal Plains

Walk to where a cash crop is grown Answer: Tobacco­ Piedmont and Appalachian Plateau

If a product is found in more than one region, have students go to one at a time. Once finished, I will call all the students to quietly walk over to me and take a moment to

cool down by doing stretches. The stretches will be modeled by the teacher (V).

Line students back up and bring them inside.

Materials: Original songs by Katie Blubaugh written on posters Dry erase boards Dry erase markers Erasers Science journals with plant observation worksheet Pencils Soybeans Map of Virginia on blacktop

Evaluation A:

I will observe the answers students write on the white boards and write down who understands the material, is almost there, and who might need a little more help in a chart.

Got it! Almost there Need help

The teacher will listen for fluency while the class sings the songs corresponding to the

the different regions. The teacher will make note of who goes to the correct regions on the map

Students should be very close to the correct region They do not have to know exactly where the geographic regions are, but need to

be very close Students cannot be in the southwest portion of the state on the map if

they are answering a question about the Coastal Plain

Evaluation B: Were the students engaged and on task with the lesson?

What were the strengths?

What were the weaknesses?

How would you modify it for next time?

Our technology SOL (Technology C/T K­2.4 : Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes) will be used during our assessment portion of the unit. We will have the students use their notes, computers, and books to research the different plants and products then create a project of some sort (we will be giving them options).

Unit Evaluation

The student will be required to pick a plant that grows in Virginia to both research and make into a creative representation.

Research: The student will be given a worksheet entitled “My Research Organizer”. This worksheet will be filled out in school. The plant the student has chosen will be the “topic”. The student will be required to gather 4 facts about the plant from their notes, online, or books. These facts can include what region it is grown in, how long it takes to grow, what it makes or provides, what animals/humans use it, and how it is used.Then, the student will write both an introduction and conclusion about their research.

Creative Representation: The creative representation will be done outside of school.

The student has a variety of options when it comes to picking a way to creatively represent their plant or plant product. The student can make a diorama of the plant products’ life cycle (seed → plant → product), make a poster highlighting the facts found during research, write a fictional story where the characters use the plant product, or create a 3D model of the plant product. Examples:

Diorama of plant product (wood) life cycle

Poster highlighting fact about peanuts

3D model of an apple tree/apples

Supplies List

The supplies a student needs will greatly depend upon what type of creative representation they choose to make. It can be as simple as writing a story (with paper and a pencil) or as complicated as their imagination can create. Here are some examples of supplies that could be used to make a creative representation:

Poster board Colored paper Markers, colored pencils, pencils, or crayons Tissue paper Cotton balls Buttons Toothpicks Clay, play­doh

Rubric for the Unit Evaluation

1 2 3 4

“My Research Organizer”

The worksheet has three or more sections missing or not complete.

Two sections of the worksheet are missing or not complete.

One section of the worksheet is missing or not complete.

The worksheet is fully completed. There is a title, an introduction, a topic, 4 facts, and a conclusion.

Creative Representation

The representation is incomplete with little to no detail and shows lack of creativity. Representation is not related to researched plant product. Project is not submitted on time.

The representation has little detail and shows little creativity. Representation is somewhat related to researched plant product. Project is submitted on time.

The representation has some detail and is creative. Representation is closely related to the plant product researched. Project is submitted on time.

The representation is detailed, well thought out, and creative. Representation is directly related to the plant product researched. Project is submitted on time.

Total

Unit Resources

1. “All Around Virginia: Regions and Resources” by Karla Smith This is a book that I would have available in the classroom library for students to

look at in their free time, during centers, or to take home. The information in this book is a review and extension of what we cover in class. It could also be used during their research assessment.

2. http://www.mixbook.com/photo­books/education/virginia­s­regions­ecosystems­and­natu

ral­resources­4563160 This is an online photo book that covers the different products that are grown in

the 5 regions of Virginia. It also goes more into depth about the geographic features of each region. I would allow my students to look at this photo book during center time, or it could be useful during their research assessment. It is a review and extension of what we cover in this unit.

3. ”Virginia, My State: Geographic Regions” by Doraine Bennett

This is a set of 6 different books, each about a different region in Virginia. I would put these books in my classroom library. I could also use these books during guided reading groups, since they are written on a 2nd grade level. The books cover the products and climate in each region of Virginia.

­ 4. http://archive.fossweb.com/modulesK­2/WoodandPaper/activities/whereiswood.html

This is a great interactive game for students. This game allows students to identify different everyday objects that are made out of wood. If the student then clicks on the object, it shows how the object turned from a tree into what it is now. I would allow my students to use this interactive game during center time.

5. https://www.youtube.com/watch?v=4wiKrZY5GVw

This is a 10 minute video that describes the importance of trees as a natural resource. This could be used as an introduction or summary to a lesson. It could also be a good video for a substitute to show to the class.

6. http://forces.si.edu/soils/interactive/web/index.html

This is an interactive game that allows students to follow the growing/harvesting process of soybeans, switchgrass, or corn. I would encourage the students to do the soybean storyline first, since that is one of the main plant products we are learning about. However, I would allow the students to do all of the storylines during center time.

7. ”Tell Me, Tree” by Gail Gibbons This books is about different kinds of trees and how wood is used in our

communities. It is a great example of how a plant (tree) can be turned into a product (lumber, furniture, etc.). I would keep this book in the classroom library. The students could read this during center time or use it during their research assessment.

8. http://www.woodmagic.vt.edu/kids/daily/index.htm

This is an interactive website that shows students how much wood they use on a daily basis. Using this website will help children make connections between their daily lives and what they are learning in class. I would allow students to visit this website during center time. It might also be a good resource to use during their research assessment.

9. This is a word sort activity that I found at

http://marcello2science.weebly.com/plants­as­a­natural­resource.html. I would print out copies of this worksheets to have as a center. It would serve as a review for the students.

10. This is a matching worksheet that I found at

https://www.teacherspayteachers.com/Product/Natural­Resources­Match­344388. I would print out copies of this worksheet and use it as a center. This could be a review for the students.