science module- how do plants live and grow_.1_merged

8/2/2019 Science Module- How Do Plants Live and Grow_.1_merged

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25/67

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26/67

!B,.$#?'


27/67

Lettuce


28/67

Bush Beans


29/67

!"#$%&'()&$%#"#(!"#$%"$&'()*+$',-.$()%$/0"#1$

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2(3.$$

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30/67

4(056$789$:;77$

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31/67

How does a plants life begin?

,-"./+

$


32/67

3%44-5%+

$


33/67

Bush Beans

$


34/67


35/67

Today, _____________________,

our lettuce plant looks like this.


36/67

Today, ______________________,

our bush bean plant looks like this.


37/67

When a seed starts to grow, it looks like this inside.


38/67

How can you measure changes as a plant grows?Circle the measurement tool you decided to use

Our turnip plant is ___________ tall.

Our lettuce plant is ___________ tall.

Our bush bean plant is ___________ tall.


39/67

What do plants need to grow?

Today, ________________

Plant 1 looks like this.

Plant 1 is ________ tall.

Today, ________________




40/67

Today, ________________



Today, ________________




41/67

Today, ________________



Today, ________________




42/67

Today, ________________



Today, ________________




43/67

Today, ________________



Today, ________________




44/67

Today, ________________



Today, ________________




45/67

Today, ________________



Today, ________________




46/67

Today, ________________



Today, ________________




47/67

Today, ________________Plant 5 looks like this.


Today, ________________Plant 6 looks like this.



48/67


49/67

*"$',-.$()%$/0"#B$

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Today, ________________________,

our turnip plant looks like this.

Our turnip plant is ____________

tall today.


50/67

Today, _____________________, our lettuce plant looks

like this.

Our lettuce plant is ____________ tall today.


51/67

Today, ______________________,

our bush bean plant looks like this.

Our bush bean plant is _________ tall today.


52/67

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'9. Ask students how they could monitor

their plants to see what is working best.Prompt them to recognize that they could

measure their heights, using the methodsdeveloped yesterday. Reminding students of

their math lesson yesterday, prompt studentsto recognize that it would be useful to use the

same form of measurement for each plant so

that they can compare the growth of theplants easily. Facilitate selection of acommon unit for measurement of plant

height.

10. Have student volunteers measure each ofthe plants using the common unit, and have

the rest of the students record the date andthe measurement in their guided portfolio,

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pages 11-13. Then have the students draw a

picture of each plant and its conditions intheir guided portfolio, pages 11-13.

Thursday:

11. Select two students to water the sixplants as necessary. All plants should

receive the same amount of water except forthe plants that are receiving varying amounts

of water as the experimental treatment.

12. Have three students take measurementsof the plants using the selected common unit

and share the results with the class.

13. Have the students record thesemeasurements and the date and draw pictures

of each of the plants and their conditions intheir guided portfolio, pages 14-16.

Friday:

14. Have three students take measurementsof the plants using the selected common unit

and share the results with the class.

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G[E'Have the students record thesemeasurements and the date and draw picturesof each of the plants and their conditions in

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60/67

their guided portfolio, pages 17-19.

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^-$>*:&'16. Prompt students to identify differences

in how each of the plants has grown.Facilitate a discussion about how the

differences show what plants need to liveand grow. Ask students to identify these

needs.

17. Ask students what modifications theyshould make in how they are growing the

McGregors plants to help them grow better.

18. Have a students draw a picture showingwhat plants need on page 20 of their guided

portfolio.'

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teacher. discussion.

Time on task The student is frequently offtask and needs frequent

redirection in order to

accomplish assigned work.

The student is generally on

task, but needs ocassional

redirection to accomplish

assigned work in a timely

manner.

The student is

consistently on task and

accomplishes work in a

timely manner.

The student is

consistently on task and

completes work with

great detail and accuracy

in a timely manner.

Guided portfolio Five or more items in thestudents guided portfolio

are incomplete, illegible.Five or more observational

drawings or measurements

do not adequately reflect

the designated object.

Three or four items in the

students guided portfolio

are incomplete or illegible.Three or four observational

drawings or measurements

in the students guided

portfolio do not adequately

reflect the designated

object.

All but one or two of the

items in the students

guided portfolio arecomplete and legible.


students observational

drawings and

measurements reflect the

designated object.

The students

observational drawings

are frequently highlydetailed or labeled. All

but one or two of the

items in the students

guided portfolio are

complete and legible.


students observational

drawings and

measurements reflect the

designated object.

Communication and

explanation of results

When asked by the teacher

to verbally explain

observations during and

after investigations, the

student is often unable orunwilling .

When asked by the teacher

to verbally explain

observations during and

after investigations, the

student is able to tells whatthey observed but struggles

to develop explanations for

what occurred.

When asked by the

teacher to verbally

explain observations

during and after

investigations, thestudent is able to tell

what they observe and

develop basic

explanations for what

occurred.

When asked by the

teacher to verbally

explain observations

during and after

investigations, thestudent is able to tell

what they observe,

develop basic

explanations, and justify

their explanations,

linking observations to

concepts developed in

class.


64/67

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