CONCEPT: Plants reproduce and grow in various ways.
CONTENT OBJECTIVE: 3F4.00 To understand environmental factors which affect plant growth and how plants adapt to the environment
INSTRUCTIONAL OBJECTIVES: The learner will:
4.01 list the factors necessary for plant growth.
4.02 explain that different plants require different environments to thrive.
4.03 describe how plants adapt to their environment.
OUTLINE OF CONTENT:
I. Factors necessary for plant growth
A. Water
1. All plants need water
2. Some plants need more water than others
B. Light
C. Air
D. Minerals
II. Different plants require different environments
III. Trees lose their leaves in the fall
IV. Trees grow new leaves in the spring
V. Trees shed their leaves to help conserve food and water in the winter
TN COMPONENT OF SCIENCE: Unifying Concepts of Science
TN GOAL:
To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical, and earth/space science.
TN THEME:
2.2 FORM AND FUNCTION - Form may determine the function of a material or a system, and function may alter form.
TN STANDARD(S): The learner will understand that:
2.2b Form tends to dictate function, thus an alteration of form may lead to a change in function.
BENCHMARK: Physical and biological systems are interactive. Changes of component forms may alter the function(s) of those systems.
Classroom Connector Two: Art paper, magazines with pictures of trees
This classroom connector addresses Instructional Objective 4.01.
SET:
Today, we are going to identify what plants need for growth. Who can help me list them on the board? We know all plants need WATER. LIGHT is also necessary for their growth, as well as air and minerals. We are going to observe some plants for the next few days, to see what happens when they are given (or not given) these necessary factors for growth.
ACTIVE PARTICIPATION:
We will record the changes observed during
periodic checks. Discussions will follow, focusing on comparisons.
1. Divide the class into four groups, have on hand inexpensive bedding plants. Spring is suggested for this study.) We have two peat pots with one marigold in each pot. We will place one in a spot having adequate sun, the other plant in a spot deprived of full sun. Group A, monitor the difference for a week or 10 days.
2. We have another set of identical plants labeled "water." (Do not use an expensive type of plant.) We will deprive one of adequate water; give the other adequate water. Group B, chart the results.
3. Group C, observe a set of identical plants. Place one of the two in a sealed jar. Chart the difference in the two plants, one with adequate air conditions, the other sealed up from the environment.
4. Group D, observe a set of identical plants (Such as marigolds or corn). Fertilize one with proper amounts of nutrients such as Rapid-Gro, Miracle Gro, etc. Let the other plant have proper watering, light and air, but no minerals added for nourishment. It may take 2-3 weeks to see the difference in growth rate, color, etc. Chart the progress.
CLOSURE:
What are the factors necessary for healthy plants. (Sun, water, air, minerals) Have planting project as closure activity. Have all children plant seeds in peat pots. Discuss adequate light, water, air, minerals. After seeds germinate, (Introduce the word in the planting process) let the children carry the plants home for planting.
ENRICHMENT:
Plan a field trip to a local greenhouse and see how they germinate seedlings, transplant seedlings, and how they control factors necessary for proper plant growth.
This classroom connector addresses Instructional Objective 4.02 and 4.03.
SET:
Today we will discuss how environment affects a plant's growth. What do you do when you go out to play in the winter? (Put on coat, boots, etc.) What do you do when you come back in and it is warm? (Take coat, boots, gloves off) Yes, you adjusted to your environment. Plants do the same thing.
INSTRUCTION:
Who can tell me what environment means. (The physical world around us) Today, we are in a classroom environment and there are certain things you must do in this environment. At home we are in the home environment. You act a different way. Name another environment for me. (response) O.K. Climate also affects our environment. We dress and do different things according to the environment. (Give examples of cold weather play vs. warm weather play.) Just as you adjust to your environment, plants adjust to their environment. The tree for instance, loses its leaves in the fall. It is preparing for the winter. In the winter, the environment is cold and the ground is frozen. Less sun means less food. A frozen ground means less water. The tree adjusts to its environment. In the spring, the tree will grow new leaves.
ACTIVE PARTICIPATION:
(Let the children bring pictures of trees. This could begin a study of learning the types of trees if time permits. A leaf collection is suggested as an outside activity. Each child brings six leaves to identify.)
CLOSURE:
( Have the children fold a paper Into four sections labeling the four seasons, one season in each box. Have them draw pictures of one tree in each of the four seasons.)
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