Plant Diversity

2nd Grade Science Unit Plan

by Jamie Lent & Casta Garcia Rosen

Lesson 1 What are living and nonliving things?

Subject: Science
Topic: Plant Diversity
Grade: 2nd
Standards: LE 1.1c,d Nonliving things do not live and thrive.
Materials: Science textbooks, science notebooks, What are Living and
Nonliving Things? handout, pencils.
Vocabulary: Living, oxygen, nonliving.
Knowledge: Students will know everything in the environment can be
classified as living or nonliving.
Objective: Students will be able to identify and describe examples of
living and nonliving things.
Introduction: Clearly define todays focus/objective with the students.
Say, Today we will be looking for ways that living and nonliving things
are alike and ways they are different.
Insta-Lab (5 minutes): Students will draw a picture of a plant or
animal. Then list the things it needs that show it is a living thing.
Students will share their lists with a classmate.
Investigation (10 minutes): Students will go outside and draw
pictures of the things they see. Students will create a living and
nonliving t-chart and classify their drawings. Students will discuss
which things are living and which things are nonliving.
Minilesson (15 minutes): Teacher will discuss with students that living
things need food, water, and oxygen, a gas in air and in water. Living
things grow and change. They can also make new living things like
themselves. All animals are living things. Animals need food, water,
and oxygen. Over time, animals grow bigger and change. Adult animals
can make new animals. Plants are living things. Like animals, they
need food and water. They also need oxygen and other gases. Plants
grow and change. They can make new plants. You can see living things
everywhere on Earth. Nonliving things do not need food, water, and
gases. They cannot make new things like themselves. Water, air, and
rocks are nonliving things.

Discussion Questions:
-Explain why plants are living things. Plants need food, water, and
oxygen. They grow and change, and make new living things.
-Describe what happens when trees grow and change? Their branches
get longer and the trees get taller.
-Predict how trees make new trees? They make seeds that may grow
into new trees.
Think-Pair-Share: Describe what would happen if a plant or animal
doesnt get food, water, or gases it needs? Is it still a living thing? If a
plant or animal doesnt get food, water, or gases it needs, it dies. It is
not a living thing.
Independent Practice (10 minutes): What do you wonder? Students
will look at the photograph on the chapter opener. Students will answer
the following question in their science notebooks: How do you know
which things in the picture are living and which are nonliving?
Reflection (5 minutes): Students will share and discuss their
observations of living and nonliving things.
Differentiated Instruction:
Low students will draw pictures of their observations during the
investigation. Students will dictate to the teacher which things are
living and which things are nonliving.
Intermediate students will draw picture of their observations during
the investigation. Students will label which things are living and which
things are nonliving.
High students will draw pictures of their observations during the
investigation. Students will list and explain which things are living and
nonliving in their science notebooks.
Assessment: Teacher observations. Oral responses. Written
assessment. Homework: What are Living and Nonliving Things?
handout.

Lesson 2- What do animals need?

Subject: Science
Topic: Plant Diversity
Grade: 2nd
Standards: LE 4.1g Needs of animals to live and thrive.
Materials: Clay, self-stick notes, three types of bird food, science
notebooks, pictures of animals in their shelters, What Birds Eat
handout, pencils.
Vocabulary: Survive, shelter.
Knowledge: Students will know what animals need to live and thrive.
Objective: Students will be able to identify and describe the basic
needs of animals.
Introduction: Clearly define todays focus/objective with the students.
Say, Today we will learn what basic needs animals depend on in order
to survive.
Insta-Lab (5 minutes): Students will make a nest out of clay and
discuss how a nest helps keep eggs and chicks safe.
Investigation (10 minutes): What Birds Eat. Teacher will place three
kinds of bird food outside where birds can find them. Students will
observe the bird food in the morning, at noon, and in the afternoon.
Students will record their observations on a chart. Students will discuss
their observations about what birds outside the school the school like
to eat.
Minilesson (15 minutes): Teacher will discuss with students that
animals need food and water to survive, or stay alive. Bigger animals
need more food than smaller ones. Whales and bears need more food
than rabbits and owls. As an animal grows, it needs more food and

water. An adult bird needs more food than a young bird. Animals need
space. They need room to move around, find food, and care for their
young. Animals also need shelter. Shelter is a safe place to live. For
example, prairie dogs dig holes for shelter. There they hide from
animals that could eat them. The holes also keep them safe from bad
weather. Owls and squirrels use trees for shelter. Some tigers and
bears use caves.
Discussion Questions:
-Explain what animals need in order to survive. Animals need food and
water to survive.
-Explain why animals need space. Animals need space to move
around, find food, and care for their young.
-Why are trees a good shelter for some animals? Animals can hide in
the branches. They can stay safe from other animals that cant climb
trees.
Think-Pair-Share: What might happen if an animal doesnt get the
right amount of food? It wont grow the way it should, it may get too
fat or thin, and it may not survive.
Independent Practice (10 minutes): Writing assessment. Students
will answer the following question in their science notebooks: Why do
different kinds of animals need different kinds of shelter.
Reflection (5 minutes): Students will share and discuss their
responses from the writing assessment.
Differentiated Instruction:
Low/ESL Students will use self-stick notes to label pictures of animals
in their shelters, such as a squirrel in a tree and a lion in a cave. Show
the pictures and read the labels. Have students repeat the animal and
shelter names. When students are comfortable with the words, have
them choose a picture and name the animal and its shelter.
Intermediate Display pictures of animals in shelters and identify with
students. Write animal and shelter names on whiteboard. Have
students match each picture to the words that identify the animal in its
shelter.
High Ask students to explain how each shelter helps an animal (in
addition to the writing assessment).
Assessment: Teacher observations. Oral responses. Written
assessment. Homework: What do plants need? handout.

Lesson 4- What are the parts of a plant?

Subject: Science
Topic: Plant Diversity
Grade: 2nd
Standards: LE 3.1b Identify and compare the physical structures of
a variety of plant parts (seeds, leaves, stems, flowers, roots).
Materials: Science textbooks, science notebooks, What Are the Parts
of a Plant? handout, carnations, popsicle sticks, construction paper,
tape, pencils.
Vocabulary: Roots, stems, leaves, flowers.
Knowledge: Students will know that plants have parts that help them
survive, grow, and produce offspring.
Objective: Students will be able to identify the main parts of a plant
and describe their structural characteristics.
Introduction: Clearly define todays focus/objective with the students.
Say, Today we will discover the main parts of a plant, and what parts
of a plant help it grow.
Insta-Lab (5 minutes): Students will show how a stem holds up the
flower and the leaves of a plant by using popsicle sticks, colored paper,

and tape to make a model. Students will discuss why a stem is

important.
Investigation (10 minutes): Teacher will provide students with
carnations and two clear colored cups of water. Students will bend the
stem of one carnation, and then put each carnation in a cup of colored
water. Students will observe the carnations for 2 days and record what
changes they see in their science notebooks.
Minilesson (15 minutes): Teacher will discuss with students that
plants need sunlight, air, water, and nutrients from the soil to grow.
Each part of a plant helps the plant get the things it needs. Roots take
in water and nutrients from the soil. Some roots also store food for
plants. Most plants, such as a rose plant, have roots that grow
underground. They help hold the plant in the ground. Stems carry
water and nutrients from the roots to the leaves. Most stems also help
hold up the plant so it can get light. Leaves make food for the plant.
They use light, oxygen in air, and water to make the food. Flowers
help plants make new plants. Part of the flower makes seeds that grow
into new plants.
Discussion Questions:
-What are the main parts of a plant? Roots, stem, leaves, and flowers.
- How would you describe each part? Roots take in water and nutrients
from the soil. Stems carry water and nutrients from the roots to the
leaves. Leaves make food for the plant. Flowers help plants make new
plant.
-How do roots help a plant on a windy day? The roots hold the plant in
place so that it does not get blown away.
Think-Pair-Share: Explain what would happen to a plant if an animal
dug up its roots. The plant could die because it would not be able to
get water and nutrients from the soil, which it needs to make food and
grow.
Independent Practice (10 minutes): Students will answer the
following questions in their science notebooks: 1. What would happen
to a plant if an animal dug up its roots? The plant could die because it
would not be able to get water and nutrients from the soil, which it
needs to make food and grow. 2. How do roots help a plant on a windy
day? The roots hold the plant in place so that it does not get blown
away.
Reflection (5 minutes): Students will share and discuss their
responses from the writing assessment.

Differentiated Instruction:
Low/ELL students will be given a diagram of a plant with a word box
listing the different parts of a plant. Students will use the word box to
label the parts of a plant.
Intermediate students will respond to question 1 of the writing
assessment in their science notebook and draw a picture to illustrate.
High students will complete questions 1 & 2 of the writing assessment
in their science notebooks, and draw pictures to illustrate.
Assessment: Teacher observations. Oral responses. Written
assessment. Homework: What Are the Parts of a Plant? handout.

Lesson 3- What do plants need?

Subject: Science
Topic: Plant Diversity
Grade: 2nd
Standards: LE 1.1b Describe the basic needs of plants (light, air,
water, soil (nutrients).
Materials: Soil, two plants, water, paper towel, sunshine, science
notebooks, pencils, crayons.
Vocabulary: Nutrients.
Knowledge: Students will know the basic needs of plants to live and
thrive.

Objective: Students will be able to identify the factors that influence

the growth of living things.
Introduction: Clearly define todays focus/objective with the students.
Say, Today we will learn what plants need in order to live and thrive.
Insta-Lab (5 minutes): Students will put moist soil on a paper towel,
and then put another paper towel on top. Press down. Then remove the
soil. Students will observe what they see on the paper towel, and
record their results in their science notebook.
Investigation (10 minutes): What Plants Need to Grow. Teacher will
put two plants in a sunny place. Students will water only one plant and
predict what will happen in their science notebooks. Students will
create a t-chart (plant with water, plant with no water) and record any
changes. Students will reflect on their predictions and discuss.
Minilesson (15 minutes): Teacher will discuss with students that
plants need water, light, and gases in air to live and grow. They also
need nutrients, or substances that help them grow, from soil. Different
plants need different amounts of water. A cactus grows in a dry desert.
Big trees need much more water than tiny plants do. Some plants need
more light than others. Sunflowers need a lot of sun. Their stems get
weak if they do not get enough light. As plants grow, they need more
space. The roots and stems get bigger and longer. The plants have
more leaves. A plant in a small container may need to be moved to a
larger one to give it more room to grow.
Discussion Questions:
-What do plants need to live? Plants need water, light and gases in air
to live and grow. They also need nutrients.
-Why does a plant need room to grow? As plants grow, they need more
space. The roots and stems get bigger and longer.
-What might happen to plants that dont get what they need? It may
stop growing, or eventually die.
-Why is it important to leave space between seeds that are planted in a
garden? To make sure that when plants grow from seeds, there is
enough space between the plants.
Think-Pair-Share: What might happen to a plant that outgrew its
space? It might stop growing, it wouldnt stay healthy.
Independent Practice (10 minutes): Students will answer the
following questions in their science notebooks: 1. What might happen

to plants that dont get what they need? 2. What could you do if plants
in a garden get too crowded? 3. Why is it important to leave space
between seeds that are planted in a garden?
Reflection (5 minutes): Students will share and discuss their
responses from the writing assessment.
Differentiated Instruction:
Low Students will draw a picture to respond to question 1 (What might
happen to plants that dont get what they need?) and dictate their
illustration to the teacher.
Intermediate Students will draw a picture in response to question 2
and write a short response describing what would happen if plants in a
garden get too crowded.
High Students will respond to questions 1-3 in their science notebooks,
and draw illustrations for each question.
Assessment: Teacher observations. Oral responses. Written
assessment. Homework: What do plants need? handout.

Lesson 5- How do plants differ?

Subject: Science
Topic: Plant Diversity
Grade: 2nd
Standards: LE 2.1a, 2.2a,b Observe and describe how plants grow
and change in predictable ways.
Materials: Science textbooks, science notebooks, How Do Plants
Differ? handout, variety of plants, leaves, index cards, pencils.

Vocabulary: Trunk, shrub.

Knowledge: Students will know that plants have parts that help them
survive, grow, and produce offspring.
Objectives: Students will be able to compare and describe the
structural characteristics of different plants.
Introduction: Clearly define todays focus/objective with the students.
Say, Today we will discover how plants are alike and different?
Insta-Lab (5 minutes): Teacher will provide students with a variety of
plants. Students will work in pairs to describe the plant. Students will
give details about its stem, noting if it is woody or soft, and if the plant
is a tree, a shrub, or a flower.
Investigation (10 minutes): Teacher will provide students with leaves
and index cards. Students will work in groups and observe the leaves.
Students will discuss how the leaves are alike and how they are
different. Students will then classify the leaves by grouping leaves that
are alike. Students will create a label for each group of leaves.
Students will explain how they are alike, and make connections with
the leaves in their community.
Minilesson (15 minutes): Teacher will discuss with students that
plants have leaves that are different shapes and sizes. Leaves can be
long, short, wide, or narrow. They can be shaped like needles. Some
leaves have smooth edges. Others have wavy or pointed edges. Some
are divided into parts. Plants have different kinds of stems. A tree has
one main stem called a trunk. It is hard and woody. A shrub, or bush,
is a plant with many woody stems. Other plants, such as tulips, have
soft stems. A cactus has a thick stem that stores water. Most plants
have either one thick main root or many thin roots. The thin roots are
usually about the same size. Carrot plants have one thick root. Tiny,
thin roots grow out from it. Corn plants have many thin roots. Smaller
roots grow out from them.
Discussion Questions:
-Are the stems, leaves, and roots of plants different or alike? How are
they different? How are they alike? Plants can be different shapes and
sizes. Plants have different kinds of stems. Most plants have either one
thick root or many thin roots.
-What kind of stem does a tree have? A trunk.
-Do all plants have hard and woody stems? Explain. No, stems can be
soft like the stem of a tulip.

- Why is a cactus able to survive in a desert, where there is little water?

It stores water in its stem.
Think-Pair-Share: Why do you think different plants have different
kinds of roots, stems, and leaves? Different plants grow in different
environments, so they need different kinds of roots, stems, and leaves
to help them survive where they grow.
Compare and Contrast graphic organizer (10 minutes): Students
will complete graphic organizer to compare and contrast how plants
are alike and how plants are different.
Reflection (5 minutes): Students will share and discuss their
responses from the writing assessment.
Differentiated Instruction:
Low/ELL students will complete the graphic organizer to compare and
contrast how plants are alike and how plants are different. Students
will draw pictures and dictate to the teacher.
Intermediate students will write one way plants are alike, and write
one way plants are different and draw pictures to illustrate.
High students will complete the graphic organizer and draw pictures to
illustrate.
Assessment: Teacher observations. Oral responses. Written
assessment. Homework: How Do Plants Differ? handout.

Lesson 6-What are some plant life cycles?

Subject: Science
Topic: Plant Diversity

Grade: 2nd
Standards: LE 4.1a,b,c,d Observe plant life cycles and life spans.
Materials: Science textbooks, science notebooks, What Are Some
Plant Life Cycles? handout, teacher-made pine tree life cycle cards,
pencils.
Vocabulary: Life cycle, germinate.
Introduction: Clearly define todays focus/objective with the students.
Say, Today we will discover how a plant grows and changes during its
life cycle.
Insta-Lab (5 minutes): Observe a Pinecone. Teacher will provide
students with pinecones and magnifying glass. Students will work in
groups to observe and record the scales (patterns) that make up a
pinecone.
Investigation (10 minutes): Life Cycle of a Bean Plant. Teacher will
provide students with a clear cup filled with soil, a pencil, beans, and
water. Students will use the pencil to make holes in the soil. Students
will then put a bean in each hole and cover the beans with soil.
Students will water the soil and place the cup in a warm, sunny place.
Students will observe the cup each day for two weeks. Students will
draw pictures of their observations and discuss what is happening.
Minilesson (15 minutes): Teacher will discuss with students that all
stages of a plants life make up its life cycle. A plants life cycle begins
with a seed. First, the seed germinates, or begins to grow. Next, the
seed grows into a mature, or adult, plant. Then, the plant makes seeds
that may grow into new plants. Last, a new life cycle begins. Different
kinds of plants have different life cycles. Plants make new plants that
look very much like them. At first, the new plant may look different.
Later, it grows the same kind of leaves, stems, and flowers or cones as
the plant it came from. An oak tree grows from a seed inside an acorn.
The seed grows into a small plant. The plant grows and changes until it
looks like an oak tree. Even though the new tree is like its parent, the
new tree can look a little different. When the new tree is grown, it may
be taller or shorter than the parent tree. The new tree may have more
or fewer branches and smaller or larger leaves.
Discussion Questions:
-How does the life cycle of a plant begin? As a seed.
-What happens next? The seed grows into a mature plant.
-What does a stem grow toward? The stem grows toward the light.

-What may happen after a plant dies? Its seeds may grow into new
plants.
Think-Pair-Share: If you place a few seeds in a sunny spot on a
windowsill, will they germinate? No, the seeds will get air and sun but
not the water they need to germinate.
Independent Practice (10 minutes): Life Cycle of a Bean Plant
graphic organizer. Students will complete the graphic organizer by
filling in the missing word in each of the 4 steps.
Reflection (5 minutes): Students will share and discuss their graphic
organizer.
Differentiated Instruction:
Low/ELL students will be provided with cards that show simple stages
in the life cycle of a pine tree. Teacher will explain what is happening in
each picture. Students will repeat after the teacher, then the teacher
will mix the cards up, and have student put the pictures in order. Ask
student to dictate the phrases to describe each picture.
Intermediate students will be provided with cards that show simple
stages in the life cycle of a pine tree. Have students write a sentence
that explains the picture card.
High students will complete the graphic organizer and draw pictures to
illustrate the life cycle of a bean plant.
Assessment: Teacher observations. Oral responses. Written
assessment. Homework: What Are Some Plant Life Cycles? handout.

Performance Task
Standards
LE 1.1c,d Nonliving things do not live and thrive.
LE 4.1g Needs of animals to live and thrive.
Essential Question: How do we demonstrate our understanding of
living and nonliving things?
Objective: Students will be able to demonstrate their understanding
of living and nonliving things by sorting pictures into groups of living
and nonliving things, and identify the characteristics of each group.
Preparation: Cut out pictures of living and nonliving things from
magazines, and glue them onto index cards.
Students will sort pictures into groups of living and nonliving things and
identify the characteristics of each group. Then, students will sort the
living things into animal and plant groups, and to describe the needs of
animals and plants.
Scoring Rubric Performance Indicators
__________ Sorts correctly living and nonliving things.
__________ Identifies characteristics of living and nonliving things.
(Living things need food, water, and oxygen, grow and change; make
other living things. Nonliving things do not need food, water, or air; do
not make other things like themselves.)
__________ Sorts correctly animals and plants
__________ Identifies correctly the needs of animals and plants.
(Animals: food, water, air, space, shelter, plants: water, light, air,
nutrients, room to grow)
Observations and Rubric Scores
3