A Seedy Adventure

STEM Curriculum Planning Guide
STEM Unit Title: A Seedy Adventure
STEM Endorsement Participant: Angela Seckinger
STEM Team Members (indicate role such as teacher, business partner, parent,
higher education partner, etc.; include GaDOE level of involvement for non-teacher
partner): Jennifer Partain (teacher), Angela Seckinger (teacher), Charlotte Wingate
(business partner), Lauri Dalton (teacher), Justin Lies (teacher), Emilee Sellers
(teacher), James Stone (farmer)
GaDOE STEM Focus Area (advanced academics, agriculture, architecture,

biotechnology, computer programming, cyber security, energy, engineering, food
science and nutrition, forensic science, healthcare science, and/or information
technology): Agriculture
Targeted Grade(s): 2nd
SECTION I: STEM Unit Overview

Unit Overview: (75- This unit will cover growing seeds into plants. The
125 words students will learn about what a plant needs in order
describing unit) to grow. They will learn about different ways seeds
can be planted and grow in the environment.
Community partners will read books to the students
and also discuss the different career fields related to
Agriculture. Students will be involved in measuring
the growth of the plants during a specific period of
time, answering the question “How do we keep our
plants hydrated when school is closed”? To find the
answer to this question, students will use the
Engineer Design Plan to create an aqueduct to
transfer water from one location to another safely.
During this process, they will learn about the job role
of an Irrigation Engineer and how it relates to
farming. Students will use chromebooks to create a
graph in EXCEL showing the different lengths the
plants have grown over a period of time and they will
also add how much water was given daily to the
plants. This unit will incorporate science, math,
technology, reading, writing, and engineering.
Essential Question(s): What is the life cycle of a plant?
(from Step 6 of How does a seed grow into a plant?
Unpacking document)
What does a plant need to live?
How are seeds dispersed?
How are plants pollinated?
How fast are the seeds growing?
How tall are the plants?
Learning Targets: I can explain the life cycles of different living

organisms.
I can grow a plant from a seed.
I can explain how seeds are dispersed and
pollinated?
I can measure the length of an object by using
appropriate tools.
I can measure to determine the difference in
length of one object to another, using a
standard length unit.
I can ensure that a plant has all it’s needs met.
I can explain how a seed is dispersed by the
Flint River.
I can estimate how tall my plant is using inches.

I can use a line plot to record my
plant’s growth in inches.
I can write an informative text in which I

introduce a topic, use facts and definitions
to develop points, and provide a
concluding statement or section.
Engineering Design The students will design an Aqueduct to carry water

Challenge: from one location to the plants while school is
closed. They will brainstorm ideas on how to design
it. The students will be broken up into 4 groups to
work on their design. They will begin with
brainstorming ideas on how to build it, then draw it,
and finally begin construction. Then students will
test the aqueduct to see if will carry water to the
plants. They will have time to revise and test again
until it works. Students will take pictures of their
designs and upload the pictures to their google drive
to add to their presentation for the Stem Team. Each
team will create a presentation and present it to our
schools Stem Team. This will include pictures taken
by students and uploaded to google drive, creating
an EXCEL spreadsheet to show how the plants are
growing. Measurements will be taken weekly and
added to the spreadsheet. Students will also
measure how much water is being used daily and
add it to the spreadsheet. Finally, each group will
create their presentation using Google Slides to
present to the Stem Team.
Prerequisite Knowledge Team Building Skills
and Skills Required: Engineering Design Process
Understanding of concepts related to life cycle of
a seed, measuring, and units of measure.
Day # Estimated Instructional Activities

Time (brief description of daily activities)
Allotment
Academic Content Standards

Add Standard Mathematics
Grade 2nd
Strand
Topic Measure
Standards MGSE2.MD.1 Measure the length of an object by selecting and using

appropriate tools such as rulers, yardsticks, meter sticks, and measuring
tapes.
MGSE2.MD3 Estimate length using units of inches, feet, centimeters and

meters.
MGSE2.MD.4 Measure to determine how much longer one object is than

another, expressing the length difference in terms of a standard length unit.
Add Standard Mathematics
Grade 2nd
Strand
Topic Measurement
Standards MGSE2.MD.9 Generate measurement data by measuring lengths of several

objects to the nearest whole unit, or by making repeated measurements of the same
objects. Show the measurements by making a line plot where the horizontal scale is
marked off in whole number units.
Add Standard Science
Grade 2nd
Strand
Topic Life
Standards S2L1. Obtain, evaluate, and communicate information about the life cycles of
different living organisms. b. Plan and carry out an investigation of the life
cycle of a plant by growing a plant from a seed and by recording changes over
a period of time.
c. Construct an explanation of an animal’s role in dispersing seeds or in the
pollination of plants.
Add Standard Science
Grade
Strand
Topic
Standards
Add Standard English Language Arts
Grade 2nd
Strand
Topic informative
Standards ELAGSE2W2
Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or
section.
Add Standard English Language Arts
Grade
Strand
Topic
Standards
Add Standard Social Studies
Grade 2nd
Strand
Topic Rivers
Standards SS2G1 Locate and compare major topographical features of Georgia and
describe how these features define Georgia’s surface.
B. Locate on a physical map the major rivers; Savannah, Flint and Chattahoochee.
Add Standard Social Studies
Grade
Strand
Topic
Standards
Add Standard Fine Arts
Grade
Strand
Topic
Standards
Add Standard Fine Arts
Grade
Strand
Topic
Standards
Add Standard CTAE
Grade
Strand
Topic
Standards
Add Standard CTAE
Grade
Strand
Topic
Standards
Add Standard Other
Grade
Strand
Topic
Standards
Assessment Plan
What evidence will show that students have acquired the enduring
understandings for this STEM unit?
Performance Task, Project Based Design Challenge Rubric
Learning, Problem Based Aqueduct Inquiry
Learning, etc.
Quizzes and/ or Tests to be Pre-Test

used as assessment Post-Test
opportunities Design Challenge
Journal Written observations about seeds daily

Writing/Drawing/Diagrams from growth.
prompts provided by the teacher
Collect and graph plants daily growth.
Write about how seeds can be dispersed

in the environment?
Draw a picture of how an animal

might disperse seeds in an
environment.
Plan and draw out Engineer Challenge

Other Evidence (e.g. Engineer Challenge design
observations, work samples, Design Challenge Rubric
student artifacts, etc.
Student Self-Assessment STEM Journals

Checklists, Rubrics or Other Reflections
Technology Integration
ADISC Technology Integration Model
Type of Integration Application(s) in this
STEM Unit
A Technology tools and resources that Introduction to a plants life

support students and teachers cycle
https://www.youtube.com/watc
In adjusting, adapting, or augmenting h? v=zPqnYYI2Uq8
teaching and learning to meet the needs
of the individual learners or groups of Brainpop Jr (the following
learners video’s)
Seed plants, seedless plants,
and honeybees, plant adaptation
D Technology tools and resources that Excel spreadsheets could be

support students and teachers in dealing used to record and graph
effectively with data, including data data from plant growth.
management,
manipulation, and display
I Technology tools and resources that Internet research on different

support students and teachers in careers, and aqueducts
conducting inquiry, including the effective
use of Internet
research methods.
S Technology tools and resources that Aqueduct inquiry students

support students and teachers in simulating could change the variable of
real world phenomena including the water flow to see the
modeling of outcomes.
physical, social, economic, and
mathematical relationships.
C Technology tools and resources that Presentation: students will
support students and teachers in present their findings
communicating and collaborating including using PowerPoint, or
the effective use of multimedia tools and Google
online collaboration.
classroom.
*The ADISC Model was developed by James Rowley PhD, Executive Director of the Institute
for Technology-Enhanced Learning at the University of Dayton
Career Connections
Career Descriptions
Career Title Description
Irrigation Engineer They create and develop watering systems for different
landscapes, areas, and projects. Their main goal is to
safely transfer water from one location to another.
Plant Geneticists They study genetics in botany, isolating different genes

and developing specific plants.
Horticultural They work on projects related to developing new crops

Specialist and solving complex problems related to the
environment.
Environmental They analyze environmental problems and develop

Scientist solutions through data analysis, compiling samples of air,
soil, and other natural matter.
Horticultural They study plant life and crops in a laboratory. They also
Scientists work in the field performing tests and experiments.
Crop Duster Agricultural pilots, also called ag pilots, crop dusters,

and aerial applicators, perform flying jobs related to the
farming industry. They are skilled professionals who
operate aircraft for such purposes as transporting cargo
to market, aerial applications (also known as crop
dusting), hauling feed, or planting seed.
Farmer May plant, cultivate, harvest, perform post-harvest
activities, and market crops and livestock; may hire,
train, and supervise farm workers or supervise a farm
labor contractor; may prepare cost, production, and
other
records. May maintain and operate machinery and

perform physical work.
Florist Grow flowers for use in arrangements or for sale in

shop. ... Floral designers, also called florists, cut and
arrange live, dried, and silk flowers and greenery to make
decorative displays. They also help customers select
flowers, containers, ribbons, and other accessories.
Forestry Duties for forestry technicians with specialized training

or higher education include analyzing forests for
disease, growth conditions, and insect infestations. A
forester is a person who practices forestry, the science,
art, and profession of managing forests. Foresters
engage in a broad range of activities including
ecological restoration and management of protected
areas.
Botanist A botanist is a highly educated and skilled scientist who

studies plant life and organisms. A botanist's research
can determine how environmental changes impact
certain aspects of plant life and how those changes can
improve our medicine, food supplies and building
materials.
SECTION II: STEM Unit Overview

Name of Unit:
Day 1 Group Formations/ Pre-Test
Time Required 45 minutes
Materials Chromebooks, Illuminate online Pre-test/Paper Test

Objectives Students will engage effectively in a collaborative
discussion through a team building activity.
Instructional 1. Administer pretest; allow students 30 minutes for

Process and completion.
Procedures 2. Assign teams using results of assessment.
(description to
include both math
and science learning
targets, PBL, inquiry
and/or
engineering design
challenge as
applicable)
Differentiation, Pre-Test: Read the test aloud

Student Choice Cooperative Teamwork
and/or
Technology Application
Journal Prompt
Key Terms
Career Connections
Assessment(s) Score the pre-test
Business, Industry
or Higher Education
Partner Role on this
day (if applicable)
Day 2 Teach background knowledge on plants and careers
Materials 1 spiral notebooks or compositions book per student

pencils with eraser, colored pencils, (1 per student)
LCD projector/computer
Internet Access (YouTube):
Objectives Students will apply prior knowledge of seeds and plants

Instructional 1. Consider introducing STEM journals to students by
Process and telling them the journals can be used to help
Procedures develop better understanding, practice, and refine
(description to their science research skills and understanding,
include both math while also enhancing writing and communication
and science learning skills. STEM journals contain information about
targets, PBL, inquiry students' research experiences. STEM journals will
and/or be used throughout the entire process.
engineering design 2. Play the video: plants life cycle
challenge as https://www.youtube.com/watch?v=zPqnYYI2Uq8
applicable) 3. Brainpop videos (Seed plants, seedless plants, and
honeybees)
4. Reflection: Have students reflect on their initial
thoughts on the Engineering Design Challenge. What are
they nervous about? What ideas do they already have? 5.
Learning Targets: I can explain the life cycles of different
living organisms.
Differentiation, Provide list of content specific vocabulary words for

Student Choice students
and/or Create a journal checklist for journal project
Journal Prompt Describe the life cycle of a plant.
Key Terms Life cycle of a plant
Career Connections Agriculture
Assessment(s) Journal entry
Business, Industry Business (Charlotte Wingate) Will discuss careers with

or Higher Education students involving plants.

day (if applicable)
Day 3 and 4 Students can research careers related to plants.
Time Required 50 minutes each day

Chromebook
Guided Research Sheet
Objectives Students will apply prior knowledge about careers

involving plants.
Instructional 1. Consider introducing research topic to

Process and students. Distribute “Guided Internet
Procedures Research” sheet to students.
(description to 2. Give groups chromebooks.
include both math 3. Students will begin research on careers
and science learning related to plants.
targets, PBL, inquiry 4. Students will use STEM journals to record
and/or their findings.
engineering design 5. Provide a career for each group to research
challenge as (Irrigation Engineer, Plant Geneticists,
applicable)
Horticultural Specialist, Environmental
Scientist, Horticultural Scientists)
6. Check for completion of guided internet
research while teams share individual
research with one another.
7. Learning Target: I can write an
informative text in which I introduce a
topic, use facts and definitions to develop
points, and provide a concluding
statement or section.
Differentiation, Provide a list of content specific vocabulary words

Student Choice for students.
and/or Some students may benefit from a list of websites.
Technology Application Create a journal checklist for journal project
Journal Prompt What does your career do with plants?
Key Terms Careers, Irrigation Engineer, Plant Geneticists,

Horticultural Specialist, Environmental
Scientist, Horticultural Scientists

Assessment(s) Guided Internet Research
Discussion
STEM journal entry
Business, Industry
or Higher Education
day (if applicable)
Day 5 and 6 Students can plant their seeds. Students are then given
the
challenge of how to keep them hydrated. Students can
write in STEM journals questions on how to solve
challenges.

Chromebook
Seeds, soil, container for plants (egg carton, milk carton)
Objectives Students will be able to
1. Collaborate in order to effectively work as a

team.
2. Utilize resources for the brainstorming
process and decision making process in
order to design a prototype given specific
constraints and criteria.
Instructional 1. Discuss as a whole class the components of

Process and the design process used to complete the
Procedures challenge. (Ask, Explore, Model, Evaluate,
(description to and Explain)
include both math 2. Students will each get seeds, soil and
and science learning container to plant seeds.
targets, PBL, inquiry 3. Conduct quick class discussion about ideas
and/or of possible system design components.
engineering design 4. Learning Target: I can grow a plant from a
challenge as seed.
applicable)
Differentiation, Define explanations and technical terms appropriate to
Student Choice students’ prior knowledge.
and/or Provide list of content specific vocabulary words for
Technology Application students
A journal checklist for journal project
Journal Prompt Students can write brainstorming ideas in their STEM

journal.
Key Terms Brainstorming, collaborate, design process
Assessment(s) Discussion
STEM journal entry (brainstorming)
Business, Industry
or Higher Education
day (if applicable)
Day 7 and 8 Students can begin the design process of the STEM
challenge. Students will make daily observations of seeds.

Chromebook
Design challenge rubric
Design process model

1. Collaborate in order to effectively work as a
team.
2. Utilize resources for the brainstorming
process and decision making process in
order to design a prototype given specific
constraints and criteria.
3. Review design rubric with students.
4. Make observations of seeds.
5. Learning Target: I can measure to
determine the difference in length of one
object to another, using a standard length
unit.
Instructional 1. Introduction to Problem: Provide students with the
Process and Engineering Design Challenge and Rubric, and
Procedures Engineering Design Challenge Presentation
(description to 2. Checklist and Rubric appendices. Read and discuss it
include both math together as a class. Allow time for questions, but do
and science learning not answer how they should go about creating a
targets, PBL, inquiry solution.
and/or 3. Review Design Process model.
engineering design 4. Distribute one design process model to each student.
challenge as 5. Have students decide on materials to use.
applicable)

Journal Prompt Daily recordings of seed observation.
Planning of Design Challenge
Key Terms Design challenge, presentation, observation
STEM journal entry (brainstorming) (planning of model)
(daily seed observations)
Business, Industry
or Higher Education
day (if applicable)
Day 9 and 10 Students can begin to construct their design.

Chromebook
Materials that students have decided to use for their design
(milk cartons, water bottles, tape, paper clips, string, milk
jug, rubber tubing, plastic cups)

1. Collaborate in order to effectively work as a team.
Utilize resources for the brainstorming process and
decision making process in order to design a
prototype given specific constraints and criteria.

3. Learning Target: I can estimate how tall my plant is
using inches.
Instructional 1. Review design rubric with students.

Process and 2. Give students time to construct their design. 3.
Procedures Give students time to make observations of seed
(description to (plants).
include both math
and/or
engineering design
challenge as
applicable)

For groups struggling with the design process, spend extra
time posing questions to help guide them or answer any
questions that they may have. Provide any extra guidance
needed.

Business, Industry
or Higher Education
day (if applicable)
Day 11 and 12 Students can test their design and then begin the redesign
process.

Chromebook

1. Collaborate in order to effectively work as a team. 2.
4. Test and begin the process of redesigning.
include both math 4. Give students materials if needed to redesign their
and science learning models.
targets, PBL, inquiry 5. Learning Target: I can ensure that a plant has all its
and/or needs met. I can measure the length of an object by
engineering design using appropriate tools. I can measure to determine
challenge as the difference in length of one object to another, using
applicable) a standard length unit.

needed.
Business, Industry
or Higher Education
day (if applicable)
Day 13 and 14 Students can test their redesign and compare observations
to first testing.
Time Required
Chromebook



targets, PBL, inquiry 5. Learning Targets: I can ensure that a plant has all its
and/or needs met. I can measure the length of an object by
engineering design using appropriate tools. I can measure to
challenge as determine the difference in length of one object to
applicable) another, using a standard length unit.

needed.


Business, Industry
or Higher Education
day (if applicable)
Day 15 and 16 Students need to record their findings in their STEM

journal. Students will make weekly observations of their
seed and record in STEM journals and their Google
documents.

Chromebook

targets, PBL, inquiry 5. Students can begin the process of explaining if their
and/or model or redesign model would be successful.
engineering design 6. Learning Targets: I can ensure that a plant has all its
challenge as needs met. I can measure the length of an object by
applicable) using appropriate tools. I can measure to
determine the difference in length of one object to
another, using a standard length unit.

needed.
Business, Industry
or Higher Education
day (if applicable)
Day 17 Post Test

Materials Chromebooks, Illuminate online Pre-test
Objectives Students will engage effectively in a collaborative

discussion through a team building activity.
Instructional Administer Post-test; allow students 30 minutes for

Process and completion.
Procedures
(description to
include both math
and/or
engineering design
challenge as
applicable)
Differentiation, Post-Test: read the post-test aloud

Student Choice
and/or
Journal Prompt
Key Terms
Career Connections
Assessment(s) Score written responses and test.
Business, Industry
or Higher Education
day (if applicable)
SECTION III: Unit Resources

Materials and Resource
Master List
Day Materials Needed
Day 1 Chromebooks
STEM journals (one per student)
Day 2-8 1 spiral notebooks or compositions book per student pencils
with eraser, colored pencils, (1 per student)
Chromebook
Guided Research Sheet

Chromebook

Chromebook
Day 17 Chromebooks, Illuminate online Pre-test
SECTION III: Unit Resources

References
https://www.youtube.com/watch?v=zPqnYYI2Uq8 Brainpop
videos (Seed plants, seedless plants, and honeybees)
SECTION IV: Appendices

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STEM Curriculum Planning Guide

STEM Unit Title: A Seedy Adventure

STEM Endorsement Participant: Angela Seckinger

GaDOE STEM Focus Area (advanced academics, agriculture, architecture,

Targeted Grade(s): 2nd

SECTION I: STEM Unit Overview

How are seeds dispersed?

How are plants pollinated?

How fast are the seeds growing?

How tall are the plants?

Learning Targets: I can explain the life cycles of different living

I can explain how seeds are dispersed and

I can measure the length of an object by using

I can measure to determine the difference in

length of one object to another, using a

standard length unit.

I can ensure that a plant has all it’s needs met.

I can explain how a seed is dispersed by the

I can estimate how tall my plant is using inches.

I can write an informative text in which I

Engineering Design The students will design an Aqueduct to carry water

Day # Estimated Instructional Activities

Academic Content Standards

Standards MGSE2.MD.1 Measure the length of an object by selecting and using

MGSE2.MD3 Estimate length using units of inches, feet, centimeters and

MGSE2.MD.4 Measure to determine how much longer one object is than

Add Standard Mathematics

Standards MGSE2.MD.9 Generate measurement data by measuring lengths of several

Add Standard Science

Add Standard English Language Arts

Add Standard English Language Arts

Add Standard Social Studies

Add Standard Social Studies

Add Standard Fine Arts

Add Standard Fine Arts

Add Standard CTAE

Add Standard CTAE

Quizzes and/ or Tests to be Pre-Test

Journal Written observations about seeds daily

Write about how seeds can be dispersed

Draw a picture of how an animal

Plan and draw out Engineer Challenge

Student Self-Assessment STEM Journals

A Technology tools and resources that Introduction to a plants life

D Technology tools and resources that Excel spreadsheets could be

I Technology tools and resources that Internet research on different

S Technology tools and resources that Aqueduct inquiry students

Career Title Description

Plant Geneticists They study genetics in botany, isolating different genes

Horticultural They work on projects related to developing new crops

Environmental They analyze environmental problems and develop

Crop Duster Agricultural pilots, also called ag pilots, crop dusters,

records. May maintain and operate machinery and

Florist Grow flowers for use in arrangements or for sale in

Forestry Duties for forestry technicians with specialized training

Botanist A botanist is a highly educated and skilled scientist who

SECTION II: STEM Unit Overview