1. What are the needs of plants?

2. Why do the changes in these conditions can affect the growing season for certain plants?

3. How would you demonstrate seasonal changes in temperature, liquid water availability, wind and light are applied to the effect of seasonal changes on local plants?

The student outcomes are to specify what they are supposed to know or demonstrate after they are completed with the lesson.

1. Students will be able to identify resources necessary to meet the needs of an individual and populations of individuals.

2. Students will be able to identify how living things interact with their physical environments as they meet those needs.

3. Students will be able to analyze what plants and animals require resources from the environment.

4. Students will be able to identify macroscopic interactions and needs of common living things (plants and animals).

Science Standard: “1.LS.2 Living things survive only in environments that meet their needs” (Ohio Department of education, 2018, p. 46)

English Language Arts Standard: “W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions)”. “W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” (Ohio Department of education, 2018, p. 32).

Materials

· Plant seeds

· Dirt

· plant cups

· Charts (made by teacher)

· Crayons

· Pencil

· Questions for self and partner

Technology Materials

· Power Point

· Internet

· Computers

· Google Classroom

· YouTube

The goal of this lesson is to have students grow plants within the classroom. The students are growing plants within the classroom in order to show that different conditions are needed in order to survive. The essential focus on this lesson is to understand the basic needs of plants. The activity is to engage students in discovering the following:

1. Plants have different needs that must be met in order to survive. These needs include enough room to grow, the appropriate range of temperature, proper light, water, air and nutrients.

2. If conditions the growing season change, this can affect how certain plants survive.

3. Conditions of the environment do influence what types of plants survive within an area through the proper amount and distribution.

4. Students will be observing how seasonal changes affect how local plants grow and survive. These seasonal changes encompass temperature, liquid water availability, wind and light.

Through the video that students are creating, they will be demonstrating what their plants must have to grow and thrive within the classroom environment. Part of their data is to make sure that water and sunlight is included. Observations are to be repeated throughout the process of plant growth. As the plants are growing, the students will make plant comparisons with their classmates. The standard that will be met is the Science Standard: “1.LS.2 Living things survive only in environments that meet their needs” (Ohio Department of education, 2018, p. 46).

Through the growth process, the students will be measuring their seedlings until plants during the time period that is set by the digression of the teacher. Teacher will monitor the plants and once they are showing growth and thriving, students will be instructed to start recording any observations on their plant. Through documentation, all observations will be done on a form that will show information about that plant. This meets Math Standard of Measurement and Data: “1.MD Measure lengths indirectly and by iterating length units. 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps” (Ohio Department of education, 2018, p.12). Also, this activity meets the Math Standard Represent and interpret data. “1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another” (Ohio Department of education, 2018, p.12).

By the end of the lesson, a writing will be completed by the students to write about their observations and any research. They will then compare their information to their classmates. Through this writing, this meets the English Language Arts Standard: “W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions)” (Ohio Department of education, 2018, p. 32).

As well as the English Language Arts Standard: “W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” (Ohio Department of education, 2018, p. 32).

This activity encompasses the science standard Science Standard: “1.LS.2 Living things survive only in environments that meet their needs” (Ohio Department of education, 2018, p. 46). Using the observation and recordings of their measurements, students will upload a video they create onto YouTube. Students will put together a YouTube channel document their information to the class. Students will also be typing an article weekly to show what their observations and demonstrate the growth of their plants through Google Docs.