HOW DO PLANTS GROW AND CHANGE?

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kevin Tue, Jan 18, 2022 06:28 PM UTC

During photosynthesis, plants take the water from the soil, and the carbon dioxide from the air, and they make sugars out of it. When plants have the right balance of water, air, sunlight, and nutrients, their cells grow and divide, and the whole plant gets bigger and bigger.

1. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? INSTRUCTIONS REACH
In this lesson students will investigate bean seeds and observe their growth at different
stages over the course of 18 days. They will also learn about salmonberry (cloudberry)
On successful completion of this lesson, students will be able to:
• observe and orally describe how a bean seed grows;
• draw, label, and describe in writing the growth of a bean seed;
• observe and orally describe local plants; and
• sequence the growth a bean and salmonberry (cloudberry) plant.
Alaska Standards
Alaska Science Standards
[A] A student should understand and be able to apply the processes and application of
scientific inquiry. A student who meets the content standard should:
[A.1] develop an understanding of the processes of science used to investigate
problems, design and conduct repeatable scientific investigations, and defend
scientific arguments.
[C] A student should understand and be able to apply the concepts, models, theories,
facts, evidence, systems, and processes of life science. A students who meets the
content standard should:
[C.2] develop an understanding of the structure, function, behavior, development,
life cycles, and diversity of living organisms.
Alaska Cultural Standards
[E] Culturally knowledgeable students demonstrate an awareness and appreciation of
the relationships and processes of interaction of all elements in the world around
them. Students who meet this cultural standard are able to:
[E.2] Understand the ecology and geography of the bioregion they inhabit.
Bering Strait School District Scope & Sequence
1st Grade Sequence #4 Living Things (Plants)
REACH ©2013 K-12 Outreach, UA 1

2. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? INSTRUCTIONS REACH
A. Understands what plants need.
B. Understands what are the parts of a plant.
C. Understands how plants grow and change.
D. Use scientific processes to directly support the concepts of living things (plants).
• Plant Stems and Roots (Look Once, Look Again Science Series) by David M. Schwartz
• Chart Paper with markers
• Crayons
• Scissors
• Glue
• Student Worksheet: Salmonberry (Cloudberry) Plant
• Student Worksheet: Plant Growth
• Student Worksheet: Bean Seed Growth
Needed for each small group of students:
• Newspaper or cloth to protect desks
• 6 small planting containers with drainage holes, 2-4 inches in size
• Planting tray that will hold the 6 containers
• Potting soil
• 6 lima, kidney, or green beans
• Hand lens, magnifier, and/or Brock microscope
Additional Resources
One Bean by Anne Rockwell
From Seed to Plant (Rookie- Read- About Science) by Allan Fowler
Activity Preparations
1. The bean plant growth activity (Part 2 in the Activity Procedure) should begin on
a Monday, to ensure that students can observe their seeds on the appropriate
days for 18 days.
2. Number each group’s containers 3, 5, 8, 11, 15, 18 (with permanent marker) and
place in tray. Label the tray with student names in small group.
3. Cover desks with newspaper or cloth.
4. Review Whole Picture section of the lesson for teacher background information.
REACH ©2013 K-12 Outreach, UA 2

3. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? INSTRUCTIONS REACH
Whole Picture
“As you get to know a plant, it becomes your friend. Each time you see it, you deepen
your relationship, until you know all the places it grows, how it looks through the
seasons, when it is best to pick, how to fix it to eat, how it feels and smells and tastes.
Then that plant has become a trusted old friend that you can count on.” [Anore Jones,
author of “Plants That We Eat: Nauriat Niginaqtuat” a guide to plants eaten by Inupiat
people of Alaska, p. xxv-xxvi]
The wild plants that grow in Alaska provide essential nutrients for the traditional
subsistence of Alaska Native people. Wild berries, roots, and greens are gathered,
prepared and stored in traditional ways. The subsistence lifestyle requires botanical
knowledge of plant growth and development, understanding of ideal plant habitats,
knowledge of which part of the plant is edible, and practice of appropriate gathering
processes for sustainability.
Young students are likely to be familiar with many of the edible plants in their region. A
few commonly eaten tundra plants include: lingonberries (also known as cranberries),
blueberries, salmonberries (also known as cloudberries), crowberries (also known as
blackberries), fireweed, wild rhubarb, wild chive, horsetail and many, many more.
Photo courtesy of http://commons.wikimedia.org
REACH ©2013 K-12 Outreach, UA 3

4. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? INSTRUCTIONS REACH
As climate changes, the range or proliferation of plants can change. This affects where
people can gather wild plants and the range of animals that also rely on the plants for
roots the parts of a plant that holds it in the soil and take in water and nutrients
stem the part of a plant that holds up the plant and lets food and water through
the plant
leaves the parts of a plant that take in light and air to make food
seed coat a covering that protects a seed
data information collected from an investigation
Activity Procedure
Part 1
1. Ask students: How does a plant grow? Record responses on chart paper. Read the
book, Plant Stems and Roots (Look Once, Look Again Science Series). Ask students
to give any other information they learned from the book and add to the chart.
If the vocabulary words listed are not mentioned, review those words and write
each with the definition.
2. Tell students that they will be studying plants. Distribute the Student Worksheet:
Salmonberry (Cloudberry) Plant to each student. Ask students: What kind of plant
is on your worksheet? (salmonberry or cloudberry). As a class brainstorm what
color each part of the salmonberry plant usually is: (leaves—green with brown
edges, roots—brown, stem—reddish or brown, berry—orange). Show them a
picture of a salmonberry and discuss the parts of the plant. Ask students to color
each part of the plant (leaves, roots, stem, and berry) to make the plant look as
realistic as they can. If student abilities allow, ask them to label the root, stem,
and leaf on the plant.
3. Explain that they will take their picture home to ask parents/culture bearers how
the salmonberry plant changes as it grows and how it can be used. Encourage
students to ask parents/culture bearers to teach them about the local native
language terms to describe the plant. Tell them to bring their worksheets back
to school the next day. When the papers are returned ask students to share what
they learned at home about how a salmonberry plant grows and changes and
how they are used in the community. Invite students to share in their Native
language and English.
REACH ©2013 K-12 Outreach, UA 4

5. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? INSTRUCTIONS REACH
Part 2
4. Tell students that they will be planting bean seeds and then as they grow they
will be taking them out of the soil to make observations and record data.
5. Show students the soil, containers, and seeds. Discuss how they will place the
soil in each container to fill it and put the seed in about 1 centimeter deep. Show
them how to water each container with just enough water to wet the soil so it is
not too wet. Explain that the beans will need to be watered every 2-3 days.
6. Have each group plant one seed in each container. Place each group’s tray in an
area of the classroom that will get sunlight. Remind students to not eat the beans
and to wash their hands when they are done planting.
7. Give each student a copy of the Student Worksheet: Bean Seed Growth. On the
Day 1 page have students draw and label the planting process just completed
using at least one vocabulary word from the chart paper. Encourage students to
write sentences if they can. Collect the Student Worksheets to be used again on
Day 3, 5, 8, 11, 15 and 18.
8. On Day 3, ask each group to dig up the seed in container 3 and use a hand lens,
magnifier, and/or Brock microscope to observe it. As a group orally compare
how the seed looks today with how it looked on Day 1. Pass out the Student
Worksheet and ask students to record their observations by drawing and
labeling.
9. Day 5 -repeat the process from Day 3, using container 5.
10. Day 8 -repeat the observation process from Day 3, using container 8. There
should be visible roots.
11. Day 11 -repeat the observation process from Day 3, using container 11. There
should be root hairs.
12. Day 15-repeat the observation process from Day 3, using container 15. There
should be greater root structures visible.
13. Day 18-repeat the observation process from Day 3, using container 18. There
should be shoots. Discuss what plants need to grow. Ask: what would happen
to the beans if there were no sunlight available? Water? Air? Write responses on
chart paper.
REACH ©2013 K-12 Outreach, UA 5

6. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? INSTRUCTIONS REACH
Part 3
14. Take students for a walk outside to observe local plants. Come back inside and
on chart paper list all of the plants they observed. Ask students to describe the
plants including visible plant parts. Write the descriptions next to each plant
listed. Ask students if the bean seeds they grew inside could be grown outside in
their local area. Why or why not?
Part 4
15. Distribute the Student Worksheet: Plant Growth. Ask students to cut out the bean
plant drawings and paste them in order according to how they grow.
16. Ask students to repeat this process for the salmonberry plant drawings.
Extension Activity
Plant another type of seed (pumpkin, zucchini, pea, sunflower) and unearth the seeds
using the same timeline that was used with the beans. Compare the bean seed growth
with the other type of seed growth using a Venn diagram.
REACH ©2013 K-12 Outreach, UA 6

7. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? INSTRUCTIONS REACH
Student Worksheet: Salmonberry (Cloudberry) Plant
The salmonberry plant should be colored to look authentic. Leaves, root and stem may
be labeled if student abilities allow.
Leaves-green, possibly with brown edges
Roots-brown, Stem-reddish or brown
Student Worksheet: Bean Seed Growth
The drawings and labels will vary depending on what the student observes.
Student Worksheet: Plant Growth
1. Bean plant growth progression:
2. Salmonberry growth progression should be in the following order:
Jones, Anore (2010). Plants That We Eat: Nauriat Niginaqtuat” a guide to plants eaten by
Inupiat people of Alaska. University of Alaska Press Fairbanks.
REACH ©2013 K-12 Outreach, UA 7

8. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? STUDENT WORK REACH
Student Worksheet: Salmonberry (Cloudberry) Plant
Name __________________________________________________________________
Color the picture of the salmonberry and take the worksheet home. Ask an adult to tell
you about the parts of this plant in your local Native language or English. Answer the
questions and bring the worksheet back to school.
What is the name of this plant?
How does it change as it grows?
How is this plant used in our community?
REACH ©2013 K-12 Outreach, UA 8

9. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? STUDENT WORK REACH
Student Worksheet: Bean Seed Growth
Name __________________________________________________________________
We planted bean seeds on (date) ____________________________________________
This is what we did on Day 1:
REACH ©2013 K-12 Outreach, UA 9

10. HOW DO PLANTS GROW UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
AND CHANGE? STUDENT WORK REACH
Student Worksheet: Bean Seed Growth
Observations
Day 3 Day 5 Day 8
Day 11 Day 15 Day 18
Date of last observation __________________________________________________________
REACH ©2013 K-12 Outreach, UA 10

11. 11
Name __________________________________________________________________
REACH
How does a bean plant grow and change?
UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
STUDENT WORK
Cut out the bean pictures. Glue them on the numbered squares in order to show how this plant grows and changes.
1 2 3 4 5
Student Worksheet: Plant Growth
HOW DO PLANTS GROW
REACH ©2013 K-12 Outreach, UA
AND CHANGE?

12. 12
Name __________________________________________________________________
REACH
How does a salmonberry plant grow and change?
UNIT 4: Changing Landscapes
Lesson 7 — Grades K - 1
STUDENT WORK
Cut out the salmonberry pictures. Glue them on the numbered squares in order to show how this plant grows and
changes.
1 2 3 4 5
Student Worksheet: Plant Growth
HOW DO PLANTS GROW
REACH ©2013 K-12 Outreach, UA
AND CHANGE?

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