The Arizona STEM Acceleration Project

From Farm to Table

From Farm to Table

Growing a Garden

A 2nd/3rd grade STEM lesson

Callie Mattus

11/20/2023

Notes for teachers

This is from a unit and is planned for 6-8 weeks.

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The "From Farm to Table" unit will provide 2nd grade students with an understanding of the journey food takes from the farm to their tables. Students will explore the water cycle, plant life cycle, food chain, composting, growing a garden, and the importance of local farms and ranches. Through a combination of hands-on activities, discussions, and field trips, students will develop a deeper appreciation for where their food comes from and the importance of sustainable practices.

Materials:

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Mystery Science unit on plant life cycle video

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Apple Reproduction Life Cycle flash cards

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Dry bean seeds

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Parts of a Seed Worksheet

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Plant Cycle Worksheets:

Plant Essay Craft

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Gardening materials (garden bed, soil, seed starters, seeds, irrigation, netting, compost bin, worms, shovels)

Arizona Science Standards

ELA Standards:

• 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• 2.RI.3 With prompting and support, describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
• 2.RI.7  Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
• 2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
• 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• 2.W.8  Recall information from experiences or gather information from provided sources to answer a question.

Arizona ELA Standards

Science (3D)

2.L2U1.9 Obtain, analyze, and communicate evidence that organisms need a source of energy, air, water, and certain temperature conditions to survive.

2.L2U1.10 Develop a model representing how life on Earth depends on energy from the Sun and energy from other organisms.

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Science and Engineering Practices 

• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

Arizona Math Standards

• 3.MD.C.8 Solve real-world and mathematical problems involving perimeters of plane figures and areas of rectangles, including finding the perimeter given the side lengths, finding an unknown side length. Represent rectangles with the same perimeter and different areas or with the same area and different perimeters.

Objectives:

Today we will understand the water cycle and its role in plant growth.

Today we will identify the different stages of a plant's life cycle.

Today we will describe the process of how food travels from the farm to the table.

Today we will understand the importance of composting and its role in sustainable farming.

Today we will demonstrate knowledge of how to grow a garden and care for plants.

Agenda- Day 1 (Time: 45 minutes)

Day 1: Introduction to Plant Cycle

• Engage students in a discussion about different plants they know and their uses.
• Introduce the concept of a plant cycle, explaining the stages of seed germination, growth, flowering, and fruit production.
• Show Mystery Science Plant Growth video.
• Conduct the class activity following the video where students draw and label the different stages of the plant cycle.

Where does our food come from?

What role does each stage of a plant's life cycle play in bringing fresh, nourishing food to our tables?

Hands-on Activity Instructions

• Whole Group:
• Watch Mystery Science Plant Reproduction video
• Individual Hands-on Activity:
• Drawing and Labeling
• Instruct students to grab paper and markers.
• Explain that they will be drawing and labeling the different stages of the plant cycle.
• Students will follow step-by-step with the teacher to draw the steps of an apple’ slide cycle.
• Invite students to share their drawings with the class.
• Facilitate a discussion about the various interpretations and observations.

Assessment

Students must put plant reproduction life cycle cards in order and be able to explain what happens in one of the steps as the teacher comes by to assess.

Differentiation

Visual Aids:

Provide visual aids that students can reference during the quiz for those who may benefit from visual reinforcement.

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Simplified Quiz:

For students who need extra support, simplify the quiz by providing multiple-choice options or fill-in-the-blank questions. This helps reduce the cognitive load and allows them to focus on key concepts.

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Peer Assistance:

Pair students, assigning a peer who has a strong understanding of the material to support a peer who may be struggling. This fosters collaboration and provides an opportunity for peer learning.

Extension/Enrichment

Written Quiz:

For student who need to be challenged, enrich the quiz by providing a blank life cycle chart and having them draw in the steps, without the flash cards.

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Extended Learning:

Have students apply what they know about the apple life cycle to a vegetable life cycle, filling in the steps for that growth cycle.

Remediation

Agenda- Day 2 (Time: 45 minutes)

Day 2: Seed Dissection

• Provide each student with a bean seed and magnifying glasses.
• Guide students in carefully dissecting the seed and identifying its parts (seed coat, cotyledons, and embryo).
• Discuss the purpose of each part and how they contribute to plant growth.
• Have students record their observations on their plant parts worksheet.

What does a seed need to grow?

What are the parts of a seed and their roles?

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Hands-on Activity Instructions

• Whole Group
• Begin by discussing the basic parts of a bean seed: seed coat, cotyledons, and embryonic plant.
• Use simple visuals or drawings to illustrate these parts.
• Explain the life cycle of a bean plant briefly, emphasizing germination, growth, and the development of leaves and roots.
• Partners
• Give each pair of students a soaked bean for them to examine.  
• Have them make prediction what they think the inside of the seed will look like? Have them illustrate your prediction on their papers.
• Then, instruct students to rub the soaked bean between their fingers. The seed coat should rub off. Ask them why do they think the seed coat is important?
• Next, they will split the seed in two. (There is a slit going down the middle of the seed where it should come apart with a little help.)
• Have them Observe the inside. Use a magnifying glass and describe and/or draw what they see.

Assessment

Students will use the “Parts of a Seed” worksheet to fill in the blanks of the seed parts on their own. They will be able to tell what each part does for the seed.

Differentiation

Visual Cue Review:

Provide visual aids or a word bank depicting the parts of a seed.

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Group Matching Game:

Arrange students in small groups for a matching game. This encourages collaboration and discussion.

Extension/Enrichment

Draw and Label:

Students will draw their own depiction of the bean seed. They will then label each part and write about the importance of each part.

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Remediation

Agenda- Day 3 (Time: 30 minutes)

Day 3: Planting Seeds

• Explain the requirements for successful seed germination (e.g., soil, water, sunlight).
• Demonstrate the proper way to plant seeds in small pots or containers.
• Distribute seeds and allow students to plant their own seeds.
• Instruct students on how to care for their plants, including watering and providing adequate sunlight.
• Have students create a simple plant care schedule to track their plants' growth.

What does a seed need to grow?

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Hands-on Activity Instructions

• Individual, led by whole group:
• Prepare Newspaper Pots (15 minutes):
• Cut newspapers into rectangular strips (approximately 5x10 inches).
• If available, use small cups or containers to shape the newspaper strips into pots. Secure the bottom by folding or overlapping layers.
• Ensure the pots are sturdy and can hold soil.
• Fill with Soil and Plant Seeds (15 minutes):
• Place the newspaper pots in a tray or flat surface.
• Fill each pot with potting soil, leaving about an inch from the top.
• Plant seeds according to the recommended depth and spacing for each type of seed.
• Water the soil thoroughly.
• Label and Arrange (10 minutes):
• Label each pot with the type of seed planted and the date.
• Arrange the pots in a sunny area where they can receive adequate sunlight.
• Transplanting to Garden Beds (Once Seedlings Sprout):
• Once the seedlings have grown large enough (typically a few inches tall with a good set of leaves), guide students in transplanting them to designated garden beds.
• Teach proper planting depth and spacing to ensure optimal growth.

Assessment

Students will care for their seeds daily, showing they understand what a seed needs to survive.

Agenda- Day 4 (Time: 30 minutes)

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Day 4: Plant Life Cycle Observation

• Have students observe their planted seeds daily and record any changes they notice.
• Have student write an expository essay explaining the steps in a plant’s life cycle.

How do vegetable plants go from a seed to a vegetable?

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Hands-on Activity Instructions

• Individual:
• Daily Observation (Ongoing):
• Instruct students to observe their planted seeds daily.
• Encourage them to record changes, including germination, sprouting, leaf development, and any other noticeable transformations.
• Use a journal or a designated section in their notebooks for these daily observations.
• Detailed Descriptions (Ongoing):
• Prompt students to be detailed in their descriptions, noting colors, sizes, and any unique characteristics.
• Encourage them to use sensory language to describe how the plants look, feel, and perhaps even smell.
• Sketches or Diagrams (Optional):
• Allow students to complement their written observations with sketches or diagrams.
• This visual element can enhance their understanding and add depth to their observational records.
• Write an expository essay to explain the process of a plant’s life cycle
• Provide a brief overview of the plant life cycle as a subject for their essays.

Assessment

This essay assesses students knowledge by combining daily observations with the creation of an expository essay.

Differentiation

Sentence Stems:

For students who may struggle with detailed observations, provide a guided observation journal with prompts. For students who struggle with complete ideas and sentences, provide them sentence stems.

Extension/Enrichment

Support Others:

Pair struggling students with peers who excel in observation, creating a collaborative learning environment.

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Challenge advanced students by removing some of the structural prompts, allowing them more freedom in organizing their essays.

Remediation

Agenda- Day 5 (Time: 30 minutes)

At the end of the Unit: Harvesting and Tasting

• Once the plants have grown and produced fruits/vegetables, guide students in harvesting their crops.
• Engage students in a discussion about the importance of fresh produce and the benefits of growing their own food.
• Allow students to wash and prepare the harvested fruits or vegetables.
• Have a "tasting party" where students can try the fruits or vegetables they have grown.
• Lead a reflection activity where students discuss their experiences and discuss how plants grow and change throughout the different stages of their life cycle.
• Encourage students to ask questions and share their findings with the class.
• what they have learned throughout the unit.

How does food get from the garden to our tables?

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Hands-on Activity Instructions

• Whole group:
• Begin with a brief discussion about the importance of harvesting. Explain how it's the collection of their gardening efforts and the exciting transition from the garden to the table.
• Remind students to wear their gardening gloves to protect their hands. Discuss respectful harvesting practices, such as not damaging other plants or taking more than needed.
• Encourage them to observe the different parts of the plants they harvest and discuss any noticeable changes since they planted the seeds.
• Set up a table for sorting and cleaning the harvested plants.
• Discuss the importance of cleaning the produce before consumption.
• Discuss which parts are edible and how different plant parts contribute to the growth and development of the plant.
• Finally, encourage students to try the various vegetables from the harvest.