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Notes for Teachers

Students should be in a life science unit and learning about the different parts and processes of plants.
Today we are going to focus on roots and their jobs and physical being.
You can complete this in one 45-minute class or club session.
Students may work in small groups of 2-4.

List of Materials

play-doh or another similar material (1 container for every 2 students)
plastic cutting boards (one for every 2 students) <Could possibly use parchment paper and tape to hold it down>
whiteboard, dry erase markers
computer, internet, projector/TV screen
paper cut-outs of plant tops (above the ground)

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Arizona Science Standards

Science Standards:

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.

Science and Engineering Practices

ask questions and define problems
develop and use models
analyze and interpret data
construct explanations and design solutions
engage in argument from evidence

Arizona ELA Standards

Speaking and Listening Standards:

2.SL.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

2.SL.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

2.SL.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

2.SL.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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Objective(s):

Students will be able to identify the different parts of a plant.

Students will be able to describe the roles of each part of the plant.

Students will be able to construct a model of roots of a plant.

Students will collaborate with peers to discuss, plan, and build a model of plant roots.

Students will be able to explain the role of roots of a plant.

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Agenda (45 minutes)

Parts of a plant
Web of plants
Building plant roots
Share/discuss/present

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Intro: Parts of a Plant

What do roots do for plants?

Show the video (3:10):

Parts of a plant (for kids): Parts of a Plant for kids || Parts of a Plant

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Web of Plant Info

Guiding the class, create a web of what the students know about plants (see picture to right for sample).

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Building Plant Roots (Hands-on Activity Instructions)

Students will work in small groups of 2-4 to construct their plant’s roots.
Each group will receive 1 container of play-doh and 1 plastic cutting board.
Students will be given 10-15 minutes to create their plant’s root structure.
Pictures of plants above the soil may also be provided.
Students will collaborate with the peers in their groups to build the best set of roots for their plants.
When time is up, they will tour their class garden of roots noting similarities, differences, etc.
Each group will explain their thought process behind their root design and answer any questions their peers or teacher have.

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Work Samples

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Assessment

Students constructed an appropriate model of plant roots.
Students were able to describe why they designed them the way they did.
Students are able to describe in detail the role roots play in plant survival.
This is an end of unit assessment.

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Differentiation

Students can sketch out roots of a plant using paper and pencil.

Models can be provided for students to work from.

Remediation

Extension/Enrichment

Students can add notes with toothpicks on their model of roots.

Students can extend their model to add more of the different parts of a plant to their roots.

Students can research and model two root systems from plants native to Arizona (or their local area).