The Life of a Plant
A WebQuest for 2nd Grade
Designed by
Ashley Johnson & Gina Picone



plant08.gif



Introduction
Do you ever look around at all the plants and trees and wonder how they all start out? In order to find out more about this we will learn about the life cycle of plants. You will get to use the Internet to do some research about plants. Your first task will be planting your own seed and watching it as it grows and changes. In this process you will record a video of your plants progress.


Tasks
With a partner, research information than identify and label the stages of the Life Cycle of a Plant. You will complete the Worksheet "The Life Cycle of a Plant" Once that is completed, conduct an experiment to find out what seeds need to grow. During the process record a video of your results of your plant growth. At the end of your research you will create a PhotoStory telling us what you learned about the Life Cycle of a Plant. Both the video and PhotoStory will be shared with your classmates. Hint: You can put the video in with your PhotoStory.


Process
Task #1
1. Go to Life Cycle of Plants
2. Review information on the life cycle of plants with the resources provided for you.


Task #2

  1. Print out the
    Worksheet on Life Cycle
  2. Place the labels and notes in the correct places in this life cycle diagram.


Task #3

Materials will be provided for you.
Plastic cup
A cup for water

Soil
Seeds
Ruler
Markers


What you do:

After everyone has received all of the supplies we will go through these steps to plant our seeds......
  1. Write your name on the outside of your cup
  2. Put some soil in your cup until it's a little more than half way through
  3. Take a few seeds and place them evenly spaced out on top of the soil and then push them down until you can’t see them anymore. Sprinkle a handful of soil on the top and pack it down with your hand.
  4. Use the water cup to pour a little water over the soil.
  5. Take out your plant journal and sketch what your cup looks like.
  6. Make some notes about how you planted your seeds.

Now we will place them in the window and check them every other day and make a short video on your results.


Task #4
Using PhotoStory3 to create a story about the life cycle of a plant. Using information on what you learned, and your experiment on plant growth.
Present Photostory3 to class!



Resources
PhotoStory3

Worksheet on Life Cycle

Information on Life Cycle of Plants




Illinois Learning Standards


STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

A. Know and apply concepts that explain how living things func­tion, adapt and change.
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.)
12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape)

B. Know and apply concepts that describe how living things interact with each other and with their environ­ment.
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
12.B.1b Describe how living things depend on one another for survival.

C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
12.C.1a Identify and compare sources of energy (e.g., batteries, the sun).

E. Know and apply concepts that describe the features and processes of the Earth and its resources.
12.E.1b Identify and describe patterns of weather and seasonal change.



NETS-S

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.

2. Communications and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.

3. Researches and Information Fluency
Students apply digital tools to gather evaluate, and use information. Students:
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information for a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
d. Transfer current knowledge to learning of new technologies.




Assessment (rubrics)
This is how your work will be evaluated.



CATEGORY
4
3
2
1
Attractiveness & Organization
The PhotoStory has exceptionally attractive formatting and well-organized information.
The PhotoStory has attractive formatting and well-organized information.
The PhotoStory has well-organized information.
The PhotoStory formatting and organization of material are confusing to the reader.
Graphics/Picture
Graphics follow the appropriate stages of the life cycle of a plant and are placed appropriately on the page.
Graphics follow the appropriate stages of the life cycle of a plant and are visible on the page.
Graphics follow the appropriate stages of the life cycle of a plant.
Graphics do not follow the appropriate stages of the life cycle of a plant and are not placed appropriately on the page.
Website access
Access to the website was made without any help from the teacher.
Access to the website was made with help from a friend.
Access to the website was made with the help from the teacher.
Unable to access the website.
Knowledge Gained
Student can accurately answer all questions related to the life cycle of a plant
Student can accurately answer most questions related to the life cycle of a plant
Student can accurately answer one or two questions related to the life cycle of a plant
Student is unable to answer questions related to the life cycle of a plant.


CATEGORY
4
3
2
1
Completion
Worksheet is 100% complete.
Worksheet is 99% - 50% complete.
Worksheet is less than 50% complete.
Worksheet is less than 25% complete.
Accuracy
100% - 90% of the answers are correct.
89% - 80% of the answers are correct.
79% - 70% of the answers are correct.
Less than 70% of the answers are correct.
Neatness
Handwriting on the worksheet is neat and understandable.
Handwriting on the worksheet is mostly neat and understandable except for a few answers.
Handwriting on worksheet can use a major improvement.
Handwriting on worksheet is unacceptable.



CATEGORY
3
2
1
Followed Directions
Student followed the directions "How to Plant a Plant". With no additional directions from the teacher.
Student followed some of the directions, but needed to ask for teacher to review some of the directions.
Student did not follow directions and needed assistance from teacher.
Cooperative Learning
Student worked well in a group allowing others to give input.
Student did not always include other students and/or participate in the group.
Student did not work along with the group.
Neatness
Student was neat and cleaned up the area after the lab was complete.
Student needed to be reminded to help the group clean the area after the lab was complete.
Student did not help the group clean the area after the lab was complete.
Video
Student completed the video requirement by completing all of the observations of the plant.
Student completed most of the video requirement by completing some of the observances of the plant.
Student did not complete the video requirement by not completing the observations of the plant.

Conclusion:

Students will have now have a better understanding of the life cycle of a plant, and the parts of a plant and what they do. They can then use the Photostory that they created to review this information or to teach another class about the parts of a plant.



Citations:

"Illinois Learning Standards." Illinois State Board of Education . Illinois State Board of Education, 2010. Web. 29 Mar 2010. <http://www.isbe.state.il.us/ILS/science/standards.htm>.

"Life Cycle of a Flowering Plants." Web. 29 Mar 2010. <http://www.ololprimary.co.uk/images/plantlifecycle.JPG>.


"Life Cycle of a Plant ." Life Cycle of a Plant . N.p., 2010. Web. 29 Mar 2010. <http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/growth.htm>.

"National Educational Technology Standards and Performance Indicators for Students." ISTE. International Society for Technology in Education, 2007. Web. 29 Mar 2010. <http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf>.

"Plant ." The Perfect World. Web. 29 Mar 2010. <http://www.aperfectworld.org/clipart/plants/plant08.gif>.

"Windows ." PhotoStory 3 for Windows . Microsoft Corporation, 2010. Web. 29 Mar 2010. <http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx>.