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What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

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What is my driving question for student-centered STEM investigation and learning?

How will the students engage in the engineering design process?

How will I assess student learning (formative and summative)?

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What resources in my curriculum are useful here?

What is missing from my curriculum resources?

Where can I find resources to support the curriculum I already have?

What online resources could I add or adapt using to teach the standard(s) and move students toward mastery of my lesson objective(s)?

Where can I make connections to other subject areas and find the resources to do so?

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Am I prepared for my students?

Do I have all the knowledge that is required for this lesson?

What can go wrong in the lesson?

How can I prevent these moments from happening?

Are all my materials gathered?

Is my plan B ready?

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What standard(s) am I teaching?

What do I want students to know and understand?

What are my lesson objective(s)?

What do my students need before coming into this lesson?

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How can you design a watering can that will provide water for bean plants in all stages of their life cycle and costs less than 100 cents?

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Bear and Fox want to plant a vegetable garden together. They need a watering can that can provide for the water needs of bean plants during all stages of its life cycle.

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Save BIG and receive 2 full units for FREE with the Storybook STEM: Spotlight on Science Growing Bundle!

★STORYBOOK STEM SCIENCE BUNDLE

Created by Brooke Brown and Katie King, Storybook STEM: Spotlight on Science provides early childhood teachers with weekly all-in-one units to cover essential skills in reading comprehension, vocabulary, grammar, science, nonfiction research and engineering.

This Plants edition of Storybook STEM accompanies the following books:

⇒Tops and Bottoms by Janet Stevens

⇒Sunflower House by Eve Bunting

Each book unit includes a comprehension bookmark, ELA lesson, enrichment lesson, vocabulary activities, Science Spark, nonfiction research, and simple STEM Challenge.

Includes the following:

Tops and Bottoms:

*Comprehension bookmark for read aloud

*ELA Lessons for Character Traits and Antonyms

*Vocabulary activities

*Bean Bath Science Spark

*Fruits and Vegetables Research

*Roots & Shoots STEM Challenge

Sunflower House:

*Comprehension bookmark for read aloud

*ELA Lessons for Personification and How-To Writing

*Vocabulary activities

*The Life of a Sunflower Science Spark

*Plants Research

*Sponge Garden STEM Challenge

⇒ Feedback and Followers

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©Brooke Brown, LLC at Teach Outside the Box

©Katie King at Queen of the First Grade Jungle

By purchasing and/or downloading this electronic file, you agree to the terms of use as stated below. For personal use/single classroom use only. No part of this document may be distributed, posted on the internet, copied, sold, or edited without direct permission from the author. Violations are subject to the penalties of the Digital Millennium Act. To purchase additional sharing licenses, please visit my store. All contents of this document are under copyright protection including all text, graphics, contents, and fonts. All graphics and fonts are also protected by copyright from their original author/artist.

Thank you so much for visiting my store!

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Storybook STEM Science Activities {PLANTS}

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Save BIG and receive 2 full units for FREE with the Storybook STEM: Spotlight on Science Growing Bundle!★STORYBOOK STEM SCIENCE BUNDLECreated by Brooke Brown and Katie King, Storybook STEM: Spotlight on Science provides early childhood teachers with weekly all-in-one units to cover essential skills ...

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Engineering Challenge:

Can you construct a working greenhouse using the materials provided?

Materials: (per student)

One empty milk carton (from the lunch room)
Straws (for the frame)
Large Ziploc bags (to cover the frame)
Soil
Seeds (lima bean, grass, etc.)
Scissors and tape

This packet contains all the information you need to make this a great engineering activity in your classroom! Lab sheets, student and teacher instructions, and challenge signs are all included! Using simple and cheap materials, you can engage your students in the engineering process!

This is one of many engineering challenges that I will be posting, follow my store to receive notifications when new challenges are posted!

Check out these TEN PACKS of STEM Challenges!

STEM Challenges Ten Pack #1
STEM Challenges Ten Pack #2
STEM Challenges Ten Pack #3

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Milk Carton Greenhouse: Engineering Challenge Project ~ Great STEM Activity!

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Engineering Challenge: Can you construct a working greenhouse using the materials provided? Materials: (per student) One empty milk carton (from the lunch room) Straws (for the frame) Large Ziploc bags (to cover the frame) Soil Seeds (lima bean, grass, etc.) Scissors and tape This packet contain...

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Integrate STEM in your classroom with Grow a Plant STEM Activity!This activity helps students develop observational learning skills through watching and writing about their seed growing into a plant. Seed and Plant Illustrations aid students as they observe different parts of the plant grow from the…

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If you use Bee-Bots in the classroom, these job cards will help your students work as a team to get the job done.

I went back and forth on using job cards because ideally you want kids to be able to break up the tasks and delegate jobs with-in their own group. If they can do this on their own your students will be more independent and will get practice breaking tasks into jobs on their own. In the long run it is better. Due to time constraints, 30 minute class sessions with kids and once a week, I opted for the job cards with kinder and first. You can click on the picture or the link to download the Bee-Bot job cards.

Job Cards Download Link I did find that using the job cards made tasks less abstract. It also helped kids take turns. They switched job cards after one complete go through of the process. These job cards are like training wheels so when students start designing mazes, obstacle courses, and so forth for the Bee-Bots, they will hopefully recall how they worked as a team and be able to pick and choose their jobs based off of the tasks and which job they prefer (student strengths and personalized learning).

I made these job cards last year and wrote this reflection about using job cards and Bee-Bots last year if you are interested in reading it.
I'm going to say it again, I am in a 1st year (now in 2nd year) Innovation Makerspace position after teaching 13 years in grades K-2. It has been a learning year for me with lots of hands on PD.

I also want to give you 2 different perspectives. I would love for you to comment on your thoughts.

I made job cards because many kids in K-2 were having a difficult time working together to figure out how to get the Bee-Bot to its destination as a team.

I am limited on time in reality but if I was in the classroom and had the same kids everyday . . .

I could find the group that was successful.

Have all the kids come to the carpet

Have the kids share how they were successful.

Have them demonstrate.

I could ask other groups why they weren't being successful and see what they say.

Arguing, not taking turns, one person doing all the work, someone is confusing their left for right, someone keeps drawing the arrows wrong (TRUTHS).

We would have a discussion on how we can resolve each one of those things and try again.

However, I have 30 - 45 minutes max and that includes students engaging and connecting to what they did the week prior, connecting to the days activity, lesson, clean-up, reflection and out.
I went home and reflected on the issue and I really have 2 different perspectives on using job cards which leaves me perplexed. I struggle with my own views at times. It is totally off the charts - CRAZY.

Not a lot of kids were very successful the past few weeks in their limited time with me.

Some kids weren't sharing.

Some kids were doing ALL the work.

I wanted to speed the Bee-Bot process up because I want them to create their own maps, mazes, program, etc. (maybe time should not be an issue and the more valuable lesson would be what I mentioned above).

The kids who worked as a team authentically saw the successes of working as a team and that together is better. It turned into a lesson more on teamwork and helping each other to be successful (valuable). Kids also switched jobs (necklaces) with-in the same group until every-one had a turn to do the job.

Very few teams were unsuccessful on the first try and we discussed why. It was always because they weren't working as a team.

When I did a design challenge with 4th/5th graders mid-year, they completed a reflection piece. I found that EVERY single group that finished ON-TIME without having to use lunch recess, after school, or extra class time were successful because they delegated tasks (jobs) with-in their group on their own. Unfortunately, if I'm being honest, there were very few. Others who were less successful did not delegate tasks(jobs) and required additional time. My thinking is that kids don't necessarily understand how to identify the tasks (jobs) and how to delegate so they can work as a team. That was an assumption on my part that never crossed my mind to teach.
On a side note, this was true with 5 different 4th/5th classes.

As teachers, we always assign job cards like the ones you can download in this post but are we taking away the opportunity to help students identify tasks (jobs) and how to delegate them? It was a real issue with 4th/5th graders. This was with 5 classes and all 5 had similar results so it wasn't just a single class.

Would job cards be the intro for lower grades (K-1) and modeling how to work together? While other grades identify the tasks (jobs), write them out in a class discussion, then decide in their groups who has what job (2nd). 3rd-5th find and identify the tasks in their group, describe the job then choose which job they want with-in their group?

I basically described a pathway for teaching kids to identify jobs, describe the task and choose their job to work as a team so they can be successful.

Makerspace is suppose to be about figuring things out. Forming your own learning through discovery. Did I just take that away by giving them job card necklaces? Am I micro-managing the kids and not letting them figure it out on their own? Does this process need to be taught? Is giving students job cards telling them what and how to do things again so they don't have to think on their own? I found that to be a real issue in a first year Makerspace.

Children of all ages wanted approval for the simplest of things and confirmation they were doing it right. Children specifically wanted me to tell them what to do - HUH? UH - NO. These kids prior to this year had zero experience with a Makerspace.

If I had the same kids everyday, I do believe with these recent revelations, I would teach children how to identify tasks (jobs) so they can delegate or choose jobs on their own. They can make their own job cards and necklaces if it is an ongoing activity for the year.

Yes, I recommend Bee-Bots (Not sponsored), my views are my own after using them with many classes and many grades!

If you don't have Bee-Bots they are worth having. You only need 1 or 2 in your classroom for students to use in a center. They cost around $100.00 but they definitely have a low floor, high ceiling. There are so many uses for them and any grade will love them if your kids have yet to be exposed to coding or beginning robotics. They are not hard to use and kids who can read, can read the manual to get some authentic non-fiction technical reading in.
Bee-Bots aren't just for Makerspaces. I really want to say this because my goal as the Makerspace facilitator is to help teachers understand how the things we use in a Makerspace can be used in the classroom. I don't necessarily feel that a Makerspace should be an isolated classroom that kids visit once a week for 30-45 minutes. My goal is to find ways for teachers to integrate a Maker Mindset into their everyday instruction and activities so it doesn't become one of those added extra things where we all say, "and when am I suppose to do that?!!!!"
Please leave any thought or comments about the job cards below. Thanks for reading!

Super excited to share this robotics WINTER STEM resource! Super Simple and low prep with high impact and phenomenal learning! VIDEO and PREVIEW HERE or click on the images.

More Unplugged Coding If you are looking for more unplugged coding and you are just getting started, you may like one of the resources below. They will help you and your kids understand the basic concepts of unplugged coding before moving into robotics that require coding. Lesson plans are included! Click on the pictures to learn more about the resource.

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FREE Job Cards for Unplugged Coding with Bee-Bots

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If you use Bee-Bots in the classroom, these job cards will help your students work as a team to get the job done. I went back and forth on using job cards because ideally you want kids to be able to break up the tasks and delegate jobs with-in their own group.

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Possible anchor chart to help with retelling

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Possible anchor chart to help with retelling

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Anchor Chart for looking at structure of Trickster Tales. 3rd grade.

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Dec 13, 2015 - Anchor Chart for looking at structure of Trickster Tales. 3rd grade.

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The Ultimate Egg Carton Seed Starter for Kids

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Mar 18, 2021 - An egg carton seed starter is a fun way for kids to get involved with gardening! A simple labeling system will make it easy to remember what they planted.

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How Does A Seed Become A Plant? | Backyard Science | SciShow Kids

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Login will be required December 31, 2021 to access all the CPALMS original student tutorials. Florida public school students will continue to have access to this and all other tutorials at www.floridastudents.org or their CPALMS Class Sites. Florida public school teachers will continue to be able to access them here and on www.floridastudents.org For all other teachers, parents, and students, you can access them with a subscription on www.cpalms.com

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How Does Your Garden Grow? The Life Cycle of Plants

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Login will be required December 31, 2021 to access all the CPALMS original student tutorials. Florida public school students will continue to have access to this and all other tutorials at www.floridastudents.org or their CPALMS Class Sites.

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Subject(s): Mathematics, English Language Arts, Science

Instructional Time: 2 Hour(s)

Resource supports reading in content area:Yes
Freely Available: Yes

Keywords: Bean plants, life cycles, watering can, basic needs, engineering design process, EDC, Engineering Design Challenge

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The Perils of a Plant: Watering Can - An Engineering Design Challenge

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Subject(s): Mathematics, English Language Arts, Science Instructional Time: 2 Hour(s) Resource supports reading in content area:Yes Freely Available: Yes Keywords: Bean plants, life cycles, watering can, basic needs, engineering design process, EDC, Engineering Design Challenge

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Questions to ask:

How will use my resources to support my driving question and instructional delivery?

What teacher moves will I use (explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning and productive struggle in my lesson?

Where will students be leading the work?

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Students will use the Cpalms tutorial, videos and books to learn about the life cycle of the bean plant. They will create a diagram of the life cycle of a bean plant in their STEM journals. Students will listen to the teacher read The Tiny Seed and discuss what would be the best habitat for a bean plant seed.

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Students will brainstorm possible solutions to Bear's request for a watering can.  They will choose materials from a list of approved supplies. They will draw their individual plans in their STEM journals.  Then share their plan with their team.  The team will decide on a plan and students will draw the team's plan in their journal.

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Teams will work together to build a prototype of their design.

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Teams will try out their watering cans and collect data in their journals.

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Teams will analyze their data and decide what worked and what did not work.  They will discuss changes they could make to improve the watering can.  Then they will modify their design and record the changes made in their journals.

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Students will retest their watering can. They will record observations in their journal.

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Teams will present their designs to the class. Students will be able to ask the presenters questions about their design. A final engineer's report will be completed by each student in their journal.

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This engineering design challenge was written for 2nd grade so I won't have to change many things. I do feel the data tables and some parts of the challenge may be too complicated for my class. I may need to adjust some of the steps. I also want to align it with the characters in the story, A Foxy Garden, since that is the story in the reading curriculum.

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Subject(s): Mathematics, English Language Arts, Science

Instructional Time: 2 Hour(s)

Resource supports reading in content area:Yes
Freely Available: Yes

Keywords: Bean plants, life cycles, watering can, basic needs, engineering design process, EDC, Engineering Design Challenge

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The Perils of a Plant: Watering Can - An Engineering Design Challenge

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Subject(s): Mathematics, English Language Arts, Science Instructional Time: 2 Hour(s) Resource supports reading in content area:Yes Freely Available: Yes Keywords: Bean plants, life cycles, watering can, basic needs, engineering design process, EDC, Engineering Design Challenge

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I will need to teach a lesson on the life cycle of the bean plant prior to completing this engineering design challenge.  I want my students to plant bean seeds and observe them growing.  I am not sure if I want to plant seeds in egg cartons or in plastic bags on the window.  My class will transplant the bean plants to our school garden when they are big enough.

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I will use questioning to help my students think about the engineering process.

Guiding questions:
What makes an effective watering can?
What would be important for a watering can when a bean plant is in the seed stage?
What are the needs of a bean plant?
How do you make this container for the least amount of money?
What features would a watering can need to have to provide the right amount of water for all the stages of a bean plant's life cycle?

During the design challenge portion of the lesson, I will give my students feedback with questioning.  This will help them apply their knowledge to successfully complete the challenge.

I have not decided if I will group my students by their teams or by similar design ideas.  Groups will have 3-4 students.  They will each have a specific job so that everyone is participating.

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Cooperative Learning and Productive Struggle

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Cooperative Learning and Productive Struggle

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My students have struggled with previous design challenges.  They struggle to work cooperatively with their team.  In my action research project I am trying out giving students team jobs.  If it works well for my students, I may want to use them in this activity, too. My students may struggle with improving their design. I may have to model analyzing the data to lead to possible improvements.

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-Students will design and construct a container to water plants using their knowledge of the life cycle of a bean plant.
-Follow the stages of the engineering design process to create a watering can
-Students will be able to conduct investigations with the watering cans they build
- Collect and analyze data from investigations to determine if their design meets criteria and to  improve their design

-Students will determine the total cost of using materials that are valued at 1 cent, 5 cents, 10 cents, 15 cents, 20 cents and 25 cents.

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Science:
SC.2.L.16.1:  Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
SC.2.N.1.1:  Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

Math:
MA.2.M.2.2 Solve one- and two-step addition and subtraction real-world problems involving either dollar bills within $100 or coins within 100 cents

NGSS Engineering:
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem

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- needs of living things
- habitats
- life cycles
- counting coins
- scientific investigations

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Learning about the plant life cyle has never been more fun! Let's increase complex problem solving skills and critical thinking with robotics. Let's ignite our science centers this spring! The perfect addition to a science center about the life cycle of the plant. A perfect way to increase non fiction and text dependent vocabulary.

This product is designed to be used with a programmable BEE BOT robot. This BEE-BOT product includes 12 picture squares . Each square should be cut out and made into a BEE-BOT mat. There is 1 "start here " square, 11 squares with art of the Plant Life Cycle. There are 11 matching picture cards. Students will pick a card and then program the BeeBot to go to matching picture on the mat.

I've included a BONUS programming sheet. Just laminate and have the kids record their coding with a dry erase marker. Watch how they can increase their complexity. Jump start your STEM centers with robotics. Bee Bots are perfect for homeschooling families. It's easy to engage all your students both special ed and ELL students when the activity is so fun.

Proud partner of Terapin the maker of BeeBot

Check out how I use BeeBots with my class and how I put my mats together in my BeeBot video

Please click the green star to follow my store and be the first to hear about more BeeBot products.
Additional BEE-BOT Resources BeeBot Initial Sounds BeeBot CVC Words BeeBot Solar System BeeBot Weather

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Learning about the plant life cyle has never been more fun! Let's increase complex problem solving skills and critical thinking with robotics. Let's ignite our science centers this spring! The perfect addition to a science center about the life cycle of the plant. A perfect way to increase non fic...

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Perfect for Earth Day! In this extensive Botany STEM Challenge, students create window greenhouses and observe plant growth. Then they use the engineering design process to build a plant transportation device to safely carry their saplings home! This challenge also highlights Katherine Esau, a pioneer in Botany. History, science, engineering, and math-- it is all included along with teacher instructions and student handouts.
Click here for an editable STEM journal to use with distance learning, including digital and printable versions.
This hands-on activity includes a design challenge that allows students to work in teams, apply the engineering design process, and connect math topics to real-world applications. As a student-driven assignment, the purpose of the teacher is to act as a facilitator. You will provide the structure to the project, but students will take an active role in designing and building a plant transportation device to hold a plant that is watered. Our students have loved this activity, and we know yours will too!

This packet includes:

- Detailed teachers guide with links to resources

- Printable window greenhouse with instructions

- Plant anatomy handouts

- Student handouts to guide them through the engineering design process

- Student recording sheets for each step of the process

- Math connection problems including graphing, ratios, measurements, perimeter, area, and volume (applicable sheets in both SI and metric units).

Looking for more STEM lessons? Find the Vivify resource guide here: bit.ly/VivifyResourceGuide

About STEM Challenges: Click here to learn more about the 3 Stages of STEM. STEM challenges are an engaging way to incorporate the engineering design process into your classroom or after school program! These hands-on activities allow students to work in teams, apply the engineering design process, and connect science topics to real-world applications. The teacher will provide the structure to the project, but students will take an active role in designing and building their own device.
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* Click the Green ★ to follow our store and get notifications of new products and freebies

* Leave feedback to receive TpT credit for use on future purchases

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♥ Connect With Us ♥

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Botany STEM Challenge - Plant Anatomy & Engineering Women's History Activity

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Perfect for Earth Day! In this extensive Botany STEM Challenge, students create window greenhouses and observe plant growth. Then they use the engineering design process to build a plant transportation device to safely carry their saplings home! This challenge also highlights Katherine Esau, a pione...

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This "Design a Garden" project is such a fun way to build your students' critical thinking, math skills, and creativity! It can be used as a stand alone project or you can use it to design a school garden (or even for your students to design their own personal garden)! It includes the following:

Directions

Garden Catalog (with two different pricing options)

Calculate the Cost spreadsheet (with or without a budget)

Design Your Garden (with vegetable images)

Black/white versions

This project can be completed as a whole class, in small groups, or individually - it's very versatile! It makes the perfect addition to any spring, garden, or plants unit!

Enjoy!
Please note: You have permission to send this file digitally to your students. :)
*I LOVE to hear from you! Your feedback is always greatly appreciated AND you earn TpT credits (to use on future purchases) when you leave a review!

**Click the green star to follow my store and stay up to date on all my latest resources, discounts, and freebies!

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Design a Garden PBL | Math Project Based Learning

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This "Design a Garden" project is such a fun way to build your students' critical thinking, math skills, and creativity! It can be used as a stand alone project or you can use it to design a school garden (or even for your students to design their own personal garden)!

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Is your class often chaotic during STEM challenges? Organize your groups with these job roles and help your students stay on task! Create your own lanyards for students to wear while completing STEAM challenges. Up to 6 roles available (use all 6 or create smaller groups). Alternate roles each week so all students have a fair chance and stay on task.
THIS KIT INCLUDES:

6 job roles - captain, material manager, project tester, timer, recorder, speaker ( size 3x4)

6 job role descriptions (size 3x4)

6 - 8 x 11 posters for classroom display

STEM 8x11 Posters to add to display

Teacher directions

Link to purchase similar lanyard badges

Team role lanyard templates are fit for 3x4 badges - you can change the size by printing the PDF in a smaller size. Print back to back, or insert two separate pages back to back to create the badge.

NOT editable
Enjoy! - Dena

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♥ I'd Love to connect with YOU!

As always, please contact me with any questions!

Thank you,

Dena ♥

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Is your class often chaotic during STEM challenges? Organize your groups with these job roles and help your students stay on task! Create your own lanyards for students to wear while completing STEAM challenges. Up to 6 roles available (use all 6 or create smaller groups). Alternate roles each week...

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In this lesson, students observe the life cycle of a lima bean.. bean, plant, life, cycle

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Homesteading Basics with Marjory Wildcraft: Watering Cans

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Best Watering Cans |John Dromgoole |Central Texas Gardener

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Garden Tool Guides : How to Use a Watering Can

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K-2 Computer Science Curriculum - 9 - Life Cycle Sequences

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Students will practice navigating their Bee-Bot across 4-, 5-, and 6- part sequences using the life cycles of a butterfly, frog, and/or pumpkin. Students will explore and practice using team roles as they work through this activity.

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My plan is for this engineering design lesson to be a part of a STEM unit.  Lessons in this unit would include:
Science - lessons on needs of a plant, parts of a plant (so they would understand the trick in the story), life cycle of a bean plant (plant seeds and observe the life cycle)
ELA - "The Foxy Garden" - lessons on retelling a story, character's perspective, and theme
Math - identifying and counting coins
CS - BeeBot Life Cycle of the Plant lesson
Engineering design challenge: design a watering can for the characters in the story

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In this SORT science station, students sort edible plants by the part that we eat: fruit, stem, root, or leaf. Students then answer questions in order to reinforce what they have learned.
This SORT station is also available in a larger bundle of 8 How Plants Grow & Reproduce - Green & Growing Science Stations.
Google Classroom™️ Components Include:

► Google Form™️ with Reading Text & Differentiated Questions

► Google Slides™️ with Sort Activity
Included in this resource:

Links to Google™️ Resources noted above

Student Text in four formats

MP3 Audio of the Text Read Aloud

Sorting Activity with color cards

Sorting Activity in a black and white worksheet

Differentiated Questions (short answer, fill-in-the-blank with and without a word bank, task cards, multiple-choice questions)

Answer Key

___________________________________________________________________________
The full Green & Growing Stations Include Green & Growing Second Grade Unit BUNDLE Includes
► Big Idea Posters that explain the core ideas of the stations (BUNDLE ONLY)

► Vocabulary Cards in two formats with and without pictures (BUNDLE ONLY)

► Watch a Video about Plant Parts or Pollination - Students watch a video in order to learn about how the parts of the plant help the plant to live or about pollination and pollinator. They answer questions in order to reinforce what they have learned.

► Play a Game about How Plants Grow and Reproduce - Students play a video game, a board game, a crossword puzzle, or word search and learn about how plants grow and reproduce. Students answer questions to reinforce new learning.

► Investigate Parts of a Plant and Pollination - Students read about plant reproduction and pollination. They pretend they are bees pollinating flowers in order to investigate this. They answer questions in order to reinforce what they have learned.

► Diagram Flower Structures - Students read about flower structure and function. They create a diagram of a flower and answer questions in order to reinforce what they have learned.

► Read a Passage about the Basic Needs for Plants to Grow - Students read about what plants need to grow. They answer questions in order to reinforce what they have learned.

► Model Seed Dispersal - Students read about seed dispersal and model this with an activity. They answer questions in order to reinforce what they have learned.

► Explore How Seeds Disperse - Students read about seed dispersal and look at different seeds in order to explore this. They answer questions in order to reinforce what they have learned.

► Sort What Part do We Eat? -Students read about plants. They sort food we eat into plant part categories. They then answer questions in order to reinforce what they have learned.

Differentiated Responses
Each station includes four different ways to respond to the experience at the station: short answer questions, fill-in-the-blank questions, task cards with short answers, task cards with multiple choice. All the variations are similar to one another. Choose the format that best fits your classroom and students. Students are encouraged to use their science journal, but worksheets are included as well.

Each station is designed to last about 15-20 minutes. Students may do one a day for 8 days, 2 a day for four days, or any format that works for your classroom. Because there are additional activities for the Watch and Play stations, you can offer those as a choice within that station or offer them as an early finisher station, as well.
NGSS Standards
In Second Grade, students are expected to demonstrate understanding in the following areas:

* 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

* 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

This correlates with the DCI 2-LS2.A, which states:

* Plants depend on water and light to grow. (2-LS2-1)

* Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)

The Investigate, Diagram, and Explore stations correlate with the Engineering Design DCI ETS1.B, which states:

* Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. (K-2-ETS1-2)
Crosscutting Concepts
The Crosscutting Concepts are met in the following ways:

* Cause and Effect: Events have causes that generate observable patterns. (2-LS2-1) This Concept is met in each station.

* Structure and Function: The shape and stability of structures of natural and designed objects are related to their function(s). (2-LS2-2) This Concept is met in each station.
See the preview for additional information and details.
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SORT - What Part of the Plant Do We Eat? - 2nd Grade NGSS Science Station

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In this SORT science station, students sort edible plants by the part that we eat: fruit, stem, root, or leaf. Students then answer questions in order to reinforce what they have learned. This SORT station is also available in a larger bundle of 8 How Plants Grow & Reproduce - Green & Growin...