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video

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Guppy giving birth - part 1 - closeup shot

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This Part-1 video captured the birth moment of baby Guppy fish. 1st day give birth 18 babies, labor last for four days for 29 babies. Mother totally exhausted.. and .. The part 2 video record the death of the Guppy mother after giving birth of her 29 babies.

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PBS diagram

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Illustration showing the parts of a tomato plant

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PBS lesson & time lapse video

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Lesson Summary

Overview

In this lesson, students are introduced to the study of plants. They begin by sprouting bean seeds on moistened paper towels and making drawings and measurements of their growth. Next, they watch time-lapse videos that illustrate the major stages of plant growth. Another video introduces fruits and challenges students to consider how seeds can be spread. Students apply their understanding by performing their own investigations of plant growth. They gather seeds by walking outdoors wearing an old sock over one of their shoes. They plant their seeds and observe the resulting plants. [Note: For best results, this final investigation should be carried out during late summer or early fall.]

Objectives

Understand how to identify factors needed by seeds to germinate

Be able to describe some major stages of plant growth

Be able to explain the role fruits play in spreading seeds

Make drawings and measurements of growing plants

Grade Level: K-2

Suggested Time

Four 45-minute class periods, plus time for plants to grow

Multimedia Resources

Materials
Part I

One copy of Jack and the Beanstalk

One small dish containing several lima beans

One roll of paper towels

For each team of three students:

15 dried lima beans

Three paper plates

Three large, resealable plastic bags

One magnifying glass or hand lens

Three copies of Cool Beans Record Page PDF Document

Part II Part III Part IV

For each team of three students:

One sock

One shoebox

One plastic bag

One pair of scissors

Potting soil and scoop

One marker

One ruler

One hand lens

Three copies of the Growing My Sock Seed Plants PDF Document

Check for Understanding

Chart paper and colored markers

Before the Lesson

If possible, arrange computer access so all students can work in pairs or groups of three.

Pre-soak lima beans overnight for students.

Before class, gather together the materials needed for the Paper Towel Plants and Sock Seeds activities. If students will be gathering sock seeds themselves, arrange to bring students to a suitable outdoor area during class. If you will be providing students with socks that already have seeds, gather the seeds before class begins. (See Step 19.)

Prepare copies of all PDF Documents for students. You may also want to make an overhead transparency of each PDF Document for class discussions.

The Lesson

Part I: Cool Beans

1. Begin the lesson by assembling the class in a large group for a reading. Read aloud the beginning of Jack and the Beanstalk. Stop right after Jack receives the magic beans. Help students make a connection between beans and seeds. Then pass around the dish of beans and discuss the following questions. Record students' ideas on the board or on a piece of chart paper as you go.

1. Do you think these beans are real or magic?

2. Do you think the beans are like seeds? Why or why not?

3. Do you think that plants can grow from the beans?

2. Write the question, "Can plants grow from beans?" on a piece of chart paper and post it in the classroom. Then have students view the Paper Towel Plants QuickTime Video.

3. Invite students to try to grow plants from beans themselves. Divide the class into teams of three students and provide the necessary materials. Explain that each team will make a set of paper towel plants for each teammate. Walk around the room and help the student teams assemble their paper towel plants as shown in the video.

4. Instruct the teams to place their three paper towel plants in three different locations around the room. Suggest that they pick locations that will tell them something about what conditions seeds need to germinate (such as different kinds of light or temperature).

5. Hand out the Cool Beans Record Page PDF Document and ask students to fill it out. Explain that they should use a pencil to draw what they see now, and what they think the beans will look like when the investigation is done. They should make their drawings big enough so that they fill the space. If students haven't had experience making observational drawings, you may want to demonstrate using a different object, such as a piece of popcorn.

6. After students have finished writing, ask them to share with their teammates what they expect to happen to their beans.

7. Provide each student with a soaked lima bean. Instruct students to open their beans and observe the parts they see inside. Then ask students to list the parts that they see. Guide the discussion to bring out the following parts:

Ask students what ideas they have about the functions of each part of the bean. Make a drawing that incorporates these features and post it in the classroom.

8. Allow teams to observe their beans for several days and to add water to them as necessary. Each day, students should make observations, draw their beans, and make measurements. Instruct students to:

1. Write the date (Day 1, Day 2, etc.) for each round of observations.

2. Write a new question each day based on that day's observations and measurements.

9. After the beans have sprouted, ask students to share their drawings and measurements with the class. Discuss the following questions:

1. How do your drawings help answer the question, "Can plants grow from beans?"

2. What new idea do you have about seeds or growing plants?

3. How is this idea different from what you thought before?

4. What new questions do you have?

Part II: Growing Up

10. Write the question, "How do plants grow?" on a piece of chart paper and ask students to share their ideas based on their observations. Write student responses on the chart paper. Guide the discussion to bring out that all of their beans followed a similar sequence of events. Write this sequence on the chart paper.

11. Next, ask students, "What do plants need to grow?" Guide the discussion to bring out that the seed starts out with its own food. Students may have noticed that when their seeds germinated, the cotyledons shrank as the leaves grew bigger. Use this discussion as an opportunity to describe the importance of sunlight and soil to plants. Explain that after the food contained in the seed runs out, the young plant needs to use its leaves and sunlight to make more food. The plant obtains water and nutrients from the soil using its root system.

12. Explain that some plants grow to become adults in just weeks or months, while others may take years (just as people do). This growth happens so slowly that we don't notice it as it happens. Time-lapse photography however, allows us to see this growth in a matter of seconds. Give each student a copy of the How Do Plants Grow? PDF Document. Explain that they will now watch a short video of time-lapse photography that shows the important life stages of plant growth. Instruct students to use the handout to describe three examples from the video that show different stages of plant growth. Their descriptions should include drawings and the names of the plant parts that they saw. Then have students watch the From Seed to Flower QuickTime Video several times as needed until they have completed the handout.

13. Conclude the activity with a class discussion. Ask students how the video in Step 12 helped them to answer the question, "How do plants grow?" Also discuss the following questions:

1. What new idea(s) do you have about seeds or growing plants?

2. How is this idea or ideas different from what you thought before?

Part III: Fruit Wrappers

14. Begin the next activity by reminding students that plants cannot move around like animals can. Write the question, "How do plants spread from one area to another?" on a piece of chart paper and post it in the classroom. Ask students to think of ways that seeds can move away from the plant. Record their answers on the board or on a piece of chart paper.

15. Show students an apple and ask them, "What is inside the apple?" Guide the discussion to bring out that the apple contains seeds.

16. Explain to students that they will watch a short video that shows how fruits can spread plant seeds. Give each student a copy of the Fruit Wrappers PDF Document. Ask students to answer the questions on the handout as they watch the Fruit Wrappers QuickTime Video. Explain that these questions refer to the fruits shown in the video. Have students watch the video several times as needed until they have completed the handout.

17. Conclude the activity with a class discussion. Ask students how the video helped them to answer the question, "How do plants spread from one area to another?" Also discuss the following questions:

1. What new idea(s) do you have about seeds or fruits?

2. How is this different from what you thought before?

3. Why do you think that it might be helpful for a plant to start growing some distance away from its parent plant?

Part IV: Applying Knowledge

18. Explain to students that they are now ready to use seeds to grow their own plants. Show students the Sock Seeds QuickTime Video. Then display the chart paper from Part III that summarizes the ways in which students thought that seeds could be dispersed. Ask students if watching the video gave them any other ideas about how seeds can move away from the parent plant. Did the seeds from different socks all look the same? Why or why not?

19. [Note: For best results, this investigation should be carried out during late summer or early fall.] Invite students to try to grow their own plants from sock seeds. Divide the class into teams of three students. Explain that each team will grow plants from one sock, and provide them with the necessary materials. If possible, take students to an outdoor area with plants where they can walk around and collect their own sock seeds. Students should wear the sock over one of their shoes to protect their feet while outdoors. If it is not possible to take students to gather their own sock seeds, visit an outdoor area before the lesson to gather the sock seeds yourself (one per group of students).

20. After students have collected their sock seeds, ask them to look at the different kinds of seeds they collected and predict how many different kinds of plants they might grow. Then help student teams plant their sock seeds as shown in the video. Once the sock seeds are planted, instruct the teams to place their shoeboxes in a location that is exposed to sunlight.

21. Hand out the How Do Plants Grow? PDF Document and ask students to use a pencil to draw what they see now, and what they think the plants will look like when the investigation is done. As with the Cool Beans Record Page, they should make their drawings big enough to fill the space.

22. Allow teams to observe their sock seeds for at least two weeks, watering the seeds as needed. Students should make drawings and measurements of their seeds each time they make observations. As before, instruct students to:

1. Write the date (Day 1, Day 2, etc.) for each round of observations.

2. Write a new question each day based on that day's observations and measurements.

23. Ask students if the appearances of their seedlings support or refute their predictions about how many different kinds of seeds they planted. If their predictions were not supported, why do they think that is the case?

24. Conclude the activity with a discussion about seed dispersal. Have students summarize their ideas by referring to the list on the chart paper. Discuss how the structure of seeds is related to their method of dispersal. For example, some are designed to be carried by the wind, while others have barbs that help them attach to passing animals. Ask students if they can think of any other examples of seed dispersal.

Check for Understanding

Organize the class into teams of three students. Provide each team with two sheets of chart paper and colored markers.

1. Instruct the teams to use the first piece of chart paper to create a picture story that illustrates how a lima bean develops into a plant. Students should use words to enhance their descriptions and label any parts that they feel are important to the story.

2. Instruct the teams to use the second piece of chart paper to create a picture story that illustrates how a seed contained in a fruit can move to another location and start a new plant. They should illustrate as many different ways of seed dispersal as they can. Teams should use words and labels to identify important structures and to convey actions.

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In this lesson, students are introduced to the study of plants. They begin by sprouting bean seeds on moistened paper towels and making drawings and measurements of their growth. Next, they watch time-lapse videos that illustrate the major stages of plant growth. Another video introduces fruits and challenges students to consider how seeds can be spread.

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PBS

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Lesson Summary

Overview

In this lesson, students watch video clips of animals and plants in their natural environment, to gather evidence that all living things have basic needs that must be met in order to survive. Then, to illustrate their understanding of this concept, students draw pictures of real or imaginary pets eating, drinking, breathing, and taking shelter (from the elements or from other animals).

Objectives

Understand that in order to survive, animals need air, water, food, and shelter, and plants need air, water, nutrients, and light

Identify the ways in which an organism's habitat supports its basic needs

Recognize that organisms cause changes to the environment in which they live

Grade Level: K-2, 3-5

This lesson is appropriate for students in all elementary grades. Activities, multimedia resources, and materials for students in grades 3-5 are specially designated.

Suggested Time

Three 30- to 40-minute blocks

Multimedia Resources

For students in grades 3-5:

Use these resources to create a simple assessment or video-based assignment with the Lesson Builder tool on PBS LearningMedia.

Materials

Plain white paper, Crayons or markers

For students in grades 3-5:

Before the Lesson

For students in grades 3-5:

Make a copy of the handout for each student.

Background Information

In order to survive, animals need air, water, food, and shelter (protection from predators and the environment); plants need air, water, nutrients, and light. Every organism has its own way of making sure its basic needs are met. It is important that young children be given the opportunity to recognize these needs by observing and then describing the natural world.

The Lesson

Part I

1. Have students brainstorm answers to the following questions:

What do living things need to stay alive?

What do you need? What do your pets need?

What do plants need?

Record students' answers on easel paper or on the chalkboard.

2. Show students the What Do Animals Eat? video. Ask:

Why do animals need to eat?

What kinds of things do they eat?

Do all living things eat?

Do plants eat?

Explain that animals need to eat for energy; plants don't eat but they still need energy. Ask:

"Where do plants get energy?

3. Have students watch the Beavers video. For students in grades K-2, alert them to look for things that beavers need to stay alive.

For students in grades 3-5, distribute a copy of the handout. Have students record the needs of the beavers as they watch the clip.

4. Discuss the following questions:

What do beavers need to stay alive?

Where do they get what they need?

What changes do beavers make to their environment?

How do the beaver's activities help other organisms living in the same environment?

Part II

5. Have students in grades K-2 watch the Biome in a Baggie video. Tell them to look for things that plants need to stay alive.

Have students in grades 3-5 watch the Photosynthesis video. Then have them answer the two related questions on the handout. Encourage them to watch the video multiple times.

6. Discuss the following questions:

What do plants need to stay alive?

Where does their food (energy source) come from?

How do plants absorb water?

What things do plants need that animals don't?

What things do animals need that plants don't?

How do you know plants are living things?

7. End this part of the lesson by asking students whether they want to make any changes to the list of basic needs compiled at the start of the lesson (in Step 1).

Optional Activity for Students in Grades 3-5

8. Both plants and animals need air. To help students understand that plants need carbon dioxide (a gas that animals exhale) and that animals need oxygen (a gas that plants produce), have students explore "The Cycle" feature within the Illuminating Photosynthesis Web activity. Focus on the gases plants and animals need, not on understanding the process of photosynthesis.

Have students explore the Web activity with a partner and work together to complete the handout.

9. Distribute white paper and markers or crayons to students.

10. Review the needs of living things.

11. Have students draw a picture of a real or imaginary pet. Tell students to show their pet enjoying food, water, air, and shelter -- having all its needs met. Label the "needs" represented in the drawing.

12. Optional:

Discuss how the needs of beavers might come into conflict with the needs of humans, using the following scenario: What would happen if beavers built a dam across [insert the name of a nearby river or stream]? How would it impact people in your town?

Have students make a Biome in a Baggie as described in the ZOOMSci video clip of the same name.

Have students plant some seeds and record the growth of the plants under different light conditions.

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In this lesson, students watch video clips of animals and plants in their natural environment, to gather evidence that all living things have basic needs that must be met in order to survive. Then, to illustrate their understanding of this concept, students draw pictures of real or imaginary pets eating, drinking, breathing, and taking shelter (from the elements or from other animals).

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from Discovery Education
1:14

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Use your existing Discovery Education username and password.

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Ways Plants and Animals are Alike/Different

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Ways Plants and Animals are Alike/Different

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Organisms--Ways Plants and Animals are Alike

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Organisms

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CMAPP

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Welcome to C-MAPP! You can view the Wake County Public School System's curriculum from this site. Please log in below if you are a WCPSS employee using your e-mail username (ex. jsmith). If you need further information please see the FAQs tab.

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Been There, Done That

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K-12 Digital Literacy Solution - Big Universe

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Big Universe is now part of Fuel Education, one of the industry's largest K-12 digital curriculum providers.

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passages about animals

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Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

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Habitat Spy

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K-12 Digital Literacy Solution - Big Universe

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Big Universe is now part of Fuel Education, one of the industry's largest K-12 digital curriculum providers.

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Life Cycle of plants (20 minutes whole video, or use clips)

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Use your existing Discovery Education username and password.

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passages about plants

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Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

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Flocabulary

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Pollination - Elementary Science Lesson Plan - Pollination - Flocabulary

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Online guided reading program with interactive ebooks, downloadable books, and reading quizzes.

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Flocabulary

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Life Cycles - Elementary Science Lesson Plan - Life Cycles - Flocabulary

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Flocabulary

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Food Chains - Elementary Science Lesson Plan - Food Chains - Flocabulary

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organisms links

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Flocabulary

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Parts of a Plant - Elementary Science Lesson Plan - Parts of Plant - Flocabulary

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Pebble Go

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PebbleGo's first Spanish language module! Translated by a team of Spanish language professionals, each article features both Spanish text and read-aloud audio recorded by professional voice over artists.