Plants, Growth, Pollination |
Lab | Google Slide | Materials | |
1. Milkweed | What is milkweed? | G_slide | milkweed plants, magnifying glass, milkweed native and non native, milkweed parts, milkweed parts worksheet, tray, forceps |
2. Plant Classification | Grouping different plants | G_slide | 15 Angiosperms and Gymnosperms Worksheets, 15 Bags (Angiosperms, Gymnosperms, and pollen), Angiosperm leaves (broadleaf) (from trees with flat leaves), Gymnosperm leaves (needle leaf) (from pine, spruce, etc) |
3. Flowers and Pollination | Learn about the parts of a flower and exploring pollination | G_slide | worksheet on flower parts, information on pollinators, magnifying glasses or microscope |
4. Designing a pollinator garden | Exploring the elements of a garden to attract pollinators | G_slides | tools to help build mode, Shape it molding, Attracting pollinators (pdf) , Pollinator Color Guide worksheet |
5. Nutrients in Soil | Learning about elements and those found in soil | G_slides | periodic table placemats, element specimens, worksheet, bag of macronutrients and micronutrients |
6. Habitat Enhancement for pollinators | Planting flowers in Science Garden | G_slides | Flowering plant, Gloves, Hand shovel |
Second Graders measure plants to learn how growth rates change over the year. This project adds to their prior knowledge of the seasons from kindergarten and first grade. Students go to the science garden once a week and measure the height of a specific milkweed plant and make observations about that plant. Supporting lessons cover the parts of a flower, insect pollinators and how to make a pollinator garden. Students learn to take vertical measurements of living things, plot graphs and make scientific observations in their project journal. At the end of the year, students plant their milkweed plants.
Second grader’s vocabulary may be limited especially if first exposure to a scientific concept. You may need to repeat large words and have students repeat the word. Repetition of instruction is important, so they understand the procedure. Leave about 5 minutes to discuss what they did in the lab and urge them to develop a summary or conclusion of what they learned.