Lesson Plans: What Plants Need to Live Got Dirt? is funded by the University of Wisconsin School of Medicine and Public Health s Wisconsin Partnership Program Visit www.gotdirtwisconsin.org for more information
Sources Emery, P. (1993, July) What Do Plants Need To Grow. California Foundation for Agriculture in the Classroom: Sacramento, CA. Retrieved from: http://www.cfaitc.org/lessonplans/ pdf/401.pdf Krasny, M. (2005, June). Garden Mosaics Program Manual. Cornell University: Ithaca, NY. Pounders, S. (2010). Gardening Adventures: Exploring Plants with Young Children. National Gardening Association: South Burlington, VT. Pranis, E., & Cohen, J. (2002). GrowLab: Activities for Growing Minds. National Gardening Association: South Burlington, VT.
Table of Contents Using this Manual. Background... Need vs. Want.. We re Missing Something Gardener Interview Additional Activities 5 6 7 8 10 11 3
4
Using this Manual This manual is discusses what plants need to live. Feel free to go more in depth with your students. Activities accompany each unit and topic to explain and explore the ideas presented. Activities may need to be adapted to reflect the age and grade level of your students, either by simplifying or expanding the activities. Supplementary materials, worksheets, and information can be found on the Got Dirt? website (www.gotdirtwisconsin.org) under the Teaching Tools section. Gardening Connection These lesson plans can be used after planting your microfarm, container garden, cold frame or outdoor garden. While students wait to see the first fruits and vegetables sprout from the garden, use these lessons to help students understand what their plants need to grow. Students can record their observations and journal about the progress of their plants. Feedback Upon completing these lesson plans, we would love your feedback. Please send comments, questions and suggestions to Bill Wright at (920) 391-4658 or Wright_WP@co.brown.wi.us 5
Background In order to live and grow, plants need four basic elements: air, water, nutrients, and sunlight. Air During the process of photosynthesis, plants use carbon dioxide to make food and release oxygen, as a result. Water Roots carry water and nutrients to the plant. Water is also used during the process of photosynthesis by helping to release energy from stored food in the plant. Water pressure also helps to promote the growth of stems and leaves. Nutrients Plants derive most nutrients from the soil. Nutrients can also come from fertilizers. Nutrients help plants grow and function properly and act similar to vitamins for humans. Sunlight During photosynthesis, plants take energy from sunlight to produce sugars or food. 6
Need vs. Want Estimated Prep Time: 20 min. Overview Students will learn the differences between a need and a want. They will then compare and contrast what plants need to grow with what children need to grow. Materials Need and Want cards from www.gotdirtwisconsin.org Preparation Print off enough sets of cards for the class or make your own Activity 1. Ask students if they know the difference between a need and want. Explain that a need is something a person must have to live while a want is something that might be nice to have. 2. Divide the class into pairs or teams. Give each team a set of cards. 3. Instruct students to divide the cards into two piles. One pile of things that humans need to live and one pile of things that humans might want. All of the students in the group should agree on where the card goes. If there is disagreement, encourage them to discuss and cooperate. One blank card is included in the set for students to add a need or want. 4. Make two columns on the board, one title Need and another titled Want. 5. Once the teams have finished, discuss what each team identified as a need and a want. Make sure that students identify shelter, food, water, and air. Help prompt students if they are having difficulties. 6. Create another column on the board titled Plants Needs. Ask students to think about what they think that a plant needs to grow. Prompt students and offer clues if they do not identify the key elements (air, water, nutrients, and sunlight). 7. Have students identify the similarities and differences between the two columns. Ask students what would happen if humans and plants did not receive one of these needs. Extension Have students create a collage of human or plant needs and wants by cutting out images from magazines or the newspaper. Have students present and describe what they found. Hang the students collages around the classroom. 7
We re Missing Something Estimated Prep Time: 20 min. Overview Students will observe what will happen if plants do not receive one of the required elements. Materials Five small plants Labels Water/Watering Can We re Missing Something Log from www.gotdirtwisconsin.org (optional) Activity 1. Review the four elements (air, water, nutrients, and sunlight) that plants need to grow. 2. Ask students what they think will happen if a plant does not receive one of these basic elements. Have students record or draw their observations on the We re Missing Something Log 3. Explain that students will now see what happens when a plant does not receive air, water, sunlight or nutrients. 4. Using five small plants, place the plants around the classroom so that each plant is deprived on one of the key elements. Label each plant accordingly so there is no confusion regarding what element is being eliminated. Place one plant in a dark area, such as a cabinet [no sunlight] Do not water one plant [no water] Place one plant in a sealed, clear plastic bag [no air] Remove the soil from the plant s pot [no nutrients] Have one plant receive all the necessary elements. 5. Observe the plants and their growth over the next few days. Don t forget to water all of the plants, except for the one that is being deprived of water. 6. Have students record their predictions and their observations on the We re Missing Something Log. 7. Conclude with a discussion of the best growing conditions for the plant, emphasizing that a plant will grow best when all four elements are present. 8
Alternative Instead of purchasing five small plants, you can also plant seeds, such as lima beans, in clear plastic cups or containers, such as the bottom of a water bottle. Students can observe the root growth of the beans if they are planted near the edge. Above, left: Lima beans in plastic container with no soil. Above, middle: Lima beans in plastic container receiving no water. Above, right: Lima beans in plastic container receiving no light. Below, left: Lima beans in plastic container receiving no air. Below, right: Lima beans in plastic container receive all proper elements. Gardening Connection Once students understand the basic elements that plants need to grow, discuss the ideal location for your school garden. Have students read seed packets to see the suggested growing conditions for each plant. Have them map out the best way to plant the garden. 9
Gardener Interview Estimated Prep Time: 60 min. Overview Students will interview a local gardener to learn gardening tips and suggestions while reinforcing what plants need to grow. Students will recognize that their school garden is one of many gardens in the community. Materials Local gardener to be interviewed Pens/Pencils Paper Preparation 1. Contact a local gardener and invite him/her to come to your class. Consider contacting a parent, community member or local master gardener volunteer. Make sure that whoever you contact is comfortable speaking in front of the class. 2. Discuss interviewing techniques with your students. Make sure they understand how to ask good questions and use good listening skills. If necessary, break students into pairs to practice interviewing and listening. Have them interview each other and present what they heard. 3. Brainstorm interview questions to ask the gardener. Examples: When did you begin gardening? What types of fruits/vegetables do you plant? How do you use the plants? What tips/suggestions do you have for our garden? 4. Have students write down the questions they will ask the gardener. 5. Confirm the date/time of the interview with the gardener. Activity 1. On the day of the interview, introduce the guest to the class. 2. Either ask the gardener to describe their gardening experience or have students begin asking questions. 3. If you already have a school garden, show it to your guest. 4. Thank the gardener for coming to the class. 5. After the interview, discuss with the class what they learned. 6. Have students either write a story about the interview or draw a picture. 7. Send a thank you note to the gardener. 10
Additional Activities Garden Explorers Explore the elements in soil. Have students gather samples of soil from various locations (examples: their homes, the playground, the garden, etc). Give each student a magnifying glass and have them investigate their samples. They may find silt, clay, sand, insects, or decaying plants. Seed Depth Demonstration Demonstrate the appropriate planting depth for seeds. Explain that if seeds are planted too deep, they will not receive all of the elements required to grow. Students can plant their own seeds in cups, which can later be transplanted in your outdoor garden. The recommended seed depth is typically located on the package. Chant To reinforce what students have learned, have the class chant Sun, Soil, Water and Air. Everything we eat, everything we wear. Start slowly and gradually pick up the tempo. Finish by slowing down and lowering voices to a whisper. 11
For more information about the Got Dirt? Garden Initiative or for comments and suggestions about lesson plans, please contact: Bill Wright, Brown County UW-Extension 1150 Bellevue Street, Green Bay, WI 54302-2259 Phone: (920) 391-4658; Fax: (920) 391-4617 Email: wright_wp@co.brown.wi.us Website: http://www.gotdirtwisconsin.org Cultivating Gardens for Improved Health The Got Dirt? Garden Initiative is funded by the UW-School of Medicine and Public Health s Wisconsin Partnership Program. Wisconsin Department of Health Services UW-Extension provides equal opportunities in employment and programming, including Title IX and ADA.