Description:

In this lesson, students will learn the basic needs of plants. Students will perform an experiment to demonstrate how a plant absorbs nutrients from the soil.

Expectations met with this lesson:

The Ontario Curriculum, Science and Technology (Grade 3)

2.5 use scientific inquiry/experimentation skills (see page 12), and knowledge acquired from previous investigations, to investigate a variety of ways in which plants meet their basic needs.

Vocabulary:

Hypothesis - A researcher's best guess about the answer to the research question.

Photosynthesis - The process by which a plant turns sunlight into energy.

Chlorophyll - Where photosynthesis takes place in the leaves.

Nutrients - Plant food.

Class Discussion:

Plants, like all living things, need to satisfy their basic needs to live and flourish. The basic needs of plants are:

- Light

- Carbon Dioxide (air)

- Water

- Nutrients (food)

Use the Socratic method to stimulate class discussion and exploration of this topic.

Question

Answer:

Light

1. Why do plants need sunlight?

Plants use sunlight to make their own food, a form of sugar called glucose, in a process called photosynthesis.

2. What is photosynthesis?

Photosynthesis is the process through which plants use sunlight to turn carbon dioxide and water into sugar/glucose (food) and release oxygen into the atmosphere.

3. Where does photosynthesis take place in the plant?

Photosynthesis takes place inside of the leaves of a plant. Leaves contain a green pigment called chlorophyl. Chlorophyll traps sunlight and uses it to turn carbon dioxide and water into sugar/glucose (food) and oxygen.

4. Why are the leaves of most plants green?

The chlorophyll inside of leaves is what gives them their green colour.

5. How is the glucose produced during photosynthesis used by the plant?

Some of the sugar/glucose (food) is used for growth, while the rest is stored in the plant’s leaves, stem and roots for later use.

Carbon Dioxide (Air)

6. Why do plants need carbon dioxide(air)?

Plants use carbon dioxide (the air we breathe out) from the Earth’s atmosphere in a process called photosynthesis (the process whereby plants make their own food).

Water

7. Why do plants need water?

Plants need water to carry out the process of photosynthesis. The nutrients that plants need from the soil are dissolved in water.

 Nutrients

8. Where do plants get the nutrients thatthey need to survive and thrive?

Plants produce glucose (a form of sugar) during the process of photosynthesis. Plants also absorb nutrients dissolved in water from the soil.

Summary

Plants use sunlight, carbon dioxide and water to produce sugar/glucose (food) and oxygen.

CARBON DIOXIDE + SUNLIGHT + WATER = SUGAR/GLUCOSE + OXYGEN

Photosynthesis

La photosynthèse

Scientific Experiment: Dyed Carnations

Materials:

- white carnation(s)

- food colouring (blue for best results)

- vases or clear cups

- sharp knife of scissors

- Basic Needs of Plants Worksheet, notebook / paper

Learning Objectives:

1. Allow the students the opportunity to form a hypothesis, perform an experiment, observe, and record observations and form a conclusion.

2. To demonstrate that plants absorb nutrients (food colouring) dissolved in water through their roots.

Form a Hypothesis

Have students form a hypothesis by asking the following research question: How do the nutrients in the soil get into the plant? Have students record their hypothesis.

Set Up

The teacher will perform the experiment. Have students assist in the experimentation process by taking turns reading instructions (procedure) aloud and following along. Explain to the students that the food colouring represents nutrients dissolved in water.

Procedure

1. Fill a vase or clear cup with water.

2. Add blue food colouring to the water until the water is very dark blue. For best results, the darker the water the better.

3. Cut the stem of your WHITE carnation on an angle and place it into your vase or clear cup.

4. Wait.

Suggestion #1

- Take a digital photograph of the carnation(s) at 1 hour intervals throughout the first day and again at 24 hours.

- Label each photograph (1 hour, 2 hours, etc). Create a document, arranging photographs in chronological order.

- Once the experiment is complete, share the finished document with students. This will provide students with an opportunity to review the changes in the carnation and provide an additional opportunity for discussion.

Suggestion #2

- Once the experiment is complete, share the finished document with students. This will provide students with an opportunity to review the changes in the carnation and provide an additional opportunity for discussion.

Observations

Once the experiment is complete, share the finished document with students. This will provide students with an opportunity to review the changes in the carnation and provide an additional opportunity for discussion.

Allow students the opportunity to observe their experiment as appropriate throughout the day.Have students record their observations in their worksheet.

As the carnation takes up water (“drinks”) and transports it throughout the flower, the food colouring (“nutrients”) dissolved in water will also be delivered to all parts of the flower.

Form a Conclusion

Once the experiment is complete and students have had an opportunity to observe, discuss and record observed changes, have students form a conclusion by answering the original research question. How do plants obtain nutrients from the soil? Discuss.

Allow students the opportunity to collaborate and form an “official” class conclusion.

Have students record the class conclusion: Plants absorb nutrients dissolved in water through their roots.

Learning Goals:

By the end of this lesson, students will understand the process of germination.

Expectations met with this lesson:

The Ontario Curriculum, Science and Technology

(Grade 3) 2.3 germinate seeds and record similarities and differences as seedlings develop

Vocabulary:

Hypothesis - A researcher's best guess about the answer to the research question.

Seed Coat - The hard protective outer layer of the seed.

Embryo - The tiny plant resting (dormant) inside the seed that will grow into the adult plant.

Food Store (Endosperm) - A supply of nutrients (food) that is stored inside the seed.

Germination - the growth of a seed into a young plant.

Class Discussion:

Use the Socratic method to stimulate class discussion and exploration of this topic.

Question

Answer:

1. What is a seed?

A seed is the part of a plant that contains adormant (resting) baby plant which can growinto a new plant.

Seeds are composed of three different parts:

i. SEED COAT - protects the embryo until growing conditions are perfect and it is time for the seed to germinate (sprout).

ii. EMBRYO - the dormant (resting) babyplant inside the seed which will emerge andgrow into a new plant once conditions aresuitable.

iii. FOOD STORE (ENDOSPERM) - asupply of nutrients (food) to feed the babyplant until the plant is able to produce itsown food through photosynthesis.

Diagram of a Seed

Source: www.easyscienceforkids.com/all-about-germination/

2. What conditions need to be met before a seed will germinate (sprout / begin to grow)?

Seeds remain in a dormant (resting) state until growing conditions are perfect.

Seeds require the following in order to germinate (sprout/begin to grow):

- oxygen (from the air)

- water

- the right temperature

- the right amount of light

3. How does a seed grow into a plant?

The germination sequence:

1. The seed absorbs water and begins to swell.

2. The seed coat splits open (due to the swelling action).

3. The first roots emerge from the seed and begins growing into the soil.

4. The young plant emerges from the seed and pushes its way through the soil until it emerges from the soil and begins growing towards the sunlight.

How does a seed become a plant?

La germination

4. Are seeds important for life on Earth?

Yes

5. What are some ways in which seeds are important to life on Earth?

- Seeds produce plants.

- Green plants remove carbon dioxide (the air we breathe out) from the Earth’s atmosphere and produce oxygen (the air we breathe in).

- Plants themselves are a source of food.

- Plants support life on Earth in a variety of ways (paper production, fuel, etc).

- Seeds themselves are an important food source on Earth.

6. What are some examples of seeds that are a food source for humans?

- Sunflower seeds, pumpkin seeds, sesame seeds, rice, wheat, nuts, peanuts, etc.

- Many types of seeds can be used to produce oils that humans eat and cook with. Some examples include: sunflower, sesame and peanut oil.

Scientific Experiment: Bean in a Bag

Materials:

- bean seeds

- 1 small, zippered storage bag

- paper towels

- water

- tape

- Germination Worksheet, paper, or workbook

Learning Objectives:

1. Allow students the opportunity to form a hypothesis, perform an experiment, observe and record observations and form a conclusion.

2. To observe root, stem and first leaf development of a seedling.

Form a Hypothesis

Have students form a hypothesis by asking the following research question: What comes first the roots or the stem?

Have students record their hypothesis on their Germination Worksheet.

Set Up

The teacher will set up the experiment. Have students assist the teacher by taking turns reading the procedure (instructions) aloud and following along.

Option: Provide each student with the materials necessary to set up their own individual experiment.

Procedure

Note: For best results, soak the bean seeds in water overnight.

1. Moisten a piece of paper towel.

2. Fold the moistened paper tower and place it into the zippered storage bag.

3. Place the seeds into the bag between the moist paper towel and one side of the bag.

4. Press seeds against the paper towel. Seal the bag and using tape, hang it in the window.

5. Make sure the seeds are visible on the side of the window where students will be observing them from.

Observations & Discussion

Allow students the opportunity to observe and discuss observed changes in their seed(s) daily.

Have students record observed changes in their Germination Worksheet as appropriate.

Have students draw a picture of their seed(s) in their Germination Worksheet as appropriate.

Form a Conclusion

Once the class has successfully carried out the experiment to completion, have students form a conclusion by answering the original research question: What comes first, the roots or the stem?

Have students record their conclusion in Germination Worksheet.

Visual Arts:

A quick, simple and fun drawing activity for students.

How To Draw a “Growing” Plant

Seed Activity:

With the help of an adult, encourage students to help make dinner at home.

Have students find and observe how differently the seeds of different plants / fruit /vegetables can look.

Invite students to bring some of the seeds that they discovered in the process of helping to prepare dinner at home to school.

Lead a class discussion and allow students to share/discuss their findings with their peers in class.

Learning Goals:

By the end of this lesson, students will know and understand:

- the various components of soil

- the negative and positive impacts and outcomes that human interaction with the environment has on soil

- which types of soil will sustain life.

Expectations met with this lesson:

The Ontario Curriculum, Science and Technology (Grade 3)

1.1 assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or lessen or prevent harmful effects

1.2 assess the impact of human action on soils, and suggest ways in which humans can affect soils positively and/or lessen or prevent harmful effects on soils

2.2 investigate the components of soil from different local environments, and explain how the different amounts of these components in a soil sample determine how the soil can be used

2.3 use scientific inquiry/experimentation skills (see page 12), and knowledge and skills acquired from previous investigations, to determine which type(s) of soil (e.g., sandy soil, clay soil, loam) will sustain life

Class Discussion:

Use the Socratic method to stimulate class discussion and exploration of this topic.

Question

Answer:

1. What is soil?

Soil is the thin upper most layer of the Earth’ssurface.

2. What are the different components of soil?

Soil is made up of 4 components, a mixture of living (biotic) and non-living (abiotic) things:

1) minerals (pieces of rock)

2) air

3) water

4) organic matter [both biotic (living) and abiotic (non-living)]

- decaying/rotting plant and animal matter

- living organisms (such as plants, animals and microscopic organisms)

3. How is soil formed?

Soil is formed over many, many years.

Fun Fact! It can take up to 1000 years to form 2.5cm of soil!

Soil consists of many layers.

Different types of soil from different places contain different number of layers, however, ALL soil types contain:

- The TOPSOIL layer is a thin layer made up of organic matter and minerals where plants and organisms live.

- The SUBSOIL layer consists mainly of clay, minerals, and organic matter.

- The PARENT layer is made up mostly of large rocks that get broken down over time from exposure to rains & winds.The parent layer breaks down very slowly over time forming and contributing to the 2 upper layers (subsoil & topsoil)

Where Does Soil Come From?

Le sol et sa formation

Les sols

4. The properties of soil.

Soil is made up of a combination of three types of particles:

1. SAND

- largest particles in a soil sample

- water and nutrients drain quickly from sandy soil

2. SILT is composed of middle-sized particles in a soil sample

3. CLAY particles

- are the smallest sized particles in a soil sample;

- hold moisture and nutrients, making drainage slow;

- are slow to warm up in the spring.

The more sand there is in a soil sample, the less water it can retain (hold).

The more clay there is in soil - the more water it can retain (hold).

The TEXTURE of soil depends on the proportion of sand, slit, and clay your sample contains.

Why do Different Soils Feel Different?

5. Is soil alive?

Soil contains millions of different organisms (lifeforms) that are continuously “working” and contributing to the decomposition of organic materials. This process of continuous decomposition is what makes the soil able to support plant growth.

Some examples of living “worker organisms”that live in soil are:

- earthworms

- slugs

- mites

- centipedes

- millipedes

- spiders

and MANY others that cannot be seen without a microscope (microscopic)

Fun Fact! One teaspoon of healthy soil can contain between 100 million and 1 billion microscopic organisms!

Soil is Alive!

6. How does soil quality affect society and the environment?

SOIL = LIFE ON EARTH

All the things that humans depend on to survive come from the soil (food, clothing, water, shelter, and oxygen).

1. Most plants need soil to grow.

2. Soil provides essential nutrients (food) to our forests and crops.

3. Soil provides habitat for animals and organisms that live in the soil.

4. The soil acts as a natural filter (purifier) of water.

5. Soil helps regulate the Earth's temperature and even some greenhouse gases.

6. Soil is the foundation on which our towns and villages are built

7. How can/do human actions/activities negatively impact soils?

- Clear-cutting of forests – contributes to erosion and nutrient loss.

- Mismanagement of farmland can deplete soils of nutrients.

- Overuse of pesticides and artificial fertilizers causes pollution of nearby streams and lakes.

- etc.

8. How can humans lessen or prevent harmful effects on soil?

Humans can lessen the negative effects that they have on soil by:

- Developing, learning and using more environmentally friendly farming practices.

- Adopting more responsible forestry practices.

- etc.

Erosion and Soil

9. Is it possible to make soil at home or school?

Yes, we can make our own soil by composting.

10. What is compost?

Compost is decayed/decaying organic material.

Compost is a nutrient rich soil that is made by allowing organic material (eg. leaves, paper, food scraps, etc) to decompose (rot and breakdown) naturally with the help of organisms and microorganisms found in nature.

11. What are some of the benefits of composting?

Composting:

- is a natural process.

- produces a nutrient rich natural fertilizer that is an excellent fertilizer for plants..

- is an easy way to create a natural fertilizer for your garden and plants.

- is an easy way of diverting waste from landfills.

Adding compost to your garden soil will help it to retain water.

Etc

Make the Most of Compost!

Qu’est ce que le compostage?

Faire le compostage à la maison

Activity: Soil Test

Materials:

- 1 pint glass jar with a tight-fitting lid

- soil sample

- water

- ruler

- Soil Worksheet, paper or notebook

Learning Objectives:

1. Allow the students the opportunity to perform an experiment, observe and record observations and form a conclusion.

2. To demonstrate the properties of a soil sample.

Set Up

The teacher will demonstrate the experiment.Have students assist the teacher by taking turns reading the procedure (instructions) aloud and following along.

Option: Provide each student with the materials necessary to perform their own individual experiment using a soil sample that they collected at home.

Procedure

1. Fill a clear glass jar halfway with your soil sample. (A large mouthed pint or quartMason jar with a tight fitting lid works well).

2. Fill the jar nearly to the top with water, leaving approximately 2.5 cm of air.

3. Place a lid on the jar, secure and tighten.

4. Shake the jar vigorously so that all the particles are in suspension and the clumps of soil are broken up.

5. Set your jar aside to rest, undisturbed, overnight. This allows the particles to settle, eventually separating into distinct layers of clay (top layer), silt (meddle layer), and sand (bottom layer).

Observations & Discussion

1. Read the results of your Soil Test

- The bottom layer contains the heaviest particles, sand, and rocks.

- The middle layer contains silt particles.

- The top layer consists of clay particles.

- Organic matter may be floating on the surface of the water.

- The color of the soil gives a clue to its character. Light colors usually have less organic content than dark soil and dark soil warms faster in the spring.

2. Using a ruler, have students measure and record the thickness of each layer of sediment in the jar.

3. Discuss the class’ observations.

4. Have students draw a picture (including the water layer) of the contents of the(ir) jar.The drawing should include a proper representation (using measurements obtained and recorded in step 2) of the layers.

5. Colour the layers in the picture using colours as close to those observed in these diment layers in the jar.

6. Using the knowledge acquired in previous lessons, discuss which soil type best represents the sample in the jar (sandy, silty or clay) and form a conclusion: "Our class’ soil sample is ____."

7. Have students record the class conclusion in their Soil Worksheet.

Learning Goals:

Students will learn how plants are important to life on Earth.

Students will explore the impact of human activities on the environment.

Students will learn how plants adapt and/or react to their environment.

Expectations met with this lesson:

The Ontario Curriculum, Science and Technology (Grade 3)

1.1 assess ways in which plants are important to humans and other living things, taking different points of view into consideration

1.2 assess the impact of different human activities on plants, and list personal actions they can engage in to minimize harmful effects and enhance good effects

2.4 investigate ways in which a variety of plants adapt and/or react to their environment, including changes in their environment, using a variety of methods

Vocabulary:

Hypothesis - A researcher's best guess about the answer to the research question.

Adaptation - Characteristics of living things that help them survive in their environment.

Class Discussion:

Use the Socratic method to stimulate class discussion and exploration of this topic.

Question

Answer:

1. Why are plants important to life on earth?

Plants are an important source of food for animals, including humans.

Green plants remove carbon dioxide (the air we exhale during respiration) from the Earth’s atmosphere and release oxygen (the air that we breath in during respiration).

Humans use plants for a variety of purposes to support our day to day lives.

For example:

- wood for is used for building materials, to make paper, as a heat source, etc.

- to make clothing:

- cotton – comes from the cotton plant

- linen – comes from the flax plant

- to make fuel (e.g. ethanol is made from corn)

- natural rubber is extracted form a tree called Hevea brasiliensis

2. What are some things that plants and humans have in common?

Plants AND humans both:

- have a life cycle (grow, reproduce & die)

- require water to survive

- require a food source to survive

- depend on their environment to provide those things upon which their survivaldepends.

3. How are humans negatively impacting plants’ environments?

Deforestation - The clear-cutting forests not only destroys the trees themselves, but also affects soil quality, speeds up erosion, etc.

Urbanization destroys natural habitats and causes increased air, water and soil pollution/contamination.

The use of artificial fertilizers and pesticides in agriculture can cause pollution in nearby streams and lakes.

Poor soil management in agriculture can cause depletion of soil nutrients, erosion, etc.

4. Can plants adapt to their environment?

Yes, plants, like humans, can adapt to theirenvironment.

5. Why is the difference between a human and a plant’s ability to adapt important?

With the help of science and technology, humans can adjust to changes in their environment much more easily and quickly than plants can.

Plants adapt to changes in their environment VERY slowly over many, many years.

Changes to a plant’s environment are happening so fast that the plants do not have enough time to adapt. (Humans are causing changes in the environment so fast that plants can not keep up.)

6. What are some examples of how plants have adapted to their environment?

Plants in the desert (hardly any rain):

- are able to store water;

- are covered in a thick waxy coating that helps to prevent water loss and dehydration;

- have thorns/spikes to keep predators away.

Plants in warm climates (little rain)

- have leaves that are thick and waxy to prevent dehydration;

- have leaves that are often silvery or light in colour to help reflect some sunlight.

Plants in the rain forest (lots of rain):

- have bark that is smooth and thin (since plants are not at risk of dehydration),

- grow very tall to reach sunlight.

Some plants:

- have thorns for protection (e.g. roses)

- eat bugs (Venus flytrap)

- are poisonous

- have brightly coloured flowers to attract birds & insects (encourage pollination)

- etc

Plants With Weapons!

Plant Adaptations

Animals Change

Comment les plantes s’adaptent-elles à leur environnement?

Learning Goals:

Provide an opportunity for students to apply the knowledge that they have gained in Grade 3.

Students are encouraged to draw on what they have learned to plan and care for their developing seedlings.

Seeding Timeline:

Keep in mind that the goal is to transplant seedlings outdoors sometime between the week of May 24 and the first week of June 2021.

Materials required for each student:

- bean seed(s)

- 1 cloth pot

- 1 plastic saucer

- 1 popsicle stick

- seed starting mix

- water

- sprinkler/watering can

- suggest: 1 tray or tub (to minimize mess when filling pots)

- ruler

- Seedling Worksheet

Planting Bean Seeds

Opportunities for Review

For best results, soak the bean seeds in water overnight.

Plant bean seeds using the video and/or instructions provided.

1. Open the fabric pot.

2. Fold down the sides of the fabric about half-way.

3. Fill the cloth pot with soil. (Suggest filling pouches in a tray or tub to minimize mess.)

4. Press down gently on the surface of the soil.

5. Place the filled pouch in the plastic saucer provided.

6. Using a pen, write your name on a popsicle stick.

7. Label your seedling by sticking your name label (popsicle stick) into the soil in your pot.

8. Using your finger, make two holes in the soil (one on either side of the pot), that are approximately 1.5 cm (1 knuckle) deep.Note: The germination rate of seeds is not 100%. As such, we suggest making two holes and planting two seeds rather than one, just in case one of the seeds does not germinate.

9. Deposit one bean seed into the bottom of each hole.

10. Gently cover the seeds completely with soil.

11. Moisten the soil in your cloth pot by sprinkling or spraying the surface of the soil with water. Be careful not to add too much water.

12. Place your pot and saucer in a warm sunny place.

Have students record the date that the bean seeds were planted in theirSeedling Worksheet.

- Name the parts of a seed (3) and their role.

- What do seeds require to germinate?

- What comes first, the roots or the stem?

Daily Seedling Care

Opportunities for Review

1. Care for your developing seedling(s) daily.

2. It is important to ensure that the soil in which your seeds are planted remains moist. Your seeds will need the water that you provide to germinate and mature into healthy seedling(s).

3. Gently water your seedlings as needed. Seedlings can be watered from above with a sprinkler or by filling the saucer below. DO NOT overwater. Allow the top of the soil to dry before watering again.

- Now that your seedling has emerged from the soil, what will the developing plant require to grow and thrive?

- Where will the young plant get its food (2 ways)?

- With these needs in mind, where should you place young seedlings?

- Where do plants get the nutrients they need togrow and thrive?? (2 ways)

Observe and Record Results

Allow students the opportunity to observe their seedlings daily.

Discuss observed changes in seedlings.

Using their Seedling Worksheets, the students may:

- Draw a picture of their seedling(s) daily or at appropriate intervals.

- Write one sentence to describe the observed changes in their seedling.

- Measure and record their seedling’s height.

Transplant Seedlings Outdoors (optional)

Once seedlings have 4-5 leaves they are ready to transplant outdoors.

Encourage students to take their seedlings home and transplant them into a pot containing potting soil or directly into a flower or garden bed outside.