Laura J. Namnoum
This unit will give students an analytical look at the life cycles of living organisms, opportunities to ask questions, and help them find the answers through experimentation and research. Scientific exploration will be the focus subject area for this unit. The unit will begin by observing and experimenting with plants to understand their life cycle. At the end of each lesson students will be given opportunities to share questions. At the end of each week students will be able to reflect on their questions and write down any answers that they may have learned. They will then write down any new questions that they might now have. The unit will conclude by asking at least one question about another organism's life cycle, formulating a hypothesis, and researching to find their answer. This unit will be taught over a four week period. Each week will consist of four lessons for approximately forty minutes each. As a result of this unit, students will gain the skills and confidence needed to ask and answer questions independently throughout their life.
Week 1
The unit will be introduced by hooking the students' thirst for knowledge. The unit's hook will allow students to work in teams to observe three different house plants. They will be prompted to make observations and share with the class. After each group has completed their observations, students will begin to ask questions.
Next, students will observe, compare, and contrast three different seeds. They will also ask questions about the parts of a seed. They will then dissect a lima bean seed to answer their questions and identify the parts (see lesson plan 1 for more information.) Finally, students will put three different seeds in a clear bag with a wet paper towel in the sun to begin germination. The growth of these seeds is important because during the next few weeks of the unit students will make observations, nurture their seeds, and experiment with them. Students will also ask questions about the cycle that a plant goes through.
Week 2
During the second week, students will observe their seeds' growth. They will water the seeds and watch what happens when they meet their seeds' survival needs. They will discuss what all plants have in common for survival. Students will transfer their seeds to soil and place them in the sun to grow. Students will think about how to create a self-sustaining environment for their plant. They will create a garden in a jar (see lesson plan 2 for more information.) Students will be able to observe and describe various stages of a flowering plant's life cycle and the necessary conditions to support growth. They will also compare and contrast the growing process for small, medium, and large seeds. Class discussions will promote wondering by talking about what would happen if there was no light, no water, or no soil. Students will write their predictions to what they think would happen if we took one of those things away.
Week 3
During the third week, the teacher would model questioning by asking a variety of questions about what would happen if we changed the plants' environment. For example, "what would happen if we took away the sunlight from the plants?" or "what would happen if we watered our plants with apple juice?" The students would choose which experiment they would like to perform on the plant and create a hypothesis for what they think would happen. Together the students and the teacher would perform a class experiment and determine results using their findings. Students would then work together in small groups and ask their own "what if" questions. Students will ask questions, make hypotheses, and work together to perform their own experiment on their plants by changing something needed for survival with something else. Students would make observations with their groups and determine what happens to their plants. The class would share their findings. During this week of experimentation, students will be sure to continue making observations on their plants and continue to think about the changes and cycle their plant is going through.
Week 4
To finalize the unit and promote independence with questioning and hypothesizing, students will use their new knowledge of plant's life cycles to formulate a question and hypothesis for life cycles of an organism of their choice. They will research their question using books and internet resources. They will then compare what they learned about the life cycles.
The unit would be wrapped up by reflecting on the questions that they answered and explaining why the plant survived in the terrarium. The teacher will also stress the importance of asking questions with science, but remind students to consult with an adult before beginning any experiment.