Beacon Lesson Plan Library
The Plastic Bag Greenhouse
Elizabeth Elliott
Colleges and Universities - Florida
Description
Students observe, record, and describe how roots, stems, and leaves grow.
Standards
Florida Sunshine State Standards
SC.B.2.2.1.3.1
The student knows that some source of energy is needed for organisms to stay alive and grow.
Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
NETS for Students
6.1
Students use technology resources for solving problems and making informed decisions.
Materials
- Book: Stewart, Sarah. The Gardener. New York: Farrar, Straus, & Giroux, 1997.
- Lima beans (or any type of quick growing seed)
- Plastic Zip bags
- Paper towels
- Stapler & staples
- Water
- Masking tape
- Computers with Internet access
- Teacher's Discussion Notes, Parts 1 & 2 (See Attached File)
- Student Activity Sheet (See Attached File)
Preparations
1. Locate and preview the book, The Gardener, by Sarah Stewart.
2. Familiarize yourself with the plant growth cycle. (See Teacher's Discussion Notes in Attached File)
3. Gather needed materials for the lesson.
4. Download and copy one Student Activity Sheet (see Attached File) for each student.
Procedures
Begin the lesson by reading the book, The Gardener, by Sarah Stewart.
PART 1
1. Discuss with the students the different parts of a plant.
2. Discuss the process of photosynthesis.
3. Discuss how plants produce the food that we eat.
PART 2
1. Use Part 2 of the Teacher's Discussion Notes (see Attached File) to continue the discussion of what plants need to grow and stay alive.
2. Place a folded paper towel inside the plastic bags.
3. Staple a line across the bag 2 from the bottom.
4. Fill bags just below the staple line with water.
5. Drop in the seeds.
6. Seal the bags.
7. Tape the bags to the classroom windows with masking tape across the top of the Zip bag.
8. Have students complete the Student Activity Sheet. (See Attached File)
PART 3
Over the next several days:
1. Predict how long it will take to grow.
2. Begin a journal of the daily life cycle of the plant.
3. Observe and record daily the changes that occur in the greenhouses.
PART 4
1. Have the students work in pairs and explore the Website, The Great Plant Escape. (See Web Links)
2. Instruct students to choose a case to solve on the Website.
Assessments
1. Observe the students during the discussion period. Make sure they understand the concepts being presented by verifying oral correct answers.
2. Check for understanding in their journals. Do their writings indicate that they know that some source of energy is needed for organisms to stay alive and grow?
3. Check the Student Activity Sheet for correct answers. (See Attached File)
4. Print out answers from the Website. (See Web Links)
Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.
Web Links
Help Detective LePlant and his partners, Bud and Sprout, unlock the amazing mysteries of plant life! The Great Plant Escape
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