ALEX | Alabama Learning Exchange

My Bean Plant

Classroom Resource Information

Title:

My Bean Plant

URL:

https://www.readworks.org/article/My-Bean-Plant/fa0005fa-4213-475e-8ee3-16509b485a9c#!articleTab:content/

Content Source:

Other
ReadWorks.org

Type:

Learning Activity

Overview:

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the growth needs of plants, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity will provide important background information before students plan and carry out their own investigation of growing plants.

Content Standard(s):

Science
SC2015 (2015)
Grade: 2

5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

NAEP Framework

NAEP Statement::
E4.5: Natural materials have different properties that sustain plant and animal life.

NAEP Statement::
E4.7: The Sun warms the land, air, and water and helps plants grow.

NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

Unpacked Content

Scientific And Engineering Practices:

Planning and Carrying out Investigations

Crosscutting Concepts: Cause and Effect

Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics

Evidence Of Student Attainment:

Students:

Plan and carry out an investigation of the growth needs of plants to collect data on the effects of providing/withholding enough water, light, nutrients, and air.

Teacher Vocabulary:

Investigation
Variable
Water
Light
Soil
Air
Nutrients
Causes
Effects
Isolate

Knowledge:

Students know:

Basic growth needs of plants include water, nutrients, light, and air.

Skills:

Students are able to:

Conduct an investigation to produce data used as evidence.
Determine the growth needs of plants.
Collaboratively develop an investigation plan that describes key features of the investigation and isolates variables as needed.

Understanding:

Students understand that:

There are observable patterns present in the growth of plants that can be used to determine the needs of plants.

AMSTI Resources:

AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.2.5- Participate in investigations of the growth needs of plants (e.g., water, light, soil, air) over a period of time.

English Language Arts
ELA2021 (2021)
Grade: 2

30. Read and comprehend literary and informational texts.

a. State and confirm predictions about a text.

b. Use background knowledge to make connections to new text.

c. Draw conclusions based on the text.

Unpacked Content

Teacher Vocabulary:

30.

Comprehend
Literary texts
Informational texts

30a.

Confirm
Predictions

30b.

Background knowledge
Connections

30c.

Draw conclusions

Knowledge:

30. Students know:

Comprehension is understanding text that is read.

30a.

A prediction is a guess at what they think the story or passage will be about.

30b.

Background knowledge will help make connections to text.

30c.

Drawing conclusions is taking what they currently know and applying it to what they have just read to develop a new thought or reasoning.

Skills:

30. Students are able to:

Read and comprehend literary (fictional) and informational (nonfiction) text.

30a.

Share predictions about the text they will read.
Confirm predictions as correct or incorrect after reading the text.

30b.

Use current background knowledge to make connections to new information presented in text.

30c.

Draw conclusions after reading a text.

Understanding:

30. Students understand that:

They can read literary and informational texts and use comprehension skills to understand what they have read.

30a.

They can demonstrate comprehension of a text by making predictions and confirming if the prediction was correct or incorrect.

30b.

Connecting their prior knowledge to new information presented in text can improve their comprehension and retention of newly learned information.

30c.

Drawing conclusions from a text demonstrates they comprehended the text and learned new information.

Tags:

air, informational fiction, investigation, light, plants, soil, variable, water

License Type:

Custom Permission Type
See Terms: https://about.readworks.org/terms-of-use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Audio resources: includes a transcript or subtitles

Comments

ReadWorks is a website that provides K-12 teachers with free literacy resources (About ReadWorks). ReadWorks has literary and informational texts on a variety of subjects and reading skills. You may narrow your search using grade level or Lexile level, making this website a wonderful tool for differentiation. Students will complete their work digitally, and you will provide their score and feedback digitally. This makes it easy to go paperless for this activity.

Prior to implementing this activity, you will need to sign up for an Educator Account on ReadWorks. After setting up an account, create a class from the Class Admin tab, this will provide you with a Class Code to give to students. Next, use the Find Content tab to search for the informational article that will be used during this activity, "My Bean Plant." After navigating to the article, click on the blue Assign button to assign it to your class.

Each student will need access to a digital device, such as a tablet or laptop. The first time students enter the website they will need to enter the Class Code that is listed on your Class Admin page. Alternatively, you can print the article and corresponding questions for students, if digital devices are not available. The teacher could also complete this activity by projecting the article and questions for the whole class to view.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

My Bean Plant