Plant Needs Investigation: A 2nd Grade Science Project
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Plant Needs Investigation: A 2nd Grade Science Project

Grade 2Science3 days
★★★★★
5.0 (1 rating)
In this 2nd grade science project, students become botanical detectives and ecosystem architects as they investigate the needs of plants. Through hands-on experiments, they explore the impact of sunlight and water on plant growth and design models to demonstrate seed dispersal. Culminating in the creation of a self-sustaining ecosystem, students demonstrate their understanding of plant needs and interdependence within the environment. The project incorporates KWL charts, experimental reports, models, and ecosystem designs to showcase learning.
Plant NeedsEcosystemSeed DispersalSunlightWaterExperimentInterdependence
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a self-sustaining ecosystem that meets the diverse needs of various plants and the living things around them?

Essential Questions

Supporting questions that break down major concepts.
  • What are the basic needs of a plant?
  • How do plants get what they need from their environment?
  • What happens to a plant if it doesn't get enough of what it needs?
  • How do different plants have different needs?
  • How do plants depend on their environment and other living things?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Identify the basic needs of plants (sunlight, water, nutrients).
  • Explain how plants obtain resources from their environment.
  • Describe the effects of limited resources on plant growth.
  • Compare the needs of different types of plants.
  • Illustrate the interdependence of plants, other living things, and the environment.
  • Design a self-sustaining ecosystem.

NGSS

NGSS2-LS2-1
Primary
Plan and conduct an investigation to determine if plants need sunlight and water to grow.Reason: This standard directly addresses the project's focus on plant needs, and students will design an ecosystem considering these factors.
NGSS2-LS2-2
Secondary
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.Reason: This standard relates to how plants interact with their environment and other living things, which is a key element of the self-sustaining ecosystem design challenge.

Entry Events

Events that will be used to introduce the project to students

The Mysterious Case of the Wilting Wonder

A healthy plant is found dramatically wilted overnight! Students become botanical detectives, analyzing clues (soil samples, light exposure, water levels) to diagnose the problem and revive the plant. This sparks curiosity about plant needs and sets the stage for experimentation.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Plant Needs Investigator

Students conduct preliminary research on the basic needs of plants (sunlight, water, air, nutrients) and document their findings using a KWL chart. This activity sets the foundation for understanding what a plant needs to survive and thrive.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm what you already KNOW about what plants need.
2. Write down what you WANT to know about plant needs.
3. Research the basic needs of plants using age-appropriate books, websites, or videos.
4. Fill in the 'Learned' section of your KWL chart with your research findings.

Final Product

What students will submit as the final product of the activityCompleted KWL chart documenting prior knowledge, learning goals, and research findings on plant needs.

Alignment

How this activity aligns with the learning objectives & standardsAddresses learning goals: Identify the basic needs of plants (sunlight, water, nutrients); Explain how plants obtain resources from their environment. Prepares for NGSS2-LS2-1 by establishing the foundational knowledge of plant needs.
Activity 2

Sunlight vs. Shadow Experiment

Students design and conduct a simple experiment to test the effect of sunlight on plant growth. They will grow two identical plants, one in sunlight and one in shade, observing and recording differences in growth over a set period.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather two identical plants, pots, soil, water, and a notebook for recording observations.
2. Plant each plant in its own pot with soil.
3. Place one plant in a sunny location and the other in a shaded location.
4. Water both plants equally and regularly.
5. Observe and record any differences in growth (height, leaf color, stem strength) over a week or two.
6. Document your findings with drawings and written descriptions.

Final Product

What students will submit as the final product of the activityA detailed experiment report with observations, drawings, and a conclusion about the effect of sunlight on plant growth.

Alignment

How this activity aligns with the learning objectives & standardsDirectly addresses NGSS2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow. Addresses learning goals: Explain how plants obtain resources from their environment; Describe the effects of limited resources on plant growth.
Activity 3

Water Works: A Hydration Investigation

Students conduct an experiment to determine the effect of different watering levels on plant growth. They grow three identical plants, watering one regularly, one sparingly, and one excessively, observing and recording the effects.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather three identical plants, pots, soil, water, and a notebook for recording observations.
2. Plant each plant in its own pot with soil.
3. Water one plant regularly, one sparingly, and one excessively.
4. Observe and record any differences in growth (height, leaf color, stem strength, soil moisture) over a week or two.
5. Document your findings with drawings and written descriptions.

Final Product

What students will submit as the final product of the activityA comprehensive experiment report detailing watering levels, observations, drawings, and conclusions about the effect of water on plant growth.

Alignment

How this activity aligns with the learning objectives & standardsDirectly addresses NGSS2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow. Addresses learning goals: Explain how plants obtain resources from their environment; Describe the effects of limited resources on plant growth.
Activity 4

Seed Dispersal Model

Students create a model of an animal dispersing seeds or pollinating plants. This can be a physical model, a drawing, or a digital representation. They will explain how their model mimics the function of the animal in helping plants reproduce.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research different ways animals help plants disperse seeds or pollinate.
2. Choose one method of seed dispersal or pollination to model.
3. Design and build a model (physical or digital) that mimics the animal's function.
4. Write a short explanation of how your model works and how it relates to the animal's role in helping plants reproduce.

Final Product

What students will submit as the final product of the activityA model (physical, drawn, or digital) of an animal dispersing seeds or pollinating plants, accompanied by a written explanation.

Alignment

How this activity aligns with the learning objectives & standardsAddresses NGSS2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Addresses learning goals: Illustrate the interdependence of plants, other living things, and the environment.
Activity 5

Ecosystem Architect

Students design a self-sustaining ecosystem incorporating a variety of plants and considering their needs for sunlight, water, and interactions with other living things (animals, insects). They create a detailed diagram or diorama of their ecosystem, labeling the components and explaining how it meets the needs of all the plants.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review what you have learned about the needs of different plants and how they interact with their environment.
2. Brainstorm different types of plants and animals that could live together in an ecosystem.
3. Design your self-sustaining ecosystem, considering the needs of all the plants and animals.
4. Create a detailed diagram or diorama of your ecosystem, labeling all the components.
5. Write a short explanation of how your ecosystem meets the needs of all the plants and animals and how they depend on each other.

Final Product

What students will submit as the final product of the activityA detailed diagram or diorama of a self-sustaining ecosystem, labeled with all components and accompanied by a written explanation of how the ecosystem functions.

Alignment

How this activity aligns with the learning objectives & standardsAddresses learning goals: Compare the needs of different types of plants; Illustrate the interdependence of plants, other living things, and the environment; Design a self-sustaining ecosystem. Integrates knowledge from NGSS2-LS2-1 and NGSS2-LS2-2.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Plant Life Cycle Portfolio Rubric

Category 1

Understanding Plant Needs (KWL Chart)

Demonstrates comprehension of plants' basic requirements for survival.
Criterion 1

Prior Knowledge

Accuracy and depth of initial understanding about plant needs before research.

Exemplary
4 Points

Demonstrates a sophisticated understanding of plant needs, including accurate prior knowledge and insightful questions.

Proficient
3 Points

Demonstrates a thorough understanding of plant needs, including accurate prior knowledge and relevant questions.

Developing
2 Points

Shows an emerging understanding of plant needs, with some inaccuracies in prior knowledge and vague questions.

Beginning
1 Points

Shows a limited understanding of plant needs, with significant gaps in prior knowledge and irrelevant questions.

Criterion 2

Research Findings

Thoroughness and accuracy of information gathered about plant needs.

Exemplary
4 Points

Presents comprehensive and accurate research findings that demonstrate a deep understanding of plant needs and their sources.

Proficient
3 Points

Presents thorough and accurate research findings that demonstrate a clear understanding of plant needs.

Developing
2 Points

Presents some research findings, but with gaps in information or minor inaccuracies.

Beginning
1 Points

Presents limited and/or inaccurate research findings, demonstrating a minimal understanding of plant needs.

Category 2

Experimental Design & Observation (Sunlight & Water)

Effectively applies the scientific method to investigate the impact of sunlight and water on plant growth.
Criterion 1

Experimental Setup

Clarity and control of variables in the sunlight and water experiments.

Exemplary
4 Points

Demonstrates a well-designed experiment with clear controls and variables, meticulously documented.

Proficient
3 Points

Demonstrates a sound experiment with appropriate controls and variables, clearly documented.

Developing
2 Points

Shows an attempt at experimental design, but with some inconsistencies in controls or unclear variables.

Beginning
1 Points

Shows a poorly designed experiment with little or no control of variables.

Criterion 2

Observations & Data Recording

Accuracy, detail, and consistency of recorded observations in both experiments.

Exemplary
4 Points

Provides detailed, accurate, and consistent observations with insightful analysis of plant growth differences.

Proficient
3 Points

Provides clear, accurate, and consistent observations of plant growth differences.

Developing
2 Points

Provides some observations, but with gaps in detail or inconsistencies in accuracy.

Beginning
1 Points

Provides limited or inaccurate observations with no clear patterns identified.

Criterion 3

Conclusion

Appropriateness of the conclusion based on experimental evidence.

Exemplary
4 Points

Draws a well-supported conclusion that clearly explains the relationship between sunlight/water and plant growth, referencing specific evidence from the experiment.

Proficient
3 Points

Draws a logical conclusion that explains the relationship between sunlight/water and plant growth, using evidence from the experiment.

Developing
2 Points

Draws a conclusion, but with limited evidence or a weak connection to the experimental results.

Beginning
1 Points

Draws an unsupported or inaccurate conclusion with no connection to the experimental results.

Category 3

Modeling Interdependence (Seed Dispersal)

Demonstrates understanding of plant and animal interdependence through an accurate and functional model.
Criterion 1

Model Design & Function

Creativity, accuracy, and functionality of the seed dispersal model.

Exemplary
4 Points

Creates an innovative and highly functional model that accurately mimics the animal's role in seed dispersal, demonstrating a deep understanding of the process.

Proficient
3 Points

Creates a functional model that accurately mimics the animal's role in seed dispersal.

Developing
2 Points

Creates a model that partially mimics the animal's role in seed dispersal, but with some inaccuracies or functional limitations.

Beginning
1 Points

Creates a model that does not accurately represent the animal's role in seed dispersal or lacks functionality.

Criterion 2

Explanation of Model

Clarity and accuracy of the written explanation of how the model works.

Exemplary
4 Points

Provides a clear, concise, and insightful explanation of how the model works and its relationship to the animal's role in seed dispersal.

Proficient
3 Points

Provides a clear and accurate explanation of how the model works and its relationship to the animal's role in seed dispersal.

Developing
2 Points

Provides an explanation of the model, but with some unclear or inaccurate information.

Beginning
1 Points

Provides a limited or confusing explanation of the model with little connection to seed dispersal.

Category 4

Ecosystem Design

Creation of a balanced and self-sustaining ecosystem model incorporating diverse plant and animal needs.
Criterion 1

Ecosystem Components & Balance

Diversity and appropriateness of plants and animals included in the ecosystem design.

Exemplary
4 Points

Designs a highly diverse and well-balanced ecosystem with careful consideration of the needs of all plants and animals, demonstrating advanced understanding of ecological relationships.

Proficient
3 Points

Designs a diverse and balanced ecosystem with consideration of the needs of the plants and animals.

Developing
2 Points

Designs an ecosystem with limited diversity or imbalances in the relationships between plants and animals.

Beginning
1 Points

Designs an incomplete or unbalanced ecosystem with little consideration for the needs of the plants and animals.

Criterion 2

Diagram/Diorama & Explanation

Clarity, detail, and accuracy of the ecosystem representation and explanation.

Exemplary
4 Points

Creates a detailed and visually appealing diagram/diorama with a comprehensive explanation of how the ecosystem functions and meets the needs of all organisms.

Proficient
3 Points

Creates a clear and detailed diagram/diorama with a well-written explanation of how the ecosystem functions.

Developing
2 Points

Creates a diagram/diorama with some details and an explanation that may lack clarity or completeness.

Beginning
1 Points

Creates an incomplete or poorly labeled diagram/diorama with a limited explanation of the ecosystem.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising thing you learned about what plants need to survive?

Text
Required
Question 2

How did the 'Sunlight vs. Shadow Experiment' and 'Water Works: A Hydration Investigation' change your understanding of what plants need?

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Question 3

What part of designing your self-sustaining ecosystem was the most challenging, and why?

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Question 4

If you could change one thing about your ecosystem design to make it even better for the plants, what would it be?

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Question 5

On a scale of 1 to 5, with 1 being 'not at all' and 5 being 'very much', how much do you think plants and animals depend on each other?

Scale
Required
Question 6

Which of these activities helped you understand plant needs the best?

Multiple choice
Required
Options
Plant Needs Investigator
Sunlight vs. Shadow Experiment
Water Works: A Hydration Investigation
Seed Dispersal Model
Ecosystem Architect