What Do Plants Need to Live?
You may also choose to use egg shells, but these may be easier to use for older students.
Objective
Students will be able to draw conclusions about plant needs and begin to compare them to human needs after completing this simple investigation.
STEAM Connections & Kentucky Academic Standards
NGSS
Life Sciences - Growth and Development of Organisms, Structure and Function, Ecosystems - K-LS1-1, 1-LS1-1, 1-LS3-1, 2-LS2-2, 3-LS1-1
Scientific Investigation
Materials
12 Cups for planting (9-ounce cups work well)
Potting soil
Bean seeds or bean seed sprouts
2 Brown paper bags
Water
Introduction
Estimated Time: 5 minutes
A fun way to begin this lesson is to sing a favorite preschool/kindergarten song, “Heads, Shoulders, Knees, and Toes.” This song gets students up and moving which helps with focus and also does a great job of reinforcing the different structures of our bodies. Ask the students about the function of each of the body parts after singing the song. Talk about how plants also have different parts that allow them to grow and survive.
SAY: We are going to plant our seedlings (or seeds) and learn more about how plants grow.
SAY: We are going to move our sprouts to a cup with some soil. Each group needs to pick the sprout that has grown the most. You and your partner are going to plant the sprout in a cup. We will then talk about what we are going to be doing with our plants.
The students are given time to plant their sprouts at the planting stations. Have them fill the cup about two-thirds full of soil. Then have them carefully press the sprout into the soil so the seed leaves are exposed above the soil line. Some students will need direction so they do not plant the sprouts upside down. Take two of the sprouts and put them in cups with only water. After the students are done, clean up and prepare to make some predictions.
Investigation Prediction
Estimated Time: 10 minutes
The plants are going to be put in the following conditions:
Plant gets sunlight, soil, and water
Plant gets sunlight and soil
Plant gets soil and water
Plant gets sunlight and water
Have two of each plant in case there is some type of problem with any of the plants.
SAY: We are going to figure out what our plants need to grow. We are going to take one of our plants and plant it in soil, give it water and place in the sunshine.
SAY: Find the first picture of a cup on your recording sheet that represents the first plant that is planted in the soil and has water and sunshine. I want you to draw what you think that plant will look like in one week.
The students are given time to draw a picture of their prediction. After they have completed that picture, move on to the next plant. SAY: We are going to put this plant by the window, but we are not going to give it any water. What do you think this plant will look like in a week? Draw a picture of your prediction in the second cup.
The students complete that drawing and then introduce the next plant. SAY: We are going to give this plant water, but we are going to cover it with a paper bag and put it in our storage closet. What do you think this plant will look like after one week? Draw your prediction on your sheet.
For the last plant, show the students the sprout in the cup with only the water. SAY: For this plant, we are going to give it only water. The seedling is sitting in this cup of water. We will put it by the sunny window. What do you think will happen with this plant? Again, the students record their predictions by drawing.
Ask students to talk with a partner about their predictions. Tell what you think will happen with the plants and tell why you think that will happen. Collect the prediction sheets for the next step in the lesson in one week.
Investigation Results
Estimated Time: 15-20 minutes
Objective: Student will be able to identify some needs of plants by completing an investigation.
Pass out the prediction sheets and ask the students to summarize what they did with the plants. After the students have shared about the experiment, we begin to look at our results.
Making Connections with Inquiry: First show the students the control plant. This is the plant that had soil, sunlight and water. Ask the students to circle their prediction if it looks like the plant. After I show the students the control plant, we move on to the plant that did not get any water for a week. Ask the students to again circle their prediction if it matches what happened to the plant. Do the same with the plants denied sunlight and soil.
After the students have compared their predictions to the investigations results, we begin our discussion about how to interpret what happened. Ask the following questions:
Which plant grew the most?
What plant grew the least?
Why do you think this happened?
Based on our investigation, what things does a plant need to survive? (Record their responses on the board.)
Is there something else that the plants need? (I am hoping someone comes up with air, as we did not include this in the investigation, but I want the students to understand that air is a need that plants have. If they do not come up with this, I ask some leading questions and then share this information with them).
After we have answered the questions, summarize the finding for the students by saying, From our investigation, we have determined that plants need, sunlight, soil, water and air to survive.
Closing
Estimated Time: 5 minutes
To wrap up the lesson and review the needs of plants, play a quick round of Up and Down with the students. Explain how to play, if needed.
Say, We are going to play Up and Down. If I say something that is a plant need, I want you to stand up. If it is not a plant need, stay sitting or sit down. It is just that simple. This activity not only serves as a review, but also as an informal assessment for this unit. Say the following things: water, clothing, house, sunlight, rice, lightning, friends, air, soil.
Next Step Extension
Compare what plants need to live with what people need to live.
Create a Venn Diagram or use the worksheet provided. If the Venn Diagram is a new concept for students, it is an excellent time to introduce it. Most classrooms will have been using Venn Diagrams in literacy lessons.