Grade 2 Science
Core Unit:Plant Growth

Unit overview:

In this unit a variety of different types of plants are studied. The parts of a plant are identified. The functions of each of those parts are described. Students will investigate how seeds are planted naturally, as compared to how they are planted by gardiners or by farmers. Students will gain an appreciation for nature by seeing the plants in their natural habitats. Students will develop an understanding that farmers in Saskatchewan grow crops. Students will have an opportunity to identify types of grain. Specific references can be made to illustrate the importance of agriculture as a source for the food we eat.

Related units:

In the grade 1 unit on Plants, students learn that plants are living things. The basic needs of plants are identified. Plants, and their parts, are compared. Adaptations of plants, and the importance of plants to humans, are also identified.

In the grade 2 Core Unit on Weather, the effect that the weather has on plant growth and on agriculture might be considered. The Optional Unit in grade 2 on Foods can be integrated with the unit on plants.

The grade 3 unit on Earth can be used to show the conditions needed for plant growth. The Optional Unit on Plant Structures and Adaptations is also related.

The grade 4 Optional Unit on Plant Diversity can be treated as a spiralled extension of the study of plants. Further aspects of plant life are covered in more detail.

The grade 5 units dealing with Resourcesand Plant Structure and Function are extensions of the study of plants at a higher conceptual level.

All of these related units serve to emphasize the importance of the Life Science broad field in the science program.

Suggested themes:

farming, forestry, food, horticulture, living plants, seasons, weather

Factors of scientific literacy which should be emphasized:

Common Essential Learnings foundational objectives which should be emphasized:

To support the development of a positive disposition toward lifelong learning. (IL)

To use a wide range of possibilities for developing students' knowledge of the major concepts within science. (COM)

To develop an understanding of how knowledge is created, evaluated, refined, and changed within science. (CCT)

Science foundational and learning objectives:

Identify and describe the parts of a plant.
1. Identify the roots, stems, leaves, and flowers of plants.
2. Compare the flowers, stems, leaves, or flowers of various plants.
3. Observe and record changes in plants as they grow.
Describe how plants reproduce.
1. Observe and describe seeds.
2. Compare different types of seeds.
3. Identify the plants which produce different types of seeds.
4. Classify seeds.
5. Identify the conditions necessary for seed germination.
6. Investigate how seeds are propagated.
7. Use vegetative reproduction to produce new plants.
Recognize the role of agriculture in our society.
1. Identify some types of grain or seeds grown for food.
2. Identify the parts of different plants that can be used as food.
3. Prepare some food from a commercial
4. Appreciate the importance of agriculture in Saskatchewan.
5. Recognize other uses for plants.

Suggested Activities:

(Note: Opportunities exist to combine some of these activities, or to integrate them with topics or themes covered in other subject areas.)

Students can prepare mounts of actual plants or pictures of plants together with samples of the seeds or grain produced by each plant.
As a "mystery activity," place some seed samples into plastic bags. Number the bags. Have students try to name the seeds or grain in each of the bags.
This is a good introductory activity to the cereal and forage crops of Saskatchewan, although it need not be restricted to only Saskatchewan crops.
Saskatchewan produces nearly 20 kinds of field crops which can be categorized into 5 groups. These groups are cereal crops (wheat, barley, oats, rye), oilseed crops (canola, flax, mustard, sunflower), pulse crops (lentils, field peas, dry beans), specialty crops (canary seed) and forages (legumes and grasses). There are many varieties within each type of field crop. For example, there are more than a thousand varieties of wheat grown throughout the world.
Grain samples can be obtained from local grain producers, elevators or seed cleaning plants. An excellent resource is the CN Grains Kit which is available to schools for a very minimal cost. Kits may be obtained by writing to CN Communications.
Factors: C1, C2, C3, C4, F1, G1
Objectives: 1.1, 1.2, 2.3, 3.1, 3.5
Assessment Techniques: 1, 4, 7, 8, 9
Common Essential Learnings: Communication. Students develop understandings from a variety of sources. Students should show their finished displays to other members of the class. The class can use the individual displays to obtain information about some different kinds of plants.
Students can collect different kinds of leaves and group them based on similarities.
Crayon rubbings can be produced to show an interesting relief pattern of the leaf structure.
The leaves can be examined carefully with hand magnifiers. Their descriptions can be recorded verbally, or through diagrams.
The leaves can also be dried and mounted. They can be pressed between the pages of magazines and old catalogues, or they can be mounted or laminated between two sheets of clear MacTac (tm). Produce a bulletin board display of the finished products.
Factors: C1, C2, C4, E1
Objectives: 1.2
Assessment Techniques: 2, 3, 4, 5, 6
Common Essential Learnings: Communication. Students should be able to recognize that visual information can be used to develop and express their understandings.
Germinate some bean seeds in moistened paper towels and sustain them as long as possible. At the same time plant some of the same type of seeds in vermiculite or sand. This makes it easier to remove them for examination. Tape some of the original seeds to the outside of the container to help students to remember what they looked like before they started to grow. Have students label the containers to help them learn the names of the plants. Observe and describe the seeds at their various stages of development. Make a chart showing all stages of development. A story board could also be used to illustrate the growth. A written account explaining the stages of the plant's growth would be a useful extension.
Factors: B1, C3, F1, G1
Objectives: 1.3, 2.1, 2.5
Assessment Techniques: 2, 3, 4, 5, 9
Common Essential Learnings: Numeracy. Collect and organize quantitative observations that arise from this activity. For example, count the number of seeds planted and compare this to the number of plants that actually grow. Record the measurements of the plants. Arrange the information in a chart or table. Draw pictures showing the relative heights of the plants and their appearance at various stages of growth. Try to arrange this information into a graph. Use the graph, charts, diagrams and tables to analyze the information and to arrive at some conclusions.
Germinate some bean seeds using the same method as in activity 3, but arrange the seeds so that they are oriented in different directions before they start to grow. For example, place some seeds upside down and sideways. Have the students predict and observe what happens to the roots as the seeds germinate. On a poster placed over the container, record the students' predictions. Periodically ask them to compare what is actually happening with their predictions. Once roots have started to form, take one of the sprouts and invert it so the root is pointing upward. Make new predictions as before. Watch what happens to the root as the plant continues to grow.
Factors: B1, B2, C3, C6, F1, G1
Objectives: 1.3, 2.5
Assessment Techniques: 2, 3, 4, 5, 9
Common Essential Learnings: Critical and Creative Thinking. Ask the students to predict what will happen to the roots once the seeds are inverted so that the roots are pointing upward. As they observe and discuss what actually happens, ask them to compare what they observe with their original predictions. Ask them to try to explain why the roots might be responding as they do after the plant has been inverted.
Soak some different types of bean seeds (i.e., navy beans, lima beans, red kidney beans, etc.) overnight. Have students split the seeds in half and use a hand magnifier to examine what is inside the seeds. Tape the seeds to a piece of construction paper or an index card. Below the actual seed, draw what it looks like when observed through the magnifier. Label the parts of the seed.
Factors: B4, C2, C3, E1, F1
Objectives: 2.1, 2.2, 3.2
Assessment Techniques: 3, 5, 8
Common Essential Learnings: Communication. Emphasize that in science it is necessary to record carefully what is observed. We record things to help us learn from what is observed. The drawings should show what was observed as accurately as possible.
Use dandelion seeds, maple seeds, elm seeds, or other types of seeds to illustrate movement in falling seeds. Have the students try dropping these various kinds of seeds and record how they move. Have them try to develop an explanation of why the seeds fall in a particular way.
Factors: B2, B4, C3, C6, F1, G1
Objectives: 1.1, 2.1, 2.2, 2.6
Assessment Techniques: 3, 5, 8
Common Essential Learnings: Critical and Creative Thinking. The design of helicopters and parachutes may have been inspired by an understanding of how some types of seeds move through the air. Compare the motion of seeds that disperse through the air with other objects in flight, such as a ball thrown into the air.
Ask your students to find a carragana hedge, lilac bushes, cotoneasters, crabapple and plum trees, potatoes, etc. and observe how the seeds develop from the flowers. Indicate to students that the development of the seeds will take place over a period of time. Encourage them to observe the changes throughout the summer. Indicate or demonstrate using old seeds, seed pods or fruit what the students should look for. (Fruits by simple definition are the parts of the plant which contain the seed.)
Have students brainstorm examples of seeds or fruit that are grown for food. Indicate that agriculture is food production. After the brainstorming activity, have the students draw their favourite seeds of fruit.
Factors: B1, B2, C1, C3, C4, E2, F4, G1
Objectives: 1.1, 1.3, 2.1, 2.2, 2.4, 2.6, 3.2, 3.5
Assessment Techniques: 2, 4, 9
Common Essential Learnings: Independent Learning, Personal and Social Values and Skills. Students can be encouraged to collect a variety of seed specimens outdoors as a take-home science project. They can observe changes in the carraganas, or other types of plants, at or near where they live. This activity will help to create a positive disposition toward life-long learning, and help students to develop an awareness and appreciation of natural environments.
Have each student bring an extra pair of large, old, heavy socks to school. (Perhaps a letter could be sent home requesting that parents send these along with the child.) Take the students outdoors to a field during the fall. Have them put on the socks over their shoes and walk through the underbrush. After they have walked around for a few minutes, have them remove the socks carefully. Take the socks back to the classroom and have them examine any material on the socks with a hand magnifier. They can try to probe inside some of the burrs to see if they can find any seeds.
Students can then plant the seeds to find out what types of plants will grow. Those plants can then be compared to ones growing naturally in the area where the outdoor walk first occurred.
Factors: B2, B4, C3, C4, C6, E1, E2
Objectives: 2.1, 2.2, 2.6
Assessment Techniques: 1, 3, 9
Common Essential Learnings: Critical and Creative Thinking, Technological Literacy. Ask students to try to explain what caused the burrs to stick to their socks. Have them examine the socks carefully. Ask them to think of ways in which the idea of burrs sticking to clothing might be useful to people.
You can tell them that the person who invented the velcro (tm) strip based the design on burrs. Have the students look at some velcro material for similarities. Ask them to try to explain how domestic and wild animals can spread those types of seeds which have burrs. Ask students if they can think of any other human-made things that have been designed based on nature, such as helicopters and airplanes, diving flippers, etc.
Find pictures which show products that are derived from cereal grain, oil seeds, pulse crops and specialty crops. Check your school library. Label each picture with the name of the grain or seed used in the product.
Factors: B4, C1, C2, C3, F1, G1
Objectives: 2.3, 3.1, 3.2, 3.5
Assessment Techniques: 5, 7, 9
Common Essential Learnings: Critical and Creative Thinking. Once the students have been able to match the grain and seeds with the products that are produced from it, arrange them in random order. Ask them to match the seeds with the products that are produced by them. See if they can classify the different types of products formed.
Examine the seeds from several kinds of fruit. See how many seeds are in different kinds of fruit. Find out where in the fruit the seeds are located. Have the students compare how the seeds are different from one another. Ask them to try to find as many differences and similarities among the seeds as possible. Count the number of seeds in each type of fruit. Some of the seeds could be planted in subsequent activities.
Factors: B4, C1, C2, C3, C6, C7, F1, G1
Objectives: 2.1, 2.2, 2.3, 2.4, 3.1, 3.2
Assessment Techniques: 3, 4, 5, 8
Common Essential Learnings: Numeracy. Have the students record the number of seeds found in each type of fruit. Have different groups compare the number of seeds they found in the same type of fruit. Put the number of seeds from each type of fruit on the blackboard. Ask them to observe similarities and differences in the number of seeds found. Take a piece of fruit that is similar to one that they have investigated. Ask the class to estimate the number of seeds that might be found inside the fruit. Get them to think about what estimates might be reasonable and unreasonable. After they have made their estimates, find out how many seeds are actually inside the piece of fruit. Determine how close their estimates came to the actual number of seeds. The difference between an estimate and an actual count, or a prediction and an observation can be discussed.
Take the class outdoors to a nearby area where trees and other plants are found. Have a scavenger hunt for seeds. Bring the seed samples back to class for other follow-up activities.
Factors: B2, B4, C2, C3, C4, E2, F4, G1
Objectives: 1.1, 2.1, 2.2, 2.3
Assessment Techniques: 1, 3, 4, 8, 9
Common Essential Learnings: Critical and Creative Thinking. This activity makes students aware of the fact that seeds are found in many places in natural environments. Natural phenomena can be studied outdoors or indoors. By inquiry and discussion of these ideas, students will begin to form an understanding of how knowledge is created and developed in science.
Collect grain or seeds of different kinds, as in the previous activity. Perform a variety of follow-up activities. For example, sort the seeds according to colour, size, or surface texture. Use the seeds to make a seed picture.
Measure the seeds. (Use such things as sunflowers, wheat, lentils, canola, or peas.) Determine how many seeds can be laid on a 2 cm. square. Estimate and then count the number of seeds that it would take to fill an egg holder. Soak pea seeds. Measure and weigh them when they are dry and wet. Compare the measurements.
Grain samples can be obtained from local grain producers, elevators or seed cleaning plants. An excellent resource is the CN Grains Kit which is available to schools for a minimal cost. Kits may be obtained by writing to CN Communications.
Glue seeds on small 4 x 4 cm index cards. Make one set of cards for each group. Ask the students to classify the seeds according to criteria they select. Afterwards, have the class discuss how they arrived at their classifications.
Factors: B2, B4, C1, C2, C3, C4, C6, C7, E1, G1
Objectives: 2.1, 2.4, 3.2
Assessment Techniques: 2, 3, 4, 5, 7c, 8
Common Essential Learnings: Critical and Creative Thinking, Numeracy. These activities will strengthen the students' understanding of numbers and how they are used. Investigate important relationships to determine what those numbers mean. Make estimates and compare the estimates with actual values.
Familiarize students with seed dispersal methods prior to this activity. Then, play a game of seed search in a nearby park. Form teams of three or four students per group. Remind students to work cooperatively and to take turns. Review with students the actions which they can take to make this a cooperative learning activity.
Have each group find five different seeds that can be dispersed by one of the dispersal methods, or find one seed for each of the five dispersal methods (i.e., carried by wind, floats on water, pops or is shot out, catches on animal fur, attracts an animal).
Prepare a card for each team. In the far left column, list each of five dispersal methods. Set up five columns on the card, numbering the top of each column with a number from 1 to 5. Label the centre square as a "free" or "bonus" square. Each team tapes a seed in the appropriate place on the card. A team can yell out "seed-go" as soon as they have taped five seeds in a row or column.
Another variation would be to conduct this seed search activity like a scavenger hunt, having each team try to find at least one example of a seed dispersed by each of the dispersal methods.
Set realistic time limits on the activity. There needs to be enough time for even the slowest group to complete the activity or to be provided with assistance. Have all groups reassemble after the designated time has elapsed. They should share their cards and their understandings with one another.
It should be explicit that all students win at this activity. That is, all groups receive recognition for understanding and for doing the activity.
Factors: B2, B4, C1, C2, C3, C4, G1
Objectives: 2.1, 2.2, 2.4, 2.6
Assessment Techniques: 3, 5, 8
Common Essential Learnings: Communication. Students reveal their understandings in a variety of ways through this activity. Emphasis on team work and group cooperation allows students to make positive contributions as members of a group within a motivating, learning activity. Participation should be emphasized rather than winning.
Take white flowers on stems and place each one in a different glass. Fill one glass with water and in the other glass place a mixture of water and ink, or a mixture of water and food colouring. Observe the flowers every day. Have the class record what happens. See if they can explain what has taken place.
Factors: B1, B2, B4, C2, C3, C6, F1, G1
Objectives: 1.1, 1.3
Assessment Techniques: 3, 5, 8
Common Essential Learnings: Critical and Creative Thinking. The principle of cause and effect is demonstrated in this activity. One glass contained a mixture of ink and water. After a few days the flower in that container began to change colour. The colour change can be attributed to the colour of the liquid in the food supply. Can the students make any inferences about what might occur if poisonous substances were present in the water supply used to nourish the plants that are grown as commercial food crops?
Use different types of seeds and containers to make rhythm instruments. Have each child make a rhythm instrument with the seeds and containers. Each child chooses the type of seeds used, the number of seeds used, and the type of container used. Experiment with the sounds produced by each instrument. Identify or compare the instruments producing different sounds. Compare sounds produced by several different instruments. Play a tape recording of a song with a lively, upbeat tempo. Have the class join in with their instruments, trying to follow the rhythm of the music. Integrate this activity with Arts Education.
In conjunction with this activity, place different kinds and amounts of seeds in used plastic film containers. Make the contents of two of the containers identical. Have the students shake the containers until they discover which two are identical. This will enable them to identify similar sounds.
Factors: B1, B2, C2, C3, C4, E1, G1
Objectives: 2.1, 2.2, 2.4, 3.5
Assessment Techniques: 3, 4, 5, 8
Common Essential Learnings: Technological Literacy, Critical and Creative Thinking. Musical instruments are made in a variety of interesting ways. This activity takes some of the mystique out of what a musical instrument is. The percussion instruments made in this activity have qualities and characteristics which make them interesting and unique.
Sprout some mung beans (available from health food suppliers). Put a teaspoon of mung beans in a glass jar. Fill with water. Cover the neck of the jar with muslin and a rubber band. Place a brown paper bag over the container to keep out light. Leave the seeds in the container overnight. Pour off the water through the muslin. Rinse with fresh water. Replace the paper bag and continue to let the seeds stand until germination occurs. Once the seeds have germinated, remove them from the container, distribute them and have students examine them with hand magnifiers.
Save some egg shells. Take half an egg shell and gently place some soil in it. Sow some grass seeds in the soil. Water daily. Paint a smiling face on the egg shell. As the grass begins to grow, give the smiling face a haircut to "trim the hair" (the sprouted leaves of grass). If egg shells do not work well, use the bottom portions of cardboard egg containers. Have students prepare their own smiling faces on the container sections before planting the grass. Extend this into Health by discussing whether or not there is a need to cut hair once it grows long.
Factors: B1, B2, B4, C3, C4, G1
Objectives: 1.1, 1.3, 2.1, 2.3, 2.5
Assessment Techniques: 3, 4, 5
Common Essential Learnings: Critical and Creative Thinking. Once the plants have started to grow, why doesn't cutting the leaves kill the plants? Compare this with cutting the lawn in the summer. What would happen if the grass were cut too short, very close to the soil? As a development of Technological Literacy, further ideas about how grass is cut could result.
Visit a farm in the early spring. Observe how the fields are prepared and how the seeds are planted. Describe the types of machines which the farmer uses. Ask students to find out what other ways machines help out on the farm. (If a farm visit can not be arranged, consider some alternative, such as visiting a farmers' market or a greenhouse.)
Gather pictures of farm implements from farm equipment dealers. Display these in the classroom. Use the display to help focus discussion before and after the trip.
Web this idea into Social Studies. Consider how the early settlers had to grow food on the farms before machinery was available. What problems and hardships did they face? The class could interview a grandparent who has first-hand experience with life on the farm a long time ago. Consider the progression of developments that took place on the farm from the days of their earliest recollections to the present.
Factors: E2, F4, G1
Objectives: 2.5, 3.1, 3.4
Assessment Techniques: 1, 3, 4, 9
Common Essential Learnings: Technological Literacy. Ask the farmer to explain to the students how the machines help on the farm. See if you can arrange for a demonstration of how one of the farm machines works. (Caution: Farm equipment can be dangerous. Close supervision is required.) Ask the students to try to imagine how much harder it might be if the machines were not available on the farm. Perhaps the class could try to do one of the jobs that the machine does, to get some appreciation of the amount of work that is needed to perform a particular task.
Visit a grain elevator to see how seeds are stored. Find out how they get the seeds up into the bins. Ask the elevator operator to show the students how the seeds are weighed and graded before storage. Show students examples of the use of computer and mechanical technology. Ask the elevator operator if the class could take a bag of seeds back to school. Some of those seeds can be planted in the spring. Others could be used to make something to eat. (See the next activity.)
Students could write a poem or a story from the point of view of what it might be like to be a grain elevator.
Note: Teachers should ask parents about allergic reactions to grain dust. Many modern grain elevators and in-land terminals have low levels of grain dust, however precautions should always be taken.
Factors: C2, C3, C4, C6, E5, F1, G1
Objectives: 2.1, 3.1, 3.2, 3.4
Assessment Techniques: 4, 5, 9
Common Essential Learnings: Independent Learning. Students participate in a wide range of learning opportunities through this activity. Grain elevators are an important part of prairie life. They are so prevalent on the landscape that they leave a permanent impression on visitors to Saskatchewan. Schools should make use of these valuable resources.
The image of the grain elevator standing alone against the horizon conjures up many ideas about the importance of agriculture to prairie life. Ask the students to begin to explore how the symbol of the grain elevator helps to encapsulate the image of life on the prairies. What are grain elevators used for? Where are they located? Indicate to students that the distance between elevators (and therefore, towns) was first determined by the distance horses could haul a wagonload of grain in a day. How is grain moved to and from the elevator now? Examine a map of Canada and look for railroad routes from east to west. Develop a sense of wonder and appreciation for agriculture in this province.
Obtain a portable flour mill, or make a stone mill by using a large stone and a smaller one. (The latter method may help to show students how people used to grind wheat or corn a long time ago. Also, note that some types of coffee grinders work well for grinding wheat.) Grind some wheat into flour. Prepare as much ground flour as you will need, depending on what will be baked. Make some cookies or bread using the flour.
Integrate this activity with a unit in Health. Discuss related cereal products, such as whole wheat bread and oat bran. Share some of the ground wheat with the students in grade 1 and grade 3, to enable them to make use of it in their study of animals (i.e., for use in bird feeders).
The following is a recipe for bannock or biscuits that could be used for this activity:
2 cups flour, 4 teaspoons baking powder, 1 teaspoon salt, 1/4 cup shortening, 2/3 cup water. Blend all ingredients, except the water. Add water and stir. Turn out on a flour-sprinkled board. Pat smooth and place in a pan. Bake in the oven at 450 °F (230 °C) for 10 minutes. For biscuits pat the mixture smooth to 3/4" thickness. Cut into 2" squares and bake on an ungreased sheet.
Factors: B1, B2, C3, C4, C6, G1
Objectives: 2.1, 3.1, 3.2, 3.3, 3.4
Assessment Techniques: 1, 3, 4, 5, 8
Common Essential Learnings: Independent Learning. Making bread in this way helps students appreciate traditional values. It would also help develop interests for future experiences. This kind of activity might be one of several that the class could undertake to examine how indigenous people or early pioneers lived. For example, in addition to making bread, the students could also make bannock. Related Social Studies activities could be integrated with this activity.
Visit a bakery. Observe how the flour is used in the preparation of many foods. Have students recall where the flour came from originally, to develop an appreciation of the important role that agriculture plays in Saskatchewan. Have them develop a poster to show the different things that come from wheat. At the top of the poster, they could tape a few heads of wheat to serve as a reminder of the source of all these products.
Factors: B1, B2, C1, C2, C3, C4, C6, F1, G1
Objectives: 2.1, 3.1, 3.2, 3.4
Assessment Techniques: 1, 4, 5, 9
Common Essential Learnings: Communication. The posters help to review the things the class saw when they visited the bakery. They should use the poster to summarize their main understanding about the uses of flour.
Technological Literacy. This activity can be compared to the previous one, to give students an indication of how technology has changed.
Bring a container of canola oil to the classroom. Brainstorm to find out how much they know about canola -- where it comes from, what it is used for, etc. If you can obtain a handful of canola seeds, grind them with a mortar and pestle. Have students rub the grindings between their fingers to see if they feel slippery. After they wipe their hands, they could rub some of the canola oil on their hands to determine how it feels.
If possible, visit a field in which canola is growing. Examine the plants carefully. (This activity could be performed during the farm visit, as suggested in a separate activity.) Ask the farmer to show you some of the machinery that is used to harvest the canola.
Factors: B1, B2, B4, C2, C3, C4, C6, E2, F1, F4, G1
Objectives: 1.1, 2.1, 3.1, 3.2, 3.3, 3.4
Assessment Techniques: 1, 3
Common Essential Learnings: Personal and Social Values and Skills. This activity incorporates a wide range of factors, objectives, and Common Essential Learnings. Personal and Social Values and Skills can be emphasized by helping students to develop a respect for the natural environment. The field where the canola grows should be examined closely. Explain to students that if anything should happen to the field (for example, if the soil is blown away, if it doesn't get enough rain, if it is subject to hail or drought, or if it becomes littered or polluted) then the food which is produced may no longer be available.
Put some peanuts into a food processor. Blend the seeds until they are smooth. (Caution: Do not have students operate the food processor unless they are under close supervision.) Have students in the class put some of this food on crackers and taste it. Have them compare it to commercial brands of peanut butter.
Factors: B1, B2, C3, C4, C6, G1
Objectives: 2.1, 3.1, 3.3
Assessment Techniques: 3, 5
Common Essential Learnings: Independent Learning. By going through the process of preparing food in this way, students appreciate our sources of food. Peanut butter doesn't come from "the supermarket": it comes from seeds that are grown on a plant. Students can thus begin to value natural environments and recognize the importance of agriculture.
To integrate this unit with Health, students could compare the taste of their home-made peanut butter with commercial brands. This comparison provides an opportunity to discuss the benefits of natural versus processed foods. Commercial brands of peanut butter might taste "smoother," "creamier," or sweeter, due to a high icing sugar content as well as other natural or artificial ingredients. Students may begin to question the benefit of some of these food additives. They could also learn about the manufacturing requirement to have ingredients listed on the package.
Visit a nursery or a greenhouse to look at some of the plants that are growing there. Examine the greenhouses that are used to grow the plants. Have the students try to say what is different about those buildings. Have them observe the ways in which the plants are cared for in the nursery. Have someone who works at the nursery show students how plants can be grown from slips or shoots.
As a long-term extension activity, the school could undertake to build its own greenhouse.
Factors: B4, C2, C3, C4, C6, F1, F4, G1
Objectives: 1.1, 1.2, 1.3, 2.1, 2.3, 2.5, 2.7, 3.4, 3.5
Assessment Techniques: 1, 3, 4
Common Essential Learnings: Technological Literacy. Have students look very closely at how things are grown differently in a nursery than in a garden. See if they can point out interesting types of equipment which are used in the nursery, such as ventilation systems and irrigators. Explain to them that the building is specially designed to help plants grow, to provide them with light and to extend the growing season. When they walk into the greenhouse, ask them to observe any difference in temperature between the outside and the inside of the building.
Take some plant cuttings from geraniums, spider plants, coleus, or swedish ivy. Place them in water and allow them to grow, in order to show students that some plants can reproduce vegetatively.
Pot the plants and assign one to each student for care. Explain how to care for the plants. Eventually allow the students to take home the plants as an "adopt-a-plant" activity.
Factors: B1, B4, C3, C6, F1, G1
Objectives: 1.1, 1.3, 2.7
Assessment Techniques: 1, 3, 4, 5
Common Essential Learnings: Critical and Creative Thinking, Independent Learning. Have students make careful observations and share those observations with others. Compare what happens to a slip from a plant that is not capable of vegetative reproduction to a slip from a plant that can reproduce vegetatively. Students may be able to arrive at the conclusion that only some types of plants are capable of vegetative reproduction. They may wonder why some types of plants can reproduce in this way. (At this grade level, being able to think about this is more important than having an answer as to why vegetative reproduction occurs.)
If this is appropriate in your area, prepare the students for a berry picking trip. Show them how to identify different kinds of berries and where to look for berries. Explain that some berries can be dangerous to eat, and that they should not eat any unless they are sure what they are. (You might want to make a rule that no one eats berries while they are being picked. They have to be taken back to school and washed and checked first.) While on the berry picking trip, ask them to estimate how many berries there are on a plant. After returning to class, wash the berries. Have students examine some of the berries closely, counting the number of seeds in them. Use the berries to make something interesting to eat, or use the juice as a fabric dye on some clothing. The ground flour from one of the previous activities could be used with the berries to make muffins and pies.
Have elders come to class to explain the importance of berry picking in their childhood. Students may conduct an interview and prepare a short written or oral report.
Customary courtesies should be extended to an Indian elder. Offer transportation if the elder accepts an invitation to visit the classroom. Arrange to provide a gift in exchange for information or service. Emphasis should be placed on sharing. During oral communication, students should ask a question and allow pause time for the question to be reflected upon before an answer is given. Permission to record an interview should be obtained beforehand. Other courtesies that are normally offered to any visitor to the school should be extended.
Factors: B4, C2, C3, C4, E2, F4, G1
Objectives: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4
Assessment Techniques: 1, 3, 4, 5
Common Essential Learnings: Independent Learning. The students must be able to work cooperatively and independently during the trip. Many skills are developed. The Saskatchewan Education Northern Regional Office has a booklet available, titled Let's go Berry Picking. It is a valuable reference to use in conjunction with this activity. It offers many practical suggestions, such as making sure to bring along some insect repellent!
Plant a small vegetable garden in the spring, or obtain the cooperation of the grade 1 teacher, so this activity could begin in the spring with the grade 1 class, in order that the garden will be ready once the students return in the late summer to begin grade 2. Use a flower bed near the school or obtain permission to use a small plot of land. Only a small amount of space is necessary. Arrange to have teams of students who live nearby care for the garden during the summer. Before planting, examine the different kinds of seeds carefully. Visit the garden regularly during the growing season to see how the plants are progressing. Weed the garden and water it when necessary. Take photographs or make a video to record how things in the garden are progressing.
Plan a fall harvest activity, putting the food that has come from the garden to good use. Some of the extra food could be donated to a charitable organization or to some families in need. Use the foods to prepare a meal for others, helping to emphasize caring for other people.
Factors: B1, B2, B4, C2, C3, C4, E2, F1, F4, G1
Objectives: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4
Assessment Techniques: 1, 2, 3, 4, 5, 6, 7, 8, 9
Common Essential Learnings: Independent Learning, Personal and Social Values and Skills. An activity like this prepares students for life-long learning. Home gardening is a relaxing, enjoyable pastime. Students can gain an appreciation early in life. This activity could be used as the basis upon which this entire unit is taught. Many of the factors, objectives, and Common Essential Learnings can be developed through this activity, depending on the experiences in which the students become involved. Many unintended outcomes are likely to arise, resulting in some very teachable moments. For instance, you may be able to observe the garden after a bad hail storm, during an unusual insect infestation, or during an unusual growing season. Students can begin to value agriculture by actually sharing in the experience of growing food in their own garden.
Obtain tree seedlings from a nursery or some other source. Have the class examine a few of the seedlings closely. Explain how the seedlings should be planted. Take the class out to an area to plant the seedlings. Later in the school year return to see how the plants are doing.
This could be a long-term school project. Students can visit their trees in grade 5, several years after they were planted. Another suggestion is to have the seedlings planted at home. (Families may already have a tree at home for each child as a family tradition.)
Factors: B1, B2, B4, C3, C4, C6, E2, F4, G1
Objectives: 1.1, 1.3, 3.4
Assessment Techniques: 1, 4, 5, 8
Common Essential Learnings: Independent Learning. Students might be able to plan this activity in collaboration with their peers and with the teacher. Develop an appreciation for nature and for conservation. Explain to the class that the trees that they are planting today may take a generation to mature. We all should be doing things to help to protect the environment. The things we do to protect and conserve today will have an impact in the future.
(The following activity can be used in this unit or in the B2, B4, C2, C3, C4, C6, E2, F1, F4, G1
Objectives: 1.1, 1.2, 2,1. 2.2, 2.3, 2.6
Assessment Techniques: 2, 3, 4, 5, 8, 9
Common Essential Learnings: Critical and Creative Thinking, Personal and Social Values and Skills. Comparisons of different kinds of plants can be made. Students can discover many interesting things on a nature trail. It is important not to go out just to "walk the trail." Point out that it is necessary to move very slowly and quietly along the trail. Look up, look down, look to your left and to your right. Interesting things are there to be observed, but one has to look carefully for them! By walking quietly, different kinds of natural life forms can also be observed. Bring along sets of binoculars and field guides to birds, wild flowers, mushrooms, insects, etc. Have the students stop, look, and listen. Take pictures of things that can not be picked.
Write the following poem on a wall chart, or have students listen to a recorded version of this story about a "fruit" or "vegetable" character using their own language to describe the scientific concepts involved.

And every seed I sow,
Will grow into a tree,
And someday there'll be apples there
For everyone in the world to share.
- Johnny Appleseed

Have the students think about and then discuss the meaning of this poem. Find other stories which can be related to the science activities they have done in class. Integrate this with English Language Arts.
Factors: C2, C6, F1, G1
Objectives: 3.1
Assessment Techniques: 1, 7c, 9
Common Essential Learnings: Communication. Incorporate students' own language into the introduction of the unit through having them brainstorm. Use other language activities for reinforcement or extension. Find other interesting ways for webbing the unit thematically.
Make a "tree calendar." (Plan this ahead whenever someone you know might be cutting firewood.) Cut a circular cross-sectional piece, about 5 cm thick, from the trunk of a felled tree. Sand the flat surfaces. After the wood has seasoned for several months, apply a clear finish to the surface to bring out the grain of the wood. Each ring is made up of a series of alternating dark and light circular bands representing one year of growth. Have the students count the number of bands to determine the age of the tree. They may notice that some of the bands are wider than others, indicating better growth during that year.
Students may be able to grasp the notion of time with their tree calendar. Important dates, such as the year they were born, or special events that happened a long time ago, can be labelled on the tree calendar. As a follow-up, branch into a Social Studies activity which is related to one of those important dates on the tree calendar.
Factors: B1, B4, C2, C3, C6, C7, E2, F1, G1

Objectives: 1.1, 1.3
Assessment Techniques: 3, 4, 5, 8
Common Essential Learnings: Numeracy. Focus on a real world situation to develop a sense of the chronology of events. Count the number of rings and measure the distance between each one. Remember that dates will have to be counted backwards, from the outside to the inside, in order to establish the age of the tree. Before beginning the counting, estimate the age of the tree. Compare the actual age with the estimate. Students may have no concept about the age of trees. Try to establish dates for different milestones in their lives, to help them establish a sense of time. Birthdays of parents, grandparents, and siblings, as well as important dates from the community's history, could be included.
Go on a trip to a nearby wooded area. Have students in the class choose individual trees and adopt them as their own. Have them visit their tree regularly, particularly during different seasons, to watch it change. Collect some seeds, leaves, stems and bark from the tree. Every time they visit "their friend the tree" they should give it a big hug and say hello. They could begin to think of things that everyone in the community can do to help to keep their friend the tree safe and happy. Re-visit the trees when the students are in grade 5.
Factors: B4, C3, E2, F4, G1
Objectives: 1.1, 1.3, 2.1, 2.3, 3.4 3.5
Assessment Techniques: 1, 4, 6, 9
Common Essential Learnings: Personal and Social Values and Skills. Students can express their thoughts and their feelings as they relate to their trees. They are unique organisms which have their own peculiar qualities. However, by establishing a "relationship" with their trees, students may begin to empathize with them as living entities. They need to be cared for and preserved. They grow, they change: they are alive. We can rejoice and acclaim the value of life itself by developing a special relationship with nature. You may find that students return to their trees, time and again. Those trees become very special to them. It is important to develop a sense of appreciation for the environment early in life.
Begin an Arbour Day program in your school and in the community. Some governmental nurseries, parks departments, and conservation agencies provide planting stock at reasonable prices for educational purposes. Other related Arbour Day projects include such things as developing resource centre displays of tree books, tours of forests, nurseries, or wood-using plants, art projects, skits and songs about trees, essays, surveying to determine where tree planting could occur, or surveying to determine the species that are native to your area.
For more information about Arbour Day, contact the Canadian Forestry Association.
Factors: B4, C2, C3, C4, E2, F4, G1
Objectives: 1.1, 1.2, 3.4, 3.5
Assessment Techniques: 3, 4, 5, 7, 8, 9
Common Essential Learnings: Personal and Social Values and Skills. Students work cooperatively and develop a respect for the environment through this activity. It fosters a sense of caring for the environment.

Grade 2 Science Core Unit:Plant Growth