Unit 1: Science 21

Unit 1
Grade 3
SCIENCE 21
Science 21
Science For The 21st Century
A K-6 INTEGRATED SCIENCE CURRICULUM

BASED ON THE NYS LEARNING STANDARDS FOR
MATH, SCIENCE, AND TECHNOLOGY
DEVELOPED AT
PUTNAM/NORTHERN WESTCHESTER BOCES

CURRICULUM & INSTRUCTIONAL SERVICES
Marla Gardner
Director
Abby B. Bergman
Regional Science Coordinator
Science Consultants
Michael DeCandido
Janet Jesse
Myrna Klotzkin
Arthur Lebofsky
Helen Pashley
For further information regarding this curriculum and staff development program,
please contact Dr. Marla Gardner (914) 248-2332 or Dr. Abby Bergman (914) 248-2336.
© 2006 by Putnam/Northern Westchester BOCES, 200 BOCES Drive, Yorktown Heights, NY 10598.
All rights reserved. No portion of this document may be reproduced or transmitted in any form by any
means (electronic, mechanical, photocopying, recording, or otherwise) without the prior written permis-
sion of the Putnam/Northern Westchester BOCES Curriculum Center.
Acknowledgements and Credits
Science 21 has been a highly effective curriculum program due to the efforts and dedication of
teachers who served as curriculum developers on grade level design teams. Using feedback based on
classroom teacher experiences, each design team continually develops, pilots and revises the Science
21 curriculum to improve and strengthen it.
We gratefully acknowledge the contributions made by the teachers who have served on the Science
21 design teams. The following designers are to be recognized for infusing their enthusiasm,
creativity, talent and team spirit into the Science 21 curriculum.
GRADE K Susan Cargill Diane Ford Diane Madaio

Chappaqua Peekskill Chappaqua
Gail Boule Yvonne Denmark Kristine Klausz Betsy Rasa

Wappingers Ossining Ossining Haldane
Gerri Burnett Gayle Fisher Angela Letizia Amy Stewart

Chappaqua Peekskill Lakeland Peekskill
Jeanne Burruano
Putnam Valley
GRADE 1 Deanna DiFilippo John Fiore Joan Kavanaugh

Lakeland Ardsley Wappingers
Melissa Billings Trish Faigle Rachelle Furlan Roseann Malagrino

Chappaqua Yorktown Ossining Wappingers
Lin Butter Judy Finehirsh Christine Hirsch Barbara Rink

Putnam Valley Haldane Peekskill Ossining
Yvette Cavaliere
Lakeland
GRADE 2 Ann Carlson Judy Finehirsh Wendy Moore

Chappaqua Haldane Peekskill
Marie Barrow Nina Chase Jan Jesse Susan Petroccione

Ossing Lakeland Putnam Valley Haldane
Jeanette Benfante Laurie Colantuono Florence Kowalski Jan Tovar

Yorktown Wappingers Wappingers Yorktown
Melissa Bryan Beverly Eisenberg Patricia Madeux

Ossining Chappaqua Putnam Valley
i
GRADE 3 Lorraine Czarnetzki Ruth Giancola Barbara Jennings
Lakeland Putnam Valley Haldane
Ferzeen Bhana David Dougherty Betty Hill Kathleen Marks

Ossining Haldane Chappaqua Yorktown
Carol Burrell Jacquie Figueroa Carol Jacobson

Wappingers Peekskill Yorktown
GRADE 4 Paul Finch Richard Liquori Saranne Ratner

Chappaqua Ossining Wappingers
Alicia Braccia Karen Gagliardi Bob Napuli Ralph Smith

Katonah Haldane Ardsley Putnam Valley
Kate Bauer Gary Hattersley Judy Peltier Christopher Strahley

Putnam Valley Haldane Peekskill Chappaqua
Donna Black Lucy Knapp Patricia Prager Mary Woods

Yorktown Ossining Lakeland Yorktown
Wayne Dederico Annie Lemon

Wappingers Peekskill
GRADE 5 Celeste DiRuocco Marella Giilchrist Joyce Noah

Lakeland Peekskill Putnam Valley
Jane Bernstein David Dougherty Frances Kedzielawa Roseanne Verlezza

Haldane Haldane Wappingers Yorktown
Malorie Bratt Andrea Frusciante Grace Leone

Lakeland Chappaqua Lakeland
GRADE 6 Diane Johnson Mary Resanovitch Judy Toledano

Peekskill Lakeland Lakeland
Karen Brothers Bill Post Chris Romano Alexis Vazquez

Putnam Valley Haldane Wappingers Peekskill
Sandy Greene Rhoda Post Danielle Sunberg Henry Wiethake

Lakeland Wappingers Wappingers Ossining
ii 6
ILLUSTRATIONS AND GRAPHICS
Helen Pashley provided many of the artwork and graphics for the Science 21 curriculum. Somers
Middle School student, Andrea Chryssikos, assisted in redoing a few of the student work samples.
Other illustrations were added by students from the Communications Academy located in Tech South
at the Putnam/Northern Westchester BOCES campus. We would like to thank Vito Rinaldo, Ingrid
Boffi and Angela Fontana of the Communications Academy for their coordination in working with
the following students who created some of these other illustrations and artwork.
Jason Anderson Adria Ingegneri Shannon O’Brien Justin Smith
Rebecca Bardes Cheryl Kuszak Tim Pelepako Jennifer Sullo
Aaron Cassese Rachel Lightbody Alison Poulakis Charles Tabah
Anna Corbi Sahid Loyola Jonathan Russell Tara Tuttle
Chris Cruz Chrissy Lush Patrick Salerno Andrea Valvo
Dexter Gillette Darren Mathews Kristin Shelton Adriana Velez
Aisha Johnson Kate Mullen Filippo Simone Amy Zerello
Michael Johnson
HEALTH EDUCATION
We are grateful to Mary Ford, Health Coordinator of Chappaqua, for her contribution in finding,
connecting, developing and integrating health-related lessons to Science 21 units.
iii
Foreword
What is Science 21?
Science 21 is an integrated K-6 science curriculum developed at the Putnam/Northern Westchester
BOCES. It was originally conceived by a Steering Committee and the BOCES curriculum staff. This
planning committee provided the future direction and vision of elementary science education for the
local school districts as a means to meet the needs of the New York State Learning Standards for
Mathematics, Science and Technology. The program’s major emphasis is on investigations that are
student directed and relevant to students’ everyday lives. The program’s main focus is on hands
-on, inquiry-based science, and that math, language arts and technology are integrated at points
where they fit naturally. Science 21 is based on the “Big Ideas” in Science Education today.
BIG IDEAS IN SCIENCE EDUCATION

• Less content is more
• Building on prior experiences
• Student as Scientist
• Connecting science to math, technology and language arts
• Better tools and strategies to evaluate student learning in science
Science 21 Vision Statement
VISION STATEMENT
The Science 21 Project envisions that science classrooms in member districts will foster a learning
environment where all students learn the skills, knowledge, and habits of mind to become
independent and collaborative inquirers, problem-solvers, and self-directed learners in their present
and future lives. In such an environment students will….
• Engage in the active construction of essential knowledge that is developmentally appropriate and
relevant to their lives in the life, earth, physical, environmental and health sciences.
• Be encouraged to take risks, to ask questions and engage in the planning and conducting of
investigations and/or research that allows them to answer these questions, while employing
appropriate materials and skills.
• Engage in identifying real world problems, designing solutions, evaluating solutions and
communicating this information in a variety of ways including spoken, written, pictorial, graphical,
and mathematical forms.
• Engage in a variety of child-centered learning experiences where they must apply and transfer
skills and knowledge of science to other disciplines and in areas beyond the classroom.
• Be assessed in a variety of ways, including performance tasks, exhibitions, written and oral tests
and portfolios, in order to demonstrate what they know and are able to do in science.
iv 8
SCIENCE 21: Science For The 21st Century
SCOPE AND SEQUENCE
Kindergarten ~ Exploring Our World
Unit 1: Using My Senses To Learn About And Appreciate Science (Mystery Box)
Unit 2: Using My Senses To Learn About Me In My World (Human Body, Senses, Health And Safety)
Unit 3: Using My Senses To Learn About Other Living Things In My World
(Properties Of Plants And Properties Of Animals)
Unit 4: Using My Senses To Learn About Non-Living Things In My World
First Grade ~ Order In Our World

Unit 1: Organizing Ourselves To Do Science Investigations
Unit 2: Investigating Attributes And Properties Of Objects
Unit 3: Identifying The States Of Matter
Unit 4: Investigating Living Things (Snails)
Second Grade ~ Measuring Changes In Our World

Unit 1: Tools To Measure Our World
Unit 2: Observing And Measuring Changes In Energy
Unit 3: Observing And Measuring Changes In Living Things
Unit 4: Observing And Measuring Changes In The Environment
Third Grade ~ Cycles In The Natural World

Unit 1: How A Scientist Investigates Plant Cycles
Unit 2: How A Scientist Investigates Electricity
Unit 3: How A Scientist Investigates Water Cycles
Unit 4: How A Scientist Investigates Animal cycles (Butterflies)
Fourth Grade ~ Organization In The Natural World

Unit 1: Organizing Ourselves For Doing Science
Unit 2: Digestion, Nutrients, Food Chains And Food Webs
Unit 3: Simple Machines
Unit 4: Organization Of The Earth (Constructive And Destructive Forces, Rocks And Minerals)
Fifth Grade ~ Interactions In The Natural World

Unit 1: Interactions Of Chemical Matter (Focus On Controlled Studies)
Unit 2: Interactions In The Microworld (Cells Leads Into…)
Unit 3: Interactions In The Human body
(Respiratory/Circulatory & Muscular/Skeletal systems And Genetics)
Unit 4: Interactions In The Environment ~ Energy Transfer
Sixth Grade ~ Investigations Of Science And Technology In Our World

Unit 1: Investigating The Nature Of Science And Technology
Unit 2: Investigating Energy (electromagnetism, Potential/Kinetic)
Unit 3: Investigating Earth In Space
Unit 4: Investigating The Environment (Ecosystems, Human Interactions with The Environment)
v
Cycles In Our Natural World
GRADE 3
UNIT 1
How A Scientist Investigates Plant Cycles
Spring 2009 Update

How a Scientist Investigates Plant Cycles
GRADE 3 • UNIT 1 • TABLE OF CONTENTS
Table of Contents
Unit Introduction ......................................................................................................................................... 1
Letter to the Family ..................................................................................................................................... 5
Unit Glossary ............................................................................................................................................... 7
Materials List ............................................................................................................................................... 9
Lesson 1: What is a scientist and what does a scientist do? (Mystery Substance) .................................. 11
Lesson 2: What is a scientist and what does a scientist do? (Picturing a Scientist) ................................ 19
Lesson 3: How does a scientist (student) keep an account of his/her work? ........................................... 37
Lesson 4: How does a scientist (student) investigate how a seed becomes a plant? ................................ 45
Lesson 5: How does a scientist (student) learn about the parts and functions of a plant ......................... 73
Lesson 6: How can research and technology assist scientists in learning about plants? .......................... 67
Lesson 7: Have our perceptions of a scientist changed? .......................................................................... 77
Unit Assessment ………………………………………………………………………………………...83
Reading in the Content Area …………………………………………………………………………...111
Student Journal Pages …………………………………………………………………………………..131

GRADE 3 • UNIT 1 • INTRODUCTION
Grade Level Theme

Cycles in the Natural World Introduction
Unit Theme
Unit Objectives
Students will be able to:
• communicate their knowledge about scientists and what they do
• engage in the process of science which includes observing,
questioning, predicting, hypothesizing, conducting
investigations, analyzing data and communicating their findings
in a variety of ways.
• develop an attitude of respect for the work of scientists and gain
an awareness of the similarity and differences of the work and
behavior of scientists across cultures.
• develop a science journal in order to record the questions,
processes and progress of their investigations.
• investigate the germination process of a seed.
• investigate the parts and function of a plant.
• build background knowledge of plants by researching videos,
books, CD ROM disks and the internet.
• demonstrate broader and more diverse ideas about what
scientists do and how they work as a result of engaging in this
unit.
Unit Focus
How will our experience at investigating plants inform us of what a
scientist is and how a scientist works?
General Overview
This unit is designed to give third grade students authentic experiences
in science through in-depth lessons on journal writing and investigating
plants. The goal of this first unit is to provide students with the
opportunity to express and build on their prior knowledge, ideas and
beliefs about what a scientist is and what a scientist does within the
context of plant investigations. Follow-up lessons revisit the students
initial ideas to assess how their perceptions of science have changed as a
consequence of this unit.
©2007, Putnam/Northern Westchester BOCES • SCIENCE 21 • Grade 3 • Unit 1 1

MST Learning Standards are reinforced when students:
MST Learning
Standards STANDARD 1 • question the exploration of others and what they
Analysis, need to clarify and compare with their own
Inquiry, understanding.
Design • explore phenomena by direct observation and by
using simple measuring devices.
• share knowledge that they have attained with
others and actively seek knowledge and
responses to their ideas from them.
STANDARD 2 • understand that computers can be used to store

Information personal information (journals).
Systems • use the Internet to telecommunicate with a
distant location/person with the teacher's
assistance.
STANDARD 3 • collect, analyze and display data.

Mathematical
Reasoning
STANDARD 4 • observe and describe the cycle of plants.

Scientific • explore and observe the continuity of life
Concepts through production of seeds by plants for new
STANDARD 5 • generate ideas for possible solution, individually

Apply and in groups; and explain reason for their
Technology choices.
STANDARD 6 • observe and describe the interaction among the

Themes of parts of plants.
MST
STANDARD 7 • observe phenomena and evaluate them by

Apply MST measuring and conducting investigation to
Skills collect data and draw conclusions.
Curriculum Correlations
By engaging in journal writing and working cooperatively in small
groups as students investigate, the English Language Arts Skills of
writing and communicating orally are reinforced. Through collection
and analysis of data, mathematics is incorporated. Research and
technology skills are encouraged throughout the unit.
2 ©2007, Putnam/Northern Westchester BOCES • SCIENCE 21 • Grade 3 • Unit 1

Management and Planning
This unit will take approximately 6-8 weeks. There are 7 lessons with
approximately 10 teaching periods. Additional time for plant
germination and development is necessary as an on-going
investigation. Record keeping in the form of journal writing is
emphasized . Specific management ideas are included in each lesson.
Lesson number two,
"What is a scientist and what does a scientist do? (Picturing A
Scientist)", may be presented first, at the discretion of the teacher.
Journal writing should, regardless of where the teacher starts, be
initiated with the first lesson.
Teachers should consider accessing the following internet site,

http://www.wnet.org/wnetschool. On this net site, the
teacher can read the Instructional Television Guide for WNET and
determine when relevant PBS programming is available for viewing
and/or taping for later classroom use.
Those teachers seeking “reading in the content area”, may want to refer
to sources other than those mentioned in the lesson resource lists.
Certain text materials (e.g., Addison Wesley’s, Units on Life Cycles,
Electricity, and Water) are grade appropriate and address topics
covered this year.
It is during this unit that it will be an ideal time to discuss the pending
planting of hollyhock seeds or mallow seeds later in January. These
plants will later serve to be a source of food and habitat for the Painted
Lady Butterflies in Unit Four. These seeds MUST BE grown in
INDIRECT sunlight.
Advanced preparations that are needed for upcoming lessons are

denoted by this symbol:
Any safety issues associated with a lesson are highlighted by this

symbol:
Any special notations and/or reminders are designated with this

symbol:

A Note About Journal Pages:
All journal pages that are part of this curriculum unit should be
considered as recommendations. Teachers should feel free to use them
as is, modify or personalize them, or create their own from scratch with
these as a model.
A Note About Blackline Masters:

Throughout the curriculum unit, a small version of a blackline master is
usually depicted to help you quickly reference a teacher blackline
master or an activity sheet from the student journal pages. Teacher
blackline masters are found at the end of a lesson. Student activity
sheets are found in the “Student Journal Pages” section located at the
end of the unit.
Home Connection Letter

The Home Connection Letter should be sent to the parents prior to the
beginning of the new science unit.
Preparation Note:
Advanced In preparation for work in a couple of weeks, the teacher should
Preparation! plant various seeds in a box at the start of this lesson - lima beans,
peas and corn. A large, cardboard, box (approximately 13"x13”x21")
should be lined with plastic and filled with 2" to 3" of soil. Seeds
should be planted in rows and labeled, watered and then covered with
clear plastic to make a miniature greenhouse. Keep in a warm, well-lit
(not direct sunlight) area and allow plants to grow while children
experiment with mystery substance, journals and germination (about 2
weeks or more). A supply of plants will then be available for students
to transfer to their "pots" (double paper cup) filled with soil to carry
out their investigation of roots, stems, leaves etc.

Grade 3, Unit 1 Science
Date______________________________
Dear Family,
Our third grade class will be using an exciting science program called Science 21,
which is activity-based and not textbook-based. Research has shown that true science
learning does not come from memorizing facts from a science textbook. Rather, good
science is learned through active participation, engaging students in inquiry-based, hands
-on experiences. Through Science 21 your child will be actively engaged in science
activities, learning how scientists ask questions and design experiments to find the
answers. Like scientists, your child will be working cooperatively, recording results and
sharing them with the rest of the class.
Whenever we begin a new science unit, we will be writing you to let you know what
we will be doing and how you can best support your child in learning the new unit. For
our first unit our class will be investigating what a scientist is and what a scientist does.
We will begin by looking at how scientists study unknown objects and materials. With
the acquired scientific process skills that the students have learned, they will then explore
how plants grow. We are hoping to make a number of connections between what we
study in class and what the students have at home.
We will be asking the pupils if they have a favorite plant, either inside or outside of
their home. They will be asked to draw and describe that particular plant and its parts.
They will also be asked the name or type of plant and any special needs it may have.
Any cooperation and information you can provide to help with this home/school
connection would be greatly appreciated. If you have internet access, do a search on that
particular plant and see what interesting new things you can discover about it. It is not
necessary to purchase a plant for this purpose; just identify one that already exists.
Thank you for your help in supporting your young scientist.
Sincerely,
5
GRADE 3 • UNIT 1 • GLOSSARY
This glossary contains very simple definitions and is provided as an aid
for the teacher. Full definitions are presented in the “Teacher Glossary
Background” section of each lesson. It is further recommended that
students keep a series of pages in their Science Journals with a running
list of new words they learn. A sample journal page is provided at the
end of the student journal for that purpose.
Adapted – when an organism has matched its environment well enough

to survive.
Animal dispersal – when plant seeds are scattered due to attachment to
an animal’s fur or skin.
Assessment - a strategy to determine what a person knows and is able to
do.
Botanist – a person who studies plants.
Chlorophyll – a green pigment in plants necessary to perform
photosynthesis.
Conclusion – a statement of the results of a research or the answer to a
question that was investigated.
Cotyledon – a leaf of a plant embryo.
Dicotyledon – as a plant starts to grow, it has two leaves (ex. bean).
Embryo – a fertilized egg cell ready to develop into a living organism.
Flower – the part of a plant where reproduction occurs.
Fruit – the plant structure within which are the seeds of a plant.
Geotropism – when a plant’s roots grow down toward gravity and its
stem grows up away from gravity.
Germination – when a plant seed begins to sprout or grow.
Hypothesis – a guess based on organized data as well as past
experience.
Leaf – the part of a plant that makes food using sunlight.
Monocotyledon – as a plant starts to grow, it has only one single leaf
(ex. corn).
Observation - the use of the senses to describe a substance or
something a substance does.
Ovary – the part of a plant where seeds are formed.
Petals – leaf-like structures on the edges of a flower that may have a
color or an odor to attract insects.
Photosynthesis – a plant’s food manufacturing process.
Phototropism – when plants turn their leaves toward a light source.

Pistil – the female or seed-bearing part of a flower.
Pollination – the process whereby a pollen grain is transferred to the
pistil of a flower.
Prediction – a guess based on past experiences.
Procedure – the planned and thought-out process developed to study an
event or substance.
Properties - characteristics or attributes that help describe a substance.
Root – the part of a plant that anchors it to the ground, absorbs water
and minerals, and can store food.
Rubric - a list of expectations (standards) used to evaluate work.
Scientist - any person who asks questions (inquiry) and performs
controlled tests to get answers.
Sepals – small, leaf-like structures that cover a flower bud.
Stamen – the male or pollen-bearing part of a flower.
Stem – the part of a plant that supports leaves and transports materials
from the roots to the leaves.
Stomata – tiny openings on plant leaves through which the plant
exchanges gases with the atmosphere.
Substance - a piece of matter.
Tropism – a plant’s response to a stimulus.
Wind dispersal – when plant seeds are scattered by air movement.

GRADE 3 • UNIT 1 • MATERIALS LIST
Materials: Materials for units one and two will be packed together and
separated into a shared-materials kit and a consumed-materials kit. The Materials
list below is for this unit only and is separated by lesson. The (*)
indicates teacher provided materials: List
Lesson One: Mystery Substance
The Science 21 materials kit comes with a Slime Making Kit which
includes droppers pre-filled with the necessary chemicals, and with a
small dish for mixing.
• a zip lock baggie
• *scissors
• paper towels or *moist towelet for hand clean up
• coffee stirrers
• protective gloves
• goggles
• food coloring
• balance
• ruler
• *clock
As an alternative, teachers may want to use the following recipe to make

"gak" as a mystery substance. The following makes enough for a single
group of students:
• *2 tablespoons Elmer’s glue

• *2 tablespoon of water
• 1 drop of food coloring
• 2 tablespoons of borax solution [cup of borax in 1 liter of water,
stir and allow to set for 15 minutes. Some of the borax will
settle to the bottom (super-saturated solution)].
In a zip lock bag, mix the Elmer’s with the food coloring by
kneading . Add borax solution and continue to knead.
Lesson Two: Picturing a Scientist

• drawing paper/notebook -- Science Journals
• *crayons or markers

Lesson Three: Journal Keeping
• *paper, markers, pencils, crayons, rulers, construction paper
• *the student's own Science Journal can be added to, or an
additional book may be provided for this purpose (bound book).
• *picture of scientist from the previous lesson.
• *bag of roasted peanuts (or walnuts), in shells
• balance
• hexagram masses
• hand lens
• ruler
Lesson Four: Seed to Plant

• zip lock bags
• paper towels
• paper cups
• potting soil
• lima beans, peas and corn seeds
• measuring devices - balance, rulers, hand lenses
• spoons
• plastic straws for plant support with plastic ties
• book, What is a Cycle?
Lesson Five: Plant Parts and Their Functions

• *celery
• food coloring
• *water
• *containers, large enough to contain significant growth
• *top of carrot
• *garlic bulb
• *potato
• *flowers
• *leaves
• seeds
• *fruits
• *plants grown by students
• toothpicks
• book, The Third Grade Book of Plants (A Science 21 Reader)
Lesson Six: The Role of Research and Technology

• *book resources - including an encyclopedia, in class, or in the
library
• *CD ROM and Internet, as available.
Lesson Seven: Changing Views of a Scientist

• *materials to draw or generally create illustrations or make
models of a fictitious plant.
• Science 21 Reader: A Scientist Investigates Plants.

GRADE 3 • UNIT 1 • LESSON 1
Lesson 1
Mystery Substance Lesson 1
Focus Question
What is a scientist and what does a scientist do?
Overview
Students will communicate their knowledge about scientists and what
they do by experimenting and creating a mystery substance.
Students Will Know And Be Able To:

1. Observe, describe and ask questions about the properties of
the mystery material.
2. Record their observations, listen with respect to the ideas of
others, and reach conclusions through data analysis and
discussion with others.
3. Understand that experiments need to be done more than once
and that findings can be verified by duplicating the
experiments of others.
Background Information For Teachers

This lesson is designed to introduce students to a model of how
scientists conduct investigations. The lesson focuses on how the
processes of science enable scientists to learn new knowledge about an
unknown substance. Some of these processes include: observations,
drawing on prior knowledge and experience, discussion with others and
developing tests on experiments to learn more. Students need to be
engaged in tasks that involve doing, thinking, reflecting and reviewing.
In this way they build new knowledge not by themselves but
collaboratively. Investigating this mystery substance is a way to extend
students' ideas of the properties of a substance. Using the five senses
will lead to "obvious" properties - color, smell, texture, etc.
In this lesson students think of other ways to "investigate" the mystery

substance to get at less obvious properties. Using some of the words
that they use, e.g., rubbery, leads them to examine properties of rubber,
like its ability to bounce (rubber ball). Rubber can also be molded into
various shapes, (tires, balls, erasers) and can hold those shapes. Another
student description, e.g., like runny or pourable, can help them focus on

a question such as, “Will it harden if left alone for a time?”
“What will happen if it is heated or cooled?” Cake batter is pourable,
but when heated changes completely.
Listed below are several suggested tests to have students consider.

Bounce test:
Will it bounce? How high? How many times? etc.
Shatter test:
When dropped from various heights, will the material fragment?
Shape test:
Will the material maintain a shape when formed or will it take the
shape of the container?
Heat test: (done by the teacher) What happens to the substance
when heated? Will it melt, dissolve, change consistency, etc.? The
heat test can be performed in a heat proof container on a hot plate, if
available. Or a short period of heating (10 second intervals) can be
Safety used at medium heat in a microwave. An open flame should not be
Note! used.
Cool test:
Does the material freeze, harden, soften, fragment?
Does the material's properties change over time?
Materials
The Science 21 materials kit comes with a Slime Making Kit which
includes droppers pre-filled with the necessary chemicals, and with a
small dish for mixing. The (*) indicates teacher provided materials:
• a zip lock baggie
• *scissors
• paper towels or *moist towelet for hand clean up
• coffee stirrers
• protective gloves
• goggles
• food coloring
• balance
• ruler
• *clock
As an alternative, teachers may want to use the following recipe to make

"gak" as a mystery substance. The following makes enough for a single
group of students:
• *2 tablespoons Elmer’s glue
• *2 tablespoon of water
• 1 drop of food coloring
• 2 tablespoons of borax solution [cup of borax in 1 liter of water,
stir and allow to set for 15 minutes. Some of the borax will
settle at the bottom (super-saturated solution)].
In a zip lock bag, mix the Elmer’s with the food coloring by kneading.
Add borax solution and continue to knead.

Management
This lesson will take two to three class days or lesson equivalents to
complete. The mystery substances are prepared ahead of time using
one of the recipes. Students are placed in groups of 2 to 4 . Anticipate
student needs by having various measuring devices around: balance,
ruler, clock, heat source (microwave oven) access to refrigerator or
freezer, etc. The food coloring may have an effect on the mixture
consistency, and you may decide to omit it after experimentation. The
slime mixtures also may decompose quite quickly or become watery.
Students should work quickly, but also note this change as a property
of the material. Be prepared in the event that students may want to add
other materials to their slime to see what happens to it. Have available
some table salt, chalk dust, pencil shavings, talcum powder, etc.
Safety Note: While the materials mentioned are generally safe, this is
Safety
a good time to emphasize safe laboratory procedures. Polyvinyl
Note!
alcohol is mildly irritating, so the use of gloves and eye protection for
the student using the materials in the group is recommended. The
slime itself is safe to handle, but, as good practice, students should be
advised to wash hands after all laboratory-type work. Open flames
should be avoided during this activity.
Preparation Note: In preparation for work which will follow in a

couple of weeks, the teacher should plant various seeds in a box at Advanced
the start of this lesson - lima beans, peas and corn. A large Preparation!
cardboard box (approximately 13"x13”x21") should be lined with
plastic and filled with 2" to 3" of soil. Seeds should be planted in
rows and labeled, watered and then covered with clear plastic to make
a miniature greenhouse. Keep in a warm, well lit (not direct
sunlight) area and allow plants to grow while children experiment
with mystery substance, journals and germination (about 2 weeks or
more). A supply of plants will then be available for students to
transfer to their "pots" (double paper cup) filled with soil to carry out
their investigation of roots, stems, leaves etc.
A Note About Journal Pages:

All journal pages that are part of the third grade units should be
considered as recommendations. Teachers should feel free to use them
as is, modify or personalize them, or create their own from scratch with
these as a model.
Teaching Procedures
1. Have students make their mystery substances as described above
or in the kit directions. Note: if using the prepared materials in
the kit, when cutting the dropper bulb stems, DO NOT hold on
to or squeeze the dropper bulb. Alternatively, the teacher can
make the mystery substances up ahead of time for students to
use. Each student should have a small sample of the mystery
substance to observe, touch, smell, etc.

Ask:
• What are some properties of the material you observed?
• What questions do you have about the material?
Have students record their observations on their activity sheet.
Check for students’ prior knowledge using a KWL chart (What do

you Know? What do you Want to know? What have you Learned?)
Record on chart paper the ideas and questions that students have
about the mystery substance. Encourage students to compare it to a
known substance and to properties of a known substance.

2. Working within their own group and alone, encourage students to
generate questions which may lead to further investigations about
the mystery substance. If students are not generating questions and
ideas, see background notes for suggestions to help them. In
their groups, students should develop a plan for investigating their
question. This plan may include the following:
• purpose - for their test
• prediction - of what they think will happen
• procedure - for the test
• recording - their results and any conclusion they have
reached.
The “Mystery Substance Checklist” can be used to assist students in

their planning and in carrying out their investigations.
3. Students then carry out the investigation as outlined in their

proposal. Students may opt to duplicate the tests of others. Ideas
and results should be recorded on a class chart that is saved and
posted for use in the next lesson, and also entered in their Science Please
Journals (see next page). Note!

4. Time should be allowed for appropriate and complete clean-up to
teach children that safety and the care and maintenance of scientific
equipment is also part of the work of a scientist.
Assessment Procedures and Suggested Rubrics

1. Since this is an introductory lesson, a formal assessment is not
included. A self assessment should be done by the group in
answer to one or more of the following questions:
• What experiment did our group generate and, if tested,
what result did we get?
• What idea did I learn by listening to others, either in my
group or from the class discussion?
• What property of the mystery substance surprised me or
interested me the most?
Integration with Other Subject Areas

Language Arts
• Clear, concise, correct, student writing should always be
emphasized, as should clear, concise and correct language usage.
Encourage children to use newly acquired words in both the
correct verbal and written context.
Mathematics
• Measurements of observations and or any data collecting may
provide opportunities to emphasize mathematical concepts as
well.

Extensions and Applications
Students should be cautioned about creating their own mixtures with Safety
slime without teacher approval, but the spirit of investigation should be Note!
emphasized. The teacher may perform demonstrations of what happens
if the slime or "gak" is mixed in different proportions other than that in
the directions.
Teacher Resources
Blakey, N., Lotions, Potions and Slime: Mud Pies and More, Tricycle,
1996, ISBN 1-883672-21-X.
Home School Connection

The students should describe what they are investigating in school and
ask parents or siblings for any suggestions related to what could be
added to the slime to further check its properties in school, or what else
they would like to know about the substance. Commercial "GAK" may
be available in local toy stores for comparison to the class material.
Students may want to bring this in for teacher demonstration use.
IMPORTANT REMINDER: If you haven’t done so already, you

should have, in preparation for work which will follow in a couple of
weeks, planted various seeds in a box at this time - lima beans, peas Please
and corn. A large cardboard box (approximately 13"x13”x21") Note!
should be lined with plastic and filled with 2" to 3" of soil. Seeds
should be planted in rows and labeled, watered and then covered with
Advanced
clear plastic to make a miniature greenhouse. Keep in a warm, well
Preparation!
lit (not direct sunlight) area and allow plants to grow while children
experiment with mystery substance, journals and germination (about
2 weeks or more). A supply of plants will then be available for
students to transfer to their "pots" (double paper cup) filled with soil
to carry out their investigation of roots, stems, leaves etc.

Lesson 2
Picturing A Scientist Lesson 2
Focus Question
What is a scientist and what does a scientist do?
Overview
Students will communicate their knowledge about scientists and what
they do by evaluating and interpreting their experiments with the
mystery substance.

1. Identify characteristics, responsibilities and tools of scientists.
2. Develop an attitude of respect for the work of scientists, the
opinions and contributions of others and gain an awareness of
the similarities and differences of behavior of scientists across
cultures.
3. Communicate their knowledge, perceptions about the work,
tools and characteristics of scientists by drawing a portrait of a
scientist.
Background Information for Teachers

Students have some understanding of the work and tools of scientists.
Often they picture someone working in a laboratory with all kinds of
glasses, jars, tubes etc. around them.
Scientists do much more than that. They read and research background
material from books and references. They engage in dialogue with
colleagues around the world either on the telephone, in person, through
E-Mail or on the Internet. They read scientific journals and magazines.
Each science discipline has professional organizations where scientists
meet with their colleagues, share ideas, argue, agree/disagree and
publish scientific papers and reports for distribution around the scientific
community.
In today's world, they are often interviewed for the newspaper or TV

when some new idea or discovery is made. When unusual events occur,
like a comet is discovered in the heavens, or a disaster/epidemic occurs

Ebola virus, AIDS), the media often calls upon known and accepted
scientific experts to inform the public.
In lesson one, students had the opportunity to engage in some of the

above experiences. In this lesson, students are asked to visualize and
record their ideas about scientists and what they do.
Materials
• drawing paper/notebook -- Science Journals
• *crayons or markers
Management
• This lesson will take one to two class days or lesson equivalents
to complete.
• Students can be grouped (4 to a group), but should work
individually on their picture.
Teaching Procedures
1. Using the mystery substance investigation as a base, have the
students identify and discuss the way that they behaved like a
scientist. Use the charts developed in lesson one to recall what they
discovered and how they behaved.
Students will also be asked to draw an individual picture of a

scientist in action showing what a scientist does. This picture will be
compared to another picture at the end of the unit. The activity should
be based on the child's ideas and not be teacher directed.

3. The appropriate pages in the Science Journal should be completed.
(a) Students will write a narrative about their scientist.
Ask: What did you put in the picture?
Why did you put it there?
4. On the journal page titled “Things that I do that are like a

scientist,” have students brainstorm and draw/write four ways that
they may presently be acting like a scientist. (give each student 2
pages.)
(a) Students should then share pictures and narratives with

the class.
(b) Additional guiding questions that can be asked include:
What is a scientist?
What does a scientist do?
What tools does a scientist use?
Assessment Procedures:
Assessment should be embedded in the teaching process. As students
are discussing and planning their picture and narrative, a rubric
should be established, with student input, so that it is clear to them
what you are evaluating. The purpose of this experience is to broaden
student perspective about scientists and what they do. The picture
and narrative should include a clear representation of the scientist and
clear explanations of why the students showed certain traits/skills/
activities.
For an example of a suggested rubric see next page.

Suggested Rubric
Example of a Rubric:
• Distinguished - Picture clearly shows a person working at one
or more tasks that a scientist performs, and the narrative clearly
explains with detail the work depicted.
• Proficient - Picture shows a person working at a task that a

scientist performs, and narrative explains the work depicted
with little detail.
• Apprentice - Picture shows a scientist at work, but narrative is

not consistent with picture; or picture fails to show a scientist
at work, but narrative shows student understands a task of a
scientist.
• Novice - Picture and narrative not completed or explained;

work neither represented correctly nor narrative explains a task
a scientist.

Technology
• Using equipment that extends the skills and techniques of people
is the heart of technology. All tools and instruments that
scientists use (i.e., microscopes, balances, computers, etc.) are
technology. Tools that not only scientists, but all of us use to
extend our skills (i.e. screw drivers, rulers, magnifying glasses,
etc.), are also technological devices.
Aesthetics
• The use of fine artistic skills is not the point of the lesson, but an
aesthetic sense might be emphasized in an art class. "Scientific"
background music can also be made part of the aesthetic
component of this lesson.
Language Arts
• Again, the use of correct and appropriate language should be
emphasized early in the use of the student Science Journals.

• Students may be asked to read and report on the biographies of
certain scientists.
• A visit by a scientist may be arranged, possibly a parent. A

scientist could also include someone who conducts routine
laboratory work in hospitals or doctor offices, or even the school
nurse.

• Field trips to a local hospital or research facility may also serve
to add observations to the students view of how scientists do
their work. Even a visit to a local high school science lab may
serve this purpose.
• Use computer technology, such as clip art, to enhance, but not

replace, their drawings of a scientist.
Teacher Resources
Warren, R.L., & Thompson, M.H., The Scientist Within You, Vol.
One, ACI Publishing, 1996, ISBN 1-884414-16-8.

• Have students evaluate how scientists are portrayed on TV, in
newspapers and in magazines.
• Have students ask their parents what their opinion of how
scientists look and behave is.
Students’ Work Samples

On the next few pages are a few samples of student work for “My
Picture Of A Scientist” and “Things that I do that are like a scientist,”
courtesy of R. Kipperman and B. Snyder, Thomas Jefferson E.S.,
Lakeland.

25
27
29
31
33
35
Lesson 3
Journal Keeping Lesson 3
Focus Question
How does a scientist student keep an account of his/her work?
Overview
Students will learn the necessary skills for keeping a scientific journal.
Students Will Know and Be Able to:

1. Create a science journal in order to record the questions,
processes and progress of their investigation. Some categories
that may be included are:
questions; observations; predictions; hypotheses;
procedures; data collection; graphs, charts or tables;
findings; conclusions; and notes.

Students will need assistance in maintaining a science journal. It is
important for students to understand the reasons for journal writing.
Use the charts developed in previous lessons, the drawings and the
narratives to recall their thoughts about the work of a scientist. New
thoughts and suggestions that arise out of their pictures and writings
should be noted. A student's inability to find in their notes what they
need to support their thoughts should be used to develop a criteria for a
good journal entry.
As journal writing continues over the school year, the criteria should be
revisited and revised as needed. This establishes a standard for
assessment of what a good journal should contain. A partial list of what
might be included in a journal entry is included below. Your list should
be started with the children and may or may not contain all of these.
Add any important ideas that you deem appropriate. Remember, if
students decide what should be there and a very important component is
missing, it should surface as you progress and will then be added. The
students will then own the standards of a good journal. Possible journal
entries might be:
• Date of journal entry
• Scientific Vocabulary (appropriate descriptive words)

• Measurement
• Questions generated (I Wonder? What else would you still like
to know? How do you find out?)
• Predictions
• Illustrations or Diagrams (always labeled)
• Charts and Graphs
• Possibility to write about their feelings or opinions
The teacher may want to make a chart of the following, for reference.
This is a partial list. Students will need accessibility to these words.
Instead of a chart, the teacher can make a poster of student generated
words for each of the senses and add to the poster(s) as needed.
Smelling Touching Hearing Seeing Tasting**

sweet soft quiet color bitter
flower rough crinkly size sweet
smoky slippery snapping shape sour
burnt heavy crunchy shiny
Safety rotten fuzzy squishy transparent
Note!
** Unknowns should never be tasted.
Materials
• *paper, markers, pencils, crayons, rulers, construction paper.
• *the student's own Science Journal can be added to, or an
additional book may be provided for this purpose (bound book).
• *picture of scientist from the previous lesson.
• *bag of roasted peanuts (or walnuts), in shells.
• balance
• hexagram masses
• hand lens
• ruler
Management
This lesson will take one to two class days or lesson equivalents to
complete, but will be on-going through the year. Students should work
in groups of 2 to 4, decided ahead of time by the teacher and/or class.
On-going observation and journal work kept over the next week or two,
should be scheduled on a regular basis - each morning, each week, every
other day, at lunch time - 10 to 15 minutes/session.
Safety
Note! Safety Note: For the peanut activity, students should be reminded not
to taste or eat the materials in use -- some students may also be
allergic to peanuts. Walnuts may be an appropriate substitute.
Advanced
Preparation! Preparation Note: Seeds to be used for the next lesson on plants need
to be soaked in water for about 24 hours prior to the time students will
initiate their investigation. Plan for this as this lesson concludes.

Teaching Procedures
1. Give each group of students one peanut from a bag of roasted
peanuts still in their shells. Ask them to carefully observe and write
down characteristics that they can observe about their special
peanut. All observations should be recorded in their Science
Journals.
Remind them they should not taste or break open their peanuts or
even mark or disfigure them in any way. They can, however, create
a unique name for their peanut. The peanut is a seed. If the teacher
prefers, other types of seeds could be used for this activity (e.g.,
maple seeds, marigold seeds), but the peanut provides much greater
variation for student observations.
Provide ample time for the class to fully observe and describe the
peanut. Have hand lenses, rulers and balances available and on
display. Provide instruction on their use, as needed. When they are
done, ask the children how well they think they did in identifying
their specific peanut. Then collect all the peanuts and add them to a
collection of about 30 others on a paper towel. Then ask the groups
to send up a "researcher," armed only with their observations list, to
seek out and find their original peanut from among the mass of
others. Tell them this task is very dependent on how well they did
their observations. Another alternative is to put a number on the
bottom of a plastic plate holding the peanut (corresponding to
student pair number). Later, switch observation sheets and have
students try to find a particular peanut using the descriptions on the
sheets.

Create a class list, transparency or poster of student-generated words
for each sense students used in describing their peanut (i.e.,
categorize the words by senses). See the model provided in the
section, Background Information For Teachers.
As a class or in small groups, students should be asked to develop a

model of a journal page that would work best for this kind of
activity.
Discuss as a class the elements of good journal writing. Refine the

ideas that they think are needed. Facilitate the discussion to include
ideas from the background information. Have the groups share their
models with the class and create a large chart that illustrates the best
and most critical elements in journal writing.
3. Share journal entries. Students add/delete/comment in their journal

any new thoughts or reflections they might have and add any revised
items they feel belong now in their model for journal entries.
Erasing in journals should, however, be strongly discouraged.

1. Self Assessment - After above sharing with classmates, each
student should complete the following statements in their Science
Journals (see journal page, Assessment):
I thought my journal was good because...
I could make it better by...
I acted like a scientist when I...
2. A suggested rubric for a science journal appears following this
lesson.

Language Arts
• Strong emphasis should be placed on vocabulary skills, and
using exact language when describing something.
Aesthetics
• While secondary to this activity, keeping their work neat and
organized and possibly adding art work, appropriate to the
materials, should be given some mention.

Technology Extensions and Applications
• If computers are available, create computer journals or E-Mail
journals. Students may E-Mail responses back & forth to peers
in their class and other schools. A resource that may make this
work easier is Web Workshop by Sunburst Communications.
Related Student Literature

Keeping a Nature Journal: Discover a Whole New Way of Seeing the
World Around You. Clare Walker Leslie, Charles E. Roth. Storey
Publishing. ISBN 1-580-17493-0.
Micucci, C., The Life and Times of the Peanut, Houghton Mifflin, 2007,
ISBN 0-395-72289-6.
Moss, M., Amelia’s Notebook, Scholastic, ISBN 0-590-10794-1.
My Nature Journal:A Personal Nature Guide for Young People.

Adrienne Olmstead Pajaro. ISBN 0-967-24591-5.
Science Notebooks:Writing About Inquiry. Brian Campbell.

Heinemann. ISBN 0-325-00568-0.

Students could be asked to watch a science related program (e.g.,
Discovery Channel, NOVA, Scientific American Frontiers, etc.) and
create their idea of what a scientist’s journal for the work shown on the
program, might look like.

Grade 3, Unit 1, Lesson 3
Rubric for Science Journal

Name___________________________________ Date__________________
Topic: _____________________________________________
EXPECTATIONS ACCEPTABLE NOT ACCEPTABLE
FORMAT Name in top right corner
Date under name
Topic - first line
Skips line before and after

topic
MECHANICS Correct spelling
Correct punctuation
Correct capitalization
Complete sentences
ORGANIZATION Describes the day’s activity
Explains why we did the

activity
Tells how we did it
Tells what happened
Tells what we learned
Includes questions
Includes pictures if
applicable
COMPLETENESS Hands in on time
NEAT AND Neat handwriting

ORDERLY
Easy to read and follow
ACCURACY Information correct
43
Lesson 4
Seed to Plant Lesson 4
Focus Question
How does a scientist (student) investigate how a seed becomes a plant?
Overview
Students will use prior knowledge of journal writing to record entries on
the growth and development of a seed. Using investigation, students
will learn what is needed for a seed to germinate.
Students Will Know and be Able To:

1. Understand the conditions and resources needed to germinate
seeds.
2. Observe, measure, use correct scientific vocabulary, and record
over the next several weeks, the growth of their plants.
3. Predict, develop questions and prepare methods for answering
questions in their journal.
4. Share observations and ideas when working alone and with
others.
5. Do on-going journal writing.

This lesson will begin with an investigation of seeds and what is needed
for seeds to germinate. The following background information on plants
will provide you with a summary of the facts, concepts and processes
that you and your students will learn as you engage in the plant
investigations presented in this unit.
It is important to note that providing students with the opportunity to

construct meaning for themselves through collaboration, investigation
and science discourse and dialogue is a more valuable and long-lasting
learning experience than directly transmitting the facts and concepts in
the form of notes, lectures and worksheets. The actual activities in
lesson 4 that you will be providing to the students begin on page 46.

Seeds: Seeds contain a young plant in the form of an embryo and a
supply of food for the developing plant (cotyledon). Most seeds are
formed in flowers and most seeds have protective covers that help them
withstand the effects of time, travel and weather. Some seeds are also
specialized to promote dispersal to areas well away from the parent
plant.
When flowering is over and seeds are mature, the seeds fall from the
plant and germinate in the soil if conditions are suitable. In some cases,
the seeds from the plant are adapted to be transported away from the
parent plant. This adaptation helps reduce overpopulation and
competition for resources and enables plants to colonize new areas.
The two main ways that seeds may be dispersed are by wind and by
animals.
Some plants have seeds that are dispersed by explosive pods or by

water.
Some examples of Wind Dispersal include:

a) Shaking pods scatter seeds (e.g., Poppy).
b) Parachutes (e.g., Milkweed and Dandelions) have light seeds
with feathery hairs. The large surface area of the parachute hairs
carry the seed on air currents and can spread them over a very
large area.
c) Winged fruits (e.g., Lime, Ash and Tulip) have extensions of the
seed which make it spin as it falls to the ground. If a wind is
blowing, it can help the seed to move away from the parent
plant.
Some examples of Animal Dispersal include:

a) Hooked fruits (e.g., Burdock): The outside of the seed has tiny
hooks like "Velcro" which catch in the fur or clothes of passing
mammals and are later removed during cleaning.
b) Succulent fruits (e.g., Rose): Birds eat the succulent fruit and
may discard the seed away from the plant. If they eat the seed, it
will pass through undigested and drop with their droppings away
from the parent plant.
Roots: Roots anchor the plant in the ground. Plants are held tightly in
the ground so that they are not blown away by wind or washed away by
rain. Roots also absorb water and minerals from the soil for the plants.
Some roots are able to store food for the plant, such as potatoes.
Stems: The stem supports the leaves and connects the leaves to the
roots. It transports water and minerals from the roots to the leaves
where food is made.

Leaves: Leaves are the part of the plant where photosynthesis (food
making) takes place. Green plants are self-nourishing. They have tiny
"food factories" within their leaves. With energy from the sun, water
and minerals from the soil, carbon dioxide from the air, and with the
help of chlorophyll (the green coloring matter in leaves and other parts
of plants) a leaf produces "food" consisting of sugars and starches. The
food then circulates throughout the plant in the sap. The food
manufacturing process is called photosynthesis ("photo" means light,
and "synthesis" means putting together).
Leaves have tiny openings (stomata) all over their surfaces through
which plants "breathe.” During photosynthesis, plants take in carbon
dioxide and give off a waste product, oxygen. Nearly 100% of the
oxygen animals and humans require is made by green plants. At night,
when there is no light and photosynthesis cannot take place, plants give
off carbon dioxide. (Humans continually breathe in oxygen and give
off carbon dioxide.)
Flower: The flower is the part of a flowering plant that takes care of
reproduction. The stamen is the male, pollen-producing part of a
flower. It's made up of an anther (tiny, bag-like structure) and a
filament (thread-like stalk). The pistil, the female or seed-bearing part
of a flower, consists of a stigma with a sticky top, an ovary (hollow
structure at the base containing "eggs") and a style (slender tube).

Pollination occurs when a pollen grain is transferred from the stamen to
the pistil by insects, birds, or the wind. The pollen grain swells as it
absorbs water, sugar and other materials from the stigma. The pollen
grain then germinates — that is, it grows a tube downward to the ovary
and after reaching the ovary's "eggs," produces seeds. Fruit seeds stay
in the ovary until they are ripe and ready to be scattered by the wind,
animals, humans, water, or by expulsion. Some flowers have both a
pollen-bearing stamen and a pistil with an ovary; these are called
"perfect" flowers. "Male" flowers have only the stamen; "female"
flowers have only the pistil. Sepals, which are really specialized leaves,
encircle the petals of a flower and protect the flower.
Fruit: The fruit is what botanists (a person who studies plants) call the
plant structure that contains the seeds, whether it is the fruit of an apple
or the pod of a peanut. Seeds are remarkably adapted for dispersal.
Without dispersal, seeds would fall directly under the parent plant and
overcrowding would occur. As a result, most of the young plants would
not be able to survive.
Phototropism: Plants turn their leaves in the direction of a light source

as a response to light. Plants themselves also grow toward the light
source, usually the sun.
Other Tropisms: Plants respond to stimuli which are controlled by

chemicals that occur in the plant known as auxins. Geotropism is
when the roots of a plant grow downward as a response to gravity. The
parts that are above the ground grow vertically up.
In addition, another response to a stimulus is illustrated when some

leaves curl when there is not enough water for a plant; this is a
mechanism to prevent water loss through dehydration.
Germination of Seeds: Many seeds are dispersed when they are eaten
by animals. Seeds that have hard coats and are indigestible pass right
through the animal's digestive tract to be deposited on the ground and
start growing. Some seeds have parachute-like structures which enable
them to travel in the wind.
Note: Light is NOT necessary for seeds to germinate, only for plants
Please
to grow.
Note!
If conditions are not right, seeds will not grow. Some seeds can remain
dormant for hundreds of years, awaiting proper conditions. When seeds
first start to germinate, they use the food stored in their seed leaves or
cotyledons. In many plants the cotyledons are pushed above the ground
as the shoot starts to develop. They turn green and look like ordinary
leaves. The cotyledons continue to provide food for the growing plant
until the shoot develops green leaves, which can make food. The seeds
of most flowering plants have two cotyledons and are called

dicotyledons. They have broad shaped leaves with bean seeds being an
example of this type of seed. Some seeds have only a single cotyledon
and are called monocotyledons, with corn being an example of this
type of seed.
The young roots that begin to emerge from the seed take water and
minerals from the soil. Some plants grow and produce flowers and
seeds more quickly than others. Flowering plants such as marigold are
called annuals. The seeds germinate and grow into plants which
flower and produce more seeds all in the same year. Other plants are
biennial because it takes two years for the seed to be produced and for
the flower to occur in the second year. Perennials are plants that live
for many years, flowering each year.
As seedlings grow larger, they must be

replanted to larger pots or replanted
outdoors. Stones should be placed on the
bottom of the container for drainage.
Plants grow, breathe, reproduce and use

food as do animals. However, unlike
animals, most plants are green and can
make their own food.
Uses of Plants: Throughout history, plants have been used to produce

clothing, medicine, oxygen, food, decoration, lumber and paper. Early
humans used parts of plants to cover their bodies. Later on, they
learned to spin plant fibers into thread and yarn. Cloth can be made
from the fibers of both the cotton and flax plants.
Pain killers, like morphine and codeine, are made from the sap of the
opium poppy. Quinine, used to treat malaria, is made from the bark of
the cinchona tree.
Most people take plants for granted. But, plants are essential to life on
this planet. They produce oxygen, absorb carbon dioxide, filter out
dust, provide windbreaks and moderate temperature, absorb noise,

prevent soil erosion, feed humus or decomposed organic matter into the
soil, provide shade for animals and humans, provide food and shelter for
wildlife and humans, increase underground water resources, create
natural beauty and improve property values. Seeing things from a
plant's perspective can help people appreciate plants.
Some Growing Tips
These are general tips which are included here for your information.
Additional details relevant to this specific set of activities follows in the
"teaching procedure".
Please 1. MOST IMPORTANT! Expose your plants to indirect sunlight as

Note! much as possible. The plant should be on the window sill all day
long. Plants should not touch the window glass. Windows with a
southern exposure are best. Perhaps you can place your plants in
another room periodically if your windows do not face south by
placing plants on a rolling cart.
2. Do not overwater the plants. Yellow leaves, brown stems or rotting

indicate overwatering.
3. Do not allow the plant to dry out. Keep them at least one foot away
from the hot air ventilator. Brown leaf tips indicates dry air damage.
4. Do not allow the plants to become too cold. It may be necessary to

remove the plants from the window sill at night and over the
weekends.
5. For small individual planters use 2 paper cups. Punch

holes in one cup, then place it inside another cup. Add
soil. Next, add water until the water runs out of the
holes in the bottom of the inside cup. Plant the seed
twice as deep as the seed's diameter.
6. Do not plant seeds too close together, particularly beans and peas.
7. Use sticks to hold tall plants up. Use twist ties to hold plants to
sticks.
8. Over vacations make arrangements for plant care with your

custodian. Sending plants home with students is not recommended
since they are tender and tend to break in transit. Mature plants
should be sent home at the end of the school year.
9. For watering of class gardens, you can use a wick of cotton

clothesline which runs under the potting soil to a jar filled with
water. Cover the jar with a lid or plastic wrap to lower the
evaporation rate.

10. To create a greenhouse for
large individual planters, cut
and bend coat hangers or
other wire into arches to fit
the individual planters.
Water and cover with a
plastic bag.
11. To create a greenhouse for class gardens, put sticks in corners or

use bent wire hangers again. Water and cover with a large plastic
bag or clear plastic sheeting.
Materials
• zip lock bags
• paper towels
• paper cups
• potting soil
• lima beans, peas and corn seeds
• measuring devices - balance, rulers, hand lenses
• spoons
• plastic straws for plant support with plastic ties
Management
initiate, but may be on-going through the year. Students should work
in groups of 2 to 4 (decided ahead of time by teacher and/or class). On-

going observation and journal entries, kept over the next week or two,
should be scheduled on a regular basis - each morning, each week,
every other day, at lunch time - 10 to 15 minutes/session.
Advanced
Preparation! Seeds to be used for investigation in this lesson will need to be soaked
in water for about 24 hours prior to the time students will initiate
their investigation. In addition, the teacher should have planted
various seeds in a box at the start of the first lesson - lima beans, peas
and corn. A supply of plants should now be available for students to
transfer to their "pots" (double paper cup) and filled with soil to
carry out their investigation of roots, stems, leaves etc.
Please
Note! This is also an ideal time to discuss the pending planting of hollyhock
seeds or mallow seeds in January. These plants will later serve to be
a source of food and habitat for the Painted Lady Butterflies in Unit
Four. These seeds MUST BE grown in INDIRECT sunlight.
The teacher may want to grow some extra plants, in order to allow for
those plants that students used that may not survive. By having extra
plants, it may reduce anxiety later.
Teaching Procedure
Students will be given several different seeds that have been soaked for
at least 24 hours in water. Lima beans, peas and corn should be used.
Corn may need 48 hours of soaking. Students should examine seeds
and discover the parts of seeds - seed cover, food supply and embryo
plant. They should record in their Science Journal their observations
and questions both in words and drawings. Many students will be
surprised to find the small “embryo" plant.

2. Students should then be asked to develop a KWL chart on plant
seeds and plan an investigation of what conditions are necessary
for a seed to germinate. Within their group they should develop:
a purpose for their test; a prediction of what they think will
happen; a procedure for the test; the recording of their results;
and any conclusion they have reached. Groups may decide on
several ideas to test and students should see what materials are
available for their use. The outline of this proposed investigation
should be included in their Science Journal.
Among the factors they may test are:

• seeds growing under identical conditions, but with one in
wet soil and one in dry soil;
• seeds growing in light or dark (again, seeds do not need
light to germinate);
• seeds growing in full sun or shade;
• seeds growing in cups stored horizontally versus cups
standing vertically;
• a cup spinning on a slowly-rotating record turn-table,
versus one standing still;
• a seed germinating in an ice bath versus one with water at
room temperature.
Allow time for students to "plant" their seeds and begin a journal of
what they are doing and what they expect.

Ideas for planting seeds:
a) Use a ziplock sandwich bag with paper towel inside. Towel can
be wet or dry. Bag can be placed in light or darkness. Bag can
be placed in warm or cold place.
b) Use 2 paper cups, as described earlier. Punch small holes in
bottom of cup 1 to allow for drainage. Place cup 1 in cup 2.
Add soil to cup 1. Soil can be left wet or dry. Cups can be
placed in light or darkness. Cups can be left in warm or cold
place.
c) Use clear film canisters for germination.
d) Use a black film canister. Punch a hole in the canister. Insert a
paper towel wick. Use sterilized soil or vermiculite to avoid
damp-off. Put the canister in a water basin.
e) Use a sheet of paper towel to make a seed holder. (see the
following diagrams for doing this.)
Fold it in half in one direction,

and in half again, but in the
opposite direction. Create a
"shelf" for your seed by
folding the towel as shown
here.
Cut small holes in the bottom

of the "shelf" so that the roots
can easily be observed as they
grow down through the holes.
Be sure the holes aren't too big
for your seeds. A hole punch
makes ideal openings.
Place the seeds on the paper

towel shelf and tape the sides
of the tray shut with tape.
Slide the paper towel into a
plastic sandwich bag as
illustrated here. Then moisten
the towel, leaving a little water
in the bottom of the bag.
3. Over the next several days students should observe, measure,

record, draw and ask questions in their Science Journals about the
progress or lack of progress of their seeds as they germinate.

(There are continuations of this chart included in the journal pages)
4. After a week to 10 days, enough time for seeds to begin to

germinate, each group should gather their results and share them
within their group and then with the class.
A class chart should be developed to post results, raise some

questions and draw some conclusions. Where students results are
inconsistent or disagree, further investigation should be done and
shared again after the investigation is completed.

1. Self Assessment - After several recordings of plant growth in
student journals, have students use model journal page that
was developed in previous lessons to evaluate their current
journal entries. They should also compare their first entries
with the latest one. A criteria could be distributed and
children can assess themselves.
2. Discussion between student and teacher should take place

noting strengths of journal writing with suggestions made for
improvement. Since this is a time-consuming activity, self-
evaluation by students may be done at a given time, but the
teacher may assess individual journals in small groups over a
series of days.
Integration with Other Subjects

Technology
• Magnifying lens, rulers and whatever tools students use for their
investigation are means for extending their knowledge.
Additionally, if they are using computers for writing and
drawing, they are also involved in technology. For student
drawing, other tools may be employed, such as a computer
drawing program and/or compass, protractor, etc.
Social Studies
• The interrelationship of human history with plant husbandry
and agriculture may be introduced at this time, depending on
what area of history is being studied. Plant growth and human
survival have always been intertwined.
Language Arts
• The on-going use of appropriate writing skills should continue
to be monitored and supplemented.

• Seeds are not the only way plants propagate. Students may be
encouraged to try and grow new plants from twigs, leaves or
root parts to see if they can grow new plants. A piece of potato,
containing an "eye" placed on a paper towel in a baggie and set
out of bright light in a warm place, will develop into a new
plant. Similarly, small twigs from forsythia or willow trees will
develop roots if left standing in a jar of water. African violet
leaves and chrysanthemum leaves will sometimes also develop
rootlets and eventually, can be planted to propagate new plants.

• Students can be given a "mystery seed" to plant and grow either
now or at the conclusion of this unit (marigolds, for example).
They should be asked to grow it until it flowers and then
analyze it as compared to the observations made in this and
forthcoming lessons.
• Seed dispersal models can also be created to model how the

seeds are scattered about their environment. Have students
examine the seeds and fruits of a variety of plants from the local
area and discuss why and how these seeds move away from the
parent plant. Brainstorm ideas as to the best design for a seed
that would travel a long way from the plant and record ideas on
the board. Have students work cooperatively to design their
own seed and test it by dropping it when standing (carefully!)
on a chair, or using any other method of dispersal as
appropriate. Have them evaluate their designs and make
modifications as necessary, and as time allows. They should
record their findings and present what they have found out to
the rest of the class.
Black Line Masters

• Centimeter graph paper is provided either to be used to graph
data or provide a background against which students can
measure plant growth. If all students use the same grid
throughout the year, consistent comparisons of results are
generated. The master can also be used to provide a
transparency grid for use to compare class results on the
overhead.

Teacher Resources
• The United States Department of Agriculture, has a National
Plant Data Center at P.O. Box 74490, Baton Rouge, LA 70874-
4490. Telephone (504)775-6280. They also have a web page at:
http://plants.usda.gov and the site includes a plant database.
• The local office of the Cornell Cooperative Extension Office can

be found in the telephone directory, and is also an exceptional
source of plant pamphlets and information.
• Carolina Biological Supply Company, 2700 York Rd.,

Burlington, NC 27215 (800-334-5551), has been marketing
"Wisconsin Fast Plants". These are flowering plants (Brassica
rapa) that complete their life cycle in 35-40 days -- that is, they
go from seed to flowering plant producing new seed, during that
time. They germinate in two-three days, producing flowers
within two weeks of planting.
Student and Teacher Resources

Bunting, E., Sunflower House, Harcourt, 1996, ISBN 0-15-2000483-1.
Burnie, D., Tree, Eyewitness Books, A. Knopf, NY, 1988, ISBN 0-394-
89617-3.
Demi, The Empty Pot, Holt, NY, 1990, ISBN 0-8050-1217-6, or paper,
ISBN 0-0850-4900-2.
Dowden, A.O., From Flower to Fruit, Thomas Y. Crowell, NY, 1994, 0-

395-68376-9, or paper 0-395-68944-9.
First Discovery Book, Atlas of Plants, 1996, ISBN 0-590-58113-9.
Heller, R., The Reason for a Flower, Scholastic, NY, 1983,

ISBN 0-448-14495-6.
Jordan, H., How a Seed Grows, Harpur Collins, NY, 1972,

ISBN 0-690-40646-0.
Simon, S., Ride the Wind, Harcourt Brace, 1997,

ISBN 0-15-292887.
Sis, Peter. Tree of Life:Charles Darwin. Farrar, Straus and Giroux.

ISBN 0-374-456283.
Stidworthy, J., Plants and Seeds (Through a Microscope),

Gloucester Press, NY, 1990.

Vansant, R., Seeds, Flowers and Trees: Science in Art, Song and Play,
McGraw, ISBN 0-07-017909.
Winner, C., The Sunflower Family, First Avenue Editions, 1997,

ISBN 1-57505-007-2.

Students should be encouraged, starting with this lesson, to carefully
observe plants they see at or near or on the way home. Cautions about
poison ivy and other potentially poisonous plants should be provided.
The children should be challenged to observe plant parts and possible Safety
seed dispersal methods, but should be advised against pulling out plants Note!
or seed materials or in anyway damaging the plants.

61
Lesson 5
Plant Parts and Their Functions Lesson 5
Focus Question
How does a scientist (student) learn about the parts and functions of a
plant?
Overview
Students will investigate the parts and functions of a plant. Students
will develop an investigation to resolve some of the questions they are
developing through journal writing and in collaboration with other
students.

1. Identify the parts of a plant - root, stem, leaves flower and the
function of each part.
2. Continue journal writing and plan an investigation to answer
questions that arise from their work.
3. Analyze data to make generalizations, and reach conclusions
about the function of the parts of a plant.
4. Understand the importance of replicating experiments to
confirm validity.
5. Share their knowledge with others and learn from each other.

The background information provided in the previous lesson will also
serve to assist the teacher in their preparation for this lesson. Additional
ideas for investigation are provided in the Teaching Procedures section
located on the next page.
Materials
• *celery
• food coloring
• *water
• *containers, large enough to contain significant growth
• *top of carrot
• *garlic bulb
• The Third Grade Book of Plants, A Science 21 Reader

• *potato
• *flowers
• *leaves
• seeds
• *fruits
• *plants grown by students
• toothpicks
Management
initiate. Schedule time to observe, record and discuss what is happening
with the plant over the next few days. Students should remain in their
group, 2-4 in a group. Each group will be assigned tasks to set up and
observe a particular part of the plant. Flowers for dissection can be
obtained from local florists or supermarkets; they might be willing to
make donations of their aging materials at the start of a shopping week.
Teachers may want to do the following activities as suggested, one task
per group with reports made to the class, or they may choose to have
each group do each of the activities.
Teaching Procedures
Assign each group the task of investigating the function of one part of
the plant - root, stem, flower, leaves (See background information in the
previous lesson for possible investigation ideas). Each group will
discuss and record the function of plant parts in their Science Journal.
Have students look for similarities and/or differences among each plant
part.

2. The teacher may offer suggestions for planning and conducting the
investigation as needed. Possible investigations include:
• Root - garlic, potato (using an “eye” and ½ inch surrounding it),
carrot tops and/or sweet potato suspended in water to watch the
generation of roots. Students can allow the roots to dry out and
observe the effect on the plant. Have students remove roots
from one of their currently growing plants, and return the plant
to its container. Observe and record results of such "derooting".
Also, sedum or pachysandra can be used to show atypical roots.
Have students compare them to other plant roots.
• Stem - Place celery and/or white carnations in colored water.
Split white carnation stem part way up and put one half in one
colored water and other in another color water. Watch and
determine stem function from the results of the visible water
movement.
• Leaves - Remove all leaves from a plant but continue to care for
it in a normal fashion. If new leaves appear, continue to remove
them and observe what happens. Journals should be used to
record what they did and what they observe happening over the
course of several days.
Flowers - Students should be provided with a flower and
allowed to dissect it. A large flower like amaryllis or lily is
appropriate. As they dissect the flower, students should discover
the tiny "dots" that will become the seed. Students should be
provided with the diagram of a flower and helped to identify the
parts. Journal writing should include a diagram of the flower and
the correct labeling of parts.

Petal
Anther
Stamen
Stigma
Filament
Style
Pistil
Ovary
Eggs
Sepal
Have students touch the tip of the anther and see the pollen that
comes off onto their fingers. They should address this
observation in light of the role insects play in pollination.
• Seed - Provide several different seeds - lima beans, peas and corn.
Soak for at least 24 hours to soften the coating - corn seed for 48
hours. Using a toothpick, dissect carefully and with the aid of a
diagram, identify the parts of each.
Students can plant seeds with or without food supply, embryo and
covering. At least one or two seeds should be left untouched.
Students should plant them in soil or place in a zip lock bag, as
before, and note the results.

3. Each group should make predictions about what they believe will
happen with their investigation. These predictions should be
included in their Science Journal entries. Students should also
illustrate their investigation with labeled pictures and diagrams of
their set up. Over the course of several days students should make
observations and record their results, any agreement or disagreement
with predictions, and additional questions generated.
4. After several days of observing, each group prepares a presentation

of their investigation. The presentation includes an outline of the
investigation results with diagrams when appropriate and questions
that have arisen. Each group presents their findings at a "Plant
Conference" to the class. Students take notes, ask questions and
offer ideas when appropriate.
5. After all groups have presented, have each student give his/her
thoughts and reflections on doing science investigations. (if desired,
you may repeat this activity as an assessment after students have
completed their research in lesson 6.)
6. Students or groups who wish to re-investigate what another group

investigated should be allowed to do so. This emphasizes the
replication of events which is so crucial to building a base of
scientific knowledge.
7. To review or reinforce the concepts developed in this lesson, read

The Third Grade Book of Plants, a Science 21 Reader. Discussing
the concepts can help teachers to review the content of the unit and
uncover any misconceptions that the students may have developed.

• Results and/or conclusions reached and questions that have
presentation. Students should help develop the rubrics to be used
• Diagrams that are clear, correctly labeled and complete.
©2007, Putnam/Northern Westchester BOCES • SCIENCE 21 • Grade 3 • Unit 1

1. Before students begin to prepare their report to the class, class
in preparing their reports. Some criteria or standards include:
arisen are presented with some idea of how to answer

• Accurate recording of observation and methodology.
agreement should be reached on what will constitute a good
Distinguished Proficient Apprentice Novice

Assessment Procedures And Suggested Rubrics:
Recording of Recording of observations Recording of Recording of

Below is an example of possible rubric definitions:
observations and the and the methodology are observations and the observations and the
methodology are mostly accurate. methodology contains methodology were
accurate. some inaccuracies. incomplete or missing.
Diagrams are clearly Diagrams are clearly Diagrams are visible, Diagrams are
visible, clearly labeled, visible, clearly labeled and labeled but contains some incomplete or missing.
and accurate. mostly accurate inaccuracies.
The conclusion reached The conclusion reached The conclusion reached The conclusion reached
agrees with what was mostly agrees with what somewhat agrees with and any questions that
investigated and any was investigated and any what was investigated arose were incomplete
questions that arose questions that arose were and any questions that or missing.
were communicated mostly communicated arose were somewhat
them.
clearly. clearly. communicated clearly.
68
Assessment Procedures And Suggested Rubrics (continued):
2. The rubric may also be used by students for self-evaluation.
During the presentation and after collecting completed work, the
teacher should assess each group’s presentation and provide
written feedback.
3. In addition, unlabeled blackline masters are provided for plant

parts, flower parts and seed parts for use either as journal entries or
class assessment using the overhead.
4. At the end of the lesson is a blackline master of a Checklist For A

Journal which can be used to assess students’ journals.
Integration With Other Subject Areas

Language Arts
• There are significant cross-disciplinary implications during this
lesson as students prepare and report on their work. Sharing
group responsibilities should also be emphasized along with
clear, correct and concise reporting.
Technology
• Continued use of the computer for journal writing could be
pursued, noting additional items needed to conduct
investigations and what was needed to make a good presentation.
The camera/video can be used to take pictures of their
experiment, and a multi-media presentation could also be
encouraged. The program, Video Workshop, also allows the
importing of video images.
Extensions And Applications

• Students may observe that some trees lose their leaves in the fall. A
branch may be measured after all the leaves are gone and recorded
in their Science Journal. Next June, after leaves have re-grown on
the trees, students can re-measure that same branch. They should
record data, analyze it and draw conclusions.
• Have students take a pea or bean plant and shake the dirt from the
roots, and dry the plant. The plant can then be taped to white paper,
and parts labeled. Allow about a week to dry (If desired, press the
plant between two heavy books to flatten.). These pages can then be
added to student journals.
Black Line Masters

• Plant parts – (in student journal page)
• Flower parts – (in student journal page)
• Seed parts – (in student journal page)
• My thoughts and reflections... - (in student journal page)
• Checklist for Journal (end of lesson)
Student And Teacher Resources
Brown, M., Lotus Seeds: Children, S & S Children, 1986,
ISBN# 0-684-18490-7.
Buscaglia, L., The Fall of Freddie the Leaf, an allegory of life and death,
ISBN 0-913590-89-4.
Carle, E., The Tiny Seed, Picturebook Studio, Natick, Mass, 1987,
ISBN# 0-88708-015-4, or 0-88708-155x for reprint paperback.
Gibbons, G., From Seed to Plant, Holiday House Books, NY,

ISBN# 0-8234-0872-8.
Kellog, S., Johnny Appleseed, Morrow, NY 1988,

ISBN# 0-688-06417-5.
Kilmer, J., poem "How Lovely is a Tree", in Trees and Other Poems,
ISBN# 0-87797-165-x.
Silverstein, S., The Giving Tree, Harpur and Row, NY, 1964,
ISBN# 0-06-025665-6.
Spilsbury, Louise and Richard. Plant Parts(Life of Plants). Heinemann.

ISBN 1-20340504-2.

Checklist for Journal
1. Did the students ask questions?
2. Did the students ask WHY questions in an

attempt to seek greater understanding?
3. Did they include direct observations?
4. Did they use simple measuring devices to

record observation?
5. Do students understand what is necessary to

germinate and sustain plant life?
6. Do students understand the structure of a

plant?
7. Does the journal transmit information to the

reader in a clear and concise manner?
71
Lesson 6
The Role of Research and Technology Lesson 6
Focus Question
How can research and technology assist scientists in learning about
plants?
Overview
In this lesson, students use various sources - books, CD ROM disks, the
Internet, videos, etc., to learn more about plants. This will lead to
individual investigation to understand or confirm their knowledge.

1. Research videos, books and CD ROM disks to learn new
knowledge about plants.
2. Be introduced to the Internet in order to access new information
about plants, depending on school, classroom or library
availability.

In this lesson, students will be introduced to the way scientists uncover
more information by researching books and electronic resources and by
collaborating with others.
Materials
• *book resources - including an encyclopedia, in class, or in the
library
• *DVDs, CD-ROMs and Internet, as available.
Management
initiate, and can run as long as the teacher views practical. It can also
parallel or be integrated with current Language Arts instruction. At this
point in the school year, this lesson should serve as an introduction to
the process of research. Student reports might only require a few
sentences at this time.

Teaching Procedures
1. Before beginning research, students working in their group should
decide what sources they would like to research. Books and other
resources should be readily available and students may need

assistance in using the index or menu to access information. Students
should work within their group. The librarian and/or computer
teacher should be available to the students.
2. Notes may be taken, print outs collected, and any student

contributions reviewed, as needed. Allow about 50 total in-school
minutes for researching. In follow-up class periods, information
collected should be analyzed by groups of students, and a report put
together with their findings .
3. The teacher will assess the research work and help students to see
what progress they have made in writing and using resources to
obtain new information. Topics or areas students can research may
include: plant parts, plant scientists, plants as they vary by
environment, plants uses (medicines, food, etc).

Assessment Procedures And Suggested Rubrics
1. With the students, develop a rubric that will help assess student
research. (Or use the journal page, My thoughts and reflections on
doing science investigations from lesson 5.) Since they will report
out as a group what they have learned and how they will
investigate it, the rubric should make clear that the students:
• Cooperatively find a source and topic they would like to use.
• Report on at least 2 concepts they learned that were new to
them.
• State how this work is related to how real scientists might
investigate life cycles in the natural world.
• Describe why this is it important to them or someone else.
2. The students with the teacher can develop what and how much will
represent an exemplary report as well as other levels of
competency. Below is an example of another suggested rubric that
may help you and/or your class develop a similar rubric suitable
for your plan.
consisted of only a
somewhat clear and list of facts copied
with no scientific
vocabulary used.
words were used
Students’ own
Diagrams are
Novice
The report
Some diagrams are missing.
words were used
included, but are

Apprentice
not completely
Students’ own
vocabulary.
clear and accurate. Report was

with a few
scientific
labeled.
Report was clearly Report was mostly
Labeled diagrams
vocabulary used.
crucial diagram
Some scientific
Proficient
included, but a
missing.
Labeled diagrams
vocabulary used.
Distinguished
understood and
Scientific
included.
accurate.

Integration With Other Subject Areas
Language Arts
• As before, research and reporting are integral components of
language arts skills and whatever connections can be made to
clear, correct and concise writing and speaking, should be made.
Technology
• This is another opportunity to move students toward trying
alternative, and preferably electronic resources both at the school
library and/or local community library.
Aesthetics
• Credible reporting should now be asked to include clear
communication in an aesthetic or artistic sense too. Especially if
students are creating a multimedia presentation, an artistic or even
musical sense may be integrated into their presentation.

Using the local library for additional research or other outside resources,
such as the Department of Agriculture database or the Cornell
Cooperative Service, should be encouraged. Other local botanical
resources such as a local plant nursery should not be overlooked.
Student And Teacher Resources

Ardley, N., The Science Book of Things That Grow, Harcourt, NY,
1991, ISBN# 0-15-200586-2.
Morgan, N., The Plant Cycle, Thompson Learning, NY, 1993,

ISBN# 1-56847-091-6.
Internet sites:
• http://www.youcan.com/interact/leaf.html
Shows leaves changing color in the fall as chlorophyll breaks
down.
• http://www.sccs.swathmore.edo/~tkorn/
wildflowers/ Shows many wildflower pictures and gives
interesting facts about flowers.

Lesson 7
Changing Views of a Scientist Lesson 7
Focus Question
How have our perceptions of a scientist changed?
Overview
Students revisit the original lesson (lesson 2) on picturing a scientist and
accompanying narrative to determine how their perceptions have
changed.
A final creative activity, designing a plant, will help assess student

comprehension.

1. Demonstrate broader and more diverse ideas about what scientists
do and how they work.
2. List the various tasks of a scientist.
3. Share an appreciation of the many and varied tasks of the scientist.
4. Understand the importance of listening to others, keeping accurate
records, raising questions about the work they do, reflecting on
their thoughts and actions, and have respect for the knowledge and
ideas of others.
5. Demonstrate responsibility for their own work, individually, and in
a group.

The teacher and the students now have an opportunity to reflect, assess
and question whether the work they engaged in to acquaint them with
the scientist and his work has accomplished this goal.
The processes listed below in the Teaching Procedures section are

written for the students, but the teacher might want to consider keeping a
"journal" also to help model student efforts.
• The teacher "journal" notes can be shared with the class just as
students share their journals with each other and the class.
• The teacher can also add to his/her journal the comments,
suggestions and questions of the students as well their own
reflections after the "share" session.

Two other key areas that teachers need to reinforce are:
• Reflective Practice:
An important practice for all students is to reflect on their own
learning. By revisiting the lesson on "Picturing a Scientist" the
student can see if he/she has moved in the concepts, and
perceptions that they initially had. It is also an important life skill
(MST Standards).
• Questioning:
Students should be encouraged to record questions that have
arisen as they reflect, and assess their work. The journal is the
place to record these questions and thoughts.
Materials
• * materials to draw or generally create illustrations or make
models of a fictitious plant
• Science 21 Reader: A Scientist Investigates Plants.
Management
initiate, and can run as long as the teacher views practical. It can also
parallel or be integrated with current Language Arts and Fine Arts
instruction.
Teaching Procedures
1. This lesson is a follow-up to lesson 2. Before beginning any drawing
or narrative, students should discuss within their group the things that
they did while investigating plants. Each group contributes their
ideas to the general class review. The teacher will list the ideas of
the groups. Adequate time should be given (5 minutes) for students
to reflect on this chart and then add other ideas that surface. Students
should use their journals to review and support the facts that might be
added. This models the importance of a journal for keeping notes
and using those notes as a resource.
2. After the review, offer the following challenge:

The "budding botanists" in the class have been selected to
participate in designing a plant that would make a major
contribution to the improvement of our world. Their challenge is
to design and build a model of a new plant, using what they have
learned about plants and their parts. To complete this task the
students must:
a) use their Science Journals as a reference source and
as a place to record their work;
b) include a detailed, labeled illustration of the complete
model of this new plant;
c) include a detailed, labeled diagram and description of
each plant part and its purpose;

d) build an actual model of the new plant with available
materials, or other items brought from home --
however, no actual plants or parts can be used;
e) write a summary paragraph that describes the value
and contribution that the new plant could make
toward improving our world;
f) give a team presentation about their newly designed
plant.
3. After students have completed their presentations they should be

asked to revisit the original lesson on picturing a scientist and that
accompanying narrative to determine how their perceptions have
changed. Ask them to rewrite their original work based on what
they learned by acting as scientists in investigating plants. Then
they should create a new drawing of a scientist. When redrawing
the scientist, emphasize the content more than just the artwork. See
the assessment section below for additional questions reflecting on
the work of this unit.

Assessment Procedures And Suggested Rubrics:
1. For the activity on creating a new plant, the following questions
should serve as a guide:
• To what extent did the students effectively communicate,
both in writing and in their presentation, their knowledge
of the major parts of a plant and the relative functions of
these parts in helping the plant live and grow?
• To what extent did the students use and apply this

knowledge in creating plans for a new plant that could be
beneficial to the world?
• To what extent did they satisfy the criteria (standards), a-

f, in step 2 of the teaching procedure above?
2. The teacher can work with the class to develop the rubric for the
revisited picture and narrative of what a scientist is or share a rubric
such as the one below:
• Distinguished: The new picture and narrative show
greater insight into who a scientist is and what he/she
does.
• Proficient: The new picture and narrative support an

understanding of what is a scientist and what he/she does.
• Apprentice: The new picture and narrative show some

understanding of what a scientist is and what he/she does,
but do not relate to each other.
• Novice: The new picture and narrative illustrate a

beginning understanding of who the scientist is and what
he/she does.
3. A self-assessment activity can also be used at this point. The spirit

of the practice of reflection on one's work, eventually grows to an
assessment of one's work. A set of questions can be developed here
with the students to allow them to assess their own personal growth
in knowledge about the work and tools of scientists.
Self-assessment can also include the students looking at how well

their lab group worked together. Sample activity sheets found in
the journal pages can be used for this purpose.

Assessment Procedures (continued):
4. Ultimately, a key attribute of this unit will be the student

perception that keeping a journal of their work is a valuable
activity. Ask them to respond to the following question:
• How did your journal help you, and if you had to do over
again, how would you change your journal to make it
more helpful?

Assessment Procedures (continued):
5. Read the Science 21 Reader, A Scientist Investigates Plants, with

the students. Ask them to compare the way in which Raven (the
“scientist”) conducted his investigation with the activities followed
in this unit.

Language Arts and Aesthetics
• This final activity is dependent on student developing skills in
communication, verbally, visually and in written form. This
should be a heavily interdisciplinary lesson.
Technology
• Without given direction, it would be interesting to note what
students, having used technology in previous lessons, now return
to that set of resources to complete the tasks of this lesson.

Students can be asked to again look at popular images of scientists in
both print and visual mediums, to determine the accuracy of those
portrayals compared to what they learned during this unit.
Student and Teacher Resources

Tresselt, A., The Gift of the Tree, Lothrop, NY 1992,
ISBN# 0-688-10684-6, or library binding 0-688-10685-4.
Science 21 Reader: A Scientist Investigates Plants. Helen Pashley.
P/NW BOCES, 2008.

GRADE 3 • UNIT 1 • UNIT ASSESSMENT
Assessment Unit
In the Unit Assessments section you will find suggestions and models of
both traditional and hands-on, authentic assessments that can be used to
Assessments
assess students’ knowledge and skills for this unit. (These assessments
also appear in the Grade Three Assessment Packet.)
1. What role can teachers play in the assessment process?
In the investigative classroom, where students are quietly working

together in collaborative groups, how is it possible to assess the
science understandings that each child is acquiring?
The goals of assessment should be to evaluate student skill

development and understanding. The information that you obtain
from student evaluation can be used to further student learning.
Assessments help students accommodate and revise their
understandings by refining their inquiry skills and questioning
abilities.
Assessment is most useful when it is a natural part of instruction.

During an activity, it is possible to assess individual as well as group
achievement in various areas when the teacher takes a step back and
removes him or herself from the details of the investigation. This
enables the teacher to focus on the skills that students are applying in
their investigation and the understandings that they are demonstrating
as reflected in their small group conversations.
While assessing students during investigations, the teacher is

carefully listening, observing and asking small groups of students
open-ended questions while trying to maintain a record of the
conversation. It can be said that this kind of assessment is informal as
compared to paper and pencil tests. Also through careful questioning
and assessment of student journals, the teacher can obtain an accurate
picture of student achievement.
2. What role can students play in the assessment process?
Even at the elementary school level, it is important for students to

assess how well they worked in their group and the contributions that

they made to the group. They can begin to take notice of those areas
where they were most successful and those areas where they need
improvement. They should help to establish what kinds of behaviors lead
to successful collaboration and what successful collaboration would look
like and sound like in the classroom.
Students are encouraged to become more aware of their own learning by

engaging in various forms of reflection and self-assessment. This may be
accomplished by the use of reflective journals (or a section in their science
journals that is dedicated to personal reflection of their work, the process
that they have been engaged in, and the knowledge that they have gained).
Paper/Pencil Test
Objective Assessment……………………………………… 85
Constructed Response Questions………………………….. 93
Circus (Performance) Assessment…………………………. 99
Station Directions For Performance Assessment………… 103
Performance Assessment Directions………………………. 105
Plant Parts Station…………………………………………. 107
Rubric for Rating Circus Performance Assessment……….. 109
Answer Guide For Unit One………………………………. 109

Grade 3, Unit 1 Objective Assessment
Name ____________________________________________________
Circle the correct answer for each question.
1. Which of the following is NOT a job of the roots of a plant?
A. anchor the plant
B. absorb water from the ground
C. produce seeds
D. obtain minerals for the plant
2. When plant seeds are scattered by the movement of air, this is sometimes called:
A. pollination
B. animal dispersal
C. germination
D. wind dispersal
3. All scientists:
A. must be men
B. make observations
C. be older than 21
D. work only in a laboratory.
85
4. Which part of the plant makes food (using sunlight) for the rest of the plant?
A. flower
B. petals
C. fruit
D. leaves.
5. A person who studies plants is called a:
A. chemist
B. teacher
C. botanist
D. zoologist.
6. The scientific name for the baby plant inside a seed is the:
A. pod
B. primary root
C. seed coat
D. embryo.
7. A scientist makes guesses about why things happen. She bases these guesses on
past experiences. These guesses can be called:
A. predictions
B. rubrics
C. procedures
D. assessments.
87
8. What could happen to a plant if its flowers are removed:
A. the plant would die
B. the plant would fall over
C. the plant would not produce seeds
D. the plant would change color.
9. Look at the following picture. Three main parts of the tree are shown: leaves, trunk,
and roots. Draw a line from the plant part to what it does.
Uses sunlight to help make food__
takes in water from the soil__
carries water from roots to other plant parts__
89
10. Look at the following picture. One part of the plant is missing. What might happen to
this plant?
A. it will not be able to get water from the soil
B. it might not be able to make food to survive
C. it will not attract insects
D. it will fall over.
91
ASSESSMENT
GRADE ____THREE_________ UNIT ___ONE __________
CONSTRUCTED RESPONSE QUESTIONS
In keeping with state assessment practices, it is appropriate to

provide parallel tasks so that children will have some experience
with the types of questions that they will confront in the New
York State Elementary-Level Science Test in Science (E-LST).
The pages that follow outline constructed response items that can
be given to students to assess their accomplishment of the goals
and objectives of the SCIENCE 21 Program as well as provide
experiences with the kinds of items they will face in future
assessments. Encountering these types of questions within the
natural context of their science program will yield important
information to teachers and help to evaluate student performance,
teaching approaches, and program effects
93
ASSESSMENT
Grade 3, Unit 1
Name _____________________ Date ____________________________
BUDDING BOTANIST
1. Create your own plant. It should have the same needs as the plants we have been
studying. Draw its picture in the space below. Give its size in metric units.
Name your plant: ____________________________ It is _________ cm tall.
2. Label your plant’s parts in the picture that you drew above. Feel free to make
up any new parts, but be sure to include the ROOTS, STEM, LEAVES, and
FLOWER. Fill in the chart below:
Main Parts of My Plant Function of Each Part
root __________________________
stem __________________________
leaves __________________________
flower __________________________
(other) ___________________ _____________________________ 95

3. Describe the habitat of your new plant. What does it need to grow and how
does it get it?
______________________________________________________________
______________________________________________________________
_____________________________________________________________
______________________________________________________________
4. How does you plant help the world? How is it useful to animals or humans?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. What are some other important facts about your plant?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
97
ASSESSMENT
GRADE ____THREE__________ UNITS ___ONE ______
CIRCUS (PERFORMANCE) ASSESSMENT

The goal of the circus assessment is to formally evaluate the knowledge, reasoning, and skills that the
students should have acquired during the unit. This assessment requires them to be able to perform tasks
individually, enabling each student’s level of attainment in these areas to be gauged. It also gives
students some practice in the form of assessment that they will encounter in Grade Four.
General Instructions
The following is a model E-LST-type manipulative and performance-based assessment that may be used
at the end of this unit. This section contains one station and assumes 15 minutes time to complete.
• Use the suggested rubric to determine student skill, but do not focus on a numerical grade.
• Based on the number of students, create the number of stations needed. Encourage students to use
full sentences and correct grammar in their written responses.
• Advise students to raise their hand if they have a question.
• A timer will be needed to assist students in pacing their work.
• The assessment pages that follow should be duplicated for each child.
• The student should have a direction sheet taped in place at the station.
• Review all directions before the test, reading them aloud as needed.
• Each child should come prepared with two pencils with erasers, extras being available.
The station for this unit is:
Plant Part Identification and Function.
STATION SET-UP MATERIALS LISTS
No special materials needed. Students will be working on the page given to them.
However, if available, a real plant may be set up at the station.
99
Station Directions
Directions:
At this station you are asked to label the parts of a plant as pictured
in your test booklet.
1. First label the four parts.
2. Then, in the space provided on your worksheet explain the job of

each plant part.
101
ASSESSMENT
GRADE _____Three_________ UNITS ____One _______
NAME ________________ DATE __________________
PERFORMANCE ASSESSMENT DIRECTIONS
• During this skills test you work at a station.

• In this case, the station can be your desk.
• You will be given 15 minutes to complete the task.
• A few times while you are working, your teacher will tell you how
much time you have left to finish your work.
• When two minutes are left to go, you will be reminded to complete
your work, check it over, and clean up.
• If you finish before time is up, carefully check your work.
• Read the directions carefully.
• Record your answers only on the page given to you by your teacher.
• If you do not understand any part of the test, quietly raise your hand.
• Do not talk during the test.
103
Plant Parts
Name_________________________________
105
Rubric for Rating Performance Assessment (Unit One)
Accomplished Proficient Developing Beginning
• All 4 parts correctly • All 4 parts correctly • At least 3 parts • Two or less parts
identified. identified. correct. correct.
• Explanations • Explanations • Limited or some • Minimal correct
contain significant complete and incorrect explanations.
detail. accurate. explanations.
Answer Guide for Grade Three, Unit One Assessment
Objective Test
1 C
2 D
3 B
4 D
5 C
6 D
7 A
8 C
9 leaves, root, trunk (top to bottom)
10 B
Constructed Response Question
1. Student drawing should include leaves, stem, roots, flower, and measurement given in the space
provided.
Any creative name should be accepted.
Parts of plant should be labeled.
2. For each flower part in the picture, a function should be given in the space provided.
3. Plant needs should be stated with some allowance for creativity.

Items that should be included: water, soil (nutrients/minerals), sunlight.
4. Accept creative responses.

Some possible human uses might include: food, clothing, shelter.
5. Accept creative responses. 107

GRADE 3 • UNIT 1 • READING IN THE CONTENT AREA
In the Reading in the Content Area section, you will find several Reading In
readings that may be used for Unit 1. They can serve as an English
Language Arts connection to this unit. These readings also provide The
important background information for the students.
Content Area
The readings for this unit provide support for the lessons. Teachers
should look ahead at the selections and duplicate those readings that are
appropriate prior to or during the various activities that the readings are
intended to support.
List of Readings
“What Do Scientists Do?”……………………….. pg. 111

“From Seed To Plant” ………… ……………….. pg. 115
“The Important Parts of a Plant” ………………... pg. 119
“The Uses of Plants” ……………………………. pg. 125
©2004, Putnam/Northern Westchester BOCES • SCIENCE 21 • Grade 3 • Unit 1

109
Grade 3, Unit 1, Reading in the Content Area
What Do Scientists Do?
Picture a scientist in your mind. What do you see? Are you imagining a wild-haired man in a
white lab coat with all kinds of glasses, jars, and tubes around him? There may be some
scientists who actually appear like that, but most scientists do not! The list of different kinds of
scientists can go on and on. There are people who study all kinds of animals, people who
explore the oceans and the skies, people who produce new products to make our lives easier,
inventors, doctors, nurses, etc.
It is important for us to think about how scientists affect our everyday lives.
Wherever you are, whatever you’re doing, you’re probably enjoying some
-thing that resulted from the work of scientists. Sound engineers make your
movies and music better. Doctors study the human body and find cures for
diseases. Chemists bring you all kinds of things from fibers for carpets and
clothing, plastics, cosmetics, and cleaning fluids, soaps and perfumes.
Agricultural scientists work to make food products better . Automotive
engineers design safer, more efficient cars. And these are just a few
examples. It is also important to remember that scientists can be men or
women, young or old, and come from any country or part of the world.
What makes people scientists is what they do, not what they look like! There are some
common things that all scientists do. They ask questions. They learn with their senses. They
measure, compare, conduct experiments, and record their findings. They solve problems.
Then, they communicate the results of their studies to others. But science has two important
meanings. One is the way that we study objects and events in our lives. The other meaning is
the actual subject that we learn and the knowledge that we acquire. In science, we learn about
animals and plants and their environments, energy, light sound, magnetism, rocks, minerals,
reactions and many other topics.
Scientists approach problems in ways that help them to

come out with clear results that other people can understand
and they can try their experiments over again to see if they
can get the same findings. So, you don’t have to wear a lab
coat and be surrounded with strange equipment to be a
scientist. In your classroom you can be a scientist. It all
depends upon what you do to find answers to problems and
challenges.
111
Name _______________________________ Date ___________________
Think about and answer the following questions:
1. What are some of the things that scientists do to solve problems?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What are the ways in which you behave like a scientist?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Is science a subject that we study or a way that we act? Explain.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
113
From Seed to Plant
Most plants begin with a seed. Seeds contain a young plant in the form of an embryo
and a supply of food for the developing plant, the cotyledon. Seeds also have a
protective covering called a seed coat. Most seeds are formed in flowers and most
seeds have protective covers that prevent them from drying
out. These covers also protect them from the weather and Seed Coat
allow them to last a very long time.
Seeds are protected within the bottom of flowers. The Embryo

seeds fall from the plant and will grow in the soil if they
have enough water and the soil is soft enough. In some Food
(Cotyledon)
cases, the seeds from the plant are carried away from the
Bean
parent plant.
There are two main ways that seeds may be transported from the parent plant to the
place where they will grow. They are by wind and by animals.
Some plants have special parts that allow them to “catch the wind” and drift off to far-
off places. Have you ever seen the “winged maple seeds?” When the wind blows, the
“wings” can carry the seeds over a long distance.
Dandelion
“Winged” maple seed
Other plants have “parachutes” that carry the seeds away on

air currents and they can spread over a very large area.
Animals also spread seeds. Some seeds have tiny hooks

like "Velcro" which get stuck in the fur or clothes of passing
mammals and are later deposited at another place. Some
birds eat fruit that have seeds in them. They digest the fruit,
but the seeds pass through them and come out in their
droppings.
115
Name _______________________________ Date ___________________
1. Name three parts of a seed and explain the purpose of each part.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What are some of the ways that seeds are spread from one place to another.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Why do you think it is important that seeds have a way of traveling from one
place to another?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
117
The Important Parts of a Plant
There are four main parts of most plants: roots, stem, leaves, and flowers. Let’s look at these
plant parts one at a time.
Roots: Roots anchor the plant in the ground. Plants are held tightly in the ground so that they
are not blown away by wind or washed away by rain. Roots also absorb water and minerals
from the soil for the plants. Some roots are able to store food for the plant, such as potatoes.
Stem: The stem connects the leaves to the roots. It

transports water and minerals from the roots to the leaves
where food is made. The stem also provides support for
the plant allowing the leaves the reach the sunlight that
they need to produce food.
Leaves: Leaves are the food making factories of green

plants. Leaves come in many different shapes and sizes,
but their job is always the same. Leaves are made to catch
light and they have tiny openings (stomata) that allow
water and air to come and go. The outer surface of the
leaf has a waxy coating that protects the leaf. Veins in the
leaf carry nutrients within the leaf itself. Green plants
make their own food and the leaves are where this
happens. With energy from the sun, water and minerals
from the soil, carbon dioxide from the air, and with the
help of chlorophyll (the green color in leaves and other
parts of plants) a leaf produces "food" consisting of sugars
and starches. The food then circulates throughout the
plant. The food making process is called photosynthesis
("photo" means light, and "synthesis" means putting
together).
During photosynthesis, plants take in carbon dioxide and give off a waste product, oxygen.
Nearly 100% of the oxygen animals (including human beings) require is made by green plants.
At night, when there is no light and photosynthesis cannot take place, plants give off carbon
dioxide. (Humans continually breathe in oxygen and give off carbon dioxide.)
119
Flowers: Flowers not only look pretty but, in fact, are the most important part of the plant for
making seeds. When seeds grow, they make new plants. Flowers have some basic parts. The
female part is the pistil. The pistil is located in the center of the flower and it is made up of
three parts: the stigma with a sticky top, a style (slender tube) and the ovary, a hollow
structure at the base which contains the “eggs.”
The male parts of a flower are stamens and usually surround the pistil. The stamen is made
up of two parts: the anther and the filament. The anther produces pollen and the filament is
a thread-like stalk that holds up the anther.
Pollination occurs when a pollen grain is transferred from the stamen to the pistil by insects,
birds, or the wind. The pollen grain swells as it absorbs water, sugar and other materials from
the stigma. The pollen grain then germinates — that is, it grows a tube downward to the
ovary and after reaching the ovary's "eggs," produces seeds. Fruit seeds stay in the ovary
until they are ripe and ready to be scattered by the wind, animals, humans, or water.
Petals: Petals are also important parts of the flower because they help attract pollinators such
as bees, butterflies, and bats. You can also see tiny green leaf-like parts called sepals at the
base of the flower. They help to protect the developing bud.
Fruit: The fruit is the ripened ovary of a plant that contains the seeds. When the pollen
combines with the eggs in the ovary, fertilization occurs. After this happens, the ovary swells
and becomes either fleshy or hard to protect the development seeds. Every seed is a tiny
plant, or embryo, with leaves, stems, and root parts waiting for the right things to happen to
make it grow. Seeds are also protected by a coat (the seed coat) which covers the seed and
can let the embryo survive some tough conditions.
121
Name _______________________________ Date ___________________
1. Name at least four parts of a flowering plant and explain the function of each
one.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Why is pollination an important process for plant development?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Explain the life cycle of a flowering plant beginning with the seed.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
123
The Uses of Plants
Human beings are completely dependent upon plants. First of all, plants produce the food that
we eat, the oxygen that we breathe, and are turned into clothing, fuel, shelter, and many other
necessities of life. Our dependence on crops such as wheat and corn (maize) is obvious, but
without grass and grain the livestock that provide people with food and other animal products
could not survive either.
Throughout history, plants have been used to produce clothing, medicine, oxygen, food,
decoration, lumber, and paper. Early humans used parts of plants to cover their bodies. Later
on, they learned to spin plant fibers into thread and yarn, and to make baskets. Cloth can be
made from the fibers of both the cotton and flax plants.
Wood from trees is used to make furniture (desks, chairs, tables, lamps), building materials
(walls, floors, house frames), tools (ladders, rulers, pencils, handles), paper (writing, wallpaper,
decoration, toys, money), fuels (firewood, charcoal), boats, sports equipment (bats, golf clubs,
hockey sticks), musical instruments (pianos, violins, guitars, clarinets), machinery parts, looms,
spinning wheels, etc. The rubber from rubber trees are used for elastic, toys, erasers, tires,
boots, rubber bands, gloves, etc. Cork from trees is used for bulletin boards, wine stoppers,
sound proofing, and coasters.
Different colors taken from plants are used to make dye for clothing, string, rope, paper, paint,
and cosmetics.
Plants are also used to make medicines. There are over 120
different kinds of medicines that are made from plants and
plant parts. Some plants are used to make pain killers, cancer-
fighting drugs, antibiotics, cough medicines, and insecticides.
Plants are also used to make perfumes and other cosmetics.
Most people take plants for granted. But, plants are essential
to life on this planet. They produce oxygen, absorb carbon
dioxide, filter out dust, provide windbreaks and moderate
temperature, absorb noise, prevent soil erosion, provide shade
for animals and humans, increase underground water
resources, create natural beauty and improve property values.
125
Name _______________________________ Date ___________________
1. List four ways that plants are essential for human life.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Think of four objects that are made from plants that were not listed in the article.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Native Americans used plants to make medicines. Why do you think this was so?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
127
GRADE 3 • UNIT 1 • JOURNAL PAGES OUTLINE
Journal Pages Outline

Describe Your Mystery Substance ...........................................................................................................1-2
Mystery Substance Checklist ...................................................................................................................... 3
Experiment .................................................................................................................................................. 4
My Picture of a Scientist ............................................................................................................................. 5
Things that I do that are like a scientist... .................................................................................................... 6
“Know Your Peanut (or Walnut)” ............................................................................................................... 7
A Scientist’s Journal Entry .......................................................................................................................... 8
Assessment .................................................................................................................................................. 9
Seed Sketch ..........................................................................................................................................10-11
What is needed for a seed to germinate? ................................................................................................... 12
Growth Chart ........................................................................................................................................13-15
Results of Investigation ............................................................................................................................. 16
My Group’s Work ..................................................................................................................................... 17
What Are The Parts Of A Plant? ............................................................................................................... 18
The Parts Of A Flower .............................................................................................................................. 19
Parts of a Seed ........................................................................................................................................... 20
My thoughts and reflections on doing science investigations ................................................................... 21
Some ideas of what we need to include in our presentations: ................................................................... 22
The “Budding Botanist” Project ................................................................................................................ 23
My Picture of a Scientist ........................................................................................................................... 24
Observations of Behaviors of My Lab Group ......................................................................................25-26
How did my journal help me? How would I change it to make it more helpful? .................................... 27
Name: ________________________________ Date: ________________
Describe Your Mystery Substance
SIGHT TOUCH HEAR SMELL
1
Name: ________________________________ Date:

___________________
Mystery Substance (continued)
What I Know What I Want To What I Learned

Know
2
Name _________________________ Date: __________________

Group
Member _________________________ ________________________
_________________________ ________________________
Mystery Substance Checklist

Cooperative Group Checklist – Student Checklist
_____ 1. Ask questions about the mystery substance.
_____ 2. Listen to questions from all group members.
_____ 3. Write a description of the mystery substance.
_____ 4. Develop a test to answer one of your questions.
_____ 5. Describe the test and the results.
_____ 6. Write the information you collected in your science journal.
_____ 7. Develop other tests on the mystery substance.
_____ 8. Make predictions about these tests.
_____ 9. Do the test.
_____ 10. Observe and describe the mystery substance.
_____ 11. Describe changes caused by temperatures.
_____ 12. Write information clearly in your journal.
_____ 13. Use correct spelling, punctuation, and grammar in your

journal writing.
_____ 14. Use scientific language.
3
Name: ________________________________ Date: ________________
Experiment
Develop a plan to investigate the questions you have.
Purpose: (Why are you doing this test? What do you want to find out?)
Prediction: (What do you think will happen?)
Procedure: (What steps will you take to find an answer to your question?)
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
Results: (What did you find out? What conclusions did you reach?)
4
Name: ________________________________ Date: ________________
My Picture of a Scientist
Information about this scientist
5
Name: ________________________________ Date: ________________
Things that I do that are like a scientist...
6
Pair Number ______________________________ Date:________________
Recorder: _________________________ Speaker: _________________
“Know Your Peanut (or Walnut)”
Record your observations below:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
A drawing of our peanut (or walnut). 7

Name: ________________________________ Date: ________________
A Scientist’s Journal Entry:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
8
Name: ________________________________ Date: ________________
Assessment
I thought my journal was good because:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
I could make it better by:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
I acted like a scientist when I:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
9
Name: ________________________________ Date: ________________
Seed Sketch
Sketch Sketch
Description Description
Questions Questions
10
Name: ________________________________ Date: ________________
Seed Sketch
Sketch Sketch
Description Description
Questions Questions
11
Name: ________________________________ Date: ________________
What is needed for a seed to germinate?

Plans of investigation
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________________
12
Name: ________________________________ Date: _______________
Growth Chart
Write your observations Draw what you see each day
Day ____
Day ___
Day ___
Day ___
13
Name: ________________________________ Date: _______________
Growth Chart Continued
Day ____
Day ___
Day ___
Day ___
14
Name: ________________________________ Date: _______________
Growth Chart Continued
Day ____
Day ___
Day ___
Day ___
15
Name: ________________________________ Date: _______________
Results of Investigation
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
16
Name: ________________________________ Date: _______________
My Group’s Work
_______________________________________________________________
_______________________________________________________________
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17
Name: ________________________________ Date: ________________
What Are The Parts Of A Plant?

Most plants have ROOTS, STEMS, LEAVES, and FLOWERS. Each
part has a job to do in helping a plant live and grow.
Label each plant part. Briefly describe the function of each plant
part. Then, color the plant.
1. ____________________
4. _________________
2. ____________________
3. _______________
18
Name: ___________________________________________________ Date: ___________________
The Parts Of A Flower

Directions: Place the correct word from this list on the proper line showing that part of the flower.
Anther (male part) Stigma (female part)
Filament (male part) Style (female part)
Stamen (male part) Pistil (female part)
Eggs Ovary (female part)
Petal Sepal
19
Name: ________________________________ Date: ________________
Parts of a Seed
Kernal
20
Grade 3, Unit 1, Lesson 5 &/or 6
Name: ________________________________ Date: ________________
My thoughts and reflections on doing science investigations
Two new things that I learned about plants from the investigations are:
1.
_______________________________________________________________
_______________________________________________________________
2.
_______________________________________________________________
_______________________________________________________________
How are our investigations like the way that scientists investigate life cycles?
_______________________________________________________________
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Why is it important to investigate your questions?
_______________________________________________________________
_______________________________________________________________
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21
Name: ________________________________ Date: ________________
Some ideas of what we need to include in our presentation:
1. Accurate recording of observations and procedures.
2. Diagrams that are clear, complete, and clearly labeled.
3. Results and/or conclusions completed and described.
4. Questions about the experiment and ways to investigate the questions.
5. ____________________________________________________________
6. ____________________________________________________________
Resources for research:

1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
How our reports will be evaluated:
Grade What is needed in the report:
1. __________________ ___________________________________
2. __________________ ___________________________________
3. __________________ ___________________________________
4. __________________ ___________________________________
22
Name: ________________________________ Date: ________________
The “Budding Botanist” Project
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23
Name: ________________________________ Date: ________________
My Picture of a Scientist
Information about this scientist
24
Name: ________________________________ Date: ________________
Observations of Behaviors of My Lab Group

Behaviors that contributed to suc- Behaviors that did not contribute to
cess success
1. What we did well as a group.____________________________________
____________________________________________________________
____________________________________________________________
2. What contributions did I make to the group?______________________
____________________________________________________________
____________________________________________________________
3. What could our group do to improve the next time that we investigate?
____________________________________________________________
____________________________________________________________
25
Name: ________________________________ Date: ________________
Observations of Behaviors of My Lab Group

(continued)
Circle the number that you feel describes your group’s behavior.
My group...
Needs Work Super
1. Shares 1 2 3 4
2. Listens to each other 1 2 3 4
3. Is polite to each other 1 2 3 4
4. Praises each other 1 2 3 4
5. Speaks quietly 1 2 3 4
6. Concentrates on project 1 2 3 4
26
Name: ________________________________ Date: ________________
How did my journal help me?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
How would I change it to make it more helpful?
_______________________________________________________________
_______________________________________________________________
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_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
27

Unit 1: Science 21

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Unit 1: Science 21

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Unit 1

A K-6 INTEGRATED SCIENCE CURRICULUM

PUTNAM/NORTHERN WESTCHESTER BOCES

GRADE K Susan Cargill Diane Ford Diane Madaio

Gail Boule Yvonne Denmark Kristine Klausz Betsy Rasa

Gerri Burnett Gayle Fisher Angela Letizia Amy Stewart

GRADE 1 Deanna DiFilippo John Fiore Joan Kavanaugh

Melissa Billings Trish Faigle Rachelle Furlan Roseann Malagrino

Lin Butter Judy Finehirsh Christine Hirsch Barbara Rink

GRADE 2 Ann Carlson Judy Finehirsh Wendy Moore

Marie Barrow Nina Chase Jan Jesse Susan Petroccione

Jeanette Benfante Laurie Colantuono Florence Kowalski Jan Tovar

Melissa Bryan Beverly Eisenberg Patricia Madeux

Ferzeen Bhana David Dougherty Betty Hill Kathleen Marks

Carol Burrell Jacquie Figueroa Carol Jacobson

GRADE 4 Paul Finch Richard Liquori Saranne Ratner

Alicia Braccia Karen Gagliardi Bob Napuli Ralph Smith

Kate Bauer Gary Hattersley Judy Peltier Christopher Strahley

Donna Black Lucy Knapp Patricia Prager Mary Woods

Wayne Dederico Annie Lemon

GRADE 5 Celeste DiRuocco Marella Giilchrist Joyce Noah

Jane Bernstein David Dougherty Frances Kedzielawa Roseanne Verlezza

Malorie Bratt Andrea Frusciante Grace Leone

GRADE 6 Diane Johnson Mary Resanovitch Judy Toledano

Karen Brothers Bill Post Chris Romano Alexis Vazquez

Sandy Greene Rhoda Post Danielle Sunberg Henry Wiethake

Rebecca Bardes Cheryl Kuszak Tim Pelepako Jennifer Sullo

Aaron Cassese Rachel Lightbody Alison Poulakis Charles Tabah

Anna Corbi Sahid Loyola Jonathan Russell Tara Tuttle

Chris Cruz Chrissy Lush Patrick Salerno Andrea Valvo

Dexter Gillette Darren Mathews Kristin Shelton Adriana Velez

Aisha Johnson Kate Mullen Filippo Simone Amy Zerello

BIG IDEAS IN SCIENCE EDUCATION

Science 21 Vision Statement

First Grade ~ Order In Our World

Second Grade ~ Measuring Changes In Our World

Third Grade ~ Cycles In The Natural World

Fourth Grade ~ Organization In The Natural World

Fifth Grade ~ Interactions In The Natural World

Sixth Grade ~ Investigations Of Science And Technology In Our World

Spring 2009 Update

Unit Introduction ......................................................................................................................................... 1

Letter to the Family ..................................................................................................................................... 5

Unit Glossary ............................................................................................................................................... 7

Materials List ............................................................................................................................................... 9

Lesson 7: Have our perceptions of a scientist changed? .......................................................................... 77

Unit Assessment ………………………………………………………………………………………...83

Reading in the Content Area …………………………………………………………………………...111

Student Journal Pages …………………………………………………………………………………..131

Grade Level Theme

©2007, Putnam/Northern Westchester BOCES • SCIENCE 21 • Grade 3 • Unit 1 1

STANDARD 2 • understand that computers can be used to store

STANDARD 3 • collect, analyze and display data.

STANDARD 4 • observe and describe the cycle of plants.

STANDARD 5 • generate ideas for possible solution, individually

STANDARD 6 • observe and describe the interaction among the

STANDARD 7 • observe phenomena and evaluate them by

2 ©2007, Putnam/Northern Westchester BOCES • SCIENCE 21 • Grade 3 • Unit 1

Teachers should consider accessing the following internet site,

Advanced preparations that are needed for upcoming lessons are

Any safety issues associated with a lesson are highlighted by this

Any special notations and/or reminders are designated with this