This document outlines a 2nd grade unit plan focused on plants, biomes, growth, and reproduction. The unit consists of 3 main lessons: 1) an introduction to plant ecosystems and biomes, 2) an investigation of plant growth through growing Wisconsin Fast Plants, and 3) exploring plant reproduction through seed dispersal and pollination. The first lesson introduces students to 5 main biomes and has them compare plant life and conditions. They then quantify plant populations in biome images. The second lesson involves growing identical plants under different conditions to study growth. The third looks at how plants reproduce through seeds and pollination.

1. PLANTS: BIOMES, GROWTH, AND
REPRODUCTION
2nd GRADE UNIT PLAN
http://www.squizzes.com/an-introduction-to-photosynthesis/
By: Kevin Cook

2. 2
Standards within Unit:
Math Science English
CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total
number of objects arranged in
rectangular arrays with up to 5
rows and up to 5 columns; write
an equation to express the total as
a sum of equal addends.
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers
using strategies based on place
value and properties of
operations.
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by
selecting and using appropriate
tools such as rulers, yardsticks,
meter sticks, and measuring
tapes.
CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much
longer one object is than another,
expressing the length difference
in terms of a standard length unit.
CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by
measuring lengths of several
objects to the nearest whole unit,
or by making repeated
measurements of the same object.
Show the measurements by
making a line plot, where the
horizontal scale is marked off in
whole-number units.
NGSS 2-LS2-1. Plan and
conduct an investigation
to determine if plants
need sunlight and water
to grow. [Assessment
Boundary: Assessment is
limited to testing one
variable at a time.]
NGSS 2-LS2-2. Develop a
simple model that
mimics the function of an
animal in dispersing
seeds or pollinating
plants.*
NGSS 2-PS1-2. Analyze
data obtained from
testing different
materials to determine
which materials have the
properties that are
best suited for an
intended purpose.*
NGSS 2-LS4-1. Make
observations of plants
and animals to compare
the diversity of life in
different habitats.
CCSS.ELA-
LITERACY.L.2.1.D
Form and use the past
tense of frequently
occurring irregular verbs
(e.g., sat, hid, told).
CCSS.ELA-
LITERACY.L.2.2
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
CCSS.ELA-
LITERACY.L.2.2.C
Use an apostrophe to form
contractions and
frequently occurring
possessives.
CCSS.ELA-
LITERACY.L.2.2.E
Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings.
CCSS.ELA-
LITERACY.L.2.3
Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening.

3. 3
Unit Overview: (260 Minutes + 3 weeks data collection)
1. Introduce students to ecosystems where plants are found (25 Minutes)
 Students will explore books about different kinds of ecosystems where plants
are found.
2. Lesson 1: Plant Ecosystems (125 Minutes)
 Students learn about the basic components of the 5 main types of ecosystems
(Tundra, Desert, Grassland, Forests, Marine). They then will look at what
specific types of plants they see and how they differ between ecosystems by
performing a web quest. Students then practice identifying and quantifying
plants in ecosystem images with rubrics. Finishing by creating a poster of all
the biomes.
3. Lesson 2: Plant Growth (Planting and Teaching 60 Minutes, Recorded over 3 weeks)
 Students learn about the process of photosynthesis and what a plant needs to
grow. The class will then break up into groups of 3 students and each student
will be given an identical Wisconsin fast plant to grow. Each person will then
setup a different type of growing station for the plants giving them different
amounts of the same 3 nutrients (water, light, fresh air). Each student will
create a hypothesis about which conditions will result in the most growth.
The student will measure the plants each week and record their data as well
as doing several activities on the sheet at the end.
4. Lesson 4: Plant Reproduction (75 Minutes)
 Students will explore the two main types of plant reproduction including
seed spreading and pollination. The students will create storybooks that
include scientific information about the animals’ role in plant reproduction
for pollination and seed spreading, while also using proper writing
techniques they have learned. They will record these new techniques in their
writer’s notebook.
Materials Needed:
 Textual resources about ecosystems, plants, and biomes.
Lesson 1: Biomes
Activity 1:
 Computers
 Student computer contracts
 Web quest worksheet (Attached)
 Website: http://www.blueplanetbiomes.org
 Website: http://kids.nceas.ucsb.edu/biomes/marine.html
Activity 2:
 Biome Worksheet (Attached)
 Pencil

4. 4
Activity 3:
 Poster Paper
 Markers
 Crayons
 Magazines
 Scissors
 Glue
 Any other art supplies
Lesson 2: Plant Growth
 Solo Cups
 Potting Soil
 Wisconsin Fast Plant seeds (4 seeds per person)
o Order from: http://www.fastplants.org/order
 Water
 Measuring Cup
 1 big box for each group
 Permanent Markers
 Rulers
 Observation Packet (attached at the end)
 YouTube Video: https://www.youtube.com/watch?v=eDA8rmUP5ZM
Lesson 3: Plant Reproduction
 Blank soft cover books
o Order from: http://www.mpmschoolsupplies.com/
 Dictionaries
 Pencils
 Colored pencils
 Crayons
 Markers
 Writing Journals
 Rubric for grading (Attached)
 YouTube videos: https://www.youtube.com/watch?v=xY4JFOSuqvY and
https://www.youtube.com/watch?v=MQiszdkOwuU

5. 5
SCIENTIFIC BACKGROUND
Biome
An ecosystem is defined as the relationship between living organisms and their non-
living environment. These interactions are seen everywhere in nature. The following are
the 5 main biomes students in second grade need to focus on: Tundra, Grassland, Marine,
Desert, and Forest. Each of these is elaborated upon in the following paragraphs.
Tundra: This biome is a relatively open land where tree growth is hindered by the
low temperatures and very short growing seasons. This makes much of the plant life exist
in grass from because it grows very close to the ground and can grow in a very short
amount of time. An example of this biome is Antarctica, where there is little vegetation
growth on the landscape. Herbivorous animals must then search for areas where grass has
began to grow in order to find food amongst the other shrubbery.
http://w w w .ucmp.berkeley.edu/glossary/gloss5/biome/tundra.html.
Grassland: This biome is another open area setting where the plant life is mainly
composed of grasses and shrubbery. These areas consist of large rolling plains where
rainfall accumulates to a level high enough to support growth and life of grass, shrubs, and
in some locations a few trees. However, there is not enough rainfall annually to support the
growth of forests. An example of this biome is the North American Midwest prairies.
Animals found in these areas are usually grazing species such as buffalo.

6. 6
http://www.blueplanetbiomes.org/grasslands.htm
Marine: This aquatic biome covers about 3/4ths of the earth and is composed of
coral reefs, estuaries, and oceans. The plant life that is mainly found in this biome is marine
algae, which supplies most of the world’s oxygen. All ocean organisms make up these
environments as well including fish, crustaceans, coral, and many, many more! One of the
most popular examples of this biome is found in Australia in the Great Barrier Reef. This is
the biggest reef in the ocean!
http://sailawayportdouglas.com/touristinfo/aboutgbr/
Desert: This is the hottest biome on the planet. Organisms that have adapted to
survive in this environment endure scorching heat in the daytime and extreme low
temperatures at night. A very common misconception however, is that all deserts are hot
and this is not true. There are some cold deserts as well! The Mojave Desert is a great
example of a hot desert. Hot deserts get very little rainfall and therefore have very
scattered plant life. Cold deserts get frequent rainfall and plants can grow more easily. A
common plant species in both deserts is the cactus. These plants can sustain live in very
extreme temperatures with low water for long periods of time. Animals in Deserts include
owls, snakes, lizards, and other various adapted organisms.
www.thinglink.com
Forest: This is the biome that Michigan falls into, so if I am teaching this lesson
living in Michigan, I will use it as our field experience. This biome experiences multiple

7. 7
seasons with sustainable temperatures for plant life during the spring, summer, and fall.
The winter is the non-growing season period as well as the end of fall. The plant life found
here includes shrubs, grasses, and an abundance of trees. In tropical forests rainfall can be
very high and the plant life will be more tree focused due to warmer temperatures and a
high amount of shade covering the ground from the canopy. In the upper United States,
forest is mainly composed of coniferous trees and temperatures are steadier. Animal life in
these areas varies greatly depending on the location.
www.thinglink.com
Plant Growth
Plant growth occurs when a process called photosynthesis occurs. During this
process plants take in CO2+Water+Sunlight and produce Oxygen+Glucose (CO2 + H20 in
the presence of sunlight  O2 + C6H12O6). The glucose produced by the plant as a product
of photosynthesis is used for energy in order for the adolescent plant to grow and
reproduce. Without sunlight, water, or Carbon Dioxide, plants cannot produce glucose
sugar and therefor, cannot grow. Fertilizer can be used in agricultural planting to deliver
more nutrients to the plant through the root system.
Plants absorb sunlight through their leafs in a specified cell called chloroplasts,
while water and other nutrients are taken in through the roots. Plants also, produce the
oxygen we breathe. Without plants, there would not be any oxygen left on earth and life
could not continue.
As plants are growing they produce more support cells to allow them to grow tall in
order for them to have a better chance of reproduction. Some plants like trees grow
extremely tall while others like grass stay very short.

8. 8
www.wisegeek.com
Plant Reproduction
Plants reproduce in two ways: seed dispersion and pollination. Plants such as trees
use seed dispersion in order to reproduce. Some plants produce sweet fruits that animals
eat. Then when the animal expels the waste product from their body, they spread the seeds
in a new location on the ground in a perfect pile of fertilizer that allow these new plants to
begin to grow. An example of seed dispersion you can see in Michigan is the whirly-birds
from maple trees. These winged seeds flutter down to the ground and are dispersed by the
wind allowing them to cover a great distance and new trees to grow. Other plants that have
flowers reproduce through pollination. The male reproductive part of a flower is called the
anther. Bees and other insects are attracted to flowers because of their bright colors and
sweet smelling nectar. When they land on the flower, pollen sticks to the insect’s legs or
back. Then when the bee takes off and lands on another flower, the pollen sticks to the
stigma or female reproductive part of the new flower and the pollen flows down into the
ovaries allowing the plans to reproduce.

9. 9
UNIT INTRODUCTION
http://www.proprofs.com/quiz-school/story.php?title=quiz-ecosystems
Time Needed: 15-30 Minutes (Depending on class attention span)
Materials Needed: Science books (Children’s books, textbooks, magazines, journals..etc.)
Procedure: Students will begin by having a period of individual exploration time to dig
through and investigate ecosystems, biomes, and plants. During this time they will be asked
to make observations about what they see and read and take some very simple notes or put
sticky notes on pages they feel are important or relevant to the lesson. They will then share
these findings in small groups and compile a list of questions they want to have answered
though the course of the unit. The teacher will then write these questions down and post
them on the “Science Investigation” wall and when one of them is answered the students
will write the answer and stick it underneath the question to track their progress and
learning.

10. 10
Biomes Lesson
Standards:
 NGSS 2-LS4-1. Make observations of plants and animals to compare the diversity of
life in different habitats.
 CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with
up to 5 rows and up to 5 columns; write an equation to express the total as a sum of
equal addends.
 CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and
properties of operations.
Alignment Table:
Objective Assessment Learning Activity
1. TLW compare each of the
5 main biomes.
1. Observe computer work.
2. Check exploration
handout for accuracy.
Students will do a web quest
and explore the various
biomes, plant life,
temperatures, and animals
that live there.
2. TLW identify the total
number of a plant type in a
grid for a given biome.
1. Observe individual work
time.
2. Check quantities for
accuracy.
Students will be given a
picture of a biome on grid
paper and be assigned to
total up the number of
represented plants.
3. TLW create a poster
showing the characteristics
of each biome as sections of
1. Observe work time for
productivity.
2. Check posters for
Students will be given a
sheet of poster paper and be
instructed to create a poster

11. 11
the poster. represented biomes and
accurate interpretations.
representing all 5 biomes
that were explored during
the lesson.
Time Needed: 140 Minutes
Materials:
Activity 1:
 Computers
 Student computer contracts
 Web quest worksheet (Attached)
 Website: http://www.blueplanetbiomes.org
 Website: http://kids.nceas.ucsb.edu/biomes/marine.html
Activity 2:
 Species Abundance Worksheet (Attached)
 Pencil
Activity 3:
 Poster Paper
 Markers
 Crayons
 Magazines
 Scissors
 Glue
 Any other art supplies
Procedure:
Activity 1: 60 Minutes
 The teacher will take the students to the computer lab, making sure to review the
rules of the lab, what they are allowed to do on the computer and have them sign
their computer compliance forms to hold them accountable. Then instruct them to
go to http://www.blueplanetbiomes.org. Once they have reached this website they
will raise their hand and the teacher will walk around and make sure they have
found the correct page.
 Once the student has been checked off they will begin their Web Quest packet.
o Assessment: Observe computer work.
 As the students work through their packet the teacher will move around to help
students stay on take and navigate to through the website to find their answers.
 Once the students have finished their packets or reached the time limit, they will
shut down their computers properly and return to class.
 Students who finished their packets will put them in the homework bin and those
that did not will be assigned the packet for homework. (Make an option for them to
work on it during recess if they do not have a computer or want homework.)

12. 12
o Assessment: Check exploration handout for accuracy.
Activity 2: 35 Minutes
 Now that the class has been introduced to biomes, the teacher will integrate math
and science by talking about species abundance. This is the overall amount of units
of a certain species in a given area.
 The teacher will discuss this idea with the class before giving the grid handout.
 The teacher must also introduce the topic of grid counting and recording data. The
teacher will then pass out the grid handout that is attached and have each student
complete the worksheet.
o Assessment: Observe individual work time.
 Students will then share their results with group members around them and any
different answers will be looked at by the class to draw out any final
misunderstandings.
o Assessment: Check quantities for accuracy.
Activity 3: 45 Minutes
 To complete the lesson, students will be given a large sheet of poster paper.
 They will then be instructed by the teacher to create 5 sections on the page. It can be
5 slices of a pie chart, 5 boxes, 5 circles, anything! It just must be large enough to
cover most of the page and so that students can draw and label in them.
 They then will be instructed to use any art supplies around the room and create a
poster representing all 5 biomes that were covered in this lesson.
 They must include labels of the biomes and at least 3 labeled characteristics of each
biome describing it. It can be organisms, climate, or anything that distinguishes that
biome from the others.
 Students will then be given individual work time to make their posters.
o Assessment: Observe work time for productivity.
 Once they are finished, they will share their posters in their table group.
 Anyone who feels like someone in their group had a great poster can volunteer them
to share their artwork if they are comfortable.
o Assessment: Check posters for represented biomes and accurate
interpretations (Remembering these were hand drawn).

13. 13
Plant Growth Lesson
Standards:
 NGSS 2-LS2-1. Plan and conduct an investigation to determine if plants need
sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing
one variable at a time.]
 NGSS 2-PS1-2. Analyze data obtained from testing different materials to determine
which materials have the properties that are best suited for an intended purpose.*
 CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
 CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of several objects to the nearest
whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in
whole-number units.
 CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
Alignment Table:
Objective Assessment Learning Activity
1. TLW perform an
experiment to track plant
growth in certain conditions.
1. Observe students working
on the experiment process.
2. The students properly
follow instructions to run
the experiment.
Students will perform an
experiment with given
restrictions with Wisconsin
fast plants to track the
growth of plants in their
groups.

14. 14
2. TLW develop a proper
hypothesis about the plant
they think will grow the
most.
1. Check for a properly
stated hypothesis.
Students will develop a
hypothesis about which
method of nutrient
reception will lead to the
most growth.
3. TLW use proper materials
to measure the growth of
their plant and record in the
correct units.
1. Check the student’s
material selection.
2. Check students
measurement recording for
proper units.
Students will measure their
plants each week and record
it to track growth.
4. TLW record repeated
measurements of the same
plant over the given length
of time.
1. Students measure their
own plants each week.
2. Check their data sheet at
the end to make sure all data
was collected and was given
proper units.
Students will measure their
plants each week to track
the growth over the course
of the experiment and
record their data on a data
sheet.
5. TLW compare the heights
of all their groups plants and
place them in order from
shortest to tallest based on
length.
1. Observe group work.
2. Check their worksheets
for proper ordering of
measurements.
At the end of the experiment
students will fill out the rest
of their data sheets ordering
the plants from shortest to
tallest with measurements
labeled.
Time Needed: Planting class: 60 Minutes, 3 weeks of observation and 2x weekly
measurements.
Materials:
 Solo Cups
 Potting Soil
 Wisconsin Fast Plant seeds (4 seeds per person)
o Order from: http://www.fastplants.org/order
 Water
 Measuring Cup
 1 big box for each group
 Permanent Markers
 Rulers
 Observation Packet (attached at the end)
 YouTube Video: https://www.youtube.com/watch?v=eDA8rmUP5ZM
Procedure:
Activity 1: (30 Minutes)

15. 15
 The teacher will begin by introducing plant growth through the process of
photosynthesis. The teacher will show a short clip of plants growing and ask the
students what they saw. (https://www.youtube.com/watch?v=eDA8rmUP5ZM )
 The teacher will then put a picture on the overhead projector of the process of
photosynthesis and explain each step of the process, as well as how it leads to plant
growth.
 The teacher WILL NOT reveal that without one piece of the photosynthesis equation
plants struggle to grow. The students will discover this through their experiment.
 The teacher will then review the process of developing a hypothesis, making sure to
give examples and have students practice.
o Assessment: Check for a properly stated hypothesis.
Activity 2: (30 Minutes)
 The students will be broken up into groups on 3.
 The teacher will walk the students through properly planting their seeds, so that
this is not a variable in why a plant may or may not grow.
 The teacher will then assign each student to a set of conditions that they will follow
for their plant growth process.
o One student gives their plant water each week and puts in in the light the
entire time.
o One student gives their plant water each week, but puts it underneath a box
with a small hole in it so it gets limited light.
o One student will place their plant in normal light, but will only give it ¼ of
the water that the other two students give their plants.
 Once each student is assigned their restriction they will develop a hypothesis of
which plant they think will grow the tallest as well as where their plant’s growth
will fall in the group. This will be recorded in their experiment packet.
 Each student will write their name on their solo cup and also write what their
conditions are on the cup so they do not forget.
 The students will then give their plants the correct amount of water and place them
in their assigned amount of sunlight, making sure to keep them near their group
members.
Activity 3: (3 weeks)
 2x each week the students will get out their ruler and measure the height of their
plant, gently straightening it so that the actual length of the stem is measured.
o Assessment: Check the student’s material selection.
o Assessment: Check students measurement recording for proper units.
o Assessment: Students measure their own plants each week.
 The students will fill out their data sheet 2x each week as well recording the growth
of their plants.
 At the end of 3 weeks the student will compare the growth of their group’s plants
and will order them from shortest to tallest and record this on their data sheet,
making sure to record their measurements of all 3 plants.

16. 16
o Assessment: Check their data sheet at the end to make sure all data was
collected and was given proper units.
 Students will also review their hypothesis and determine if it was upheld or
disproven and giving a simple reason why.
 The final part of this project is students making a line graph of their growing data
for their own plant. These will then be hung up on the Wall of Scientific Inquiry in
their groups so other teachers and parents can admire their work.
o Assessment: Observe group work.
o Assessment: Check their worksheets for proper ordering of measurements.

17. 17
Plant Reproduction Lesson
http://www.pbslearningmedia.org/resource/oer08.sci.life.stru.flowers/the-reproductive-role-of-flowers/
Standards:
 NGSS 2-LS2-2. Develop a simple model that mimics the function of an animal in
dispersing seeds or pollinating plants.*
 CCSS.ELA-LITERACY.L.2.1.D
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,
told).
 CCSS.ELA-LITERACY.L.2.2
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
 CCSS.ELA-LITERACY.L.2.2.C
Use an apostrophe to form contractions and frequently occurring possessives.
 CCSS.ELA-LITERACY.L.2.2.E
Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings.
 CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

18. 18
Alignment Table:
Objective Assessment Learning Activity
1. TLW represent the role of
animals in plant
reproduction through
writing and illustration.
1. Review storybook for
scientific accuracy of
animal’s role. (Part of
Rubric)
Students will create
personal books with a story
about animals and plant
reproduction including
illustrations.
2. Demonstrate proper
writing skills through their
story writing.
1. Review the student’s
writing for proper grammar,
punctuation, and other
literacy tools learned in
class.
Students will practice
writing techniques by
creating personal books
with a story about animals
and plant reproduction
including illustrations.
3. TLW add their new
writing techniques to their
writing notebook.
1. Check for completion Students will add their new
writing skills to their writing
notebooks for future
reference.
4. TLW share their
storybooks with their
parents at conferences to
display work from class.
1. Students read in front of
you or have them take it
home and the parent sign off
that they read it to them for
completion.
Students will share the book
with their parents at
conferences. If the parent
cannot come to conferences
they will share at home.
Time Needed: 75 Minutes
Materials:
 Blank soft cover books
o Order from: http://www.mpmschoolsupplies.com/
 Dictionaries
 Pencils
 Colored pencils
 Crayons
 Markers
 Writing Journals
 Rubric for grading (Attached)
Procedure:
 The teacher will introduce the topic of plant reproduction by showing the anatomy
of a plant and talking the students through each part.

19. 19
 They then will talk about what is required for a plant to become fertilized so it can
produce seeds.
 Students will then watch the YouTube video:
https://www.youtube.com/watch?v=MQiszdkOwuU so they can see pollination in
real life.
o TEACHER TIP: Be sure to discuss what is going on during the film since there
are no words describing. Pause when needed to answer questions or add
deeper instruction.
 The teacher will then ask if the students know of another way plants, like trees, that
don’t have flowers reproduce.
 The teacher will introduce the concept of seed spreading through the air and animal
consumption.
 The teacher will then show the video:
https://www.youtube.com/watch?v=xY4JFOSuqvY
 This is a great-simplified teaching video for the students to watch to solidify
learning.
 Once the videos and lecture have been completed and all questions have been
answered the teacher will excite the students that each of them is going to get to
write a book today!
 The teacher will hand out the blank books and instruct the students to write a story
from an animals perspective that is pollinating flowers or dispersing seeds (staying
school appropriate).
 They will then be given work time to write these books making sure to use the new
language arts tools they have learned in the English section of their day that were
recorded in their writer’s notebooks.
 Students will also illustrate their books to give a visual aspect to the novel.
 The students will keep these books to share with their parents and teacher at
conferences to display their hard work.
o Assessments: Review storybook for scientific accuracy of animal’s role. (Part of
Rubric), Review the student’s writing for proper grammar, punctuation, and
other literacy tools learned in class, Students read in front of you or have them
take it home and the parent sign off that they read it to them for completion,
Check for completion.

20. 20
HANDOUTS
LESSON 1:
 Web Quest Handout: Below
 Species abundance grid worksheet: Below
LESSON 2:
 Fast Plants Packet
o Print out fast plants information:
http://www.fastplants.org/pdf/growing_instructions.pdf
o Personal Data Sheet: Below
LESSON 3:
 Rubric Below

21. 21
Name:___________________ Date:____________________
WEB QUEST
INSTRUCTIONS: Boot up your computer and log in with your school ID and password.
Once the page is loaded up, open Google Chrome and type this exact address in the
navigation bar - http://www.blueplanetbiomes.org/world_biomes.htm . Once here click on
the text below the map to explore the 5 biomes we have covered in class (Tundra, Forest,
Desert, Marine, and Grassland). Answer the questions below in as much detail as possible.
Tundra:
Where does the name “Tundra” come from?
What is the ground like?
About how much precipitation do they get each year?
How many species of animals live there?
Grassland:
What are the two types of grasslands?
1.
2.
How low do the temperatures get in the winter? How high in the summer?
What are three common types of plant life found here?
1.
2.
3.
Forest: (Explore both Deciduous and Rainforest)
How much rain does a deciduous forest get per year?
What are the 5 zones?

22. 22
1.
2.
3.
4.
5.
What do the plants lean towards?
How much rain does the rainforest get each year?
What are epiphytes? (Maybe click on the underlined word on the webpage…I’m not sure)
What are the four layers of rainforest?
1.
2.
3.
4.
Desert:
What are the temperatures of a hot dry desert?
What about a cold desert?
How much rainfall does a hot desert get? Cold desert?
What does “nocturnal” mean?
Marine: go to this website for this biome: http://kids.nceas.ucsb.edu/biomes/marine.html
How much of the earth is marine biome?
What are the three ocean zones?
1.

23. 23
2.
3.
How do the plants in marine biomes produce oxygen?
What is the biggest animal on earth?
How much does it weight? How long is it?
From all the biomes which one was your favorite?
Why?
Draw me an animal or plant from this biome. (Do not forget to label it)

24. 24
Name:___________________ Date:____________________
SPECIES ABUNDANCE
Instructions: You are a park ranger in Michigan and you have come across a never before
seen grassland biome filled with sunflowers. No one has ever seen this many sunflowers
before! In order for you to get credit and this great sunflower field named after you, you
must count up all the sunflowers. However, counting them one by one is very hard and will
take you all day, you have to find a faster way! So you lay out a grid and decide you will
count up the total number of sunflowers in each box and record it and then add them all up
at the end! Great Plan!
Count up the amount of sunflower dots in each grid square and record it in the data sheet
on the next page. Then add them all up to get the total sunflowers on the page.

25. 25
Grid Number Sunflowers
A1
A2
A3
A4
A5
B1
B2
B3
B4
B5
C1
C2
C3
C4
C5
D1
D2
D3
D4
D5
E1
E2
E3
E4
E5
Total Sunflowers

26. 26
Name:___________________ Date:____________________
DATA COLLECTION
 My hypothesis is: _____________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 My plant’sgrowing conditionsare: _________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 Data Table:
DATE: Height (Include Units!)
 Order of Plant Heights (IncludeMeasurements):
1._____________________________ 2.__________________________ 3.___________________________
 My conclusion is:_______________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

27. 27
Lesson 3 Rubric
Proficient (4-5) Almost There (2-
3)
Developing (0-1)
Reproduction
Details
Describes the role of
animals in a form of
plant reproduction
and uses clear detail.
Discusses but uses
little detail.
Missing parts, does not
display understanding.
Descriptive
Details
Describes at least 4
specific details that
invoke the senses.
Describes at least 2
specific details that
invoke the senses.
Describes 1 or no specific
details that invoke the
senses.
Sequence of
Events
The narrative has a
clear and logical
progression of events.
The narrative has a
general sequence of
events but it may
not be logical or
easy to follow.
There is no logical
sequence of events that
helps the reader progress
through the story.
Quality and
Neatness
The writing is legible
and neat. There is less
than 5 grammar and
syntax errors.
The writing is
legible but not neat.
There is less than 7
grammar and
syntax errors.
The writing cannot be
read easily or completely.
There is more than 7
grammar and syntax
errors.
Writing Tools
Use
The writer includes
the new writing tools
they have learned
correctly in their
writing.
The writer includes
new writing tools
and all but 1 are
used correctly.
The writer incorrectly
uses multiple writing
tools or leaves them out
completely.
Sharing With
Parents
Shares with parents at
conferences or signed
off at home.
Does not share or
complete.

28. 28
Sources
"Alison Stein." - Artist. N.p., n.d. Web. 21 June 2016.
DCI Arrangements of the Next Generation Science Standards. N.p.: n.p., n.d. Web.
"English Language Arts Standards » Language » Grade 2." | Common Core State Standards
Initiative. N.p., n.d. Web. 21 June 2016.
"Grasslands Biome." Grasslands Biome. N.p., n.d. Web. 21 June 2016.
https://www.youtube.com/watch?v=eDA8rmUP5ZM
"KDE Santa Barbara." KDE Santa Barbara. N.p., n.d. Web. 21 June 2016.
"Online Teacher Supply Store – Fast Shipping on 25,000+ Items." MPM School Supplies.
N.p., n.d. Web. 21 June 2016.
"Random Sampling." Random Sampling. N.p., n.d. Web. 21 June 2016.
"The Tundra Biome." The Tundra Biome. N.p., n.d. Web. 21 June 2016.
"Wisconsin Fast Plants® Program." Wisconsin Fast Plants® Program. N.p., n.d. Web. 21
June 2016.