Unit

2 Plants
EB
TH IG

How do plants change and grow?

Lesson Plan
Unit Opener & Lesson 1 How do plants use roots and stems to grow?
Activity Pages Time
• Unit Opener: Think! How can cypress tress live and grow in water? SB p. 16 5 min
• Unit Opener: Mention three other plant parts. SB p. 16 10 min
Engage • Unit Opener: List what plants need to grow. SB p. 16 10 min
• Think! Why do roots grow downward and stems grow upward? TB p. 18 5 min
• Think! Why do people eat so many underground stems as vegetables? TB p. 19 5 min
Explore • Digital Lab: Which way will roots grow? (ActiveTeach) TB p. 17 5 min
• Ways roots help plants SB p. 17 15 min
• Types of roots SB p. 18 15 min
Explain
• Types of stems SB p. 19 20 min
• Got it? 60-Second Video (ActiveTeach) TB p. 19 5 min
• Science Notebook: Swamp Trees TB p. 17 30 min
Elaborate
• Taproots and Fibrous Roots Posters TB p. 18 30 min
• Lesson 1 Check (ActiveTeach) TB p. 27a 10 min
• Assessment for Learning TB p. 19 10 min
Evaluate • Review (Lesson 1) SB p. 27 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 27b 10 min
• Got it? Quiz (ActiveTeach) TB p. 27b 10 min

Lesson 2 How do plants use flowers and cones to reproduce?

Activity Pages Time

• Think! Why does a seed need a seed coat? SB p. 22 5 min
• Think! If you grow a watermelon and then pick it to make a fruit salad, TB p. 24 5 min
Engage how could you start the life cycle over again?
• Think! How are flowering plants and conifer plants alike? How are they TB p. 25 5 min
different?
Explore • Digital Lab: What is inside a seed? (ActiveTeach) TB p. 20 15 min
• Reproduction SB p. 20 15 min
• Parts of a flower SB p. 21 15 min
• How seeds grow SB p. 22 20 min
Explain • How cones help plants SB p. 23 5 min
• Life cycle of a flowering plant SB p. 24 15 min
• Life cycle of a conifer plant SB p. 25 15 min
• Got it? 60-Second Video (ActiveTeach) TB p. 25 5 min
• Amazing Bees TB p. 21 30 min
• Science Notebook: Seeds We Eat TB p. 22 30 min
• Two Types of Cones TB p. 23 30 min
Elaborate • A Conifer Poster TB p. 23 30 min
• Science Notebook: My Flowering Plant TB p. 24 30 min
• Life Cycle TB p. 24 30 min
• Tree Life Cycle Length Graph TB p. 25 30 min
• Lesson 2 Check (ActiveTeach) TB p. 27a 10 min
• Assessment for Learning TB p. 25 10 min
Evaluate • Review (Lesson 2) SB p. 27 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 27b 10 min
• Got it? Quiz (ActiveTeach) TB p. 27b 10 min
Lab • Let’s Investigate! How does water move through celery? (ActiveTeach) SB p. 26 30 min

T15e Unit 2 • Unit Overview • Lesson Plan

M02_SUS_TB_04GLB_4795_U02.indd 13 17/02/2016 08:21

 Flash Cards
flowering plant nutrients life cycle Lesson 1

Key Words ELL Support

roots, stems, Present Tense Verb Form for

ground, leaves, Facts: Plants need water to grow.
nutrient, cactus Vocabulary: word forms (leaf,
leaves)

reproduce pollinate germinate

Lesson 2

Key Words ELL Support

reproduce, pollen, Sequence Words: first, next,

pollinate, after
germinate, cones, Vocabulary: word forms (pollen,
roots pine cone stem
life cycle pollinate, pollination)

Unit 2 • Unit Overview • Lesson Plan T15f

M02_SUS_TB_04GLB_4795_U02.indd 14 17/02/2016 08:21

 Unit

2 Plants Unit

2
Plants
How do plants
change and grow?
I will learn

• how plants use roots

and stems to grow.
• how some plants use
Unit Objectives 1 Look and label. flowers and cones to
reproduce.
Lesson 1: Students will describe how roots and pollination stem roots
stems take in, transport, and store water and nutrients. cactus pine cone seeds

Lesson 2: Students will explain how plants

reproduce using flowers and cones and how
plants change during their life cycles.
roots pine cone stem
Vocabulary: roots, seeds, stem, pollination, pine
cone, cactus, plant parts, grow, oxygen

Introduce the
EB
TH IG
seeds pollination cactus

Big Question 2 With a partner, say three other

plant parts.
T hi nk !
How do plants change and grow? 3 What do plants need to grow?
Discuss as a class. How can cypress
Build Background Draw a flowering plant, part Possible answers: light, water, trees live and
soil, space, air grow in water?
by part, and have students guess what it is. Write the
word Plants on the board. Pair students and have them
brainstorm the parts of the plant on the board. Elicit the 16 Unit 2

parts of a plant and label them. (Possible answers: leaves,

roots, stem, fruit, flower, petals, pollen)
SCI_SB4_U2.indd 16 28/01/16 13:56

Think! Again!
Engage
Think! Revisit the question: How can cypress trees live and grow
in water? (Possible answer: The tree’s trunk grows large
enough to support it in the water.)
How can cypress tress live and grow in water? All plants
need water to grow, and most plants grow in the ground.
Look at the trees in the picture. How can cypress tress live
ELL Content Support
and grow in water? In pairs, have students discuss how Explain that only a few types of trees can grow in
these trees can grow in water. water. These kinds of trees are called swamp trees
1 Look and Label. because they live in marshes and swamps. Some of
the most common swamp trees are cypress trees and
Use the photos to elicit vocabulary and teach new
mangrove trees. Have pairs discuss why these trees
words. Have students label the photos.
can be important in their habitat. (Possible answer:
2 With a partner, say three other plant parts. They are important because they provide a home for
other plants and animals that live in water and for
Before having students name three other plant parts,
different kinds of birds.)
erase the names of the plant parts from the board.
Then have pairs brainstorm. Have students come
to the board and label the plant parts. (Possible
answers: leaves, fruit, flower, petals, pollen)
3 What do plants need to grow? Discuss as
a class.
Read the questions out loud. What do plants need
to grow? Write students’ ideas on the board.
(Answers: water, sunlight, soil, nutrients, oxygen)

T16 Unit 2 • Plants: How do plants change and grow?

M02_SUS_TB_04GLB_4795_U02.indd 16 17/02/2016 08:21

 Lesson 1
How do plants use roots Lesson 1 . How do plants use roots and stems to grow?

and stems to grow? 1 Read and label the parts of the tree.

How Roots Help Plants

Key Words

•
•
roots
stems
•
•
leaves
nutrient
Look at all the roots of the fir tree in the
picture. Plants need roots and stems to take • ground • cactus

in and move materials plants need to live

Objective: Learn how roots grow down into the soil and grow.
to get water and nutrients from the soil. The root system of a plant is often below
1. stem

the ground. You usually cannot see it. Roots

Vocabulary: seeds, roots, stems, leaves, ground, keep the plant stable in the ground. Roots 2. leaves
store food made by the plant’s leaves.
soil, nutrient Roots also take in water and materials
called minerals from the soil. The plant gets
Digital Resources: Flash Cards (nutrients, roots, nutrients from the water and minerals. A
stem), Let’s Explore! Digital Lab nutrient is any material needed by living
things for energy, growth, and repair. Plants 3. roots
need nutrients to live and grow.

Unlock the Big Question

2 Write three ways that roots help plants.
1. They keep the plant stable in the ground .
2. They store food made by the plant’s leaves .
3. They take in water and nutrients from the soil .
LOCK Write the following text on the board: I will learn
UNHE BIG
T
how roots and stems take in, transport, and store
water and nutrients plants need to grow.
3 Circle, in different
colors, the roots,
Build Background Think about plants you have at home stems, and leaves of
the mangrove trees.
or plants you have observed. How have these plants
grown and changed over time? Encourage volunteers to Let’s Explore! Lab Unit 2 17
discuss how particular plant parts, such as seeds, roots,
stems, and leaves, have changed. SCI_SB4_U2.indd 17 28/01/16 13:56

Explore 2 Write three ways that roots help plants.

Let’s Explore! Lab Which way will
roots grow?
Objective: Observe how bean roots grow downward
to get water.
Digital Resources: Let’s Explore! Digital Lab, Let’s
Explore! Activity Card (1 per student) (Optional: Do the lab
in class; refer to the Activity Card for materials and steps.)
• Use the Flash Cards to review roots and pre-teach
nutrients and soil.
• Show the Digital Lab and have students complete
the Activity Card.
• Check answers as a class.
Explain
1 Read and label the parts of the tree.
Have students look at the picture, read its caption,
and describe it. Have students read the text and
label the parts of the fir tree. Ask students if they
have seen this kind of tree before. Explain that fir
trees are found in forests in many parts of the world.
Have students complete the sentences with
information from the text. Check answers as a class.
ELL Language Support
Point out and review the present tense form for
stating facts:
• Plants need water to grow.
• Roots grow downward.
• They absorb nutrients from the soil.
3 Circle, in different colors, the roots, stems,
and leaves of the mangrove trees.
Explain that mangrove trees are another kind of
swamp tree that can grow along the coastline of the
ocean. They have roots and stems that can grow
in salty, warm, wet places. Have students circle the
parts. Then discuss how mangrove trees take in and
move water and nutrients through the plant.
Elaborate
BOOK

Some of them can be more than 80 meters tall. Science Notebook: Swamp Trees
Have students draw a picture of a swamp tree and
ELL Vocabulary Support
research what organisms live in its habitat. Ask
Explain that the plural of leaf is leaves. Draw one students to write a caption to describe the swamp
leaf on the board. Write and say leaf and have tree in its habitat.
students repeat. Add several more leaves. Write
and say leaves and have students repeat. Reinforce,
using the illustrations of leaves throughout the lesson.

Unit 2 • Lesson 1 How do plants use roots and stems to grow? T17

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 Lesson 1
How do plants use roots
and stems to grow?
Objective: Learn about two different types of roots
and how stems help plants grow.
Vocabulary: roots, carrots, taproots, soil, grass,
fibrous roots, stems, leaves, flowers, fruits, tubes,
pumpkin
Digital Resources: Flash Cards (roots, nutrients),
I Will Know… Digital Activity
Build Background On a large sheet of paper, draw
a three-column KWL chart with the following headings:
K (What I know), W (What I want to know), L (What I
learned). Display the nutrients Flash Card on the board.
Today we will learn more about roots. What do you
know about roots? Complete the first two columns of
the chart with students’ responses.
Explain
Read and write the names of the two types
4
of roots.
Use the photos and Flash Cards to pre-teach the
word grass and review carrots, soil, and nutrients.
Have students look at the pictures of the grass and
the carrots and describe them. Have students read
the first text and write the names of the two types
of roots. Then have students say which types of
roots carrots and grass have and describe their
main characteristics.
5 Read and circle T (true) or F (false). With a
partner, correct the false statements.
Have students read each statement and circle the
corresponding answer. Have pairs correct the false
statements. Check answers as a class.
ELL Content Support
Go back to the three-column KWL and elicit what
students learned about roots to complete the last
column.
I Will Know...
Have students do the I Will Know… Digital Activity.
T18 Unit 2 • Plants: How do plants change and grow?
M02_SUS_TB_04GLB_4795_U02.indd 18
4 Read and write the names of the two types of roots.
Types of Roots
Many plants have one large root called a taproot.
Carrots are examples of taproots. Taproots grow deep
into the soil toward Earth’s center due to gravity.
Taproots take in water and nutrients from the soil.
The roots also store food made by the plant.
In some plants, such as grass and pine
trees, roots spread out in many directions.
This type of root is called a fibrous root.
Fibrous roots of the same plant are all
about the same size. They grow longer root hair
than taproots. Fibrous roots also grow close
Types of roots:
to the surface to take in water after it rains.
How Stems Help Plants
1. taproots
2. fibrous roots
Stems support the leaves, flowers, and fruits of plants.
Stems often grow up toward the light, plants’ main source
of energy. Most plant stems have tiny tubes that move
pumpkin stem
water and minerals from the roots to the leaves. Other
tubes move food from the leaves to the stems and roots.
Some stems are thin and grow along the surface of
the ground. The stem of a pumpkin can grow roots and a
new plant. Other stems, called vines, grow parts that wrap
around objects that support the plant.
Read and circle T (true) or F (false). With a partner, correct the false statements.
5
1. Stems support the roots of plants. T / F
2. Roots move water to the leaves. T / F
3. Pumpkin stems grow under the ground. T / F
18 Unit 2 I Will Know...
SCI_SB4_U2.indd 18 28/01/16 13:56
Elaborate
Taproots and Fibrous Roots Posters
Divide the class into two groups. Ask group A to research
three different examples of plants with taproots and group
B to research three different examples of plants with
fibrous roots. Then ask each group to illustrate and label a
poster that shows examples of its type of plant. Have each
group present its poster to the class. (Possible examples:
taproots: beets, radish, jicama, dandelion; fibrous roots:
bamboo, banana, rice, beans, peas, tomatoes)
Think!
On the board, write Why do roots grow downward and
stems grow upward? Have small groups brainstorm, then
discuss as a class. (Possible answers: Roots need to grow
downward into the soil to get the water and nutrients
present in the soil. Roots also respond to gravity. The stem
must grow upward, toward the light, because the leaves
need sunlight.)
17/02/2016 08:21
 Lesson 1
How do plants use roots 6 Read and match
the columns.

and stems to grow?

Types of Stems
Plant stems come in
many different shapes,
sizes, and colors.
Some stems grow

Objective: Learn about two different types of stems.

below ground. Other
stems, such as these
cactus stems, grow
Vocabulary: stems, ground, cactus, store (v), desert, above ground. Notice
potato, buds how thick cactus stems
can grow. Cactus stems

Digital Resources: Lesson 1 Check (print out 1 per swell up to store water.
Cactus stems are thick
student), Got it? 60-Second Video and waxy. This keeps
them from losing water.
Cactus stems help them
survive in a desert.

Build Background Have students look at the picture of

the cactuses and ask them to describe them. Then draw
a potato on the board. What do you think cactuses and
potatoes have in common? Elicit ideas and write them on
the board.
Parts of some stems grow below ground. When you eat a potato, you eat the part of
the stem that stored food below ground. Stems that grow below ground can make new
stems from buds, like the potato’s “eyes.” These buds grow up out of the ground and
become new plants.

a) Cactuses and potatoes become new plants.

Explain b) Cactus stems

c) Potatoes
grow below the ground.
have different types of stems.
d) Potato’s “eyes” grow above the ground.
6 Read and match the columns.
7 With a partner, research three more examples of underground stems.

Have students read and find out what cactuses Lesson 1 Check Got it? 60-Second Video Unit 2 19
and potatoes have in common. Then ask students
to read and match the columns. SCI_SB4_U2.indd 19 28/01/16 13:56

7 With a partner, research three more Evaluate

examples of underground stems.
Have pairs research on the Internet three more
examples of underground stems. (Examples: garlic,
onion, ginger, tulips, sweet potato)
ELL Content Support
To help students understand the different types of
roots and stems, draw a four-column chart with the
following labels on the board: Taproot, Fibrous Root,
Stems That Grow above the Ground, Stems That
Grow under the Ground. Have students identify the
characteristics of each group. Then write the following
words around the chart: carrots, potatoes, pumpkin,
cactus, grass, beets, beans, garlic. Have students
write the words in the corresponding columns.
Lesson 1 Check Assessment for Learning
Distribute the Lesson 1 Check and allow students sufficient
time to complete it. Check answers as a class. Then ask
students to grade their progress on the topic of plant parts
from 1 to 3: 3 = I understand plant parts; 2 = I need to
study more; 1 = I need help! Encourage students giving
themselves a 2 or 1 to describe what they found difficult
and need to study more.
Got it
it?
? 60-Second Video
Review Key Words for Lesson 1 (see Student’s Book
page 17). Play the Got it? 60-Second Video to
review the lesson material.

Think!
Why do people eat so many underground stems as
vegetables? Review some of the underground stems that
people eat. Have students work in pairs to answer the
question. Invite pairs to share their ideas with the class.
(Possible answers: Underground stems can store the food
that the plant makes. They are usually full of nutrients. Many
of them can be stored in cool places for a long time.)

Unit 2 • Lesson 1 How do plants use roots and stems to grow? T19

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 Lesson 2
How do plants
use flowers and
cones to reproduce?
Objective: Learn how plants reproduce using seeds
and identify where seeds store food.
Vocabulary: seeds, stems, roots, reproduce,
scatter, dicot, monocot, embryo, parachute
Digital Resources: Flash Cards (nutrients, roots,
stem), Let’s Explore! Digital Lab
Unlock the Big Question
LOCK
UNHE BIG
T Write the following text on the board: I will
learn how plants use flowers and cones
to reproduce.
Build Background Have students look at the seeds
pictured on page 16 and say what people use seeds for.
Then ask students to list foods that contain seeds and say
what their seeds are like.
Explore
Let’s Explore! Lab What is inside a seed?
Objective: Observe a bean seed to identify where seeds
store food.
Digital Resources: Let’s Explore! Digital Lab, Let’s
Explore! Activity Card (1 per student) (Optional: Do the lab
in class; refer to the Activity Card for materials and steps.)
• Use the Flash Cards to review seeds, nutrients,
and soil.
• Show the Digital Lab and have students complete
the Activity Card.
• Have students check their answers in pairs or small
groups. Provide support as needed.
ELL Content Support
Use photos or drawings of a pinto bean and
a corn seed to explain the difference between
dicot and monocot seeds. A pinto bean is a dicot
seed. The two large bean halves are called seed
leaves. They contain the seed’s energy reserves.
The smaller structure develops into the shoot and the
root. In a monocot seed, such as corn, the seed has
one seed leaf.
T20 Unit 2 • Plants: How do plants change and grow?
M02_SUS_TB_04GLB_4795_U02.indd 20
Lesson 2 . How do plants use flowers and cones to reproduce?
1 Read. Which is the best summary for the paragraph?
Discuss with a partner.
Key Words
• reproduce
Reproduction • pollen
• pollinate
Most plants make seeds that grow into new plants.
• germinate
Some plants grow stems or roots that grow into new
• cones
plants. Plants can reproduce in all these ways. When • life cycle
plants reproduce, they make more of the same kind.
For example, maple trees produce
seeds. These seeds can grow into
seeds with parachutes
new maple trees.
Each seed carries information from
the parent plants. The seed uses this
information and food stored from the
parent plant in the seed to grow into
a new plant. The new plant will
be like its parents. After seeds are
produced, they may scatter or move
away from the parent plant. This gives
the new plant more room to grow.
a) Only seeds can make new plants.
b) Only stems and roots can make
new plants.
c) Seeds, stems, and roots can grow
into new plants.
Each seed in the picture above has a tiny parachute. How do these parachutes
2
help the seeds scatter? Discuss as a class and write your answer.
garde 4a Possible answer: The parachutes help the wind blow the seeds away from the
parent plant.
20 Unit 2 Let’s Explore! Lab
SCI_SB4_U2.indd 20 28/01/16 13:56
Explain
1 Read. Which is the best summary for the
paragraph? Discuss with a partner.
Write the word reproduce on the board. Have
students read the text quickly and underline a
definition for that word. (Possible answers: grow
into new plants or make more plants of the same
kind) Have students read the text again and discuss
with a partner the best summary for the paragraph.
Check the answer as a class.
2 Each seed in the picture above has a tiny
parachute. How do these parachutes help
seeds scatter? Discuss as a class and write
your answer.
Write the word scatter on the board. Have students
find its definition in the text. (Answer: move away
from the parent plant) Read the question out loud
and write students’ ideas on the board.
Think!
Write the question What information is carried inside
a seed? on the board. Have students discuss the answer
as a class. (Answer: The seed carries information from
the parent plants. This information will make the new
plant be like its parents.)
17/02/2016 08:22
 Lesson 2
How do plants
use flowers and
cones to reproduce?
Objectives: Learn how flowering plants reproduce.
Vocabulary: flowers, seeds, pollen, petals, bees,
pollinate, pollination, fruit
Digital Resources: Flash Card (pollinate), I Will
Know… Digital Activity
Build Background Draw a bee, part by part, and
have students guess what it is. Write the word Bees on
the board. Pair students and have them brainstorm what
they know about bees. Write students’ ideas on the board.
(Possible answers: Bees collect pollen and nectar from
flowers. They produce honey. They live in hives. They work
hard. They make a buzzing sound.)
Explain
3 Read and underline two sentences in the
text that describe the picture below.
Have students look at the picture and describe
it. Then have them read and underline the two
sentences in the text that describe the picture.
4 Read and complete the captions with words
from the box.
Write the words pollen, petals, and bee on the
board. Have students look at the picture and describe
it using the words on the board. Then have students
complete the captions with words from the box.
Think!
Point to the bee in the photo. What can happen to a
flowering plant growing in a place where there are
very few bees? Encourage students to share their ideas.
Elaborate
Amazing Bees
Display the pollinate Flash Card. On the board, write
Why are bees so important? Divide the class into small
groups and have them research on the Internet why bees
are important.
Unit 2 • Lesson 2 How do plants use flowers and cones to reproduce?
M02_SUS_TB_04GLB_4795_U02.indd 21
3 Read and underline two sentences in the text that describe the picture below.
Parts of a Flower
Flowering plants grow flowers that make seeds. Flowers have different parts. One
part makes pollen. Another part, the petals, attracts bees and other animals to the
flower. Animals or wind can pollinate, or carry pollen to, another flower. Pollination
happens when wind or animals move pollen to the part of the flower that makes seeds.
After pollination, seeds form near the center of the flower. Another part, fruit, often
grows around the seed to protect it. A peach is an example of a fruit.
4 Read and complete the captions with words from the box.
pollen seeds petals bees
bees
petals
pollen
seeds
I Will Know... Unit 2 21
SCI_SB4_U2.indd 21 28/01/16 13:56
ELL Vocabulary Support
Write the word pollinate and on the board. Explain
that pollinate is similar to the word pollen. Have
students find another word that is similar to these two
words in the text and write it on the board. (Answer:
pollination) Have students illustrate and write the
word pollen and its definition in their own words in
their notebooks.
Think! Again!
Revisit the question What can happen to a flowering
plant growing in a place where there are very few bees?
(Answer: It could be difficult for that plant to reproduce.)
How else might plants get pollinated? (Possible answers:
the wind, hummingbirds, butterflies, etc.)
I Will Know...
Have students do the I Will Know… Digital Activity.
T21
17/02/2016 08:22
 Lesson 2
How do plants 5 Read and label the parts of the seed.

use flowers and How Seeds Grow

Seeds have different shapes, sizes, and colors. All
Food and Energy

cones to reproduce?
seeds have the same parts. Every seed has material inside
Energy and resources
it that can grow into a new plant. The seed is covered by are needed to grow
a seed coat. The seed coat protects this material. Many food. The food must be
seeds have one seed leaf or two seed leaves. As the tiny moved from the farm
plant grows, it uses food from the seed leaves. to the store. This also
uses energy. Think of
Seeds need air, the right amount of water, and the right ways you can avoid
Objective: Understand how seeds grow. temperature to germinate, or begin to grow. With the wasting food. Make a
right conditions, the young plant, or seedling, germinates. list. Share your list with

Vocabulary: seeds, seed coat, seed leaf, germinate,
grow, soil, leaves, sunlight, sugar genetic,
chromosomes, genes
As the seedling grows, it grows out of the soil. your classmates.
Leaves grow from the stem. The leaves use sunlight
to make sugar. The plant uses the sugar for food. The
seedling can grow into an adult plant that has flowers.
The flowers are pollinated, and new seeds form. If

Digital Resources: Flash Card (germinate) these new seeds germinate, they can grow into new
plants. Then the cycle begins again.

seed leaf seed coat developing plant leaf

seed germinating
Build Background Display the germinate Flash Card.
Invite different students to come to the front and identify seed
seed coat
the soil, seed, stem, roots, and leaf.

Explain developing plant

T hi nk !
Why does a seed
leaf need a seed coat?
5 Read and label the parts of the seed. seed leaf

Have students read and label the parts of the seed. 22 Unit 2

Then have students reread the text and find out why
air, water, sunlight, and sugar are important. SCI_SB4_U2.indd 22 28/01/16 13:57

Think!
Point to the picture of the seed. Why does a seed need
a seed coat? Encourage students to share their ideas.
(Answer: The seed coat protects material inside the seed.) Materials:

ELL Content Support

What information is carried inside a seed?

Have students discuss in pairs. The seed carries
information from the parent plants. Explain that
genetic information passed from the parent plant to
the seed contains all the information needed to make
a new plant. This information is carried by genes on
the chromosomes.

Elaborate
BOOK

Science Notebook: Seeds We Eat

Have students work in small groups to research on the
Internet foods that are seeds (sunflower seeds, beans,
lentils, pumpkin seeds) and foods that are made from
seeds (bread, pasta, granola). Have students organize
and illustrate the lists in a two-column chart.

T22 Unit 2 • Plants: How do plants change and grow?

M02_SUS_TB_04GLB_4795_U02.indd 22 17/02/2016 08:22

 Lesson 2
How do plants
use flowers and
cones to reproduce?
Objective: Learn how cones help conifer plants
reproduce.
Vocabulary: cones, conifer plants, pollen, small
pollen cone, large seed cone, grow
Digital Resources: Flash Card (pine cone)
Build Background Display the pine cone Flash Card
and draw a coniferous tree on the board. Have students
describe them and say if they have ever seen them and
where they have seen them. Explain to students that
coniferous trees are not flowering plants. Discuss as a
class how coniferous trees make seeds.
Explain
6 Read and number the stages (1–3) in order.
Then check your answers with a partner.
Have students look at the pictures of the pine cones
and describe them. Explain that the same plant makes
both types of cones. Have students read and number
the stages. Have pairs compare their answers.
ELL Language Support
Review the sequence words first, next, and after.
Have students close their books and say the
sequence using first, next, and after. Then have them
write a three-step process in their notebooks using
the sequence words.
Elaborate
Two Types of Cones
Divide the board into two columns: Small Pollen Cones/
Large Seed Cones. Have pairs look at the pictures and
reread the text to write characteristics of the two different
types of cones. Check answers as a class.
BOOK
Science Notebook: Flowers and Cones
In their Science Notebooks, have students make a two-
column chart with the title Seeds and column labels
Flowers and Cones. Direct students to fill in the columns
using the pictures and the information on this page.
Unit 2 • Lesson 2 How do plants use flowers and cones to reproduce?
M02_SUS_TB_04GLB_4795_U02.indd 23
6 Read and number the stages (1–3) in order. Then check
your answers with a partner.
How Cones Help Plants
Cones are made by conifer plants. Conifer plants
grow cones instead of flowers to make seeds. Conifers
make two types of cones. One cone is a small pollen
cone. The other cone is a large seed cone. Wind
blows pollen from small pollen cones to large seed
cones. When pollen sticks to the large seed cones, seeds
begin to grow inside. A seed grows under each scale of the
seed cone. When the seeds are fully developed, they float to the
conifer forest
ground. If conditions are right, each seed can grow into a new plant.
3 1 2
3
2
1
Unit 2 23
SCI_SB4_U2.indd 23 28/01/16 13:57
Think!
Point to the photo of the seed cone. What might happen
if an animal carried a seed cone to a forest several
kilometers away from the tree it came from? Encourage
students to share their ideas. (Possible answer: If the
cone had been pollinated, seeds from the cone could fall
in the new area, germinate, and produce a new conifer,
if conditions are right.)
A Conifer Poster
Refer students to the picture of the conifer forest. Explain
to students that conifers include some of the tallest and
shortest trees found on Earth. Divide the class into small
groups. Have each group choose one conifer that may
live in their country and research it. Ask them to write a
paragraph about the tree and draw a picture. Have each
group make a poster and present it to the class.
T23
17/02/2016 08:22
 Lesson 2
How do plants
use flowers and
cones to reproduce?
Objective: Understand the life cycle of a flowering
plant.
Vocabulary: grow, grow into adults, reproduce,
die, stages, life cycle
Digital Resources: Flash Cards (life cycle,
flowering plant)
Build Background Display the life cycle Flash Card.
Today's lesson is about the life cycle of a flowering plant.
A life cycle describes the stages of growth and change
of a living thing. Write life cycle on the board and ask
students what stages the plant in the picture went through
in order to produce the watermelon shown in the picture.
Pair students and have them brainstorm. Write students’
ideas on the board.
Explain
7 Read and label the stages in the life cycle
of a flowering plant.
Encourage four volunteers to describe each of the
pictures. Have students read and label the stages
in the life cycle of a flowering plant.
ELL Language Support
Write the following stages on the board: a young
plant grows, an adult plant makes a pumpkin, a
pumpkin seed germinates, and pumpkin flowers
grow and are pollinated. Have students write the
four stages in sequence using the sequence words
first, next, after that, and finally.
ELL Content Support
Display the flowering plant Flash Card. Write the
following question on the board. What is a flowering
plant? Pair students and have them brainstorm. Write
students’ ideas on the board. (Possible answers: A
flowering plant is a plant that grows flowers with
seeds. All flowering plants grow flowers.)
T24 Unit 2 • Plants: How do plants change and grow?
M02_SUS_TB_04GLB_4795_U02.indd 24
7 Read and label the stages in the life cycle of a flowering plant.
Plant Life Cycles
Living things change during their lives. Most living things begin their lives small and
then grow larger. They may develop certain features as they change into adults. They
reproduce to make more living things of the same kind. Eventually, living things die. The
stages through which a living thing passes during its life are called a life cycle.
Life Cycle of a Flowering Plant
A pumpkin plant is a kind of flowering plant. The life cycle of a pumpkin plant has
several stages, as shown in the diagram.
Pollination Adult Plant Seed Growth
1 2
Seed Growth
4
Adult 3
Plant Pollination
24 Unit 2
SCI_SB4_U2.indd 24 28/01/16 13:57
Elaborate
BOOK
Science Notebook: My Flowering Plant
In their Science Notebooks, have students draw a picture
of a flowering plant they like or they have at home. Have
them research its name and label its parts.
Life Cycle
Divide the class into small groups and have each group
research a crop that is grown nearby. Ask each group to
find out about the life cycle of the plant. Have students
make a poster showing the life cycle of the plant. Have
groups present their posters to the class.
Think!
Point to the watermelon on the life cycle Flash Card. If
you grow a watermelon and then pick it to make a fruit
salad, how could you start the life cycle over again?
(Possible answer: I could save some of the seeds from
the watermelon and plant them.)
17/02/2016 08:22
 Lesson 2
How do plants 8 Read and compare the two life cycles shown on these two pages.

use flowers and

Write titles for stages 2 and 3.

Life Cycle of a Conifer Plant

cones to reproduce?
Pine trees are a type of conifer. Conifer plants grow cones instead of flowers to make seeds.
1
2
Growth

Objective: Understand the life cycle of a conifer

plant.
Vocabulary: conifer plant, pine tree, cones, water,
oxygen, warm temperatures, ground 4 3
Pollination
Digital Resources: Lesson 2 Check (print out 1 per
student), Got it? 60-Second Video

9 Read the table. With a partner, name

Build Background Draw a flowering plant with a Life Cycle Length the trees in order from the shortest
Some plants live for only a short time. life cycle to the longest.
bee on the board and have students describe them. Then For example, many desert plants grow, Average Length
draw a pine tree with some pine cones and have students flower, and make seeds over a period
Type of Tree
of Life Cycle

describe them, too. How are these two plants different? of a few weeks. American elm 175 to 200 years
Many trees can live longer than Bristlecone pine 3,000 years
Write students’ ideas on the board. humans do. The chart to the right shows Douglas fir 300 years
the average life cycle length of some
Redwood 500 years
of these trees.
Explain Lesson 2 Check Got it? 60-Second Video Unit 2 25

8 Read and compare the two life cycles SCI_SB4_U2.indd 25 28/01/16 13:57

shown on these two pages. Write titles

for stages 2 and 3.
Have students look at the pictures of the pine
cones and describe them. Have students read,
compare the life cycles of a flowering plant and a
conifer plant, and write titles for stages 2 and 3.
Have pairs compare their answers.
Think!
On the board, write How are flowering plants and conifer
plants alike? How are they different? Have pairs discuss
the answers to the questions. Then discuss as a class.
(Possible answers: Both plant types make seeds. Both go
through similar life cycle stages. Flowering plants make
seeds in flowers. Conifers make seeds in cones.)
Elaborate
Tree Life Cycle Length Graph
Have students use the information in the table to make a
bar graph that compares the life cycle lengths of the trees.
Evaluate
Lesson 2 Check Assessment for Learning
Distribute the Lesson 2 Check and allow students sufficient
time to complete it. Check answers as a class. Then ask
students to grade their progress on the topic of plant
reproduction and life cycles from 1 to 3: 3 = I understand
plant reproduction and life cycles; 2 = I need to study
more; 1 = I need help! Encourage students giving
themselves a 2 or 1 to describe what they found difficult
and need to study more.

9 Read the table. With a partner, name the

trees in order from the shortest life cycle
to the longest. Got it
it?
? 60-Second Video
Review Key Words for Lesson 2 (see Student
Student’s
Can trees live longer than humans? Ask students
Book page 20). Play the Got it? 60-Second Video
to read the paragraphs on life cycle lengths to find to review the lesson material.
out the answer to the question. Then have pairs
read and name the trees in order from the shortest
life cycle to the longest. (Answer American elm,
Douglas fir, Redwood, Bristlecone pine)

Unit 2 • Lesson 2 How do plants use flowers and cones to reproduce? T25

M02_SUS_TB_04GLB_4795_U02.indd 25 17/02/2016 08:22

 Let's Investigate!
Materials
Let’s Investigate!
In this unit, students learn about what different parts of How does water move through celery?
plants do. In this lab, students will learn how a celery stalk of
celery scissors 1. Cut a thin slice from the end of a celery stalk.
stalk transports water. Observe it with a hand lens or microscope.
In the chart, draw what you see.

hand lens 2. Put the stalk into the water with blue food
coloring. Wait 24 hours.

Let’s Investigate! Lab How does water water with blue

3. Cut 2 cm off the stalk’s end.
Then cut a thin slice from the
move through
food coloring
new end. Observe it with a

celery?
hand lens or microscope.
metric ruler Draw what you see.

Objective: Observe that water moves up a celery 4. Observe the whole stalk.
Draw what you see.
stalk within particular transport structures. microscope
(optional) 5. Compare the slices. How
are they different?
Materials: 1 set of materials per small group of
6. During this investigation what happened
students: a stalk of celery, scissors, water with blue to the celery stalk in the blue water?

food coloring (60 mL), clear plastic jar (500 mL), 7. Which parts of plants move water to
the leaves?
hand lens, metric ruler (Optional: microscope)
Digital Resources: Let’s Investigate! Digital Lab Observations of Celery
Slice before Dye Slice after Dye Whole Stalk after Dye
Let’s Investigate! Activity Card (1 per group)
Advance Preparation: Arrange a location in the
classroom where the jars will remain undisturbed.
Prepare materials for each group. Cut the celery
stalk straight across the bottom. Add about 60 mL
of water to each jar. Then add food coloring until the 26 Unit 2 Let’s Investigate! Lab

water turns dark blue.

SCI_SB4_U2.indd 26 28/01/16 13:57

• Divide the class into small groups and

distribute materials.
• Have students cut a thin slice from the end of
the celery stalk, observe it with a hand lens,
and draw what they see in the chart.
• Then have students put the stalk into the blue
water and wait 24 hours.
• The following day, have students cut off 2 cm
of the stalk’s end and then a thin slice from the
new end.
• Have students observe the slice with a hand
lens and draw what they see.
• Encourage students to compare the slices and
discuss how they are different.
Teacher Time-Saving Option: Show the Let’s
Investigate! Digital Lab as an alternative to the
hands-on lab activity. Have students complete the
Activity Card.
Class Project: Young Botanists
Materials: variety of live flowering plants (1 per
student), writing and drawing supplies, cardboard
if possible
Preparation: Clear tables or desks to display
plants.
Instructions: Bring a variety of safe flowering
plants that students can study. Tell students that
botanists are scientists who study plants. Botanists
often write descriptions and make drawings of
different plants as they study them. Encourage
students to touch and name the parts of each
plant. Guide them in choosing words to describe
characteristics of each plant. Assign one plant to
each student. Have students write a description and
include a detailed drawing of the plant. Remind
students not to taste the plants and to wash their
hands when they are finished handling the plants.
Display the plants with their descriptions and have all
students look at the plants and read the descriptions.

Unlock the Big Question

LOCK Have students refer to the Big Question on the
UNHE BIG
T
Unit Opener page. In pairs, have them discuss
what they know about how plants get and
distribute nutrients that help them grow. Invite
student pairs to share their answer to question
7 on the Let’s Investigate! Activity Card.

T26 Unit 2 • Plants: How do plants change and grow?

M02_SUS_TB_04GLB_4795_U02.indd 26 17/02/2016 08:22

 Unit 2 Review Unit 2 How do plants
Review change and grow?
VIE
RE E BI W
TH G
How do plants grow Lesson 1

How do plants use roots and stems to grow?

and change? 1 Match the columns.

a) Roots is an example of plants

with fibrous roots.
b) Stems take in water and
minerals from the soil.
c) Carrots support the leaves,
Digital Resources: Print out 1 of each per student: flowers, and fruits.
d) Grass are examples of
Got it? Self Assessment
Assessment, Got it? Quiz taproots.

2 Write two types of stems.

above ground (cactus) underground (potato)

Evaluate Lesson 2

How do plants use flowers and cones to reproduce?

Strategies for Targeted Review

3 Mark (✓) the items that play a role in the process of pollination.

roots ✓ petals ✓ pollen

The following are strategies for providing targeted fruit ✓ bee stem
review for students if they encounter challenges with
the content. 4 Write the four stages of a flowering plant life cycle.
1. seed

Lesson 1 How do plants use roots and 2. growth

3. pollination
stems to grow? 4. adult plant

Question 1
Got it? Quiz Got it? Self Assessment Unit 2 27

If… students are having difficulty matching the

words with their definitions, then… direct students to SCI_SB4_U2.indd 27 28/01/16 13:57

find those words and underline their definitions on
the first two pages of Lesson 1.
Question 2
If… students are having difficulty recalling two types
of stems, then… direct students to review the types
of stems in Lesson 1. Have them look at the pictures
and describe the two types of stems. Have students
identify which of them grows above the ground and
which grows below the ground.
Lesson 2 How do plants use flowers and
cones to reproduce?
Question 3
If… students are having difficulty identifying the
items that play a role in the process of pollination,
then… direct students to the picture of the parts of a
flower in Lesson 2. Have them describe each item
in the picture and say whether it plays a role in the
process of pollination.
Question 4
If… students are having difficulty recalling the four
stages of a flowering plant’s life cycle, then…
direct students to the diagram of the life cycle of a
flowering plant and describe the four stages.
ELL Language Support
Before students start working on the Review activities,
read each question aloud.
Got it
it?
? Self Assessment
Immediately after students have completed
the Review activities, distribute a Got it? Self
Assessment to each student. Have students
complete the Stop! Wait! and Go! statements for
each lesson, allowing them to look back through
the lesson material if necessary.
Got it
it?
? Quiz
Distribute a Unit 2 Got it? Quiz to each student.
Quizzes may be used for assessing students’
understanding of unit concepts as well as for
grading purposes.

Unit 2 • Unit Review T27

M02_SUS_TB_04GLB_4795_U02.indd 27 17/02/2016 08:22

 Unit Lesson 1 Check Unit Lesson 2 Check
2 2

G
T

Unit Lesson 1 Let’s Explore! Activity Card Unit Lesson 2 Let’s Explore! Activity Card
2 2

Materials Materials
• •
• •
• •
•

T27a Unit 2 • Digital Resources and Photocopiables

M02_SUS_TB_04GLB_4795_U02.indd 39 17/02/2016 08:22

 Unit Let’s Investigate! Activity Card Unit Lessons 1 & 2 Got it? Self Assessment
2 2

Observations of Celery

Unit Got it? Quiz Unit Got it? Quiz

2 2

Unit 2 • Digital Resources and Photocopiables T27b

M02_SUS_TB_04GLB_4795_U02.indd 40 17/02/2016 08:23

 VIE VIE
RE E BI W RE E BI W
TH G TH G

Unit 2 Study Guide

How do plants change and grow? Review the

Lesson 1
Big Question
How do plants use roots and How do plants change and grow?
stems to grow?
Encourage students to answer the following
• Roots hold the plant in the ground and store question in their own words:
food. How has your answer to the Big Question
• Stems support and protect plants. changed since the beginning of the unit? What
are some things you learned that caused your
Lesson 2 answer to change?
How do plants use flowers and Make a Concept Map
cones to reproduce?
Have students make a concept map like the one
• Many plants make seeds using flowers or shown on this page to help them organize key
cones. concepts.
• A seed has material inside it that can grow
into a new plant.
• If conditions are right, a seed can germinate
into a seedling.
• Plants that reproduce in different ways have
similar life cycles.

VIE
RE E BI W
TH G

Unit 2 Concept Map

Plants Reproduce

Seed germinates.

Stem grows upward; roots grow downward.

Leaves make food for plant.

Plant makes seeds in flowers or cones.

Seeds scatter.

Students can make a concept map to help review the Big Question.

T27c Unit 2 • Study Guide

M02_SUS_TB_04GLB_4795_U02.indd 41 17/02/2016 08:23

 Teacher’s Notes

Unit 2 • Teacher’s Notes T27d

M02_SUS_TB_04GLB_4795_U02.indd 42 17/02/2016 08:23