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Unit 2.3 Bloom Where You're Planted


Area: Plants

This Second Grade unit is the THIRD in the curriculum of three (3) units developed to address the Second Grade science standards of the Michigan Science Standards related to Plants.

You have just read the general description for this Phenomenal Science Unit. Before you continue your review, it would be very valuable to our field testing process for the 21 Units of Phenomenal Science for us to gather information about those educators who are reviewing each of the Units. Thank you. Please start your review with this BRIEF SURVEY. Enjoy your review.

Plants are dependent on their changing environment.  Being dependent means a plant will rely on the biome or ecosystem  in which it lives.  A biome is a place characterized by its climate and the plants and animals that live there.   An ecosystem includes all of the living things and non-living (plants, animals, people and organisms) in a given area, interacting with each other, and also with their non-living environments (weather, earth, sun, soil, climate, atmosphere).  In an ecosystem, the living things are able to get the things that they need in order to survive.  Healthy ecosystems are in balance.  In other words, there is enough food, water, and shelter for all of the species that live within the ecosystem.  Plants can be impacted by lack of nutrients and other resources, by pathogens, herbivores and animals (people), by disturbances, by dispersal difficulties, and by the physical environment, including its climate.  So, because plants are dependent on their changing environments  they have evolved adaptations and traits that are passed from the parent plant to their offspring  to hopefully help them survive (live and grow) in different areas.  Adaptations are special features that allow a plant or animal to live in a particular place or habitat. Some adaptations and traits can include:  the plant moving toward the sun; unfurling its leaves faster than nearby taller plants to soak up as much sun before being shaded; growing close to the ground so they’re protected from strong winds; have picky, sticky and/or stinky stems; have specially designed protective seed coats to help move its seeds away from the parent plants; have a waxy covering and spikes instead of leaves to prevent water loss; using the water wind, animals (insects), people to help it disperse its seeds away from the parent plant, have roots close to the ground to soak up as much water as possible in a short amount of time; and having colorful flower petals, smell, and nectar  to attract certain insects to aid in pollination.

Learning Targets: 
Students will be able to develop an understanding that plants don’t need dirt necessarily to grow healthy; but plants do depend on water and light.
Students will be able to develop an understanding that plants with their colorful flowers depend on the environment/ecosystem, water, wind, and animals (bats, birds, beetles, insects with wings) for pollination and to move (disperse) its’ seeds in order.
Students will be able to develop an understanding that the shape, texture, and weight of the coating covering and protecting the seeds helps solve the plant’s problem of dispersing its seeds
Content Area: 
Resource Type: 
Creative Commons Licence
Next Generation and Michigan Science
Next Generation and Michigan Science: