Lesson 1: It Starts With a Seed
Objectives:
Students will…
1. Learn the objectives of the upcoming plant unit.
2. Identify several types of edible seeds.
3. Make predictions about what we will be learning.
4. Create a graph.
PA Standards:
Math
1. PA.M.2.6.1.A Gather, organize and display data on a bar graph and/or pictograph.
2. PA.M.2.6.1.B Interpret information displayed on a graph.
Science
1. PA.SCI.3.3.4.A Know the similarities and differences of living things.
2. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
Anticipatory Set (Engage):
1. Fill a shoebox with pictures of aspects of plants that we will be studying such as parts of a plant, what a plant needs, different types of plants, etc. Introduce the box as a mystery box.
2. Explain that inside the box are clues to what we will be learning about for the next couple of weeks in science. Students will take turns drawing a picture from the box. As the students see each picture, the class will make predictions about what we might be learning about next.
3. After each picture has been chosen, reveal the answer to the class.
4. Show the students the poster of what we will be learning about during this unit. The objectives should not be in any order. Ask them what they think we will be learning about first.
Procedures:
Explore:
1. Read A Seed is Sleepy by Dianna Hutts Aston. Discuss the different adjectives used to describe the seeds as we read the book.
2. Explain that we will be learning about seeds first because all plants start from seeds.
3. Do all seeds look the same? Can we eat seeds? Can we eat all seeds?
4. Show students the four different seeds. Pass the bags around with each type of seed. Does anyone recognize any of these seeds?
Explain:
1. Once everyone has seen the seeds, explain that these are all seeds that you can eat (sunflower, pumpkin, poppy, sesame).
2. Let each of the students taste the seeds.
Closure (Elaborate):
1. Using a graphing program on the computer, we will create a class graph. First we will make a people graph. We will have three lines. The students will line up in the line of the seed they liked the most.
2. We will use the graphing program to make our people graph into a pictograph.
Assessment (Evaluate):
1. The students will construct and interpret a bar graph for their favorite type of edible seed as a class.
Materials:
Teacher:
1. A Seed Is Sleepy by Dianna Hutts Aston
2. Mystery box filled with plant related pictures
3. Different types of edible seeds
4. Computer graphing program
5. List of unit objectives
Lesson 2: Parts of a Seed
Objectives:
Students will…
1. Predict what is inside their seed.
2. Dissect their seed to observe what is inside.
3. Identify the parts of a seed.
4. Label seed diagram with its parts.
PA Standards:
Science
1. PA.SCI.3.1.4.A Know that natural and human-made objects are made up of parts.
2. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
Anticipatory Set (Engage):
1. Show students the book that we read on Monday about seeds.
2. Remind them about all the different types of seeds we saw in the book. All of them looked different on the outside. Ask them if they think the seeds might look different on the inside too?
Procedures:
Explore:
1. Give each student a dry lima bean. Give students time to observe the seed.
2. Give them a lima bean that has been soaked overnight. Show them how to carefully remove the covering. Tell them to carefully put it aside on their desk.
3. Show them how to break apart the seed. Each child should have an embryo inside their seed. If they do not, give them another seed.
4. Give students time to observe the seed.
Explain:
1. After everyone is finished, give the students the diagram of the inside of a seed. Label and describe the parts of a seed on the board.
a. Seed Coat: protects inside of the seed until it is ready to grow.
b. Embryo: when the plant starts to grow, one part of the embryo becomes the root and the rest becomes the stem and leaves.
c. Stored food: when the plant starts to grow, it uses its stored food until the first leaves grow above the ground. Then it can make its own food.
2. Have students label and color their diagram.
Closure (Elaborate):
1. Read the story I Am a Seed as the students finish they diagrams.
Assessment (Evaluate):
1. Students will complete a diagram showing the parts of a seed.
Materials:
Student:
1. Lima bean (one dry, one soaked)
2. Diagram of a seed
3. Markers/Crayons
Teacher:
1. Diagram of a seed
2. I Am a Seed book
Lesson 3: How Seeds Move
Objectives:
Students will…
1. List what they already know about seeds.
2. Predict what The Tiny Seed will be about using the cover and title as clues.
3. Demonstrate how the wind moves seeds using a cotton ball and plastic straw.
4. Discuss how the size and shape of seeds help them to move.
5. Show how seeds move by being pretending to be seed movers.
PA Standards:
Reading
1. PA.R.1.2.2.A.3 Make inferences and draw conclusions from a variety of reading materials.
2. PA.R.1.6.2.B.2 Make reasonable predictions about what will happen next.
Environment and Ecology
1. PA.ENV.4.7.4.B.1 Explain how specific adaptations can help a living organism to survive.
Anticipatory Set (Engage):
1. Review with students what we have learned about seeds already (they are different shapes and sizes, we can eat some seeds, seeds have three parts: embryo, stored food, and seed coat).
2. Show students The Tiny Seed by Eric Carle. Ask students to predict what they think this book might be about using the title and the cover.
3. Read The Tiny Seed.
4. After reading, ask students about what happened in the story. How did the seeds move? What happened to the seeds along their journey? What happened to the tiny seed?
Procedures:
Explore:
1. Give each of the students a plastic straw and a cotton ball. In the story, the tiny seed moved because the wind blew it. Have them pretend that their cotton ball is the seed. Tell them to blow on their “seeds” using their straws to make wind.
2. What happened to their “seed”?
3. What other ways do they think seeds might travel?
Explain:
1. Review our seed facts that we already know. Explain that each seed is a different size and different shape. Each seed moves from one place to another in a different way. For example, some seeds are light and can be carried by the wind.
2. Using the How Seeds Spread article from National Geographic Young Explorer, show the pictures of the different types of seeds and how they spread. Ask the students the questions that accompany the pictures. Write their answers on chart paper titled How Seeds Move.
Closure (Elaborate):
1. Have each student place their “seeds” (cotton balls) in the center of the carpet.
2. Explain to students that when a plant releases its seeds, they fall close to the parent plant unless something else moves it. Read the list of ideas that they came up with from the How Seeds Move chart.
3. Tell them to that each of them will get the chance to take a seed and move it to a different place in the classroom. They will be the seed movers. When they choose their seed, they have to tell the group what kind of seed mover they are and how the seed will be moved. For example, “I am a bird. I will pick up my seed and drop it while I am flying.”
4. Call each of the students by their name using the popsicle sticks to come up and be a seed mover.
Assessment (Evaluate):
1. The students will explain to the group during the seed movers activity what type of mover they are and how they will move the seed. This makes the teacher aware of who does or does not understand the concept of how seeds can move.
Materials:
Student:
1. Cotton ball for each student
2. Straw for each student
Teacher:
1. The Tiny Seed by Eric Carle
2. National Geographic Young Explorers magazine, March 2007 issue
3. Chart paper
4. Marker
5. Popsicle sticks with student names
Lesson 4: Plant Needs
Objectives:
Students will…
1. Infer what plants need based on the information from the text.
2. Record their observations in a journal.
3. Know what plants need to survive.
4. Construct and observe an experiment with four plants with each not receiving one of its needs.
5. Create a hypothesis about what they think will happen to the plants.
PA Standards:
Reading
1. PA.R.1.2.2.A.3 Make inferences and draw conclusions from a variety of reading materials.
Math
1. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns.
Science
1. PA.SCI.3.2.4.C.3 Conduct an experiment.
Environment and Ecology
1. PA.ENV.4.6.4.A.3 Identify basic needs of a plant and explain how their needs are met.
2. PA.ENV.4.7.4.B.2 Explain what happens to a living thing when its food, water, shelter or space is changed.
Anticipatory Set (Engage):
1. Read the story Grow Flower, Grow! by Lisa Bruce.
Procedures:
Explore:
1. After reading, ask the students several comprehension questions.
a. What did Fran feed to her flower to help it grow?
b. Were these the things that the plant needed?
c. What happened when she put the plant outside?
d. What helped it to grow?
Explain:
1. Tell the students that plants need four very important things to help them to grow: sun, water, air, and soil.
2. Sunlight, water, and air help the plant to make the food that it needs to grow. Since plants can’t walk around and find food like animals and humans, they need to be able to make it themselves. The soil holds the water from the rain or water that we give it.
Closure (Elaborate):
1. Give the students their plant journals. Explain that throughout the unit we will be doing several experiments as well as growing our own plants. They will each be documenting the results of the experiments in their journal. Each page is specific for the type of experiment. They will have time during morning centers or at the beginning of science to record their observations.
2. Tell students to put their names on the front of the journal. Turn to the first page. Today we will be doing an experiment to see how important it is for plants to receive sun, water, and air.
3. Show students the four cups. Have them help plant the grass seed. Fill each of the cups with soil and sprinkle the grass seed on top.
4. Explain that one plant will receive sun, water, and air. Label this plant with a popsicle stick showing a sun, a raindrop, and a cloud for each element. One plant will receive sun and air, but no water. Label this plant with a popsicle stick showing a sun and a cloud. One plant will receive air and water, but no sun. This plant will go in the closet. Label this plant with a popsicle stick showing a raindrop and a cloud. One plant will receive water and sun, but no air. This plant will be covered with a plastic container. Label this plant with a popsicle stick showing a raindrop and a sun.
5. Explain to students that they need to make a hypothesis. A hypothesis is a prediction about what they think might happen in our experiment. For example, I think that all the plants will still grow. Have them write their hypothesis in their journal.
6. Have students draw a picture and/or write about each of the plants in the appropriate box in their journal. The boxes will be under Week 1 and each of the boxes will have the appropriate label of sun, raindrop, and cloud.
7. Remind them that when it is their turn to go to the science center in the morning that this will be the time when they need to be making their observations.
Assessment (Evaluate):
1. The students will be recording their observations throughout the unit. They will create their own hypothesis about what will happen to the plants.
Materials:
Student:
1. Plant journals
Teacher:
1. Grow Flower, Grow! by Lisa Bruce
2. 4 cups
3. Grass seed
4. Soil
5. Plastic container to cover one plant
6. Popsicle sticks with appropriate labels
7. Directions for the taking care of the plants
Lesson 5: Soil
Objectives:
Students will…
1. Examine soil and record their observations in their journal.
2. Know what soil is made of and why it is important to a plant.
3. Construct and observe an experiment with two types of soil, sand, and water.
4. Write a hypothesis for which soil will hold the most water.
5. Record their observations of the experiment in their journal.
6. Summarize what they learned about soil in a conclusion statement.
PA Standards:
Writing
1. PA.R.1.4.1.B Write informational sentences
2. PA.R.1.5.1.B Write content sentences using content appropriate for the topic.
3. PA.R.1.5.1.C Write organized sentences.
Math
1. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns.
Science
1. PA.SCI.3.2.4.C.3 Conduct an experiment.
2. PA.SCI.3.2.4.C.4 State a conclusion that is consistent with the information.
3. PA.SCI.3.3.4.A.2 Describe basic needs of plants
4. PA.SCI.3.5.4.B Know types and uses of earth materials.
Anticipatory Set (Engage):
1. Review the needs of a plant (water, air, sun, and soil).
2. Explain that today we are going to talk about soil.
a. What color is soil?
b. What is it made of?
c. Where does it come from?
Procedures:
Explore:
1. Give each table group a piece of newspaper. Tell them to find a place in the room and spread out their newspaper.
2. Put a pile of soil collect from outside in the middle of each group’s newspaper. Tell them to be very careful not to get it on the carpet.
3. Give them time to observe the soil. What do they see in the soil? What does it feel like? Smell?
4. After they are finished looking through the soil, have them carefully clean up their newspaper and throw it in the trash, then wash their hands.
5. Have the students turn to page 3 in their plant journal. At the top of the page, they need to write a few words about what they observed while examining the soil.
Explain:
1. Explain that soil is made of leaves, parts of trees and other plants that have died, bits of rock, and sometimes insects and animals that died a long time ago.
2. We can’t make this natural kind of soil. It takes about a hundred years or more to make natural soil that you can dig outside.
3. People do make soil that we can buy in a store. This is the type of soil that people use if they want to plant seeds inside their house.
4. Pass a bag of store bought soil around for the students to investigate. Read the ingredients of the soil while they are examining it. Tell them that the company who makes the soil adds nutrients and vitamins to the soil to help the plants grow.
Closure (Elaborate):
1. Explain that today we are going to do an experiment with soil. The reason soil is important to a plant is because it holds the water until the plant needs it. The best type of soil is the type that holds the most water.
2. Show the students the four cups. Label each cup with the following labels: outside soil, sand, store bought soil, store bought soil and sand.
3. Tell the students that we are going to experiment to see which of these mixtures will hold the most water.
4. Have them write a hypothesis in their journal about which mixture they think will hold the most water.
5. Have the students help fill the cups with the mixtures. Fill one cup with the outside soil. Fill one cup with sand. Fill one cup with the store bought soil. Fill one cup with store bought soil and sand. Put a bowl underneath each pot to collect the water.
6. Pour water one cup at a time into the cup containing the outdoor soil until water collects in the bowl. Use the same amount of water in each of the other cups.
7. Do the same with the other three cups.
8. Pour the water collect from each of the cups into 4 separate clear cups labeled accordingly. Set the cups next to each other.
9. Which of the cups has the most water? What does that mean? What type of soil is the best to use?
10.Have them draw their observations in their journal. Write a conclusion sentence stating which type of soil is the best and why.
Assessment (Evaluate):
1. The students will record their observations throughout the lesson. They will write a conclusion sentence to summarize what they learned.
Materials:
Student:
1. Plant journal
2. Newspaper (one per table group)
3. Cup of soil from outside
Teacher:
1. Soil from outside
2. Soil bought from a store
3. Sand
4. 4 pots
5. 4 bowls
6. 4 clear plastic cups
Lesson 6: Sponge Garden
Objectives:
Students will…
1. Know what plants need to survive.
2. Write a hypothesis for which seed will sprout first.
3. Record their observations of each plant’s growth in their journals.
4. Create a class graph of their predictions with a title, appropriate labels, and each student’s prediction.
5. Participate in a role-play for how plants make food.
PA Standards:
Writing
1. PA.R.1.4.1.B Write informational sentences
2. PA.R.1.5.1.B Write content sentences using content appropriate for the topic.
3. PA.R.1.5.1.C Write organized sentences.
Math
1. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns.
2. PA.M.2.6.1.A Gather, organize and display data on a bar graph.
3. PA.M.2.6.1.B Interpret information displayed on a graph.
Science
1. PA.SCI.3.2.4.C.3 Conduct an experiment.
2. PA.SCI.3.2.4.C.4 State a conclusion that is consistent with the information.
3. PA.SCI.3.3.4.A.2 Describe basic needs of plants
Technology
1. PA.SCI.3.7.4.D.3 Identify and use simple graphic and presentation graphic materials generated by the computer.
Arts and Humanities
1. PA.AH.PPE.9.1.3.B.1 Dance: move; perform; improvise
Anticipatory Set (Engage):
1. Review what plants need to survive.
a. Why do they need these things? Emphasize the importance of making food for itself. When we eat plants, we get the same food that they make themselves.
Procedures:
Explore:
1. We are going to act out plants making food.
2. Each of the students will be their own plant.
3. I will read aloud a scenario about plants and how they make their food. Explain to the students that as I read they need to be acting out the skit.
4. Briefly model the different things they will need to do (stretch to the sky, spread arms out wide like big leaves, breathe in the air, plant feet into the floor as roots, suck up the water, pretend to mix up all the ingredients).
5. Read the skit aloud to the students.
Explain:
1. We know that plants need air, water, sun, and soil to survive. In one of our experiments we are looking at just how important each element of air, water, sun, and soil is to the plant’s survival.
2. What might happen if we did not plant a seed in soil? Could it still survive?
3. Show students the sponges. What might happen if we used a sponge instead of soil to plant our seeds in? Could it work? What is the reason that plants need soil? To hold the water. Could a sponge do that job?
4. Explain to the students that sponges are really good at holding water. Dip the sponge into water and let it drip. After it is finished dripping, squeeze the rest of the water out to demonstrate how sponges can hold water.
Closure (Elaborate):
1. Show students the three different seeds: mustard seeds, alfalfa seeds, and mung beans. Each of these seeds grows fast so we should see results in a few days.
2. Pass the seeds around so each student can see them.
3. Make a graph using the graphing software on the computer connected to the TV so everyone can watch as we make the graph. Title the graph, Which seed will sprout first? Label each column with the name of the seed.
4. Each student will come up to the graph and add their prediction about which one of the seeds will grow first.
5. After everyone has guessed, have students take out their plant journals and fill in the class graph at the top of the page. They need to add the title, the labels, and how many predictions in each column.
6. They need to write their hypothesis underneath of the graph.
7. The students will assist me in planting the seeds in the sponges.
a. Soak the sponge in a dish of water and then squeeze out the excess.
b. Place the seeds in the open pores of the sponge.
c. Set the sponge in a shallow dish of water and let it drink its fill.
d. Label the sponge with its name.
e. Hang each sponge in the window with directions for its care.
8. Students will return to their seats and label the sponge pictures in their journals with the appropriate labels. Once the seeds have sprouted, they will add the date of the first sprout underneath of the appropriate sponge. After the experiment has concluded, they will write a conclusion sentence at the bottom of the page.
Assessment (Evaluate):
1. Students will participate in a role-play activity where they have to act out how a plant makes its food.
2. Students will create a class graph of their predictions including labels and a title.
3. Students are accountable for recording their observations of the each plant’s growth.
Materials:
Student:
1. Plant journals
Teacher:
1. Role-play script
2. 3 sponges
3. Seeds (mustard, alfalfa, mung beans)
4. Water
5. String (for hanging the sponges in the window)
Lesson 7: How a Seed Grows
Objectives:
Students will…
1. Know the life cycle of a plant.
2. Plant a seed.
3. Write a hypothesis for the estimated date of the first sprout.
4. Record their observations as the plant grows.
PA Standards:
Math
1. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns.
2. PA.M.2.6.2.A Gather, organize and display data using pictures
Science
1. PA.SCI.3.1.4.C Illustrate patterns that regularly occur and reoccur in nature. Identify observable patterns
2. PA.SCI.3.2.4.C.2 Design an investigation.
3. PA.SCI.3.3.4.A.1 Identify life processes of living things
Environment
1. PA.ENV.4.4.4.C.2 Identify what plants and animals need to grow.
Anticipatory Set (Engage):
1. Review what a plant needs to grow. Tell the students that today we are going to start learning about how a plant grows. This is called a life cycle. A life cycle is what happens to a living thing from beginning to end.
2. Each plant starts as a seed. Remind them of the inside of the seed that we observed and how it had the embryo or baby plant inside ready to start growing.
3. Explain to the students that we are going to read a story about two children and the observations that they made while watching a plant grow. We will do a similar activity in our classroom.
4. Read the story How a Seed Grows by Helene Jordan.
Procedures:
Explore:
1. Just like the children in the story, we are going to plant several seeds and dig them up throughout the next couple of weeks as they start to grow. Tell the students that each of them will get to take home one of the plants when we are finished with the whole activity.
2. Go outside. Give each student a paper cup with holes punched into the bottom and a number written on it from (1-20).
3. Place several bowls of soil throughout the group with spoons. Explain to each student that they need to take turns using the spoons and the soil. They need to fill up their cups a little more than halfway. Show them about where on the cup.
4. Then they need to put a hole in the soil with their finger. Once they have done this I will give them a seed.
5. Tell them to put the seed in the hole and use a little more soil to cover it up.
6. After they are finished, they need to give their cup to me. I will line the cups up on saucers in the window in order from 1-20. When the students are finished, they can wash their hands and then go and work on the plant packets in their journals until everyone is finished.
7. I will water each of the plants.
Explain:
1. Have students come back to the carpet. Review what we just did: we used a cup with holes so the water could drip out that the plant doesn’t need, we used soil, a seed, we put the cups in the sun, and I added water. We did not cover them up so they could get air. Does the seed have everything it needs to grow?
2. Explain that we will wait 3 days before uncovering our first seed.
3. Show the students the poster(s) of the life cycle of a seed. Review each part of the process.
Closure (Elaborate):
1. Have students take out their plant journals. Turn to page 6. Explain the chart to the students.
2. Each morning I will ask someone to help me uncover the next seed. We will take a picture of it. We will replant the seed so it can continue to grow.
3. In the afternoon, I will put the picture up on the TV so each of them can draw their observations in the appropriate box. We will put the picture on a class chart.
4. Have the students write a hypothesis for which day they think we will see the first sprout.
Assessment (Evaluate):
1. Students are accountable for recording their observations of the plant’s growth.
Materials:
Student:
1. Plant journal
2. Paper cup
3. Soil
4. Seed
Teacher:
1. Seed life cycle poster
2. How a Seed Grows by Helene J. Jordan
3. Class observation chart
4. Camera with hook-up to television and computer
Lesson 8: Making a Seed Wheel
Objectives:
Students will…
1. Act out the life cycle of plant from seed to flower.
2. Complete a seed wheel placing the pictures in the correct sequence.
3. Finish a writing prompt and draw a picture illustrating what they wrote.
PA Standards:
Reading
1. PA.R.1.2.2.A.3 Make inferences and draw conclusions from a variety of reading materials.
Writing
1. PA.R.1.4.2.A Write narrative pieces including stories and poems.
2. PA.R.1.4.2.A.2 Use illustrations to accompany writing.
3. PA.R.1.5.1.C Write organized sentences.
Science
1. PA.SCI.3.1.4.C Illustrate patterns that regularly occur and reoccur in nature. Identify observable patterns
2. PA.SCI.3.3.4.A.1 Identify life processes of living things
Arts and Humanities
1. PA.AH.PPE.9.1.3.B.1 Dance: move; perform; improvise
Anticipatory Set (Engage):
1. Look at the plant life cycle poster from the previous lesson. Review how a plant grows from seed to flower.
2. Explain to the students that we are going to pretend to be seeds. Slowly, we will grow into flowers. Show students the steps.
a. They will put their feet on the grounds as roots.
b. Then stand up straight from the stem with their arms at their sides and their heads down.
c. Then raise their arms for the leaves.
d. Then lift their head for the flower.
3. Explain that I will go around a spray them lightly with water. When they feel the water, they will start to grow. They will be sprayed 4 times for each step. Have each of the students curl into a ball like a seed to begin. Put on some classical music in the background.
4. Go around and spray each of the students lightly with some water and watch them grow.
Procedures:
Explore:
1. Show the students the seed wheel that they will be creating. Explain the steps that they must follow to complete the wheel.
a. Cut out the cover and write the title “From Seed to Flower.” Write their name anywhere on the cover.
b. Cut out the circle on the dotted lines.
c. Cut out the pictures of the seed growing. When they are finished constructing the seed wheel, they can go back and color it.
d. Glue the pictures in the appropriate numbered box on the wheel.
e. Bring everything to me so I can help them assemble it.
Explain:
1. After everyone is finished, gather them on the back carpet.
2. Read the story The Sunflower House by Eve Bunting, which follows a group of children as their sunflowers grow.
3. Review the life cycle of the sunflower.
Closure (Elaborate):
1. Give each student the writing paper with the writing prompt “In my sunflower house I will…”
2. Explain that they need to finish the sentence about what they would do in their sunflower house. Then they can draw a picture about what they wrote in the box.
3. After they are finished, give them the cover that they can glue over their picture to make a flap.
Assessment (Evaluate):
1. Students will act out the life cycle of a plant to show their understanding of the process.
2. Students have to place the pictures of the growing plant in the appropriate order on the seed wheel.
3. Students need to complete the sentence prompt and draw a picture illustrating what they wrote.
Materials:
Student:
1. Seed wheel (3 parts: wheel, cover, pictures)
2. Sunflower House writing prompt
3. Sunflower House cover
Teacher:
1. Sunflower House by Eve Bunting
2. Water bottle with spray attachment for life cycle role-play
3. Completed seed wheel to use as a model
4. Classical music
Lesson 9: Parts of a Plant
Objectives:
Students will…
1. Recall facts about seeds.
2. Know the parts of a plant
3. Memorize a song for the parts of the plant using body movements to demonstrate the parts.
4. Complete a plant diagram including correct placement of the parts, needs of the plant, and the labels.
PA Standards:
Reading
1. PA.R.1.6.1.D.6 Recite poems, rhymes, songs and stories.
Environment
1. PA.ENV.4.4.4.C.2 Identify what plants and animals need to grow.
Science
1. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
Arts and Humanities
1. PA.AH.PPE.9.1.3.B.1 Dance: move; perform
2. PA.AH.PPE.9.1.3.B.2 Music: sing
Anticipatory Set (Engage):
1. Remind students of when they acted out how a plant grew from a seed to a flower.
2. What were the different parts of the plant that grew? Seed, roots, stem, leaves, flower.
3. Explain that today we are going to start learning about the parts of the plant. We already know a lot about seeds. What can you tell me about seeds? Write their answers on a chart titled Parts of a Plant. Add the answers to our big book.
4. Read the other parts of the plant’s names. Each day we will add more information to our book as we learn about each part.
Procedures:
Explore:
1. Sometimes songs help me remember information that I need to know. Today we are going to learn a song about the parts of the plant.
2. Have everyone stand up. I will sing the song as I demonstrate the actions. The lyrics will be posted. It goes to the tune of “Head, Shoulders, Knees, and Toes.”
a. “Flower” (hands around face)
b. “Stem” (point to neck)
c. “Leaves” (stick out arms)
d. “And roots” (touch feet)
e. Repeat a to d
f. “All it takes is sun” (hands up in circle)
g. “And showers” (wiggle fingers down)
h. “And a seed” (hold out palm)
i. “Grows into a flower” (spread fingers of right hand up from left fist)
3. Explain to the students that after the song is finished once it starts to go faster and faster. Challenge them to keep up.
4. Play the song on the CD player.
Explain:
1. Have students go back to their desks.
2. Using the overhead, we will label each part of the plant.
3. Place a picture of a plant on the overhead showing each of its parts.
4. Label each of the parts with the class (roots, stem, leaves, flower).
Closure (Elaborate):
1. Explain to students that they are going to create their own diagram of a plant.
2. Give each student a folder containing all of the necessary parts. Have them spread the parts out on their desk.
3. I will demonstrate how to complete the picture step by step as the students do it with me.
a. First, add the needs of the plant to the picture. The soil is already added at the bottom. The blue paper represents the air. We need to add what other two things? Sun and water.
b. Add the sun to the top of the paper and the raindrops down the side. Label each of the elements (soil, air, sun, water).
c. How does a plant start? As a seed. Add the seed underneath of the soil.
d. What part of the plant is underneath the soil? Roots. Add the roots underneath of the soil below the seed.
e. Now, we need to add the stem. Glue the straw straight up from the seed.
f. Add the leaves.
g. Add the flower. The yellow part goes in the center and petals go around it.
h. Label the parts.
Assessment (Evaluate):
1. Students will act out the parts of the plant using the song as a reference.
2. Students need to complete the plant diagram placing the parts in the correct position and labeling each of the parts.
Materials:
Student:
1. Plant parts for diagram
a. Blue piece of construction paper with a brown strip stapled on the bottom.
b. Yellow sun cut out
c. 3 blue raindrops cut outs
d. Seed
e. 4 pieces of brown yarn for the roots
f. Green straw for the stem
g. Two green leaf cut outs
h. Orange circle for the center of the flower
i. Several colored petal cut outs
j. Labels
Teacher:
1. Plant parts to make diagram (see above)
2. Class create big book on plants
3. Dr. Jean’s Kiss Your Brain! CD
4. Song lyrics on chart paper
Lesson 10: Roots and Stems
Objectives:
Students will…
1. Know the parts of the plant.
2. Know the job of the roots and the stem.
3. Write hypotheses for each of the experiments.
4. Conduct an experiment with the roots and stems of several plants.
5. Know that some vegetables are roots and stems.
Standards:
Reading
1. PA.R.1.6.1.D.6 Recite poems, rhymes, songs and stories.
Writing
1. PA.R.1.4.1.B Write informational sentences
2. PA.R.1.5.1.B Write content sentences using content appropriate for the topic.
3. PA.R.1.5.1.C Write organized sentences.
Math
1. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns.
2. PA.M.2.6.2.A Gather, organize and display data using pictures
Science
1. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
2. PA.SCI.3.2.4.C.3 Conduct an experiment.
Arts and Humanities
1. PA.AH.PPE.9.1.3.B.1 Dance: move; perform
2. PA.AH.PPE.9.1.3.B.2 Music: sing
Anticipatory Set (Engage):
1. Review the parts of the plant by singing and moving to the Parts of a Plant song.
Procedures:
Explore (1):
1. Pass around a potato and a carrot. What part of the plant might these vegetables be? Have them make a prediction.
Explain (1):
1. Show students the diagram of the plant that we labeled yesterday on the overhead. Focus on the roots. The job of the roots is to support the plant and to take in water and nutrients from the soil.
2. Explain that each of the vegetables that I showed them is a root. They grow underneath of the ground.
Explore (2):
1. Pass around pieces of celery. What part of the plant might this vegetable be? Have them make a prediction.
Explain (2):
1. Go back to the diagram on the overhead. Focus on the stem. The job of the stem is to hold up the plant. It takes water from the roots to the leaves.
2. Demonstrate on the diagram how water travels from the rain to the soil to the roots to the stem to the leaves.
3. Explain that celery is a stem. Asparagus is also a stem.
Closure
Elaborate (1):
1. Have students come to the back carpet with their plant journals. Turn to page 7.
2. Show students the tops of several carrots. What might happen if we put the tops of these carrots in water? Have them write a hypothesis on the top of the page.
3. Using a shallow dish, place the tops of the carrots in the dish. Put a little cold water in the dish enough so that the water is around them but not covering them. Put the dish in the window with instructions on its care.
4. Have students draw a picture of what one of the carrots looks like now in the first box.
5. Show students the potato. What might happen if we put the potato in a jar of water? Have them write a hypothesis underneath the subtitle Potato.
6. Place the potato tapered end down in a jar filled with water. Use three toothpicks to suspend it so only 1/3 of the potato is in the water. Put the dish in the window with instructions on its care.
7. Have students draw a picture of what the potato looks like now in the first box.
Elaborate (2):
1. Turn to page 8.
2. Show the students a stalk of celery with the leaves on the top. Put the celery into a cup tinted with red food coloring. Have them write a hypothesis about what they think might happen to the celery. Then, they can draw a picture of how the celery looks now in the before box.
3. Show students the carnation. Split the stem of the other carnation putting one end in red water and one end in green water. Have them write a hypothesis about what they think might happen to the carnation. They can draw a picture of how the carnation looks now in the before box.
Assessment (Evaluate):
1. Students will create a hypothesis for each experiment. They will record their initial observations in their plant journals.
Materials:
Student:
1. Plant journal
Teacher:
1. Dr. Jean’s Kiss Your Brain CD
2. Song lyrics
3. Plant diagram
4. Overhead projector
5. Sweet potato
6. Jar
7. 3 toothpicks
8. Carrot with top
9. Turnip or beet with top
10.Shallow dish
11.Carnation
12.Celery stalk
13. 3 glasses
14.Water
15.Food coloring
Lesson 11: Leaves
Objectives:
Students will…
1. Know the job of the roots and stem.
2. Observe leaves using a magnifying glass.
3. Understand the process of photosynthesis.
4. Assist in labeling a diagram showing the process of photosynthesis.
PA Standards:
Reading
1. PA.R.1.2.1.B Identify and use a variety of media to gain information.
Science
1. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
2. PA.SCI.3.3.4.B.2 Determine how different parts of a living thing work together to make the organism function.
Environment
1. PA.ENV.4.2.4.A.1 Identify plants as natural resources.
2. PA.ENV.4.6.4.B.2 Explain the carbon dioxide/oxygen cycle (photosynthesis).
Anticipatory Set (Engage):
1. Using the page from the class created big book, review the job of the roots and the stem.
2. Record the information on the page.
Procedures:
Explore:
1. Pass several fresh leaves around the circle with a magnifying glass. Have each student look at the leaves through the magnifying glass.
2. What do they see? Tell them that the lines that they see are called veins. The veins help carry water to the whole leaf.
Explain:
1. Put the plant diagram on the overhead. Focus on the leaves. The job of the leaves is to take in sunlight and something called carbon dioxide from the air. Carbon dioxide is what people breathe out. Have the students breathe out. Explain that the air they just blew is filled with carbon dioxide.
2. The leaves take the sun and carbon dioxide and combine it with the water from the soil to make food. This process is called photosynthesis. Have the students repeat the word after you. Go through the whole process together from the rain to the soil to the stem to the leaves to food.
3. The leaves also release water and something called oxygen into the air. Does anyone know why oxygen is so important? People need oxygen to breath. Plants give us oxygen and we give them carbon dioxide. Have them breathe in. They are breathing in oxygen. Have them breathe out. They are breathing out carbon dioxide. The plant does the opposite.
Closure (Elaborate):
1. Have the students come to the back carpet.
2. We will watch a short video on the process of photosynthesis from United Streaming.
3. After we watch the video, we will create a page in our big book showing the process of photosynthesis.
Assessment (Evaluate):
1. Students will help create a page in our class big book about photosynthesis.
Materials:
Teacher:
1. Plant diagram
2. United Streaming video on photosynthesis
3. Class big book with photosynthesis diagram
4. Leaves
5. Magnifying glass
Lesson 12: Flowers
Objectives:
Students will…
1. Know the parts of the plant and their jobs.
2. Know the parts of the flower and each part’s job.
3. Make a model of a flower and label its parts.
PA Standards:
Science
1. PA.SCI.3.1.4.B Know models as useful simplifications of objects or processes.
2. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
3. PA.SCI.3.3.4.B.2 Determine how different parts of a living thing work together to make the organism function.
Anticipatory Set (Engage):
1. Put the plant parts diagram on the overhead. Review the different parts of the plant.
a. What is the name of each part?
b. What is the job of each part?
Procedures:
Explore/Explain:
1. Give each pair of students a tulip. Explain to them that we are going to take apart the flower together to show its different parts.
a. The job of the flower is to make seeds so new plants can grow from the seeds.
2. On the overhead, place a diagram of the flower. Explain that the flower has many different parts that help to make the seeds.
3. On the tulip, remove the petals. Have the students remove the petals. Give them time to feel them, smell them, look at them.
a. Explain that the petals protect the inside parts of the flower. Label the petals on the diagram.
4. Next, have the students look at the parts inside of the flower. Point out the pistil.
a. Explain that the pistil is where the seeds grow. Label the pistil on the diagram.
5. Then, point out the stamens, the stalks that surround the pistil.
a. Explain that the stamen has a yellow dust on it called pollen. Have each of the students rub the pollen off of the stamen. Tell them that the pollen goes inside of the pistil to make seeds.
6. Review each part again with the students. Point to it on the diagram and show them on the tulip.
Closure (Elaborate):
1. Tell the students that we are going to make our own model of a flower.
2. Give each of the students a plastic baggie containing all of the parts.
3. Model putting the flower together and the students repeat each step along with me.
a. Fold over both tips of each piece of yellow pipe cleaner. Hold the pipe cleaners together and bend them in half. These are the stamens. Label the part.
b. Fold over one tip of the orange pipe cleaner. Wrap the other end of it around the stamens. This is the pistil. Label the part.
c. Wrap one end of the green pipe cleaner around the stamens to make the stem.
d. Take the tissue paper rings and poke the stem through the center. These are the petals. Label the part. Squeeze the petals together so they won’t slide off.
e. Give each student a label to write their name. Wrap the label around the stem.
Assessment (Evaluate):
1. Students will make a model of a flower and label its parts.
Materials:
Student:
1. One tulip for each pair
2. Plastic baggie with plant parts
a. 1 green pipe cleaner
b. 2 pieces of yellow pipe cleaner (made by cutting one in half)
c. One 4” orange pipe cleaner
d. Two 7” tissue paper circles
e. Labels (made from sticker paper)
Teacher:
1. 1 tulip
2. Plant parts diagram
3. Flower parts diagram
4. Plastic baggie with plant parts (see above)
Lesson 13: Pollination
Objectives:
Students will…
1. Know the parts of a flower and each part’s job.
2. Discuss in pairs how pollen moves from one flower to another.
3. Know the basic concept of pollination.
4. Act out the process of pollination.
PA Standards:
Reading
1. PA.R.1.2.1.B Identify and use a variety of media to gain information.
Science
1. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
2. PA.SCI.3.3.4.B.2 Determine how different parts of a living thing work together to make the organism function.
Arts and Humanities
1. PA.AH.PPE.9.1.3.E.A.2 Theatre: scenario
Anticipatory Set (Engage):
1. Take out the class big book we are creating about plants.
2. Fill in the job of the flower on the Parts of a Plant page.
a. Its job is to make seeds.
3. Turn to the next page. Look at the diagram of the parts of the flower. Label each part and what it does.
a. Petals: protect the inside parts of the flower.
b. Pistil: where the seeds grow.
c. Stamen: holds the pollen.
d. Pollen: helps to make seeds.
Procedures:
Explore:
1. Group students into pairs. Ask them how pollen might get from one flower to another? Tell them to come up with one idea.
2. Have the students share their ideas with the group when they are finished.
Explain:
1. Explain briefly to the students that when insects such as bees or butterflies land on a flower the pollen sticks to them. When they land on another flower, the pollen falls off into the pistil where it helps make a seed. This is called pollination. Have the students repeat the word.
2. Using the United Streaming website, show the students the video, The Magic School Bus Plants Seeds.
3. After the video, review how pollen travels from one flower to another.
Closure (Elaborate):
1. Break students into groups of three. Using one group as an example, give one of the students a flower cutout that has a yellow pom-pom attached to it with a piece of tape. Give one student a bee cutout with a piece of tape on it. Give the other student a flower cutout with a piece of tape on it.
2. Role-play pollination. Tell the bee to buzz around the two flowers. Have the bee pretend to land on the flower with the yellow pom-pom attached, which is the pollen. The bee sticks the pollen onto its body and flies to the next flower. The bee sticks the pom-pom onto the new flower.
3. Give each group a bee with a piece of tape, a flower with a piece of pollen, and a flower with a piece of tape. Have them role-play pollination in their group. Each group will have a chance to demonstrate their role-play to the class.
Assessment (Evaluate):
1. The students will label the parts of a flower diagram and explain the job of each part as a class.
2. The students will role-play pollination in a group and then present it to the class.
Materials:
Student:
1. Each group needs:
a. Flower cutout with a yellow pom-pom attached with a piece of tape
b. Bee cutout with a piece of tape attached
c. Flower cutout with a piece of tape attached
Teacher:
1. United Streaming video The Magic School Bus Plants Seeds
2. TV connected to the computer
3. Class created big book on plants
Lesson 14: Strange Plants
Learning Outcomes:
Students will…
1. Know about different types of plants and how they use their unique features to survive.
2. Create their own plant including a name, its unique features, and how it uses its features to survive.
3. Make a grass creature.
PA Standards:
Reading
1. PA.R.1.2.2.A Read and understand essential content of informational texts.
2. PA.R.1.2.1.B Identify and use a variety of media to gain information.
Writing
1. PA.R.1.5.1.B Write content sentences using content appropriate for the topic.
2. PA.R.1.5.1.B.3 Incorporate details relevant to the topic using short sentences.
3. PA.R.1.5.1.F.1 Spell high-frequency sight words correctly.
4. PA.R.1.5.1.F.2 Capitalize the first word of a sentence, names of people, and the pronoun I.
Environment
1. PA.ENV.4.7.4.A.1 Explain why plants and animals are different colors, shapes and sizes and how these differences relate to their survival.
2. PA.ENV.4.7.4.B.1 Explain how specific adaptations can help a living organism to survive.
Anticipatory Set (Engage):
1. Tell the students that they are now experts on plants. They know all about seeds, they know what plants need to survive, they know the parts of a plant and what each part does.
2. Explain to students that today we are going to talk about some very strange plants. Some of these plants grow in the air, some of the plants eat insects, some of the plants smell bad.
Procedures:
Explore:
1. Give each student a copy of the Strange Plants booklet from the Reading A to Z website.
2. Give them a few minutes to look through the book and check out the pictures of the different plants.
Explain:
1. Using the downloaded copy of the book, show it on the TV. This way students can see the colored pictures of the plants.
2. We will read the book together as a class.
3. As we read the book, I will show them pictures and videos of some of the plants using a Powerpoint presentation I created.
4. Emphasize why the plants are different. How do they use their different features to survive in their environment?
Closure (Elaborate):
1. Each of the students will create their own strange plant. They need to give their plant a name. They need to describe what is strange about it (does it look strange, eat something strange, smell strange, etc.) They need to explain how this helps them survive. When they are finished writing, they need to draw a picture of their plant. I will provide them with a sheet listing these types of questions that they can use as a reference.
2. As students are working, I will be calling each of them in small groups to make a grass creature.
a. Each student will get a sock. They will wet it and turn the top over the rim of a mug.
b. Using a spoon, they will spread lots of grass seeds over the bottom.
c. They will spoon potting soil into the sock. Wrap a rubber band around the top of the sock and cut of the excess sock.
d. Pour water onto the top of the sock. Lift it up and let it drip. Then turn it upside down in a saucer filled with water.
e. With my help, they will use buttons and pins to make a face.
Assessment (Evaluate):
1. The students will create their own strange plant and explain how its unique feature(s) help it survive.
Materials:
Student:
1. Copy of Strange Plants by Kira Freed from Reading A to Z
2. Materials to make a grass creature
a. Old sock
b. Grass seed
c. Buttons
d. Pins
e. Rubberbands
f. Potting soil
Teacher:
1. Powerpoint presentation with pictures and videos of strange plants
2. Copy of Strange Plants on the computer downloaded from Reading A to Z
Lesson 15: Monet's Garden
Objectives:
Students will…
1. Know about water lilies and how they grow in the water.
2. Examine Claude Monet’s Waterlilies paintings.
3. Create their own water garden using Q-tips and tempera paints.
PA Standards:
Environment
1. PA.ENV.4.7.4.A.1 Explain why plants and animals are different colors, shapes and sizes and how these differences relate to their survival.
2. PA.ENV.4.1.4.C.2 Identify plants found in fresh water.
Arts and Humanities
1. PA.AH.PPE.9.1.3.B.4 Visual Arts: paint; design for environment
Anticipatory Set (Engage):
1. Discuss the strange plants that we have already talked about (plants that smell bad, plants the eat insects, etc.).
2. Show students pictures of water lilies. Explain that some plants grow in water. The stem of the water lily goes all the way down to the bottom of the pond and the roots grow into the mud underneath.
Procedures:
Explore:
1. Explain to students that many artists use plants as the subject of their art (paintings, sculptures, drawings).
2. Tell them about Monet and how he made his own water garden at his home filled with water lilies. He used to sit in his garden and paint. He has many, many paintings of water lilies.
3. Read The Magical Garden of Claude Monet by Laurence Anholt.
Explain:
1. Using a Power point slideshow, show the students pictures of Monet’s garden. Show them his different paintings of water lilies.
2. He painted in an impressionistic style. This means that he didn’t paint the tiny details, he painted the big picture.
Closure (Elaborate):
1. Each student will get the chance to make their own Monet.
2. Students will get a half sheet of white construction paper. They will use Q-tips and paint to create their own water garden. I will leave the slideshow on a continuous loop so the students can use the paintings as a model.
Assessment (Evaluate):
1. Students will create a painting connecting their knowledge about plants and how plants are used for artistic inspiration in the real world.
Materials:
Student:
1. Half sheet of white construction paper
2. Q-tips
3. Purple, yellow, blue, green tempera paint
Teacher:
1. Power point slideshow with Monet’s Waterlilies and photographs of his actual garden
2. The Magical Garden of Claude Monet by Laurence Anholt
3. Pictures of water lilies
Lesson 16: Products From Plants
Objectives:
Students will…
1. Complete the Treasure Hunt homework sheet by finding items in their home that come from plants.
2. Sort their items into categories.
PA Standards:
Reading
1. PA.R.1.8.1.C Gather important information related to the main idea.
Environment
1. PA.ENV.4.2.4.B.2 Identify by-products of plants and animals.
2. PA.ENV.4.2.4.B.3 Identify the sources of manmade products.
3. PA.ENV.4.8.4.D.1 Identify items used in daily life that come from natural resources.
Anticipatory Set (Engage):
1. Have everyone bring their Treasure Hunt homework to the carpet. Explain how many different things that we use everyday come from plants.
2. Give each of the students an index card. Have them choose two of their products from their sheet. Write one product on one side and the other product on the other side.
Procedures:
Explore:
1. Pick a category. Number the corners in the room from 1-4. Give each corner an item in the category. The students have to pick which corner they would prefer to go to. After everyone chooses a corner, the students have 30 seconds to talk to each other about why they picked it. Play a few rounds using basic categories.
a. Animals: Dog, Cat, Fish, Bird.
b. Sports: Soccer, Football, Basketball, Hockey.
c. Food: Pizza, Tacos, Chicken Nuggets, Mac N Cheese
2. This time the category will be Products that Come from Plants. The choices will be food, medicine, paper/wood, other. They will use their cards to choose their corner.
3. Repeat the same procedure with the other side of their card.
Explain:
1. Come back together as a group. Reinforce the importance of plants and our basic needs and survival.
Closure (Elaborate):
1. Read The Giving Tree by Shel Silverstein.
2. Discuss the different ways that the man used the tree to help himself.
Assessment (Evaluate):
1. Students completed the Treasure Hunt sheet by finding products in their home that come from plants.
2. Students will sort their items into a category.
Materials:
Student:
1. Treasure Hunt homework sheet
2. Index card
Teacher:
1. The Giving Tree by Shel Silverstein
Objectives: Students will…
1. Complete the “Packets of Plants” packet by identifying the parts of the plant the vegetables came from.
2. Know why plants are important to people.
PA Standards:
Environment
1. PA.ENV.4.2.4.B.2 Identify by-products of plants and animals.
Science
1. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.
Anticipatory Set (Engage):
1. Read the book Tops to Bottoms by Janet Stevens.
2. Discuss what parts of the plant the rabbits kept as food. Each of the vegetables that they grew people also eat.
Procedures:
Explore:
1. Have students complete the “Packet of Plants” activity. Each of the pages discusses a vegetable and the part of the plant it comes from.
Explain:
1. Review the Packets of Plants activity. List other vegetables and the part of the plant they come from.
2. Tell the students that we get a lot of the vitamins and minerals that our body needs from fruits and vegetables. This is why plants are so important to us. Remind them about photosynthesis and how plants also use the carbon dioxide that we exhale and give off oxygen that our bodies need.
Closure (Elaborate):
1. Make a list of the reasons that plants are important to people (food, materials, medicine, oxygen).
Assessment (Evaluate):
1. Students will complete the “Packet of Plants” activity. They have to identify what part of the plant the vegetable comes from.
2. Students will list the reasons people need plants.
Materials:
Student:
1. “Packet of Plants” packet
Teacher:
1. Tops to Bottoms by Janet Stevens
Lesson 18: Fruit Salad Celebration
Objectives:
Students will…
1. Complete the items in their science folder according to the provided checklist.
2. Write five things that they learned during the unit.
PA Standards:
Writing
1. PA.R.1.4.1.B Write informational sentences.
2. PA.R.1.5.1.F.1 Spell high-frequency sight words correctly.
3. PA.R.1.5.1.F.2 Capitalize the first word of a sentence.
Anticipatory Set (Engage): (Day One)
(This lesson will be taught over two days.)
1. Give students a checklist. The checklist will list all of the elements that students must have in their science folder.
2. They will have the rest of the time to finish anything that they haven’t completed, and list five things that they learned from the unit.
3. They will turn in their folders to me. I will return the folders tomorrow.
Procedures: (Day Two)
Explore:
1. Each student will bring in a piece of fruit from home to use in a fruit salad.
2. We will watch the Power Point slideshow of the pictures of the lima bean seeds growing.
Explain:
1. I will congratulate each of the students on their achievement and give them back their folders.
Closure (Elaborate):
1. Give everyone a bowl of fruit from the fruit salad we made.
2. Present each of the students with an Expert Gardener certificate.
Assessment (Evaluate):
1. I will collect each student‘s folder. I will be looking to see that the items on the checklist are completed. I will also be reading their list of the five things they learned. Their grade will be a smiley face, an ok face, or a sad face. They will be graded on each item and given an overall grade.
Materials:
Student:
1. Science folder
2. Checklist
3. Piece of fruit from home
Teacher:
1. Certificates