Science
SCI.III.2.5
Strand:
Using Scientific Knowledge in Life Science
- Organization of Living Things
Standard:
Grade: 1
All students will analyze how parts of living things are adapted to carry out
specific functions
Benchmark:
Explain the functions of selected seed plant parts.
Constructing & Reflecting:
SCI.I.1.1 SCI.I.1.2 SCI.I.1.3 SCI.II.1.1 SCI.II.1.2 -
Generate reasonable questions about the world based on observation.
Develop solutions to problems through reasoning, observation, and investigation
Manipulate simple devices that aid observation and data collection.
Develop an awareness of the need for evidence in making decisions scientifically
Show how science concepts can be illustrated through creative expression such as language arts and fine
arts
Vocabulary / Key Concept
Context
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Roots
Stem
Leaves
Flowers
Fruits
Seeds
See (SCI.III.4.E.2), functions of selected animal
body parts.
Common edible plant parts:
¾ bean
¾ cauliflower
¾ carrots
¾ apples
¾ tomatoes
¾ celery
¾ spinach
Knowledge and Skills
Resources
Benchmark Clarification:
Coloma Resources:
All plants have parts that perform a specific function
(job) to keep the plant alive. Each part of a plant
works to support a plant’s life.
Newbridge Early Science Program “big books”
and teaching guides.
-From Peanuts to Peanut Butter
-The Vegetable Garden
-An Apple a Day
-Seeds Get Around
Students will:
• Explain how roots anchor the plant and take in
water and minerals
• Explain how stems provide support and carry
water, minerals, and food to all parts of the plant
• Explain how leaves make food (site of food
production)
• Explain how flowers produce fruit and attract
pollinators (bees, birds, etc.)
• Explain how fruits hold and disperse seeds
• Explain how seeds carry embryos for new plants
Newridge Discovery Links “little” readers with
reproducible black line masters:
-Grow, Seed, Grow
Plants (stamp set and cards) See Inside Puzzle:
Parts of a flowering plant.
Community Resources:
- Sarett Nature Center
- Curious Kids Museum
Other Resources:
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Webliography.
http://mtn.merit.edu/mcf/SCI.III.2.E.5.html
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Mayes, Susan. What Makes a Flower Grow?
Usbourne, 1989.
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“Salad Nutrition Chart.” Grow Lab: Activities
for Growing Minds.
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http://www.kidsgardening.com/
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“Seed Plants.” Sing the Science Standards
(Songbook/CD).
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http://scienceexplosion.indiegroup.com/
Instruction
Assessment
Benchmark Question: How does each part of a
seed plant support the plant’s life?
Coloma Assessment:
Focus Question: What are the functions of seed
plant parts?
Have students create their own plant either by
drawing or using a stamp set. Label the key
parts by hand (roots, stem, leaves, flowers).
Share and discuss literature as listed under
resources.
Complete “Inside a Seed” learning experience.
Scoring:
4 labeled correctly – 100% - Secure Level
3 labeled correctly – 80% - Developmental
2 labeled correctly – 60% - Beginning
(Copy is attached)
Teachers Comments
Analyze how parts of living things are adapted to carry out specific functions.
Multicellular organisms, over a long period of time, have adapted and become specialized to be
efficient at a particular function...for example the roots, stems, leaves, flowers, fruits, and seeds of a
common green plant have specialized parts that work together to form systems to do processes which
become interdependent within the organism. This interdependence helps to maintain a stable internal
environment in higher plants and animals. This stable environment can be, in turn, disrupted by
disease and other environmental conditions. The scientifically literate student should be able to
describe how technology can be used in the prevention, diagnosis, and treatment of diseases in today's
world.
Inside a Seed
Grade Level K-2
Submitted by: Amanda Hill, Kindergarten Teacher
Objectives:
1. Students will look inside a seed to discover the beginning of a plant.
2. Students will discuss elements that are important for plants to grow – air,
water, food.
Material/Preparation:
Need to draw the shape of a lima bean, labeling “food” “seed coat” and
“embryo.”
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Lima beans; soak in water overnight
Magnifying glasses
Illustration of lima bean with baby plant inside
Divide children into cooperative groups, if desired
Part 2 – Ziploc bags, wet paper towels
Motivation:
How does a plant begin? Ask students for thoughts and predictions. How does
a seed turn into a plant? Tell them that scientists make predictions and study
things to find answers to their questions. Today you are going to be a scientist.
Activity:
Give each student a seed, lima bean, that has been soaked in water so it is
easier to open. Show them how to open the seeds carefully. (They fall apart,
so you must be gentle!) Ask students to see if they can find out how a seed
turns into a plant. After looking on their own, have them help friends find out
why. Have them talk about it with their groups as they look. Make sure every
child sees a baby plant.
Closure:
Come back to the carpet and have students discuss their conclusions. Show
the illustration of the parts of a seed including the baby plant, seed coat, and
plant food.
Extending the Activity:
Now that we know where a plant begins, can it grow where we left it? What………..remaining
words missing.
Inside a Seed
Grade Level: K-2
Amanda Hill, Kindergarten Teacher
Objectives:
1. Students will look inside a seed to discover the beginning of a plant.
2. Students will discuss elements that are important for plants to grow: air, water, food
Material and Preparation
Seed Coat
Food
Embryo
•
•
•
•
•
Lima beans: soak in water overnight
Magnifying glasses
Illustration of lima bean with baby plant inside
Divide children into cooperative groups, if desired
Part 2 – ziplock bags, wet paper towels
Motivation:
How does a plant begin? Ask students for thoughts and predictions. How does a seed turn
into a plant? Tell them that scientists make predictions and study things to find answers to
their questions. “Today you are going to be a scientist!”
Activity:
Give each student a seed, lima bean, that has been soaked in water so it is easier to open.
Show them how to open the seeds carefully. (They fall apart, so you must be gentle!) Ask
students to see if they can find out how a seed turns into a plant. After looking on their own,
have them help friends find out why. Have them talk about it with their groups as they look.
Make sure every child sees an embryo.
Closure:
Come back to the carpet and have students discuss their conclusions. Show the illustration of
the parts of a seed including the baby plant, seed coat, and plant food.
Extending the Activity:
Now that we know where a plant begins, can it grow where we left it? What does it need to
grow? What are some things that you need to grow? Water, food, sunlight – we don’t know
for sure, so we are going to be scientists again to find the answer to our questions.
Put beans in ziplock bags to test the following conditions:
• No water (no wet paper towel)
• No light (cover in black, put in closet)
• No food (take seed apart-baby plant without bean
• No air: close ziplock bag)
Check bags periodically to see what happens and discuss results.
Instruction
Benchmark Question: How does each part of
a seed plant support the plant's life?
Focus Question: What are the functions of
seed plant parts?
Share and discuss literature as listed under
resources.
Complete "Inside a Seed" learning
experience.
Assessment
Coloma Assessment:
Have students create their own plant either
by drawing or using a stamp set. Label the
key parts by hand (roots, stem, leaves,
flowers).
Scoring:
4 labeled correctly - 100% - Secure Level
3 labeled correctly - 80% - Developmental
2 labeled correctly - 60% - Beginning
(Copy is attached)
Teachers Comments
Analyze how parts of living things are adapted to carry out specific functions.
Ivlulticellular organisms, over a long period of time, have adapted and become specialized to
be efficient at a particular function... for example the roots, stems, leaves, flowers, fruits, and
seeds of a common green plant have specialized parts that work together to form systems to
do processes which become interdependent within the organism. This interdependence helps
to maintain a stable internal environment in higher plants and animals. This stable environment can be, in turn, disrupted by disease and other environmental conditions. The
scientifically literate student should be able to describe how technology can be used in the
prevention, diagnosis, and treatment of diseases in today's world.