Level: Young Adult
Subject:
Science
Theme:
Hobbies
Seeds and Plants
Lesson Summary
The students will explore the different properties of plants (flowers,
leaves, roots etc.) as well as the transformation a plant makes when it
grows in soil.
Benchmark Focus:
P.ME.P.EB.IV.1.e.1ADDh Identify attributes/properties of common
objects (texture, color and size of plant) and L.OR.P.EB.III.2m.2a
Identify parts of life cycles of plants
Materials:
1. The book “Science at the Farm” (made with board maker)
2. Flashcards showing the sequence of plant growth
3. A laminated picture of a plant with plant parts that can be stuck to the
picture
4. Potting Soil
5. Seeds
6. Flower pot
7. “Growing Vegetable Soup” Literacy Kit with book and play
vegetables
8. Carrot tops growing in water
Anticipatory Set:
We will read the book “Science at the Farm”. We will look at some
objects that grow in soil such as a flowers, fruit and vegetables. These
will be passed around to each student. The students will look at carrot
tops that have begun to grow roots in water so they can see what roots
look like. The students will take turns taking the seed flashcards and
putting them in order, from seed to plant. The students will also take
turns putting the labels on the plant diagram to identify the plant parts.
Step by Step Procedures:
1. The students will read the book and talk about plants that we can have
in a garden or at home.
2. The students will pass around a few of the toy fruits and vegetables so
they can see what kind of things come from seeds.
3. I will show the students carrot tops that are growing roots and
compare them to pictures of roots
4. We will do the plant sequencing chart which puts the plant in
sequential order from seed to root to plant
5. We will label a picture of a plant with Velcro flashcards
6. We will gather potting soil, seeds and a flower pot to make our own
plant
7. The students will take turns putting the soil and seeds in the plant
8. The students will water the plant
9. We will put the plant by a windowsill because plants need sunlight to
grow
10.When the plant begins to sprout, I will see if the student can touch the
green part of the plant (leaves) as well as the brown part of the plant
(dirt).
Plan for Independent Practice:
The students will continue to visit our classroom to watch their plant
grow, and identify the different parts of the plant (green leaf, brown soil,
etc).
Closure:
The students will check that the plants are getting their needs met such as
sunlight and water.
Assessment based on Objectives:
I will have two data sheets. One will document whether a student can
sequence the life cycle of a plant. The other data sheet will document the
students attempt to identify parts of a plant or attributes of a plant.
Extensions:
For the visually impaired students I will create an experience box, which
is a box of 3-D items describing the lesson. I will have plastic bags with
soil as well as a plastic bag with seeds, and a small empty flower pot. I
will also read the book “Growing Vegetable Soup” by Lois Ehert and do
the activities listed in the literacy kit.
Possible Connections to Other Subjects:
D.RE.e4.P.EG02a Follow a pattern/sequence limited to the next step (math)