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 • • • • • • • 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: • Webliography. http://mtn.merit.edu/mcf/SCI.III.2.E.5.html • Mayes, Susan. What Makes a Flower Grow? Usbourne, 1989. • “Salad Nutrition Chart.” Grow Lab: Activities for Growing Minds. • http://www.kidsgardening.com/ • “Seed Plants.” Sing the Science Standards (Songbook/CD). • 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.” • • • • • 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.