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)